Part I: Assessment 5: Plan for Leadership to Support Student Learning
Title:Implementing Positive and Consistent Discipline Name: Amy A. Peterman
1. Identify the data-based research strategies that were used to determine the vision. Use such relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs (ELCC 1.2).The rationale for implementing a targeted discipline plan for individual students at Harvie Elementary school is that we have many students who are repeatedly sent to the alternative school, New Bridge, for extended periods of time due to violent and disruptive behavior.
Harvie Elementary had the most discipline referrals out of all Henrico County elementary schools in the year 2012-2013.
Data from referrals will be used from targeted students to ensure that our starting data is accurate. These referrals reflect all students, just not the targeted students.
2012-2013: total referrals 148
2013-2014: total referrals 61
It is our goal over the next three years to decrease this number even further. By implementing several components to our “Repeat Offender” program, it is our vision that students will have fewer issues with violent and disruptive behavior.
2. Develop the vision and objectives for addressing the problem and promoting student success (ELCC 1.1).
The vision of the discipline program is to target the students that are “repeat” offenders of the school wide discipline policy. By developing relationships with adults and peers, using daily check-sheets and providing positive mentors, teachers will be able to cut down on the number of referrals to the office and the alternative school.
- Identify “targeted” students based on referral data from previous 2 years.
- Monitor students who are using daily check in/check out sheets.
- Monitor student progress in The Pact and Lady Leaders mentoring groups.
- Provide students with the opportunity to meet with specific mentors on a weekly basis.
- Identify and create leadership and academic goals for targeted students using Stephen Covey’s Leader in Me program.
3. Develop a literature review which addresses best practices for the problem you have chosen. Include at least 4-5 citations. Demonstrate how your literature review can be used to show an understanding of appropriate research strategies to promote an environment for improved student achievement (ELCC 2.3).
Bidwell, Allie (2014). Schools Should Reduce Use of “Zero Tolerance” Discipline Policies. U.S. News and World Report, pg. 1-6
The rationale behind this article is that a Zero Tolerance Policy is not the most effective way to curb violent or disruptive behaviors. By expelling kids for bringing a laser pointer to school, we are missing the point behind the initial policy. School systems need to determine what is best for their schools and how to treat students that have disruptive or violent behaviors. Expulsion is not the answer.
Bradley, Katherine (2013). Effective Discipline Practices in Elementary School. Education.Com.
This article was helpful to my research because it provided confirmation that building relationships and self-esteem among students and adults is the best prevention of disruptive and violent behavior. Schools that are proactive instead of reactive have better long term results with targeted students.
Barnwell, Paul. (2013). Reducing Student-Behavior Problems: Notes from a High School Teacher. Education Week. Published Online October 14, 2013.
This article again, restates the importance of having positive programs in place for students. By having positive outlets and ways they can express themselves freely, behaviors are most likely to decline. Building relationships with students in your class is an effective way to not only get to know your students, but to bond with them and build a relationship of respect and trust.
Sugai, George. (2002). Child and Family Behavior Therapy. Volume 24, Issues 1-2. Pages 23-50.
Although my project focuses on programs at school to help targeted students, it is also important that we provide parents with strategies and support systems as well. This article discusses how families can address behavior issues with counselors, teachers, and therapists so they can create a positive environment at home.
4. Describe how the vision for the problem and vision for promoting student learning will be communicated to all stakeholders (ELCC 1.2 & 1.4).
The focus of targeting “repeat offenders” will be addressed to stakeholders in several ways. First, we would like to get our WATCH DOG and PALS (Police Athletic League) programs involved. The WATCH DOG and PALS programs consist of a group of men from the community who come in to work with many of our at risk males. Over the years, these men have worked with several of our targeted students. By training and empowering them with knowledge and information, hopefully we can utilize this group more in the future. We will provide these groups with the opportunities to be trained and to give them opportunities to work with these students out in the community to help build self-esteem and confidence. Our parent advocate has been a key factor in recruiting positive male role models for this program.
