Domain 2D Without Support? I Think Not…

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Domain 2D Without Support? I Think Not…Teacher’s Perspectives of the Implementation and Use of a Discipline

Matrix in Secondary Schools

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Domain 2 A. Creating an Environment of Respect and Rapport

i. Teacher Interaction with Students ii. Student Interactions with One Another

B. Establishing a Culture for Learning i. Importance of the Content ii. Expectations for Learning and Achievement iii. Student Pride in Work

C. Managing Classroom Procedures i. Management of Instructional Groups ii. Management of Transitions iii. Management of Materials and Supplies iv. Performance of Non-Instructional Duties

v. Supervision of Volunteers and Paraprofessionals D. Managing Student Behavior

i. Expectations ii. Monitoring of Student Behavior iii. Response to Student Misbehavior

E. Organizing Physical Space i. Safety and Accessibility ii. Arrangement of Furniture and use of

Physical Resources

How does Administration help support this portion

of domain 2?

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Setting the Scene…Fall Semester of 2011• The High School has received word that they will be designated at a

Persistently Low-Achieving (PLA) School for the next three years.• The Principal will be replaced by January.• The State is set to intercede by the beginning of the school year next

year.

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Setting the Scene Cont’d• Over 30 fights had taken place in the school by Christmas• There was a clear disconnect between administrators with each other

as well as between teachers and administrators.• Students committing the same crime would be punished differently based

upon their rapport with administrators.

• Spring Semester: The new Principal encouraged referrals being written in order to “whip everyone back into shape”

• This was effective in holding students accountable, but the disconnect on the administrative level was still taking place.

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BEHAVIOR LEVEL 1ST OFFENSE 2ND OFFENSE 3RD OFFENSE 4TH OFFENSEARGUING W/ STUDENT L ADMIN. DISCRETION 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI

BULLYING VERBAL/WRITTEN L WARNING/PARENT CONTACT 2 DAYS ISI/PARENT CONTACT 3 DAYS ISI/PARENT CONTACT 5 DAYS ISI/PARENT CONTACT

CELL PHONE VIOLATION L WARNING/PARENT PICK UP END OF DAY

PARENT PICK UP END OF DAY/ 1 DAY ISI PARENT PICK UP END OF DAY/ 2 DAYS ISI

PARENT PICK UP END OF DAY/ 4 DAYS ISI

CONTRIBUTING TO A FIGHT L 1 DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI

DEFIANCE/ INSUBORDINATION

L 1 DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI

DESTRUCTION OF SCHOOL PROPERTY

L 3 DAYS LUNCH DET./RESTITUTION 2 DAYS ISI/RESTITUTION 3 DAYS ISI/RESTITUTION 5 DAYSISI/RESTITUTION

DISRUPTION OF INSTRUCTION

L I DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI

DISRUPTIVE OFF TASK BEHAVIOR

L 2 DAYS LUNCH DETENTION 1 DAY ISI 2 DAYS ISI 4 DAYS ISI

DISRUPTIVE PROFANITY/ OBSCENE GESTURE


DRESS CODE VIOLATION L WARNING/COMPLIANCE 1 DAY LUNCH DET./COMPLIANCE 1 DAY ISI 2 DAYS ISIELECTRONIC MEDIA VIOLATION

L WARNING/PARENT PICK UP END OF DAY

PARENT PICK UP END OF DAY/ 1 DAY ISI PARENT PICK UP END OF DAY/ 2 DAYS ISI

PARENT PICK UP END OF DAY/ 4 DAYS ISI

FAILURE TO SERVE DETENTION


FORGERY L I DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI

GENERAL PROFANITY/NAME CALLING

L ADMIN. DISCRETION 3 DAYS LUNCH DET. 2 DAYS ISI 4 DAYS ISI

INCORRIGIBLE BEHAVIOR L ADMIN. DISCRETION ADMIN. DISCRETION ADMIN. DISCRETION ADMIN. DISCRETIONPOSSESSION OF CONTRABAND ITEMS


REFUSAL TO FOLLOW STAFF REQUEST


SEXUAL HARASSMENT L 3 DAYS ISI/NOTIFY SRO 5 DAYS ISI/NOTIFY SRO 3 DAYS SUSPENSION/NOTIFY SRO 5 DAYS SUSPENSION/NOTIFY SRO

