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Research conducted by Ashlee Holmes, Ed.D. August 2013 – May 2014 Brittany Hill Middle School

Data Board Project The Impact of Student Supervision by Teachers on Discipline Referral Statistics. Research conducted by Ashlee Holmes, Ed.D. August 2013 – May 2014 Brittany Hill Middle School Blue Springs School District. Focus Area. Current reality Lack of supervision of students

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Research conducted by Ashlee Holmes, Ed.D. August 2013 – May 2014 Brittany Hill Middle School

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  1. Data Board ProjectThe Impact of Student Supervision by Teachers on Discipline Referral Statistics Research conducted by Ashlee Holmes, Ed.D. August 2013 – May 2014 Brittany Hill Middle School Blue Springs School District

  2. Focus Area • Current reality • Lack of supervision of students • Lack of commitment to supervise students • Numerous discipline referrals • Leadership Standard #3 – Organization/Management

  3. Supervision Expectations • Every staff member in the building has the responsibility of monitoring and supervising student behavior whether it is in the classroom or in common areas (hallways, cafeteria, restrooms, etc.). • During passing periods, every teacher is expected to be in the hallways monitoring the movement of students. • Active supervision means out in the hall, interacting with students as they move from one class to another.

  4. Current Reality: “Supervision”2012-2013

  5. Improvement: “Supervision”2013-2014

  6. Outdoor Supervision • 2 times/year • AM/PM • Include supervision expectations in sub plans

  7. Adult Action - Intervention • Intervention & Buy-In • Assigned supervision locations • Faculty meeting training on supervision expectations • Email reminders • Monthly reminder at faculty meetings • Positive Recognition • Candy for teachers who were present • Verbal compliments • Mini-breaks—offered to cover the duty for them • SRO commented on teacher presence in the halls • Data • 2012-2013 Discipline Referral Statistics • 2013-2014 Discipline Referral Statistics

  8. Data: Discipline Referral Statistics

  9. Results • Data Collected • 2012-2013 Discipline Referral Statistics • 2013-2014 Discipline Referral Statistics • Conclusions • Improved supervision can lead to less discipline issues. • Although teachers were not enthusiastic at first, once it became an expectation, it is now almost second-nature. • It is necessary to mention an additional change was that teachers were required to log their discipline referrals in Power School as opposed to emailing or dropping them off in the office. • Lessons learned • Keep student safety at the forefront of the supervision expectations • Encourage teachers to be accountable to one another • Have difficult conversations with teachers not following the expectations • Plans for the future • Continue to assign and remind teachers of supervision expectations • Continue to encourage and recognize teachers

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