In addition to these two groups, we have established two groups for boys and girls in the fifth grade. The Pact is a group of men in the school and community who work with 5th grade boys on leadership and self-esteem. Following their reading of We Beat the Streets, boys will discuss positive goals for themselves for this year and in the future. Students and mentors will work on building positive relationships with their peers and fostering an environment of learning and cooperation.
Lady Leaders is a female group of 5th graders that are working with staff and community members to establish the same set of expectations as the boys. By focusing on positive relationships, self-esteem, and learning, we are hoping to get these ladies focused on school and academic achievement.
All of these outside community members have been recruited by our parent advocate, Title I staff, administrative team, and the PTA. All outside participants have received Volunteer Training through Henrico County approved procedures.
Another piece in developing positive relationships with targeted students in utilizing and implementing the Stephen Covey program The Leader In Me. This program is being implemented school wide, but will provide additional strategies and support for these specific students.
The final piece of our targeted students program will be using check in/check out sheets. These sheets are signed throughout the day by the teacher and specific points are awarded for targeted behaviors. At the end of the day the students checks in with a selected administrator to discuss their day. Once a certain number of points are received the student is them allowed a reward they have chosen.
All of these programs will have informational meetings for parents and community members. In addition, emails, texts, newsletters and our website will give stakeholders additional information about individual programs.
5. Describe how the objectives for addressing the problem and promoting student learning will focus on effective organization and management of fiscal, human, and material resources, giving priority to student learning (ELCC 3.1 & 3.2).
- The WATCH Dog program is a free service provided for students who are “at risk” in high needs schools. This program does not cost the school any money, but the PTA does provide a celebration at the end of the year for volunteers. ($200)
- PALS (Police Athletic League) is a program offered to two schools in Henrico County. The program is headed up by the Henrico County Police Department and provides reduced fee childcare and food service for underprivileged students. This service is also provided at no cost to our school and participants pay a reduced fee based on their income. Meals are provided by the Richmond Food Bank.
- The Pact 5th Grade Gentleman Leaders. Most of the items needed for this group were donated from members of the community. Our school did have to purchase copies of the books for the 5th grade boys to use. This was provided through a grant written by one of our interventionists. Men who come and speak to the group volunteer their time. A celebration will be given at the end of the school year for the boys and gentlemen who volunteered. ($2500)
- Lady Leaders of 5th grade. This program was funded through the same grant as The Pact. Again, most of the items and resources were provided through volunteers and community members. A celebration will be given at the end of the year for the ladies and the volunteers. ($2500)
- Leader In Me Program. This was a program funded by Henrico County. We were selected as one of the four schools in the state of Virginia to be part of this Stephen Covey program. The program is completely funded. We have had 4 workshops that were run by a Stephen Covey trainer. This was all included in the funding. We did provided snacks for teachers and the trainer. ($200)
6. Describe how you will use the plan to focus on the needs of students with special and exceptional needs (ELCC 4.2).
Several of the students targeted in this program do fall under the umbrella of Special Education. The goal is to help all students find positive ways to release their energy, emotions, successes, and failures. Ensuring positive self-esteem and academic responsibility are part of this plan. By working with the special education teacher and case managers, mentors, teachers, and administrators can be sure they are meeting all requirements of the Individualized Education Program (IEP) and that the students’ needs are met. Since the primary focus is behavior, teachers and others involved will need to actively monitor disruptions and violent behaviors. By using the check in/check out sheet and data from referrals, we can look to see if progress is being made. If the program is not working for a specific child, we might need to convene and IEP meeting and see if there are other avenues to help the child be successful and limit violent behaviors or disruptions.
7. Describe how the plan will be implemented. Include the vision, objectives, and timelines (ELCC 1.3).
Timeline: All programs are ongoing for the next three school years 2017
Planning: July-August 2014. I began planning the “Repeat Offenders” program over the summer when our school Leadership Team met. I discussed my plan and proposal with my principal and we agreed to start the program in the Fall.
Informational Meetings and Training: August-September 2014. For three days in August, we have all day training with a person from The Franklin Covey institute to start us on the Leader In Me program. The training lasted for 8 hours a day for three days. We received a manual and went through the process of implementing the program with our students. In October, we had a follow up meeting to ensure that the process was being followed with fidelity and to take the process to the next phase. In September, meetings were also held for teachers about the Pact and Lady Leader groups. Teachers were selected as sponsors and the benefits, visions, and goals of the program were outline. Dates, times, and events were discussed as well. Also in September, I met with the teachers of our targeted students and discussed the programs as well as the check in/check out sheets. We discussed rewards, consequences and the overall goals of the process.