SKIPPING L 1 DAY ISI2 DAYS ISI/REVOKE PARKING PASS 2 WEEKS

3 DAYS ISI/ REVOKE PARKING PASS 3 WEEKS/ALT SCHOOL REFERRAL

5 DAYS ISI/REVOKE PARKING PASS 6 WEEKS/ALT SCHOOL REFERRAL

STUDENT MISCONDUCT L 2 DAYS LUNCH DETENTION 1 DAY ISI 2 DAYS ISI 4 DAYS ISITARDY TO CLASS L SEE STUDENT HANDBOOK

TARDY TO SCHOOL L SEE STUDENT HANDBOOK

TOBACCO VIOLATION L 1 DAY ISI 2 DAYS ISI/ SMOKING CESSATION CLASSES

3 DAYS ISI 5 DAYS ISI

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BEHAVIOR LEVEL 1ST OFFENSE 2ND OFFENSE 3RD OFFENSE 4TH OFFENSEARSON/PULLING FIRE ALARM

H 5 DAYS SUSPENSION/ SRO NOTIFIED/ADMIN DISCRETION

SBSRB HEARING/SRO NOTIFIED

ASSAULT H 5 DAY SUSPENSION/SRO NOTIFIED/SBSRB HEARING


BOMB THREAT H 5 DAY SUSPENSION/SRO NOTIFIED/SBSRB HEARING


CONTRIBUTING TO A FIGHT-MAJOR

H 5 DAYS ASP 10 DAYS ASP ADMIN. DISCRETION

CYBER BULLYING/THREATS H 2 DAYS ISI/SRO NOTIFIED 5 DAYS ISI/SRO NOTIFIED 10 DAYS ASP/SRO NOTIFIED ADMIN. DISCRETION

DEFIANCE H 1 DAY SUSPENSION 3 DAYS SUSPENSION 5 DAYS SUSPENSION ADMIN. DISCRETIONDISTRIBUTION/TRANSFER OF ALCOHOL

H MIN. 10 DAY SUSPENSION/SBDRB HEARING/SRO NOTIFIED

FOLLOW SCS POLICIES

DISTRIBUTION/TRANSFER OF DRUGS

H MIN. 10 DAY SUSPENSION/SBDRB HEARING/SRO NOTIFIED

FOLLOW SCS POLICIES

FIGHTING H SUSPENSION/ 10 DAYS ASP/SRO NOTIFIED/ADMIN DISCRETION


HAZING OF FELLOW STUDENT

H 5 DAY SUSPENSION/SRO NOTIFIED/SBSRB HEARING


INCORRIGIBLE BEHAVIOR/BUS

H REVOKE BUS PRIVELEGES REVOKE BUS PRIVELEGES REVOKE BUS PRIVELEGES REVOKE BUS PRIVELEGES

INCORRIGIBLE BEHAVIOR/SCHOOL

H ADMIN. DISCRETION ADMIN. DISCRETION ADMIN. DISCRETION ADMIN. DISCRETION

INNAPROPRIATE SEXUAL BEHAVIOR

H SUSPENSION/5 DAYS ASP SUSPENSION/10 DAYS ASP ADMIN. DISCRETION

POSSESSION OF ALCOHOL H SBDRB HEARING/SRO NOTIFIED FOLLOW SCS POLICIESPOSSESSION OF DEADLY WEAPON

H FOLLOW SCS POLICY

POSSESSION OF DRUGS H SBDRB HEARING/SRO NOTIFIED FOLLOW SCS POLICIESPOSSESSION OF PORNOGRAPHY

H SUSPENSION/ 5 DAYS ASP SUSPENSION/10 DAYS ASP ADMIN. DISCRETION ADMIN. DISCRETION

PROFANITY TOWARD A STAFF

H 3 DAYS SUSPENSION/SRO NOTIFIED 5 DAYS SUSPENSION/SBSRD HEARING/SRO NOTIFIED

REFUSAL TO FOLLOW STAFF REQUEST

H 5 DAYS ASP 10 DAYS ASP ADMIN. DISCRETION ADMIN. DISCRETION

THEFT OF PERSONAL PROPERTY

HSUSPENSION/5 DAYS ASP/RESTITUTION/SRO NOTIFIED

SUSPENSION/10 DAYS ASP/RESTITUTION/SRO NOTIFIED

ADMIN. DISCRETION/RESTITUTION/SRO NOTIFIED

THEFT OF SCHOOL PROPERTY HSUSPENSION/5 DAYS ASP/RESTITUTION/SRO NOTIFIED

SUSPENSION/10 DAYS ASP/RESTITUTION/SRO NOTIFIED

ADMIN. DISCRETION/RESTITUTION/SRO NOTIFIED

TRANSFER/DISTRIBUTION OF PORNOGRAPHY

H SUSPENSION/5 DAYS ASP/SRO NOTIFIED

SUSPENSION/10 DAYS ASP/SRO NOTIFIED

ADMIN. DISCRETION/SRO NOTIFIED

USE OF CONTRABAND ITEMS H SUSPENSION/5 DAYS ASP/SRO NOTIFIED

SUSPENSION/10 DAYS ASP/SRO NOTIFIED

ADMIN. DISCRETION/SRO NOTIFIED

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Exploratory Study• Data Collection from three resources:

• Teacher-Leader Focus Group Interview• Staff Survey• Numerical Data

• Numbers of referrals written in 2011-2012, 2012-2013 and 2013-2014 school years.

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Teacher Leaders?• Teachers from all content areas within

the school used to disseminate information from administration to individual teachers.

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“What relative changes have you noticed in our school that you would attribute to the use of the

discipline matrix?”Theme Frequency % of Total Responses Examples of Responses

Consistency 18 48“Administrators give the same punishment for the same offense now”

“There isn’t as much partial treatment with discipline as there was in the past”

Communication 9 24

“There is timely feedback in Infinite Campus concerning the student’s

punishment”

“Administrators have called asking if the student was a ‘disruption’ or if they were

being ‘defiant’ to clarify which punishment is appropriate”

Support 6 16

“My referrals are supported by administration”

