Hoy & Tarter Simplified Shared Decision Making Model Name: Heather Long Date: Oct. 24, 2014 Case No.: Kowalski 21 – Break the Rules and Pay the Price What is the problem? The immediate problem is what to say to the school board in the heat of the moment under duress. The long term problem is developing effective means of student discipline. Who are the stakeholders that you are considering involving? Clearly there are many stakeholders in this case: teachers (including Carson), administrators, students, parents (including council and Malengas), and school board members. What are the criteria for a satisfactory solution? Building administrators will have a wide variety of tools available to them to use for discipline. Perceptions that discipline measures are unduly harsh or capriciously administered will decrease. Teachers will increase use of engaging instructional practices. Hoy & Tarter Simplified SDM Model teachers Administra tors in secondary schools Parents and council students School board Mr. Sanchez Malenga family Mr. Carson Relevance Question: Expertise Question: Zone of Acceptance: Trust Question (if necessary): Situation: Yes Yes yes yes yes yes yes yes yes Yes no no no yes no yes yes Yes democratic democratic Involvement: Decision Making Structure: Role of Superior: extensive Majority to consensus extensive Majority to consensus parliament arian parliamenta rian no no Stakehold er limited Group adv. stakehol der limited Group adv. stakeholde r limited Group advisory conflicte d limited Gr. Adv. stakeholde r limited Gr. Adv. conflicted Educator educator educator educator educator educator *Add additional columns for additional stakeholder groups limited Gr. Adv. Plan of Action Based on Decision Style (Programming, Communicating, Monitoring, Evaluating) 1. Tell the SBO that you continue to support administrators having the ability to discipline students, that zero tolerance policies have been demonstrated to be overly punitive to minorities and tend to be too restrictive to administrator judgments. However, also state that your administrative team will explore disciplinary options other than suspension at the secondary level and make further proposals in the matter at a later date. 2. Meet with Mr. Sanchez. Share that the work he has done with improvement of the school is clear, but that some alternatives to suspension are going to need to be developed in the district due to continuing pressure. Share that there will be discussion about disciplinary options at the secondary level in general because this issue has come up several times at the school board, not necessarily related to Mr. Sanchez. Additionally, discuss the safety issues involved if a student leaves the building – parental contact is a bare minimum requirement. Look at the suspension data together to see what are prompting suspensions – where do the problems lie? Because you know he wishes to maintain an orderly learning environment, explore together what kind of suspensions are truly needed and which suspensions might be addressed differently. Ask him to work with you and his staff to research possible alternatives. You could suggest such things as in school suspension; Saturday school; community service; or a student court model. You should say that you recognize his commitment to his school and students and that since the goal is to educate them that keeping the students in school would likely help them, especially those who are at risk at home as well, though there may be times when suspension is truly needed. Ask him to get input from the parent advisory group and to ask the SCA for help in educating the student body. 3. Plan with Mr. Sanchez to visit the Malenga family to express concern and the hope that he will return to school. Ask that Mr. Carson join on this conversation to attempt to repair the damage done in this relationship and to demonstrate cohesive support for the student. 4. Meet with all secondary administrative team members. Share that you do not want to micromanage the ability of administrators to handle discipline matters and that discussions about limiting suspension ability have come up more than once at the school board level. Share research on suspension as well as alternative suggestions. Look at suspension data overall. As a group, determine what kinds of offenses truly merit suspension and explore alternative options for other offenses. As a group, come up with three promising alternatives and have the administrative teams to explore these options with their staff and report back with proposals. Send out teacher, parent, and student surveys to collect data. 5. Work on staff development to increase student engagement. Ask professional development coordinator to look into various possibilities: PBL, Understanding by Design, scientific inquiry, or other. Differentiate by subject area if needed. Ask for a three year plan proposal from the PD coordinator. Implement one of suggested models in district. 6. When administrative teams return with proposals, collaborate to make decisions on best models for middle and high schools. Tell the administrators that you will present these to the school board. 7. Share these proposals at the School Board level for approval. Let the SB know what kind of funding might be needed to implement them. 8. Support schools as they implement the models – they will need professional development funds and possibly additional staff funds. 9. Monitor suspension data, behavior reports and student achievement data over time; adjust as needed.