ACHIEVING ACADEMIC SUCCESS THROUGH STANDARDS-BASED

PRACTICES

Glenn Hills Middle School

Celebrating Academic Success

Building A Community of Excellence!

2009-2010

CREATING A CULTURE & CLIMATE FOR CHANGE

DISCIPLINE PROTOCOLS

Glenn Hills Middle SchoolCelebrating Academic Success

Building a Community of Excellence!

Discipline Protocols

It is important for teachers to understand that discipline is an adult issue not a student issue.

As practitioners in the classroom--teachers are responsible for discipline.

As administrators--our aim is to respond to and support teachers in the classroom.

Discipline Protocols

Response To

Intervention

Addressing Teacher Behavior

Discipline Protocols

Administrator’s Philosophy Concerning Discipline—changing teacher behavior.

1. Discipline is a classroom management issue.2. Teachers are responsible for discipline.3. Discipline referrals are not tools that manage

discipline.4. Must be a process of intervention before a

referral can be written. 5. All referrals have a section identified as “prior

action taken by teacher.”

Discipline Protocols

Before a referral can be accepted in the front office, it must go through the intervention process.

Response to

Intervention (RtI)

Discipline Protocols

Question 1: What have you (the teacher ) done prior to writing a referral?

Response to

Intervention (RtI)

Question 2: What documentation do you have to support a referral being sent to the office?

Organizational StructureFlow of Discipline Practices

Res

ponse

to

Inte

rven

tion

(R

tI)

Office ReferralPrincipal/Parent Team ConferenceTracking# of Referrals

Tier 1

Tier 2

Tier 3

Tier 4

Factor 1

Immediate Office Referral

Drugs (Alcohol & Tobacco)WeaponsFightingBullying

Teacher Behavior

Prior Action by TeacherWarning/DocumentDetention

Call Parent/DocumentStudent-Team

Meeting/Document

Teacher Behavior

Discipline Review Panel

Administrative Response

(EBIS)

(EBIS)

Res

pon

se to

Inte

rven

tion

(RtI

)

Discipline Protocols

Discipline Review Panel Administrator

Follows all Richmond County Discipline Code of Conduct mandates.

Sergeant-at-Arms Admit student that is referred to the discipline review

panel, keeps order and dismisses student after his or her review.

Reporter Reads the offense, records the panel’s consequence.

Discipline Protocols

Discipline Review Panel Telephone Operator

Calls parent to notify of the offense and the consequences. File the information in a notebook.

Recorder Records minutes and the action of the panel.

The administrator of the review panel meets with the principal and discusses the panel’s recommendations. ISS, OSS, SST/RtI, Rule 20, Tribunal

Discipline Referral Rate2008-2009 School Year

Discipline 2008-2009

095 136

267359

497572

688747

812881

9841037

11371201

1306 13511421

14951584

0 10 28 52 63 77 97 135 177 213 219289 302 350 388 409 437

489 508 541

-200

0

200

400

600

800

1000

1200

1400

1600

1800

11-Aug

18-Aug

25-Aug1-S

ep8-S

ep

15-Se

p

22-Se

p

29-Se

p6-O

ct

13-Oct

20-Oct

27-Oct3-N

ov

10-Nov

17-Nov

24-Nov1-D

ec8-D

ec

15-Dec

22-Dec

29-Dec5-Jan12-Jan19-Jan26-Jan2-F

eb9-F

eb

16-Fe

b

23-Fe

b2-M

ar9-M

ar

16-Mar

23-Mar

30-Mar6-A

pr

13-Apr

20-Apr

27-Apr

4-May

11-May

18-May

25-May

Refe

rral

s

2007-2008 0 95 136 267 359 497 572 688 747 812 881 984 1037 1137 1201 1306 1351 1421 1495 1584

2008-2009 0 10 28 52 63 77 97 135 177 213 219 289 302 350 388 409 437 489 508 541

11-Aug

31-Aug

11-Sep

30-Sep

11-Oct

31-Oct

11-Nov

30-Nov

11-Dec

31-Dec

11-Jan

30-Jan

11-Feb

28-Feb

11-Mar

30-Mar

11-Apr

30-Apr

11-May

30-May

Discipline Rates First 20 Days of School

Month Year Referrals

August 2007 95

August 2008 10

August 2009 8

Teacher’s Disciplinary

Tool Box

Rituals & Routines (First three weeks of

school)

How are pencils sharpened? Where are book bags to be placed? How to get in and around the

classroom. Turning in assignment. Discuss the total operation of the

classroom, etc.

Phone logsConference logsIsolation corner Behavioral logs

Achieving Academic Success Through Standards-Based

Practices

Cre

ati

ng

a

Cli

mate

& C

ult

ure

for

Ch

an

ge

The End