• Introduction
• Process For Sarasota Training
• Pre-Training Site Visits - For Other Selected Schools
• Sarasota Training
• Outcomes

 

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Introduction

During the summer of 1996, staff from the Division of Public Schools and Community Education and the University of South Florida conducted training for Sarasota County Public School and other selected school-based teams throughout the state in the development of school-wide discipline services. The largest portion of the initiative involved the entire Sarasota School district. A three day workshop was conducted in Sarasota which provided school based teams with the resources necessary to complete the initiative within their schools with the support of district trained staff. This report summarizes the process, describes the training, and provides illustrative impact data regarding the impact of the type of training, both in terms of teacher satisfaction/change and student performance.

 

Process For Sarasota Training

Prior to the training Bureau staff met with Sarasota district staff to:

• Clarify needs
• Identify expected outcomes
• Identify outcome indicators
• Identify resources (including personnel)
• Develop a training delivery system

After the first meeting, Bureau staff trained an additional group of DOE and local district staff to serve as facilitators. (Facilitator training packet is on file). NOTE: The training was planned for 16 schools, however, 26 attended creating some early logistic problems related to facilitator and document production.

 

Pre-Training Site Visits - For Other Selected Schools

Prior to beginning the implementation of the training, site visits were made to selected schools following the protocol established in 1994-5. This site visit included the following activities:

• Interview with Principal
• Clarify issues; define request for assistance
• Identify expected outcomes
• Identify outcome indicators
• Identify resources (including personnel)
• Survey Faculty
• Conduct Site observations
• Review Discipline related material (e.g. code of conduct)
• Provide faculty an overview of process and plan
• Develop yearlong implementation steps
• Establish technical assistance schedule
• Review/revise process
• Assess progress against outcomes

 

Sarasota Training

• Each school attending the three day workshop sent a team which represented each grade or discipline within the school and someone to represent the school administration. Each school sent approximately 6 people.
• Participants were provided with a resource book, sample plans developed in other schools and worksheets to be used in developing the comprehensive plan.
• On the last day of the workshop participants were provided strategies for implementing within their own school and a list of suggested staff development activities that should occur throughout the year.
• Each team submitted to the Bureau their plan and are currently on file.
• Following the training, Bureau staff worked with Sarasota district staff to train them as follow up facilitators and serve as a resource should the occasion arise. Correspondence regarding this training and resources provided are on file.

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Outcomes

Outcomes were collected from selected schools to determine impact. These outcomes were both quantitative and qualitative in nature. The following data is a synthesis of results and is extrapolated from a variety of sources (school referral data, school logs, structured interviews, etc.).

Quantitative outcomes

Elementary School(s) - N=8

70% reduction in out of class referrals for year
50% reduction in reported acts of violence by students
35% increase in requests for assistance for in class interventions by teachers
15% reduction in recidivistic behavior for ISS students

Middle School (5)

84% reduction in out of class referrals for year
65% reduction in reported acts of violence by students
15% increase in requests for assistance for in class interventions by teachers
5% reduction in recidivistic behavior for ISS students
65% increase for in-school support services from classroom teachers prior to requesting suspension

High School - (1)

34 % reduction in out of class referrals for year
45% reduction in reported acts of violence by students
5% increase in requests for assistance for in class interventions by teachers
15% reduction in recidivistic behavior for ISS students
15% increase for in-school support services from classroom teachers prior to requesting suspension

 

Qualitative outcomes

Results of structured interview and survey from both elementary and middle schools can be found at Self Assessment of Discipline Strategies Classroom/School-Wide

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[ Appendix 12 ]    [ Table of Contents ]

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Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
Not for dissemination without permission of Project Director.
Last modified 2001-03-21.

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