Compton Final Project Edad 6389

UNDERSTANDING AND
RESPONDING TO STUDENT
DISCIPLINARY INCIDENTS
THROUGH POSITIVE BEHAVIORAL
INTERVENTIONS AND SUPPORTS
(Betsy) Elizabeth Compton
Fall 2015
Dallas Baptist University

EDAD 6389: Internship
This performance assessment provides credible evidence that the candidate

is able to facilitate learning that meets the ACWS standards.
UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS
Table of Contents
Contextual Factors
Demographic Overview
3
5
Learning Goals & Assessment Plan

Abstract
6
7
Introduction
Area of Focus Statement
10
Related Literature
10
Research Questions
12
Description of Intervention
13
Data Collection
14
Data Considerations
24
Data Analysis
25
Action Plan
28
Final Thoughts
References
29
30
Appendix A- Principal Competencies
31
Appendix B- Related Competencies
33
Appendix C- Discipline Policy
34
Appendix D- Eagle Academy Policy
36
Contextual Factors: Community, School System, and Campus

School System
District
Schools
Charter School District

International Leadership of Texas
Arlington ES, MS, HS, Garland ES, MS, HS, & Keller ES, MS,
District Enrollment
Campus Studied
Geographic
HS
5,032
Arlington High School
North Texas, City of Arlington
Location
Estimated Area
$24,828 (2013)
Income
Grades Served
Students Enrolled
9th & 10th

September 30 = 210 (115- 9th, 95- 10th)
October 30th = 200 (108- 9th, 92- 10th)
Age Range
Courses Offered
November 20th = 198 (106- 9th, 92- 10th)

14-16
English I, II, & III, Algebra I & II, Geometry, Biology,
Environmental Systems, World Geography, AP Human
Geography, World History, AP World History, Mandarin
Chinese I, II, & III, Spanish I, II, & III, AP Spanish Language,
AP Spanish Literature, Yearbook I & II, Art I & II, Debate I &
II, Dance I & II, Theatre Arts I & II, Cheerleading,
Leadership I & II, Music Appreciation, Choir, Orchestra I &
Class Organization
II, Concert Band I & II

A Days = Monday & Wednesday, 5 classes each day for 85
minutes
B Days = Tuesday & Thursday, 5 different classes each day
for 85 minutes
Average Class Size

Special
C Days = Friday, all 10 classes for 40 minutes

14.4
11.7%
At Risk
Populations
8%
Economic Status
8.5% LEP/ESL
54.5%
Free and Reduced Lunch
Special Education
31.5%
Non-Free and Reduced Lunch
Student Gender
14% No Application Received

54% Female
Student Ethnicity
46% Male
68.5%
Hispanic
18.5%
African American
10% Caucasian
2.3% Asian
<1% Indian
Teacher Gender
<1% Other
65%
Female
Teacher Ethnicity
35%
Male
48% Caucasian
26% African American
17.4%
Hispanic
Average
8.7% Asian
96.3%
Attendance
STAAR
71.2%
English I
Achievement
90%
English II
(met/satisfactory
80.4%
Algebra I
Spring 2015)
91.9%
Biology
Demographic Overview
The demographics of Arlington High School show that an estimated
85% of the students live within a five mile radius of the current campus
location. The most significant amount of those students live west of the
location between the K-8 campus and the high school campus. A very small
percentage of the high school students live outside of a seven mile radius of
the campus. The International Leadership of Texas charter allows for
enrollment within a six county radius. The student populations and
community involvement vary greatly between the three current divisions,
Arlington, Garland, and Keller.
The Arlington High School staff is diverse and includes a balanced mix
of different cultures. Diversity is celebrated on campus by requiring students
to study the Spanish and Mandarin Chinese languages, and the cultures of
countries who speak those languages. There are a number of parents and
families who speak only Spanish, therefore, communications are sent in both
English and Spanish. There are also a number of staff members available to
translate meetings if needed. For parents without internet or computer
access, computers are available upon request to help parents access the
Parent Portal and other school related sites. Due to the online gradebook
and discipline tracking system, the faculty and administration are able to
provide grades and assignment information, as well as discipline incident

reports, to parents at any time.
The greatest need regarding demographics at Arlington High School is
professional development training for the teachers. Specifically, the
teachers need more training on how to help At-Risk students and students
from low socio-economic status backgrounds. The teachers also need more
training to scaffold classroom instruction and meet the needs of all learners
daily. Lastly, there is a financial need for many of the students and families.
Many parents report the inability to pay for the full school uniform or replace
items when they break or go missing. Students have also reported opting
out of sports and activities due to the district fees.
Learning Goals & Assessment Plan

