Evaluation of Woodland High School's Silent Lunch Program

A report submitted to W.H.S. Principal Brett Cook

Josh Worsham

7/30/2010

Abstract

The Woodland High School Silent Lunch Program is in place to control the number of students who are late to class. This author used an anonymous survey to gather data from a sample of approximately one third of the school's faculty. This was combined with data resulting from a face to face interview with an administrator from the school who has been working closely with the program since its inception. After analyzing and comparing the results of these data sources, it was determined that, this program should continue at WHS. In order to further improve this program, this author recommends that the administration identify teachers who are not applying this program and hold them accountable. It is clear that the more consistent the faculty is in applying the silent lunch policy, the more effectively the goals of the program will be met.

Introduction

The Woodland High School Silent Lunch Program is in place to control the number of students who are late to class. Because maximizing instructional time is so important, tardiness is not desirable to leadership at WHS. The program consists of a teacher filling out a silent lunch form whenever a student is late to class. This for is in triplicate, one for the student, teacher and administrator respectively. The student is then required to each his or her lunch at a specified location, where no talking is allowed. A teacher is in charge of the table and also attendance records. If the student does not attend this silent lunch in a timely manner, they will spend one day in internal suspension.

Description of Program Evaluated

The stakeholders in the WHS Silent Lunch Program are school administration, teachers, parents and students. The administration is responsible for implementation of the program, while the teachers play an integral part by assigning the students who are late to class silent lunch. The students are stakeholders because those who are on time deserve to not to be interrupted during the learning process, and those who are late need to be discourage form continuing lateness.

The program is run throughout the school year and the administration would like to know how effective it is and what actions could improve its effectiveness. The context for its use is very simple. It is used in a high school setting during each class period to discourage student from arriving late to class. The silent lunch is assigned to any student who is late to class in an unexcused fashion, and it must be served the next school day.

* The main goal of this program is to reduce and hopefully eliminate students arriving late to class at WHS.

* A secondary goal is to maximize instructional time for each class.

* Another secondary goal is to reduce illicit behavior that occurs in the hallways and common areas if students remain unsupervised after class has begun.

Evaluation Method

Results

Quantitative Data

A sample consisting of 26 out of approximately 60 teachers at Woodland High School responded to a 10 question, forced rating survey created by the author. The respondents represent over 43 percent of the faculty at the high school. The surveys were conducted through the internet and completely anonymous. Here are the results of the first 9 questions. The last question required a short written response and the results are under qualitative data. Additionally, some comments from questions 1-9 can also be found there.

1. WHS's silent lunch program reduces the overall number of students who are late to class.

Strongly Agree Agree Disagree Strongly Disagree

4% 54% 23% 19%

2. How many silent lunches do you assign per week early on in the semester?

0-5 6-10 11-16 16 or more61% 31% 4% 4%

3. How many silent lunches per week do you assign late in the semester?

0-5 6-10 11-16 16 or more85% 11% 4% 0%

4. Having to assign silent lunch has a negative effect on instructional time.

Strongly Agree Agree Disagree Strongly Disagree

4% 27% 50% 19%

5. Silent lunch has solved a tardy problem with a specific student in the past.

Strongly Agree Agree Disagree Strongly Disagree

8% 57% 27% 8%

6. Internal suspension is an effective consequence for students who do not serve their silent lunch.

Strongly Agree Agree Disagree Strongly Disagree

19% 65% 8% 8%

7. Teachers at WHS are consistent in using silent lunch when students are late.

Strongly Agree Agree Disagree Strongly Disagree

0% 19% 39% 42%

8. The silent lunch program is implemented efficiently by those involved.

Strongly Agree Agree Disagree Strongly Disagree

4% 77% 15% 4%

9. Students are able to make it to class on time given: time between bells, distance between classes and crowded halls at WHS.

Strongly Agree Agree Disagree Strongly Disagree

4% 54% 23% 19%

Qualitative Data

10. If you have a suggestion that you feel could improve the silent lunch program at WHS, please explain. Additionally, if you feel the program should be replaced, please provide details on what should replace it.

This question was to be answered with a written response. Five teachers responded with not applicable or no suggestion. Five others suggested that the key to the program is consistency among all the teachers in the school implementing the program. Four more suggested different programs such as immediate internal suspension for late students, teacher assigned detention before or after school, and lastly, an academic penalty.

In addition to the survey, this author conducted a short in person interview with an assistant principal at WHS. Her responses in summary include: The students at WHS despise silent lunch because they believe it is very juvenile. It embarrasses them to eat at the silent lunch table, and as a result, they avoid being tardy to class. She also stated that the number of students late to class has decreased since this program was implemented in the 2008-2009 school year. Finally, she stated that there are teachers who do not use the silent lunch program and this hurts the effectiveness somewhat. She felt that more consistency across the board would provide continued improvement.

Discussion

The purpose of this evaluation was to determine if the silent lunch program at Woodland High School was having the intended effect of reducing the number of students late to class, which in turn maximizes instructional time and reduces negative behavioral issues. The first data source, the anonymous survey results show that Woodland teachers feel the program is working to reduce tardiness. 58% of the sample surveyed either agreed or strongly agreed that WHS's silent lunch program reduces the overall number of students who are late to class. Statistics also showed that teacher assign less silent lunches late in the semester. While 39% of teachers wrote between 6 to 16 silent lunches per week early in a semester, only 15% wrote 6 to 16 late in that semester. When faced with trying to solve a tardy problem with a specific student, 65% of teachers reported silent lunch resolved the issue. Only 31% of teacher reported that instructional time was negatively impacted by writing silent lunch. This was important because maximizing instructional time is a secondary goal of the program. While 81% felt that those involved in the program implement it effectively, that same percentage felt that WHS teachers are not consistent applying it. A small majority of 58% feel that students have enough time between classes to navigate crowded halls and travel varying distances to their next class. Finally, 84% of those survey felt that internal suspension was the proper punishment for students who failed to serve the silent lunch assigned.

The qualitative portion of the results both agreed and differed with the quantitative survey results. Five comments were in agreement that teachers need to be more consistent in applying the program, and stated that improved consistency would improve the program's effectiveness. Four others noted that the program works and should be continued. It was also suggested that students should not be required to sign the form, silent lunch should be more secluded and a one minute warning bell should ring before the final one.

During this authors short interview with a WHS assistant principal, she made it clear that she feels the program works and can be even more effective with increased consistency.

After reviewing the data, this evaluator recommends that this program continues at WHS. The majority of teacher responses show that the program addresses specific and general problems with student arriving late to class. The number of students who get silent lunch decreases as the semester goes on, and the impact on instructional time is not compromised. Due

to the alignment of all data sources showing a lack of consistency by teachers applying this program, this author recommends that the administration identify teachers who are not applying this program and hold them accountable. It is clear that the more consistent the faculty is in applying the silent lunch policy, the more effectively the goals of the program will be met.

Project Cost 

PersonnelProfessional salaries:Josh Worsham: 4 days x $300/day $1,200

Travel and per diemOne day round trip: 209 Tree Crest Ct., McDonough, GA to Woodland High School$ 15(includes per diem and mileage)

TOTAL BUDGET ($1,215)

Appendix