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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
L I DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI
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
L I DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI
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
L I DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI
REFUSAL TO FOLLOW STAFF REQUEST
L I DAY ISI 2 DAYS ISI 3 DAYS ISI 5 DAYS ISI
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
SBSRB HEARING/SRO NOTIFIED
BOMB THREAT H 5 DAY SUSPENSION/SRO NOTIFIED/SBSRB HEARING
SBSRB HEARING/SRO NOTIFIED
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
SBSRB HEARING/SRO NOTIFIED
HAZING OF FELLOW STUDENT
H 5 DAY SUSPENSION/SRO NOTIFIED/SBSRB HEARING
SBSRB HEARING/SRO NOTIFIED
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
Disagree Neutral Agree Strongly Agree
3. When I write referrals, I feel like the students are dealt with accordingly. Strongly Disagree
Disagree Neutral Agree Strongly Agree
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Survey Cont’d1. I feel that the administration follows the discipline matrix when dealing with discipline
problems. Strongly Disagree
Disagree Neutral Agree Strongly Agree
2. Teachers need to be informed of the behavior matrix and how discipline is determined by administration.
Strongly Disagree
Disagree Neutral Agree Strongly Agree
3. I feel each administrator is consistent in their punishments dealt to each student Strongly Disagree
Disagree Neutral Agree Strongly Agree
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Survey Cont’d1. I find it difficult to confront students about inappropriate behavior.
Strongly Disagree
Disagree Neutral Agree Strongly Agree
2. I have forgone the chance to write a referral because I believed administration would not deal with the student properly.
Strongly Disagree
Disagree Neutral Agree Strongly Agree
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
Disagree Neutral Agree Strongly Agree
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Survey Cont’d1. I have forgone writing a referral for a student because of time constraints
Strongly Disagree
Disagree Neutral Agree Strongly Agree
2. I feel the discipline matrix makes our administration more effective when dealing with discipline.
Strongly Disagree
Disagree Neutral Agree Strongly Agree
3. I feel the administration does not support me as a teacher in regards to discipline. Strongly Disagree
Disagree Neutral Agree Strongly Agree
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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."
1=Strongly Disagree2=Disagree3=Neutral4=Agree
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."
1=Strongly Disagree2=Disagree3=Neutral4=Agree
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"
1=Strongly Disagree2=Disagree3=Neutral4=Agree
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."
1=Strongly Disagree2=Disagree3=Neutral4=Agree
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."
1=Strongly Disagree2=Disagree3=Neutral4=Agree
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."
1=Strongly Disagree2=Disagree3=Neutral4=Agree
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?
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