“I feel much more in control of my classroom because of the leverage

administration has given.”

Knowledge of Punishment 4 11

“Students know exactly what their punishment will be prior walking down to

(administrators’) office”

“(Administrators’ hand the discipline matrix to them (students) and have them

choose what their punishment should be”

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Survey1. How many referrals have you written this trimester?

1 2 3 4 5 or more

2. How many years have you taught at Franklin-Simpson High School? 1 2 3 4 5 or more

If you marked “1” or “2” years, please skip to question #5.

3. In your own words, how has the way in which discipline was addressed changed over the last two years?

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It has not changed much. Still have inconsistency among

teachers

Since we have started using the discipline matrix, discipline at the high school has been much more

uniform. Many teachers in the past felt that their referrals were being ignored. This feeling has improved,

but occasionally there is still talk that some students get partial treatment.

I am sure some degree of partial treatment is expected and necessary.

The standard in which all children are treated equally is evident is a way that was not

seen in previous years. We know as teachers that if we

send a child down for a referral now, it will be handled the

same way regardless of whom the child is.

In your own words, how has the way in which discipline was addressed changed over the last two years?

It is now consistent. Everyone knows what is going to happen

when a discipline referral is written, students, teachers, and

parents

My first year I saw 4 fights in the area near my classroom, since then 0. My first year when I wrote someone up,

they were often back in class the next day. It seems like there is more

consistency in the process and that behavior across classrooms is now

accumulated against a student whereas before it seemed more

isolated.

Much more of a format now with the matrix...Before two kids would do the same thing

and get different punishments.

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Survey Cont’d1. I feel that discipline problems have lessened in number because of the discipline matrix.

Strongly Disagree

Disagree Neutral Agree Strongly Agree

2. I am aware of what the purpose of the discipline matrix is and its function within our disciplinary action within our school

Strongly Disagree


3. When I write referrals, I feel like the students are dealt with accordingly. Strongly Disagree


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Survey Cont’d1. I feel that the administration follows the discipline matrix when dealing with discipline

problems. Strongly Disagree


2. Teachers need to be informed of the behavior matrix and how discipline is determined by administration.

Strongly Disagree


3. I feel each administrator is consistent in their punishments dealt to each student Strongly Disagree


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Survey Cont’d1. I find it difficult to confront students about inappropriate behavior.

Strongly Disagree


2. I have forgone the chance to write a referral because I believed administration would not deal with the student properly.

Strongly Disagree


3. I feel that if a student commits an offense, that student would be disciplined the same, no matter which administrator dealt with them.

Strongly Disagree


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Survey Cont’d1. I have forgone writing a referral for a student because of time constraints

Strongly Disagree


2. I feel the discipline matrix makes our administration more effective when dealing with discipline.

Strongly Disagree


3. I feel the administration does not support me as a teacher in regards to discipline. Strongly Disagree


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Google Docs to the Rescue!

