Discipline

What Principals Can Do to Ensure School Discipline Policies Promote Safe and Inclusive Learning Environments

Research shows that “principals are essential to improving student achievement and narrowing persistent achievement gaps between students in underserved communities and their economically advantaged peers.” In fact, one study asserts that “there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.” (more…)

Moving Your School Toward Restorative and Multitiered Systems of Support

One of the most difficult things to navigate as a school administrator is discipline. How do you help students understand that their behavior is not appropriate? How do you respond so that the teacher who refers a student feels supported? (more…)

How to Reduce After-School Detentions and Make Them Meaningful

Detention has been around for as long as I can remember, and some of us—myself included—have served a detention or two when we were students. When I became principal of Wilson West Middle School, I thought deeply about detention as part of our discipline practice. Do detention policies that have been around for decades work for today’s students? If the same students keep finding themselves in detention, what good do they serve? Are detentions effective and helping students learn from their mistakes or do schools keep them simply because they are so ingrained in our tradition? (more…)

Five School Technology Hacks to Improve Communication With Stakeholders

We lead busy lives as administrators, with items getting added daily to our already busy to-do lists. How do we keep up? Why not use the power of technology to communicate with all stakeholders in an efficient, consistent manner? That is not to say that phone or face-to-face conversation should be replaced, nor should the letter home or the programs that give students a tangible certificate. However, immediate feedback is something that we teach our staff at Governor Livingston High School to employ in their classrooms, so let’s develop ways for school leaders to do the same in our buildings. (more…)

Redefining the High School Experience: A Trauma-Informed Approach

Guest post by Deborah Moya

What makes ABQ Charter Academy (ABQCA) different from any traditional high school or charter school? I believe our mission statement says it all: “The mission of ABQ Charter Academy is to redefine the high school experience.” Many of our scholars have had very negative experiences in traditional high schools. They seek to find a place where they belong, and we offer an environment that is centered on each individual scholar and their unique differences.  (more…)

Advocacy Update: Tracking ESSA

Inside the Beltway

What’s going on in Washington?

Next week, Congress returns from summer recess with a long list of legislative priorities and a small window to complete these tasks ahead of the November elections. One of the biggest questions is: How will Congress tackle the FY17 budget? (more…)

Developing a Discipline Philosophy: Eagle Pride

Guest post by Cameron Soester

For years many schools have adopted common instructional language, which has produced some amazing results. At Milford Public Schools we have taken a similar approach to adopting common discipline language. Though other programs exist that guide leadership teams to develop a discipline philosophy, we took a path less traveled and made Eagle Pride, a one-of-a-kind customized program for our preK–12 students. (more…)

Touching Gold with PBIS: Supporting Struggling Students Through Systematic Interventions

Guest post by Greg Bozarth

In 2012, Lava Ridge School District had a simple goal: for all students—even those who struggle with behavioral issues—to learn at high levels. That’s why we formed our PBIS “Touch Gold” program in 2013, and little did we know how important this framework would become for student interventions.

PBIS, or Positive Behavioral Intervention and Support system, seeks to establish a more proactive and positive school culture by using a systematic framework for student interventions. (more…)

On-Campus Behavior Programs: Providing Education, Consequences, and Success

Guest post by Rhonda Calvo

As educators, we are dedicated to the education of every student, but how do you educate every student when some require discipline consequences that are out of school? According to the U.S. Department of Education, “of the 49 million students enrolled in public schools in 2011–2012, 3.5 million students were suspended in-school; 3.45 million students were suspended out-of-school; and 130,000 students were expelled.”

I believe most people would say that out-of-school suspensions are not effective. (more…)