Task
Reduce discipline incidents through positive
Topic
Content Area
interventions
Discipline / Positive Interventions
School- Wide Positive Behavioral Interventions &
Project Goals
Project Objectives
Supports
Evaluate the effectiveness of PBIS at IL Texas- AHS
1. Train PBIS Team
2. Develop PBIS Plan
Related Campus
3. Implement Phase I & II

CIP Goal 2: Create a Culture of Professional Excellence
Goals
and Development
CIP Goal 3: Provide ample opportunities to foster and

strengthen students' leadership potential with focus
on "others before self"
CIP Goal 4: Develop the mind, the body, and the
Timeline
character.
September 17th = Initial team meeting
September 25th= All members fully trained
September 29th = Launch part 1 of phase 1 (1st day of
2nd 6 weeks)
October 22nd = Team meeting
November 9th = Launch part 2 of phase 1 (1st day of
Resources
3rd 6 weeks)
Immediate Budgetary Need = 2 substitutes during
training
Short Term Budgetary Need = Solicit donations of
goods
Long Term Budgetary Need = ongoing campus or
Data Collection
district fund
OnCourse Discipline Tracker
I. Abstract
The problem addressed in this study is negative school culture as it
relates to student discipline. It was addressed through a servant leadership
project designing and implementing Positive Behavior Intervention &
Supports, PBIS, with a plan to focus on the training, development, and

implementation of a new program within International Leadership of TexasArlington High School, which currently houses 8th-10th grades. Discipline is
an issue that must be addressed at every high school and the way it is
addressed depends greatly on the demographics of each individual campus.
This study was pursued because the charter district has a clear mission and
motto not completely reflected in the campus culture, partially due to a high
number of discipline incidents. Data was collected about the types of
discipline issues occurring on campus. Then, it was analyzed across grade
levels and time and compared against the phases of School-Wide Positive
Behavioral Interventions and Supports undertaken during September,
October, and November of 2015.
II. Introduction
School-Wide Positive Behavioral Interventions and Supports, is known
by the acronyms Sw-PBS, SPBIS, and PBIS. The International Leadership of
Texas Charter School District worked with Region 10 to train School-Wide
Positive Behavioral Intervention and Support Teams for each campus, using
the acronym PBIS, therefore the program will be referred to as PBIS within
this paper. PBIS is a systematic program on campus, addressing specific
student behaviors. The program is implemented in phases and led by a
team. The team should be made up of stakeholders with varying
experiences and roles on campus. The team should guide the development
and implementation process, working to align goals with campus needs and
create a program of interventions and supports that positively affect
negative behaviors, resulting in discipline incidents on campus.
The team at International Leadership of Texas- Arlington High School is
made up of one teacher each from eighth, ninth, and tenth grades, the
Campus Character Coach, and PBIS Administrative Leader. The committee
met five times during the Fall 2015 semester to develop and begin the first
stage of PBIS implementation. They created the acronym PRIDE, standing for
Positivity, Responsibility, Integrity, Determination, and Excellence. They also
developed a lesson plan to be utilized within the mandatory Leadership
course for students to create a matrix of how to exhibit the PRIDE
characteristics in various locations on campus. The students created the
expectations, which were published and discussed in class among every
student in later Leadership classes. The team also created a second lesson
plan to guide students through a review of the characteristics and ways in
which they are exhibited, as well as, set up an assignment for students to
develop rewards for demonstrating positive behaviors.
The original project proposal set a goal to implement the second phase
of the PBIS program, in which students would earn rewards and teachers
would be trained of additional intervention methods within class. During the
study, the district made the decision to delay additional PBIS team training
until the end of November and then later postponed it again, without
10
publishing a makeup date. The district also did not supply a budget for
rewards and incentives as previously discussed at the initial training. The
campus PBIS Team chose to continue moving toward campus goals with the
first phase of PBIS. While all goals in the project proposal were not fully met,
positive change was affected. A positive culture was encouraged among
students and faculty members though the adoption of the acronym PRIDE.
Discipline incidents were also reduced due to the efforts of the PBIS Team to
encourage positive student behavior at school and effective communication
between teachers, administrators, and parents.
III. Area of Focus Statement

The purpose of this study is to analyze the effects of School-Wide
Positive Behavioral Incentives and Supports on the campus of Arlington High
School, within the International Leadership of Texas Charter School District.
The process was chronicled and analyzed in comparison to data of discipline
incidents throughout the months of September, October, and November of
2015.
IV. Related Literature

