Report and Recommendations: Student Discipline Task Force (Continued) Page 6
Bakersfield City School District
Education Center - 1300 Baker Street
Bakersfield, CA 93305
Instructional Support Services Division
TO: Members of the Governing Board
FROM: Randall Ranes, Director of Instructional Support Services Division
DATE: June 7, 2011
SUBJECT: Report and Recommendations: Student Discipline Task Force
Executive Summary
The governing board formed a Student Discipline Task Force (“Task Force”) to review the District discipline code and develop an action plan for the board’s consideration. Five Task Force meetings were held. Objectives were developed and information was gathered from multiple sources. The Task Force has made specific recommendations to change the Student Discipline Code. Additionally recommendations have been made to develop a student disciplinary history documentation form and a standardized student discipline referral form. Discipline-related topics for parent education and for professional development, along with methods of delivering these services are also included in the recommendations. Finally, the Task Force recommends: (1) all existing policies related to student discipline be reviewed and updated consistent with law changes; and (2) a policy on involuntary student transfer be developed.
Introduction
During the March 22, 2011, board meeting the Bakersfield Elementary Teachers Association Vice President gave a report concerning student discipline issues. Several District teachers also spoke during this report. Later, the governing board determined a task force would be organized to consider student discipline issues and develop recommendations for the board’s consideration.
A twenty-one member Student Discipline Task Force (“Task Force”) was formed comprised of two board members, teachers, parents, a California School Employees Association member, a Bakersfield Elementary Teachers Association member, two counselors, a campus supervisor, a youth services specialist, and administrators in the both central office and at the school site. The superintendent assigned Randy Ranes as chair of the Task Force.
Purpose
The goals of the Task Force were to identify student discipline issues and develop recommendations for the governing board’s consideration. The Task Force broke these goals down into the following objectives:
(1) To analyze the District’s Student Discipline Code and to identify potential additions, amendments, or deletions;
(2) To review the student discipline referral process and identify the minimum elements of a referral form;
(3) To identify parent education and to identify professional development for all staff including follow up procedures; and
(4) To identify a board policy(ies) recommended for development or change.
Task Force participants were reminded to seek solutions to identified issues within the constraints of limited funding. Recommendations were to be developed that were no cost or low cost.
Method
Five meetings were scheduled for the Task Force members. Relevant background materials were provided to the Task Force members including a question and answer document addressing common questions and law relevant to the topics. The Task Force began its work with a group brainstorming method to: (1) generate discipline concerns; and (2) identify specific objectives for the task force aligned with the governing board’s goals.
A survey was developed and sent to all principals. The survey asked each school to send in a copy of the school site’s “office referral” or student discipline referral form. The principal was also asked to reply to the following questions.
(1) Do you use a student behavior prevention or early intervention program (“Program”)?
(2) Was the Program purchased or developed at your school site?
(3) If the Program has a name, please provide the name.
(4) Would you list two positive features or outcomes of your Program?
(5) Would you name two limiting features or outcomes of your Program?
One Task Force session was devoted to presentations by and interviews of the following two groups: (1) District students; and (2) District parents. The Task Force also briefly reviewed a partial summary of the California Healthy Kids Survey taken by District fifth and seventh grade students.
General Findings
A description of all the ideas generated in the Task Force meetings is beyond the scope of a brief report. The findings of the Task Force placed into the recommendations section of this report were significantly curtailed due to funding limitations and time constraints. Additionally, the proposed action plan includes phrases and terms such as “if possible” and “explore.”
Task Force Discussion
The open discussion of the Task Force members initially focused on factors concerning the prevention of discipline problems and early intervention for students at risk for disciplinary action. There were ideas expressed about school site staff developing strategies to measure and enhance a positive school climate including communication, relationship building, and enhancing the school’s role in developing the “whole” student.
