Structuring schools for student success : a focus on discipline and attendance

54 Pages·1991·2.9 MB·English

by  Massachusetts. Division of School Programs

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STRUCTURING SCHOOLS FOR
STUDENT
SUCCESS:
A FOCUS ON AND
DISCIPLINE
ATTENDANCE
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Massachusetts Board of Education
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Massachusetts Board of Education
James F. Grain, Gloucester, Ghairperson
Raquel Bauman, Holden, Vice Ghairperson
John Gould, Boston
J.
William K. Irwin, Jr., Wilmington
Anne S. Larkin, Bedford
Richard R. Rowe, Belmont
Jonathan D. Silverman, Worcester
Theodora A. Sylvester, Springfield
Fraces M. Turner, South Egremont
Joan Wallace-Benjamin, Boston
Frederick A. Wang., Needham
Gommissioner Harold Raynolds, Jr., Secretary
Developed jointly by:
Division of School Programs
Elizabeth Twomey, Associate Gommissioner
Office of Planning, Research and Evaluation
Barbara Brauner Bems, Director
Written by:
Dan French, Acting Director, Bureau of Student Development and
Health
Linda Gersde, Educational Specialist
Jeff Nellhaus, Educational Specialist
March 1991
For additional information or copies of this publication, call the
Bureau of Student Development and Health at [phone].
The Massachusetts Department ofEducation insures equal
employment/educational opportunities/affirmative action regardless
of color, creed, national origin or sex, in compliance with Title VI
and Tide DC, or handicap, in compliance with secdon 504.
Publication# 16601 - 50pgs - 5,000 cps. 2/27/91
Approvedby: Ric Murphy, StalePurchasingAgent
From the Commissioner
A
focus on discipline and attendance:
A
school's discipline and attendance policies greatly influence a
school's climate and the message students receive about their
acceptance within the school. These policies set the tone for how
students approach the teaching and learning process, as well as
students' sense of the school as a supportive and caring community.
This report, A Focus on Discipline and Attendance Policies, is
part of a series of reports on the need for systemic school change as
a strategy to raise academic achievement and to provide successful
school experiences for all of the Commonwealth's students.
.
Previous topics have focused on ability grouping, grade retention,
systemic school change, Teacher Support Teams, integration of
students with special needs into regular education, and dropout
prevention. The intent of each report is to provide an overview of
the current research in the focus area, and suggest
recommendations that schools can adopt.
The advisory report is a first step in beginning a dialogue by
examining the current research on discipline and attendance and
suggesting policies and practices that promote high attendance,
reduce behavior problems, enhance school climates, and raise
academic achievement. The advisory also summarizes recent
statewide data on in-school and out-of-school suspension, truancy,
and attendance rates. This data is described in greater detail in two
companion documents entitled Suspensions in Massachusetts Public
Schools, 1988-1989 and Attendance and Truancy Rates in
Massachusetts Public Schools, 1988-1989 which can be obtained
from the Department's Office of Planning, Research, and
Evaluation.
I know that this paper will be a useful tool in generating discussion
on these important areas of schooling.
Harold RRaavynnoollddss,,
^Ir.
Commissioner

