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When I returned to teaching in 2013 after being out for ten years, and I worked at a DEAP school. At the time, police officers could issue citations to students for violations like cursing the teacher. Once a week, the at-risk coordinator would go to the courthouse and file against the students who committed the offenses. The following year, our principal announced that new litigations stated teachers would no longer be allowed to file complaints against students for disorderly conduct, threatening behaviors, etc. We felt like our hands were tied. Unfortunately, we didn't have a plan to handle the conflicts. It was a very stressful year, most of the teachers had been there for years, and thankfully we were a tight-knit group. When a new principal came in, she instituted a restorative practice program called good morning Carver. Students learned to deal with and talk about a wide range of topics, we followed a curriculum and taught the same issue for a week, and the lessons rotated every six weeks. It was a powerful experience to witness the challenging student become vulnerable, and work through their personal struggles.

As a future administrator, my goal is to equip teachers with the tools to run an effective classroom and resolve student discipline if they arise. Building relationships with students is vital, and some teachers may need coaching in dealing with students effectively. Undoubtedly, restorative justice practices are a powerful program that leads to a stronger sense of community within the school.

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I interviewed Joe Gandar, Principal, Lincoln Middle School. https://sites.google.com/saisd.org/mrgandar/home
1. Discipline is a subject that most administrators do not receive much training in. Most campus leaders rely on common sense and knowledge of the law, which will assist them in establishing discipline procedures for their school. For example, safe rooms are no longer legal, and while corporal punishment is legal in Texas, it is not a practice in our school district. The behavior team needs to be Crisis Prevention Institute (CPI) trained to restrain students.
2. Best practices:

It is essential to have a vision and mission that the entire school can embrace. Our mission of striving for greatness is the heartbeat of our school, and everyone from the custodial staff, cafeteria workers, aides, teachers, and the leadership team has a role.

Consistency is huge. It is vital that the administrator enforces the school's expectations with fidelity and ensuring that the goals are at the forefront of all stakeholders.

Hiring the right people is the key to having a great school. When the focus is on loving people and building relationships, instituting programs like capturing kids' hearts and restorative circles is embraced and becomes part of the school's culture.

3. . Mr. Gandar states discipline numbers have been down the last two years that he has been at Lincoln, and he anticipates that they will continue to do so. In addition, he believes the systems need to be in place, and the 6th-grade teachers play an essential role because they set the tone for the incoming students.

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Reference:

Texas Association of Secondary School Principals. (2021). Retrieved from https://www.tassp.org/

Link:

https://www.tassp.org/

Summary:

The Texas Association of Secondary School Principals

TASSP Vision

To offer Texas principals and assistant principals a forum to explore the best practices in school administration with the ultimate goal of helping facilitate student learning. It is the intent of the organization that we honor our motto, "Above All, Students First," in all that we do.

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Reference:

Álvarez, B., Walker, T., Long, C., & Litvinov, A. (2018). 10 Challenges Facing Public Education Today. NEA. https://www.nea.org/advocating-for-change/new-from-nea/10-challenges-facing-public-education-today

Link: https://www.nea.org/advocating-for-change/new-from-nea/10-challenges-facing-public-education-today

Summary:

The authors quote Robin McNair, who works as a Restorative justice program coordinator for Prince George's County in Maryland "when you look beyond behavior, you'll often find a cry for help." McNair states that restorative justice's function is to build a sense of community in the classroom between the student and teachers. As well as lower the suspensions and dropout rates and increase graduation rates.

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Reference:

Eastern Oregon University Online. (2021, May 10). Students need a mindful role model: Practicing mindfulness in the classroom to build student mental health. K-12 Dive. https://www.k12dive.com/spons/students-need-a-mindful-role-model-practicing-mindfulness-in-the-classroom/599666/

Link:

https://www.k12dive.com/spons/students-need-a-mindful-role-model-practicing-mindfulness-in-the-classroom/599666/

Summary:

Teachers are instituting the power of mindfulness in the classrooms

the benefit of mindfulness:

Improved attention, Focus, and Attention

Students learn strategies to maintain focused attention to complete tasks and self-regulate, therefore gaining control over their learning. Most importantly, students learn the skill of working amidst distractions.
Improved Emotional Stability

Mindfulness gives students the power to respond and not react to negative experiences. Teachers who teach mindfulness can offer students control of their impulses and help them become aware of oncoming emotional responses (para. 7).

Improve Academic Performance

Incorporating mindfulness practices has increased academic performance.

Not only are these skills essential in the classroom, but it's a skill that they will be able to carry on to adulthood.

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Reference: Tex. Const. Art. 7, §1

Source of Law: Constitutional Law

Link: https://statutes.capitol.texas.gov/Docs/CN/htm/CN.7.htm

Summary:

The Texas Constitution of 1876 dictates the policies and procedures of how Texas schools should be conducted. Article 7 of the Texas Constitution is about education and provides educational safeguards for the rights of the people.

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Reference: Tex. Educ. Code § 37.0013

Source of Law: Statutory Law

Link: https://statutes.capitol.texas.gov/Docs/ED/htm/ED.37.htm

Summary:

School districts and open-enrollment charter schools may develop and implement positive behavior program that provides an alternative disciplinary course of action.