Parent education and professional development (“PD”) for teachers and administrators was also discussed. Some dialogue included ideas about developing learning support systems and enhancing classroom management. A suggestion was made to develop a series of PD sessions to address classroom management and more general safety management with implementation follow up. It was recognized that site-based PD services may be necessary to best organize, develop, implement and revise a school-wide student behavior plan. Considering the length of site staff meetings, short PD modules were suggested. PD modules could be used in conjunction with more in-depth PD sessions provided at the Education Center.
The Task Force recommended addressing: (1) PD on classroom and safety management for teachers; and (2) campus safety and behavior management for CPS workers and other staff who may be involved in school wide discipline plans.
The Task Force recognized that employees need efficient ways to measure student conduct to support planning and decision making. Also, learning support systems by students should be developed and implemented, to the extent possible, by the primary stakeholders (staff, administration, parents).
The Task Force discussion suggested the District discipline code may be inconsistently implemented across school sites. In addition to skills and knowledge about preventing and intervening with misconduct, it was recognized that procedures needed to be consistently implemented as the procedures were designed or agreed upon. Consistent and faithful implementation of law, policy, and procedure should yield positive, measurable and ensuring results. The question was asked: “How would (discipline) accountability and monitoring tools work?” The Task Force suggested: (1) the school principal should give emphasis to safety and student conduct management plans; and (2) the principal’s supervisor (Director of School Support) needed to be part of the accountability and support.
School-Site Survey
Each school was asked to complete a short survey and to share the school site’s office referral form. The survey questions are provided above in the section entitled “method.” Below is the analysis of the office referral forms received and the general findings of the survey.
A review of the submitted office referral forms indicates each school responding to the survey uses a form to refer students for possible disciplinary action. The forms submitted contain many similar components. However the forms also varied significantly in the level of detail, the effort needed to complete the form, the mechanism for feedback to the referring employee, and other factors. This review supports the recommendation that a standardized referral form may help improve documentation and communication.
The survey results show that many District schools develop their own prevention and early intervention programs (“Program”) sometimes incorporating information from published and internal District sources. All Junior High/Middle schools reported use of a Program whereas only 58% of the reporting elementary schools have a Program. Since student conduct problems may develop and intensify over time, the survey results suggest that elementary schools in the District should be encouraged to implement prevention and early intervention programs.
The survey results also suggest that student discipline data should be gathered, analyzed, and used in both planning and to assess the fidelity of a discipline plan implementation. Schools should be encouraged to use procedures with demonstrated effectiveness to include methods to enhance student engagement in school.
District Student Interview
Four students (three Junior High/Middle and one elementary age student) appeared once before the Task Force. The students spoke about their school and discipline. They also answered questions from the Task Force members. The general findings appear below.
School climate and interpersonal relationships are important. Students relate better to teachers who they perceive as fair and reasonable. Students want a teacher to be open to positive interpersonal interactions. The discipline rules should be reviewed with students and “refresher” reviews are also helpful. Structured recess settings (e.g., intramural, games) may be effective to reduce behavior problems and increase student perceptions of safety. Positive involvement in schools, families, and the community may compete against gang influences. Parents and schools benefit from clear communications and sharing of the goals and methods to help promote healthy development.
District Parent Interview
In addition to the participating Task Force parents, a small group of parents appeared once before the Task Force to make a presentation and answer some questions. The general results appear below.
The parents suggested that District parent involvement efforts should be reevaluated with the goal of further engaging parents in the education process. The District’s capacity for engaging families and other community stakeholders should be enhanced.
The parent group expressed the view that staff should help define the parental role in education and help better engage parents in a variety of ways helpful to the family, school, and community. Existing resources should be analyzed and reallocated to improve participation and outcomes. The barriers to parental involvement are many (e.g., language, cultural, transportation, access). The school site should be the focal point of parent involvement. We should reestablish an atmosphere of a "neighborhood school" to develop a stronger sense of community.
Parent education efforts should be skill focused on topics that include appropriate student conduct. The District or school site should provide incentives and funding for effective family engagement at the school and district level.
