Reducing Negative Behavior of Sixth Grade Students at Roosevelt Middle School Through Action Research Robyn Perry EdD 8104 – Leadership Through Personal and Professional Development May 10, 2014 Dr. Esther Silvers

Problem Statement The detected problem that needs to be resolved is an increase in negative student behavior leading up to referrals, detentions and suspensions. Roosevelt Middle school has undergone a change in administration and as a direct result a comprehensive discipline plan was not created and implemented at the beginning of the year. Behavior problems have escalated and the district has been made aware of the escalating problem. Identification of the problem has allowed a plan to be developed through action research which will allow participants the opportunity to work through improvements and alter plans to accommodate the research site.

Purpose of Action Research The purpose of this action research design is to create and implement a comprehensive school-wide discipline plan that is followed by every student, teacher, administrator, and classified staff member on campus. The desired outcome will be a reduction in negative student behavior and a decrease in referrals, detentions, and suspensions. Without a plan, negative behavior will continue to increase. A discipline plan will lead to uniformity among teachers, administrators, and parents. There is currently confusion about what infraction deserves detention and/or suspension. An agreed upon discipline plan will ensure less confusion and more positive interactions between all staff members and parents.

Key Questions What current form of discipline is being used and are parts of it viable? Who will be involved in creating the discipline plan? What training or professional development will be necessary to ensure all school site personnel are knowledgeable and able to carry out the discipline plan? Review of previously used discipline plan may provide insight on reducing problem.

Plan of Action Who – Participants of this study include 6th grade teachers, administrators, other school personnel, and parents. What – The what of this study is a created and implemented comprehensive discipline plan. Where – The location of the study will be all areas utilized by 6th grade students, teachers, administrators, and other school personnel at Roosevelt Middle school in Compton, Ca. Why – To reduce negative student behavior that results in an increase of referrals, detentions, and suspensions. How – 6th grade teachers & administrators will participate in staff development/professional development and meet to co-construct a discipline plan. Original plan included students but they were removed due to them not having an impact on the creation of a discipline plan. There has been friction between teachers and administrators because there were no clear guideline dealing with discipline. Some teachers used the 2012-2013 discipline plan and others made up their own plan. When students were sent to the office, they were immediately sent back by the new principal due to a lack of guidelines. What one teacher deemed a punishable offense, another deemed it a warning. The initial plan called for addressing the entire school but upon considering the time-frame, the plan was downsized to include the 6th grade level only. After reviewing the old discipline plan it was clear that some participants who took part in the creation of the previous discipline plan should be utilized to reduce redundancy and fill in gaps where necessary.

Possible Barriers to Intervention It’s normal to experience resistance when implementing an intervention. Barriers may result from: Defensive routines Espoused Theory vs Theory in Action Doom loop or lack of momentum Operating in Model 1 The addition of a new principal led to school wide changes. The customary house cleaning meeting (which included creating and planning to implement a discipline plan) was not held. Instead, the new principal spent the entire first week of staff development talking about the changes he had in store. Effective collaboration will occur as a result of allowing all participants of the intervention to give and receive input without negativity or being defensive. Acting defensively can be viewed as moving away from something, usually some truth about ourselves (Argyris, 1996).

Data and Feedback Qualitative data to be used: Interviews Surveys Observations Feedback utilizing data retrieved from interviews and surveys will be used as a gauge to determine effectiveness of the intervention. Department chairs and site administrators will meet to discuss the prior year’s discipline plan. Records from previous years show that disruptive behavior was on the decline. Surveys regarding discipline will be created and distributed to 6th grade teachers. A subsequent meeting to co-construct the new discipline plan will be scheduled after results/data reviewed. Grade level meeting with entire 6th grade staff, department chairs, and administrators will be held outside of normal school wide staff meeting to review data. Participants of 2012-2013 discipline plan creation team will be invited to the meeting to share insight on data used to create the old discipline plan. Data used by previous team will include: logs pertaining to referrals, detentions, and suspensions Observation notes of creation team Interview remaining 2012-2013 administrative team

Existing Research Evaluation The key importance of school discipline in preventing school violence has been highlighted by data demonstrating the relationship between day-to-day school disciplinary disruptions and more serious violence (Skiba & Peterson, 2000). Of the research that I have found, some state that school discipline policies which are not enforced or a lack of a discipline plan altogether reinforces negative behavior. Discipline plans are a way to provide students with a consistent and fair plan of what will happen if they misbehave. While many schools have a discipline plan on the books, it is often not well known or followed by teachers and administrators.

Evaluating Multiple Perspectives Progressive meetings held with site administrators, department chairs, and previous discipline plan creators and will be used as guidance to assist with navigating the cycle. All information will be evaluated and necessary changes will be made in efforts to ensure a reduction in consequences as a result of negative behavior.

Conclusion The intervention requires the creation and implementation of a comprehensive discipline plan. If all 6th grade teachers and administrators co-construct and buy into the discipline plan, successful results are almost guaranteed. The bond created by constructing and implementing the plan will make it easier for collaboration and follow-up of intervention usage. Upon obtaining successful results, the 6th grade teachers can serve as professional development trainers to assist with rolling out discipline plan school-wide.

Reference Argyris, C. (1996). Organizational Learning II: Theory, Method, and Practice. 2nd Edition. Pearson Learning Solutions, Bookshelf. Skiba, R., & Peterson, R. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, Vol. 66, No. 3, pp. 335-347. Retrieved from http://www.wce.wwu.edu/Depts/SPED/Forms/Kens%20Readings/Violence/Vio%20School%20discipline%20at%20a%20crossroads%20Skiba%202000.pdf