Appendix A: School Discipline Survey. School Name: Name of Person Completing this Survey: Position of Person Completing this Survey:
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1 107 Appendix A: School Discipline Survey School Name: Name of Person Completing this Survey: Position of Person Completing this Survey: Directions: This survey is part of a project being conducted by the Hillsborough Constituency for Children, the Hillsborough County Public Schools, the University of South Florida s School Psychology Program, the Greater Tampa Urban League, and the Juvenile Justice Council to examine out-of-school suspensions in Hillsborough County from an integrated school-familycommunity perspective. It is being sent to all public schools in Hillsborough County. We ask that you provide complete responses to all questions. You may write on the back of the page or attach additional sheets as needed. Your participation is critical to the project s success and is greatly appreciated! Please return this survey by school mail to Mr. Anthony Satchel, ROSSAC, Route 7 by Monday, December 15th (self-addressed return envelope enclosed). Section I: School Environment 1. In , how many of these support personnel were at your school and how many days per week were they in your building? (New schools please provide information for school year.) Number of Positions # of Days Per Week (Per Position) Guidance Counselor School Nurse School Psychologist Social Worker Speech Therapist Occupational Therapist Physical Therapist Resource Teacher ESE Specialist Human Relations Specialist Occupational Specialist Assistant Principal for Student Affairs Administrative Resource Teacher Other 2. What are your school s three greatest strengths?
2 What challenges did your school face during the school year? Section II: Family Involvement 4. For students at your school, please rate the level of family involvement: a) with their children in general, and b) in their children s education. Level of Family Involvement With their children in general In their children s education A. Very Poor A. Very Poor B. Poor B. Poor C. Average C. Average D. Good D. Good E. Excellent E. Excellent 5. How are families involved at your school? 6. What percentage of families attended the last scheduled parent conferences at your school? 7. Approximately what percentage of families volunteer at the school (i.e., classroom or office work, field trips, special events)? 8. How are families involved in the disciplinary process?
3 What are your school s biggest challenges in involving families in the disciplinary process? 10. When a family cannot or will not come to the school to discuss their child s behavioral difficulties, what other strategies do you use? Section III: Discipline 11. How are acceptable behaviors and conduct communicated to students (both formally and informally)? 12. What options are available to teachers at your school when they are having difficulty managing a student s behavior in the classroom? 13. In your educational experience, what are the characteristics of teachers who: a) make legitimate referrals to the office, b) make frivolous referrals to the office, and c) fail to make referrals when it would be appropriate to do so?
4 110 Make Legitimate Referrals Make Frivolous Referrals Fail to Refer (Teacher Characteristics) (Teacher Characteristics) (Teacher Characteristics) How do you believe administrators should intervene with teachers who make either frivolous referrals or fail to make referrals when it would be appropriate to do so? 15. Which of these methods do you use for repeated behavioral offenses and in which order are they typically used? Check Please Rank Order Those You Use Those (1=typically used first, 2=typically You Use used second, etc.) Corporal Punishment Detention In-school Suspension Out-of-school Suspension Parent Phone Call Parent Letter Parent Conference Peer Mediation Referral to Human Relations Referral to Guidance Saturday Detention Student Conference Warning Work Detail 16. In terms of behavioral improvement, how effective are the following methods of discipline at your school? Please rate each method using the following scale: 1 = Highly effective with most students 2 = Somewhat effective with most students 3 = Not at all effective with most students
5 111 Rate 1-3 Rate 1-3 Corporal Punishment Referral to Human Relations Detention Referral to Guidance In-school Suspension Saturday Detention Out-of-school Suspension Student Conference Parent Phone Call Warning Parent Letter Work Detail Parent Conference Other Peer Mediation 17. If your school offers in-school suspension, how is it financed and staffed? 18. In your estimation, at what grade level(s) do you have the most out-of-school suspensions? 19. How is the decision made to suspend a child out of school (e.g., who can recommend out-ofschool suspension, who is involved in making the decision, what factors are considered, when are other available options utilized)? 20. How does the process described in Question #19 change when the child is in an exceptional student education (ESE) program? 21. How is the length of an out-of-school suspension decided? What is typical at your school?
6 Please give 3 examples each of offenses that are 1) always, 2) sometimes, and 3) rarely punished using out-of-school suspension. Always Sometimes Rarely What behaviors do you believe should always be handled using in-school methods? 24. If a student is suspended out of school, how is the student removed from the school building and what must happen before the student can return? 25. For students with chronic behavior problems, what disciplinary measures (other than out-ofschool suspension) are available at your school? 26. In your opinion, what are the 3 biggest problems with out-of-school suspensions? In your opinion, what is the most important reason for continuing to suspend children out of school?
7 Please describe the common characteristics of students who have been suspended repeatedly from your school. 29. Do you see a need to reduce the number of out-of-school suspensions at your school? How do you believe this could be accomplished? Section IV: School Resources for Children and Teachers 30. What resources are available at your school to prevent student behavior problems? 31. If you have special programs to prevent behavior problems at your school, how are they financed? Are they effective? Name How Financed? Effective?
8 For the resources you listed above in Questions #30 and #31, what is the key to those which have been successful? 33. At your school, what is the interface between the person(s) responsible for student discipline and the person(s) responsible for student guidance? Do they ever work together to deal with student misbehavior, and, if so, how? 34. What teacher inservice training needs do you perceive at your school? Section IV: School-Community Linkages 35. What community agencies play an important role in the life of the community in your school s attendance area? 36. Is your school involved in working collaboratively with any of these agencies? If so, how? 37. Who at your school is most involved in working with the community?
9 Which community agencies would you like to be working with collaboratively? What type of collaborative work do you believe would be most successful in helping to reduce student misbehavior at your school? Thanks for your time and effort in completing this survey. Your participation is greatly appreciated!
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