Figure 2: Frequency of answers concerning: "I feel that discipline problems have lessened

in number because of the discipline matrix."

1=Strongly Disagree2=Disagree3=Neutral4=Agree

5=Strongly Agree

The findings are overwhelmingly

positive with nearly 70% of the

respondents agreeing in some capacity with the

statement.

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Survey Feedback

Figure 3: Frequency of answers concerning: "When I write referrals, I feel like the

students are dealt with accordingly."


5=Strongly Agree

Nearly 80% of the responders found themselves in the

affirmative concerning the

survey.

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Figure 4: Frequency of answers concerning: "I feel that the administration follows the

discipline matrix when dealing with discipline problems."


5=Strongly Agree

Again, nearly 75% of teachers

answered this question at least agreeing with the

statement.

Survey Feedback

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Figure 5:Frequency of answers concerning: "I feel each administrator is consistent in their

punishments dealt to each student"


5=Strongly Agree

Nearly 10% of all responders were found to disagree with administrator

consistency and 66% concurred

with the statement.

Survey Feedback

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Figure 6: Frequency of answers concerning: "I have forgone the chance to write a referral

because I believed administration would not deal with the student properly."


5=Strongly AgreeLet it be noted that

three out of 33 teachers have had

this same experience

because of a lack of trust in the

administration, even with the

implementation of the discipline

matrix . However, 85% of the

teachers who responded to the

survey agreed with the findings.

Survey Feedback

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Figure 7: Frequency of answers concerning: "I feel the discipline matrix makes our

administration more effective when dealing with discipline."


5=Strongly Agree

Over 70% of teachers surveyed

agreed that the discipline matrix

improved the administration’s

ability to deal with behavior issues

more effectively.

Survey Feedback

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Figure 8: Frequency of answers concerning: "I feel the administration does not support me

as a teacher in regards to discipline."


5=Strongly AgreeThis question

focuses on the support that

administration provides for teachers and

gathers teachers’ true sentiments on how effective they

believe the discipline matrix is at the participating

high school.

Survey Feedback

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It’s Juxtaposition We Were Put InDiscipline Data Comparison After 84 Days of School:

2011-2012

% Change

2012 - 2013

% Change

2013 - 2014

Total Referrals 413 25% 517 -7.16% 480

Freshman Referrals 94 47% 138 -6.52% 129

Sophomore Referrals 61 172% 166 -37.35% 104

Junior Referrals 120 -12% 106 33.02% 141

Senior Referrals 138 -22% 107 -1.87% 105

Defiance Referrals 88 48% 130 -17.69% 107

Cell Phone Referrals 39 100% 78 -14.10% 67

Skipping Referrals 93 -27% 68 -45.59% 37 Table 9: Discipline data after 84 days of school.

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Final TallyEnd of Year Behavior Referrals

School Year 2011-2012 2012-2013 2013-2014 Number of Behavior Referrals 2229 936 910

Table 10: End of Year Data Comparison

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Limitations• A limitation for future research would be if a discipline matrix is procured,

publicized but not implemented. It is not the drafting of a discipline matrix that has teachers responding the way that they did in this study; it is the way in which the administration follows through on the promises made by the matrix to students who commit those acts worthy of punishment.

• The most glaring limitation is that the implementation of a discipline matrix was not the only reform that took place at the participating high school throughout the three years of the data provided. There were many advances in student achievement and recognition that changed the school climate and encouraged students to become more cognizant of their actions and other’s perceptions of them.

HS named Kentucky "HUB" school by Commissioner HollidaySept. 27, 2013 - HS in Top 3% of schools in Kentucky! (KDE School Report

Card data)2013 KPREP – School District– Score 71.8 – Distinguished Rating

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Recommendations• It is recommended that the behavior slip that teachers utilize

when writing behavior referrals undergo modifications to become more aligned to the school’s behavior matrix for ease and clearer communication.

• Of the options presented, the implementation of a more efficient and technologically savvy means of completing behavior referrals by using an application through Infinite Campus that is more aligned to the discipline matrix is most applicable.

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In ConclusionD. Managing Student Behavior

i. Expectations ii. Monitoring of Student Behavior iii. Response to Student Misbehavior

• Is YOUR administration supporting teachers in regards to behavior?

Documents

Domain 2D Without Support? I Think Not…