Discipline-Related Results from the California Healthy Kids Survey
The California Healthy Kids Survey (CHKS) is a statewide survey that includes fifth and seventh graders from the Bakersfield City School District. The CHKS purports to measure a broad range of key learning and health-related indicators important to improve school climate, learning supports and engagement. A review of the most recent District results related to discipline supports the following conclusions.
“Respect” is an important factor to address in interpersonal relations between students and between students and staff. Sources of unfairness in the treatment of students and strategies should be identified to improve the student’s perception of fairness in employee-student interactions. Conflict mediation and resolution procedures should be used with additional focus on sensitivity to racial/ethnic differences. Racial and ethnic issues between students should be reduced. A student’s feelings of competence should be considered when addressing conflicts, discipline and otherwise providing services. Student opportunities for meaningful participation in education should be enhanced. Strategies should be developed and implemented to improve student motivation to excel in school. Methods should be identified and implemented to enhance student well being and physical fitness.
RECOMMENDATIONS BY OBJECTIVE
Objective #1. To analyze the District’s Student Discipline Code and to identify potential additions, amendments, or deletions.
I. Add “if applicable or available” since some actions listed in the Discipline Code as a response to misconduct (e.g., counseling) may not be available at every school.
II. Update the acronym SIT (School Intervention Team) to TSS (Team for Student Success).
III. Delete references to a disciplinary action involving a transfer of a student from one school or class to another school or class.
IV. Delete references in the Discipline Code to taking or sending the student home for the remainder of the day.
V. Add definitions of vague terms found in the District discipline code (e.g., loitering, gambling, littering, and disrespect) to the glossary of the Student Services Handbook.
VI. Move the offense of “gambling” from Disruptive Behavior “B” to Disruptive Behavior “A.”
VII. Replace the progressive discipline steps in Disruptive Behavior A with: (a) alternatives to suspension; (b) use of consequences tailored to be effective with the misbehaving student; and (c) suspension.
VIII. In the Disruptive Behavior B section, replace “0-5” with “1-5” at the point of three and four disciplinary referrals.
IX. Remove references to conferences with a Supervisor of Student Services.
X. Add a reference to consistent enforcement of the discipline code across district schools.
XI. Replace “arson” with “fire setting.”
Objective #2. To review the student discipline referral process and identify minimum elements of a referral form.
I. Documentation Form - Develop a standardized (hard copy) form so teachers can easily create a documentation history showing actions taken to discourage misconduct.
II. Office Referral Form – Explore the use of the District’s electronic system (i.e., Complete School) to help teachers make office referrals.
a. Bring across identifying student information
b. Share a notice of referral and outcome with an appropriate employee(s) (e.g., student’s teacher)
c. Minimize the writing/labor components in the form.
d. If possible, incorporate the following minimum elements into the hard copy and electronic office referral form:
i. Confidentiality Notice
ii. Date
iii. Time
iv. Name of the employee completing the form
v. Name of student(s)
vi. Grade
vii. Student Identification Number (SID) (Electronic version only)
viii. Location of incident
ix. Factual description of what occurred
x. Method to give notice of the referral to the student’s teacher if different than the referring employee
xi. Background factors (if easily available) (e.g., disability)
xii. Documentation of parent contact (Name, date, time, Contact Made: Yes/No, Person Talked to, or Message Left)
xiii. Prior actions taken to assist the student (Check off or pull down menu for electronic version)
xiv. Method to communicate administrative actions back to referral employee
xv. Check box if there are witnesses to the misconduct
e. Components of standardized (hard copy) office referral
i. Provide check off section whenever possible
ii. Provide a general listing of misconduct categories
iii. Set up the form for NCR (No Carbon Required) paper
iv. Three-hole punch the form
Objective #3. To identify parent education and to identify professional development for all staff including follow up procedures.
I. Parent Education
a. Reevaluate parent education efforts with the goal of further engaging parents in the education process