1. 2014-2015 AMY A. PETERMAN ADMS 626 Effective School Wide Discipline

2. Rationale From 2012-2014, Harvie Elementary School had the most discipline referrals of all elementary schools in Henrico County. It is our goal to cut down on the number of referrals and admissions to the alternative school.

3. Vision The vision of the discipline program is to target “repeat offenders”. By developing relationships with adults and peers, using daily check-in sheets, providing positive mentors, and by enhancing administrative follow through and response time, teachers will be able to cut down on the number of referrals to the office and the alternative school.

4. Discipline Survey A survey was conducted to determine the level of support teachers feel by administration. 13 teachers responded to the survey and the data was analyzed The data showed that teachers need administrators to respond quickly, follow through, and be objective with consequences.

5. Survey Questions Do you feel your school has a consistent discipline plan? Do you feel supported by administration when discipline issues arise? Does administration support you when dealing with parents? Does your administration respond quickly to discipline issues? Do you think administration is objective when dealing with “repeat offenders”? Do you think your administrators are trying to fix the discipline issues at your school? Do they follow through? Are they open to comments and suggestions regarding discipline?

6. Results

7. Breakdown of Survey 1. 9/13 participants felt that their school had a consistent discipline plan. (69.23%) 2. 11/13 felt supported when discipline issues arise (84.62%) 3. 11/13 felt supported when dealing with parents (84.62%) 4. 9/13 thought administration responded quickly to discipline issues (61.54%) 5. 5/13 thought that their administrators were objective when dealing with repeat offenders (38.46%) 6. 9/13 thought their administrators were trying to fix their school discipline (69.23%) 7. 8/13 thought that there was effective follow through (61.53%) 8. 12/13 thought their administrators were open to suggestions and comments regarding discipline (92.3%)

8. Data Analysis Based on the survey results, the areas of administrative follow through and response time to discipline issues are areas of concern. It is our belief that by building relationships with the targeted students and classroom teachers, administrators can curb the negative behaviors of “repeat offenders” and have an effective school wide discipline program. In addition, we feel that by creating and administrator checklist, the administrative team can effectively assist teachers.

9. Goals To reduce the number of referrals To reduce the number of suspensions To forge and build relationships with “targeted” students To build and maintain a school wide discipline program To seek alternatives for out of school suspensions To have administration respond quickly to discipline issues Administration will build relationships with repeat offenders and continue to follow through with these targeted students Administration will communicate regularly with classroom teachers regarding these targeted students

10. Something to Think About… According to Robert Marzano, “Positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction…A weak or negative relationship will mute or even negate the benefits of even the most effective instructional strategies.”

11. Making Deposits Building relationships with your students is like depositing money in a bank. The more time you invest on getting to know your students and “depositing” time into their account, the more likely they will be to “withdraw” for you. By fostering a relationship with your students, you are investing in them and their learning.

12. Steps for Success 1. Professional Learning Communities for staff on how to implement effective discipline. 2. Checklist for administrators. Steps on reaction time, follow through, and communication. 3. Outside assistance: PALS and WATCH DOG.

13. 1. What Can We Do? In your grade level groups, discuss ways that you build relationships with your students. How do you foster an atmosphere of positive respect with your students? How do you reach those students who are struggling in the classroom? What are some strategies you use for “targeted” students?

14. Ideas/Suggestions Get to know them. Interview your students or have them complete a class survey. Protect their self esteem. Make discipline corrections quickly and quietly. Build goodwill within your classroom. Listen to them. Try to spend time with them outside of school in the community.

15. 2. Administrative Checklist 1. How long did it take me to respond? 2. Was the parent contacted? 3. Was the consequence appropriate? 4. Did I follow up with the teacher? 5. Did I follow up with the teacher?

16. 3. Outside groups PALS: We will utilize mentors from the Police Athletic League of Henrico County to partner up with our targeted students. By building relationships with these students, we hope to reinforce positive behaviors. WATCH DOGS: This group of men from the community will serve as positive male role models for some of our targeted male students. Men will build relationships with the students by helping with homework, attending sporting events, and by providing leadership skills to our male students.

17. Conclusion/Final Thoughts What will you use? What did you take away? How can we help? What areas do we need to elaborate on and “tweak”? Can we effectively implement and follow through?