Friday, May 25, 2012

Education Ride 365: Discipline Efforts In Schools Defined & Explained #5

• Parent Contact

• Coach and/or Activity Sponsor Contact

• Detentions: Lunch, Before- and After-School

• Extra School: Saturday School, Thursday School, Friday Night Reflections

• In-School Suspension

• Out-of-School Suspension

• Disciplinary Alternative School

• Restitution

• Behavior Contracts

• Suspension of Privilege

• Behavior Questionnaires

• Character Building Assignments

• Type of misbehavior.

• Context of the misbehavior.

• Discipline history of the offender.

• Focus priority of the misbehavior.

• Ability of the system to support follow-through on the consequence.

• What procedure does a staff member actually follow to report violations?

• Depending on the nature of the offense, what interventions were expected to be tried by the referring staff member prior to formal referral to the office?

• In what way should those interventions be documented?

• Where are the referrals and other related documentation collected and organized for review?

• How can missed instructional time be minimized when students must be called to the office?

• Must students be called to the office for every teacher referral?

• Are there ways to better manage high volumes of referrals that may occur at any given time?

• What procedure should be used for documenting or otherwise establishing the "student's side" of any given situation?

• In what way can the administrator determine if the student has a Special Education 'Behavior Intervention Plan' or other special consideration of this nature before assigning a consequence without referencing this important information?
  

• Under what circumstances and in what manner will parents be notified?

• How will the referring staff member be notified of administrative action taken in response to their referral?

• How will other staff members involved in the discipline process be notified of administrative actions taken?

• Which other staff members should be made aware of specific cases of inappropriate student behavior?  How will this be done?

• In what manner will lists be created?

• Which staff member(s) will maintain the lists, including who is credited as fulfilling an assigned consequence and who is overdue?

• How/where is this information logged for future reference, for instance when sharing a student's discipline history with a parent?

• How are corrections, postponements, and other such extraordinary adjustments communicated and represented on the master list?

• Which staff member(s) will be responsible for determining fulfillment of assigned discipline consequences?

• What is the "cost" when a student fails to fulfill a discipline consequence?

• How will that "cost" be communicated to the student and recorded to make sure the reassigned consequence is ultimately fulfilled?
  

• Do administrators have the benefit of reviewing each student's discipline history prior to addressing a new referral as context for making a more informed decision regarding the most current referral?

• In what way can a student's parents view a telling picture of their child's discipline history?
  

• How can data on any given student's previous discipline history be accessed and represented to support current and future disciplinary actions as needed?
  

• On what basis can a school or district determine the relative state of success of their discipline program?

• Is the school or district able to quantify and disaggregate data regarding the frequency, nature, location, and other relevant data points regarding discipline incidents occurring over time?

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Keywords: Education Ride 365, EdClick, Cycle Of Education, Discipline