Implementation: The Pact and Lady Leaders programs were started in October 2014. The Pact boys meet each Thursday from 1-2:00. The Lady Leaders meet each Wednesday from 1-2:00. During this time, students are meeting with community members and discussing positive self-esteem issues and how to show and give respect. It is the goal of the program to instill pride and self-respect so students will not act out and show violent or disruptive behaviors. The Leader In Me programs was implemented the second week of school. The program is rigorous and a timeline is provided in the instructional materials. Throughout the year, the seven habits are practiced and implemented within the classroom. We spend the first 15 minutes of the school day going through the prescribed program.
8. Identify how you will ensure parent and community support of the plan and its implementation to help ensure student learning and student success (ELCC 4.1).
Parents and community members are made aware of new programs and activities in several ways. For the Leader in Me Program, literature was sent home via email, phone call out, newsletters, and materials provided to us through the Franklin Covey Institute. Parents were able to come in during a PTA night and receive information about the program, its benefits, rationale for using it, and the implementation process. Throughout the three year implementation process, parents will be kept abreast of the program and changes through informational meetings, newsletters, emails, and call outs.
The Pact and Lady Leaders information was shared with parents on Back to School Night and at various PTA meetings. Parents also received communication about the program and its rationale through a parent letter and permission slips for students to participate. Community members and stakeholders are contacted throughout the community to help volunteer their time and expertise to the program as well.
Finally, students who are on a check in/check out sheets sign a behavior contract along with their parents. Reward and consequences are determined as a group. At the end of each day, the check in/check out sheet goes home for the parents to review and is signed and brought back to school the next day. At the end of each grading period, the sheet and contract are updated, discussed, or terminated.
9. Describe how the plan will be evaluated and the results used to effect future student learning to provide an effective instructional program. You may wish to use each objective and describe how it will be evaluated(ELCC 2.2).
The first form of evaluation that will be used is referral data for the 2014-2015 school year. By looking at the referral data, we can determine if these programs have had an impact on students’ behavior and learning. Additional data will be needed for students who are referred to New Bridge alternative school.
In addition, we would like to look at our Leader in Me data to see if using the program has had a positive impact. The program has activities and self-assessments throughout, and this information can be used as well to see if positive gains are being made.
Check in/check out sheets will also be sued for data to see if the targeted students are maintaining their behaviors on a daily basis.
At the end of each school year, surveys will be given to students, teachers, parents, and community members participating in these programs. Results will be analyzed to see how we can improve or streamline any of our ongoing programs.
Part II:Assessment 5: Leadership to Support Student Learning
Reflection: Write a reflection paper (4 pages maximum) of your Part I Plan on Leadership to Improve Student Learning. (ELCC 5.2, 7.1 & 7.2)
Questions to consider may include:
- What have I learned from this project?
- What are the strengths and weaknesses of the process I used?
- How do you believe this project was received by the stakeholders?
- What difference, if any, did this project make in the success of students and student learning?
- As a school leader, what 21st century skills did you use? On what skills do you need to continue to focus?
One of the strengths of the program is the financing. To implement The Pact and Lady Leaders, it took very little money. The idea was in place, and with the help of volunteers and the community, the school has had to put up very little money thus far. Another strength was that we were awarded the Leader in Me program out of all of the elementary schools in our county. We are only one of four in Henrico. Our school has not had to pay for any of the program and will not have to for the next three years. Another strength that is already evident, is a reduction in referrals I the first quarter from last year, and the positive behaviors and respect the students are exhibiting. Another strength that I have noticed is that the teachers have become more proactive and vested in their students’ successes. There is a team atmosphere that is present each day and all staff and Harvie family members are benefitting from the programs that have been implemented. Finally, the check in/check out sheets have been helpful. Students are held accountable throughout the day for their behaviors and are monitored daily by their selected administrator.