STRUCTURING SCHOOLS FOR
STUDENT
SUCCESS:
A FOCUS ON
AND ATTENDANCE
DISCIPLINE
March, 1991
Developed by:
Division of School Programs
Bureau of Student Development and Health
Office of Planning, Research and Evaluation
Massachusetts Board of Education
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ACKNOWLEDGEMENTS
The development of this advisory would not have been possible
without the advice and assistance of many individuals both outside
and within the Massachusetts Department of Education. Selected
individuals, representing program areas within the Department and
professional associations outside of the Department, were asked to
review and comment upon initial drafts of this publication. We
appreciate the many thoughtful comments from the professionals
below.
Discipline and Attendance Advisory Committee
Fred Andelman, Massachusetts Teachers Association
John Burton, Massachusetts Association ofAdministrators of Special Education
John P. Doherty, Jr., Massachusetts Association of School Superintendents
Francis F. Elliott, Massachusetts Association ofSchool Committees
Marie Ferrari, Administrator for Chapter 188, Somerville Public Schools
David P. Hayes, Massachusetts Secondary School Administrators' Association
June Kuzmeskus, Lucretia Crocker Fellow, Pioneer Valley Regional School
Steven Leonard, Principal, Martin Luther King Middle School, Boston
Beverly Lydiard, Assistant Superintendent, Minuteman Vocational Technical
School
Ed Mahoney, Massachusetts Middle Level School Adiminstrators Association
Stephen Spanger, Massachusetts School Counselors Association
Anne Wheelock, Massachusetts Advocacy Center
Massachusetts Department of Education
Paul Bumim, Educational Specialist, Western Mass. Service Delivery Center
Pam Chamberlain, Educational Specialist, Division ofSchool Programs
Diane Curran, Esquire, Legal Office
John Desses, Educational Specialist, Eastern Mass. Service Delivery Center
Roselyn Frank, Program Director, Division of School Programs
Susan Freedman, Director, Office ofCommunity Education
Shelly Gross, Educational Specialist, Division ofSpecial Education
Marie Lindahl, Assistant Director, Division of Special Education
Georgia Parafestas, Educational Specialist, Central Mass. Service Delivery
Center
Carole Thomson, Executive Director, Division ofSchool Programs
Donna Wied, Educational Specialist, Western Mass. Service Delivery Center
Jack Wright, Educational Specialist, Western Mass. Service Delivery Center
TABLE OF CONTENTS
Why
Introduction: Discuss Discipline and Attendance?
A Review of the Research: What Does It Show? 3
Recommendations: What School Practitioners Can Do 19
Promising Discipline and Attendance Practices 32
Legal Requirements 36
Footnotes 38

Why Discuss Discipline and Attendance?
A
school's discipline and attendance policies and practices are an
extension of an educational focus that prepares students to live in a
A
schooVs discipline
participatory, democratic society. Sound discipline and attendance
and attendance policies
policies set reasonable and clear standards and high expectations
andpractices are an
for all students, with the goal of fostering self-discipline and
extension ofan
personal investment in a positive school climate and community.
educationalfocus that
School policies can promote a positive and inclusive school climate
prepares students to
in which all students fulfill their learning potential.
live in a participatory,
democratic society.
Discipline and attendance policies also provide for the safe and
orderly functioning of a school. These policies set limits upon
what is expected and allowable behavior within the school
community, while determining consequences for breaking the rules.
In addition, these policies can also help students understand their
behavior, solve problems, and develop positive strategies for
managing daily life and for being a productive member of the
school community.
Most administrators and teachers are committed to promoting
positive discipline and attendance practices. Discipline and
attendance problems are often cited by teachers as the main
obstacle to providing effective instruction, and by administrators as
the number one concern in the operation of their schools.* Orderly
environments and high attendance rates directly affect the quality
of a school's climate, the delivery of instruction, and the
relationships among members of the school community.
Within this context, it is helpful for school staff to examine whether
present discipline and attendance pohcies and practices achieve
these goals. Is suspension an effective means to curb a school's
discipline problems? Is in-school suspension a better alternative
than out-of-school suspension? Does the practice of academic
Do
punishment benefit all students? school structures and policies
contribute to discipline and truancy problems? What constitutes
effective discipline and attendance practices? Do prevailing
discipline practices appropriately address the unique issues of
students with special needs?
] Discipline
&
Discipline Attendance
This paper addresses these questions by presenting a summary of
the research on school discipline and attendance, and providing
recommendations for successful discipline and attendance policies.
This report is intended to encourage thoughtful dialogue within
school districts related to the promotion ofpositive discipline and
attendance practices that raise attendance rates, increase
achievement, enhance school climates, and keep students in school
We
through high school graduation. hope that it will be a useful
tool for superintendents, school committees, principals, teachers,
counselors, parents, students, and community members as they plan
to better meet the needs of all students.
2 Discipline