The program must:

·         be age-appropriate and research-based

·         provide models for positive behavior

·         promote a positive school environment

·         provide alternative disciplinary courses of action that do not rely on the use of in-school suspension, out-of-school suspension, or placement in a disciplinary alternative education program to manage student behavior; and

·         provide behavior management strategies, including:

·         positive behavioral intervention and support

·         trauma-informed practices

·         social and emotional learning

·         a referral for services, as necessary; and

·         restorative practices.

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Reference:

Professional Standards for Educational Leaders. (2015).  NPBEA National Policy Board for Educational Administration. Reston, VA.

Link: https://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Professional Standard: Standard 5. Community of Care And Support For Students

Summary:

Standard 5: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

As a future leader it is important to “build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student” (NPBEA, 2015). By incorporating research based positive behavior strategies into the school classrooms, students can gain confidence knowing that they are able to cope with difficult situations. Changing the school culture to ensure that all students are safe as well as engaging student learning.

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Reference: Tex. S.B. (87) HB 332 (2021)

Source of Law: State/Judicial Law

Link: https://capitol.texas.gov/BillLookup/Text.aspx?LegSess=87R&Bill=HB332

Summary:

BILL TO BE ENTITLED AN ACT relating to the use of the compensatory education allotment for programs that build certain social and emotional skills.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: SECTION 1. Section 48.104(j-1), Education Code, is amended to read as follows: (j-1) In addition to other purposes for which funds allocated under this section may be used, those funds may also be used to: (3) Provide programs that build skills related to managing emotions, establishing and maintaining positive relationships, and making responsible decisions.

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Reference: Prendergast as Next Friends of L.P. v. Wylie Independent School District, 2018 WL 6710034, E.D. Tex., Dec. 04, 2018.
The Journal of School Safety Spring 2020, pg. 21

Source of Law: State/Judicial Law

Link: https://www.mydigitalpublication.com/publication/?i=650173&p=21&pp=1&view=issueViewer

The plaintiff alleges that the teachers refused to accommodate the repeated request to change seats to avoid his harassers. The plaintiff also claims that the teachers were aware of the daily harassment, but teachers failed intervene or report the harassment. The Texas District Court found that liability is appropriate when educators turn a blind eye to maltreatment of vulnerable students.

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Growing up in a small town, corporal punishment was part of school discipline. Licks were given for the slightest infraction, like being tardy. Additionally, my parents ruled with an iron fist. If I got in trouble at school, it would sure be to worse at home. So, fear was the factor that kept me from misbehaving. Unfortunately, as a new teacher, I had the same mindset. It was my way or the highway. I did not have any discipline issues in my classrooms, and I attributed to my no-nonsense style. However, working at a DAEP school taught me to give students grace. Many students struggle with adversities and need a compassionate heart and a structured classroom. Plus, they need practical tools to help them to cope with difficult situations.  Now, the courts and educational agencies are advocating for positive behavior programs like restorative justice. It is compelling to imagine how positive behavior programs can impact the trajectory of our student's lives and the lives of future generations.

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#10, Local Administrative Law/Policy/Rule:  

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#10, Local Administrative Law/Policy/Rule:  

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Reference: San Angelo ISD board policy. (2019, Nov. 6) Student Code Of Conduct

Link: https://pol.tasb.org/Policy/Download/1139?filename=FO(LEGAL).pdf

The district will adopt the student code of conduct that correlates with the Education Code Chapter 37, Subchapter A,

·         Outline the conditions for under which a student may be removed from a classroom, campus, disciplinary alternative education program (DAEP), as well as provide guidelines for setting the length of removal to a DAEP or of expulsion.

·         Prohibit bullying, harassment, and making hit lists and ensure that district employees enforce those prohibitions.

·         Provide, as appropriate for students at each grade level, methods, including options, for:

a. Managing students in the classroom, on school grounds, and on a vehicle owned or operated by the district

b. Disciplining students

c. Preventing and intervening in student discipline problems, including bullying, harassment, and making hit lists.

·         Include an explanation of the provisions regarding refusal of entry to or ejection from district property under Education Code 37.105 [see GKA], including the appeal process established under 37.105(h). The methods adopted must provide that

·          a student who is enrolled in a special education program under Education Code Chapter 29, Subchapter A, may not be disciplined for bullying, harassment, or making hit lists until an admission, review, and dismissal (ARD) committee meeting has been held to review the conduct.

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References:

J. A. v. Corpus Christi ISD, CIVIL ACTION NO. 2:17-CV-182 (S.D. Tex. Sep. 17, 2018)

Always report know cases of negligence, bullying, harassment, or abuse. You could be liable for deliberate indifference for failure to intervene (J. A. v. Corpus Christi ISD, 2018).

Enforce the school's discipline policy and be aware of the district’s student code of conduct.

Know the special ed laws and how they pertain to your students

Make it your goal to build meaningful relationships with your students.

Incorporate restorative justice practices in your classrooms

Implement the power of mindfulness with your students

Consistency is key. Students thrive in a stable, structured environment.