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.