In the article Why It Works: You Cant Just PBIS Someone, Tarsi
Dunlop explains PBIS is based on prevention logic for all: that is, to reduce
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the number of new problem behaviors, while preventing worsening, and

reducing the intensity of existing ones (Dunlop, 2013). Dunlops article
explores what makes PBIS successful. It starts with the research and data.
Before beginning a new program, stakeholders must look at the campus data
to drive all decisions. Every campus, within every district, will have its own
needs. The majority of Dunlops article focuses on implementation of a new
program. A successful program begins with a diverse, dedicated team. The
team develops a behavior purpose statement, a set of positive expectations
and behaviors, procedures for teaching school-wide and classroom-wide
expected behavior, a continuum of procedures for discouraging rule
violations, and procedures for ongoing data-based monitoring and
evaluations (Dunlop, 2013). These elements come together for a successful
ongoing program.
Positive Behavioral Incentives and Supports programs are being
developed across the United States. Evidence published in PBIS in
Alternative Education Settings: Positive Support for Youth with High-Risk
Behavior explains that as of 2013, approximately 20,000 schools have
adopted PBIS (Simonson, 2013). PBIS programs are often beneficial in
alternative schools and schools located in high-risk areas. Research shows
that in these settings the typical response is for administrators to be more
punitive, offering stiffer and stiffer consequences. The author, Simonson,
claims this is ineffective to truly enact change in high-risk youth, instead,
they offer PBIS as a viable, effective choice. He also warns it is important for
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the PBIS team to select the best practices for their campus and complete ongoing assessments to determine what is working. This helps establish a
proactive culture among the staff and administration, rather than relying
solely on reaction. Simonson concludes by affirming the PBIS framework
offers a means of achieving organizational effectiveness and efficiency, but
also warns more research is needed to fully understand the best practices
utilized within the program (Simonson, 2013).
Handling PBIS with Care: Scaling Up to Schoolwide Implementation is
an article by four educators detailing a case study of an elementary school
rolling out PBIS. The full implementation took five years. The school sought
to implement a program focused on creating environments that reflect
safety, social competence, and healthy school climates (Cressey, 2015). The
authors were participatory in the program and were able to provide first hand
data for analysis. Due to issues in the previous school year, the PBIS pilot
year focused on the fourth grade class and the original data focused on
incidents from those students during the prior year. In PBIS, acronyms are
used to display the school expectations. This school team chose CARE,
which stands for Class, Academics, Respect, and Effort. The actuation of this
acronym improved school culture by creating a common vision and purpose.
In year three, the program expanded school wide and in years four and five,
efforts were made to make the program on-going and sustaining as a part of
the school culture. The authors concluded the partnership between
educators, from school counseling, school psychology, special education,
13
elementary education, and school administration may have been one of the
most important factors in the present study (Cressey, 2015).
V. Research Questions
Three major research questions were developed throughout this study.
The questions are posed in chronological order compared to how they were
analyzed within the research. The fourth question, What rewards motivate IL
Texas- AHS students?, was posed and evidence gathered, however, due to
changes by the district in the focus and timeline for PBIS implementation, the
fourth question was not fully analyzed within this project, and therefore,
remains a secondary research question.
1. What discipline incidents are occurring on campus?
2. How does developing a shared vision of student expectations affect
student behavior?
3. How does parent communication affect the frequency of discipline
incidents?
4. What rewards motivate IL Texas- AHS students?
VI. Description of Intervention
Decisions regarding PBIS are based on real data within every school. It
is not a one-size-fits-all policy. Even within a district, different schools need
different approaches. Stakeholders must understand the unique problems
14
and needs of the campus. Therefore, the first objective within this study was
to determine what discipline incidents were occurring on campus. The first
chart in each set, representing September 2015, show the early incidents of
the school year. During this time period, the PBIS team was gathering data
and developing the ideas for the acronym PRIDE, which was displayed on
posters around campus and discussed and analyzed in the Leadership
course, mandatory for all students.
By the end of October, the second research question was studied
through the development and implementation of student curriculum. In the
district-required Leadership course, students focus on developing personal,
interpersonal, and public skills. They also commit to a grade level service
project, lasting the whole school year. The course is taught in eight sessions,
divided by two teachers, one of which is on the PBIS Team. The lesson plan
developed by the team explored positive behaviors and how they can be
exhibited in various locations on campus. The students worked in small
groups to determine the best language to express expectations.
In November, the Leadership class reviewed the characteristics of
PRIDE and worked in groups to determine motivation. Lessons were
developed to understand intrinsic and extrinsic rewards, and motivating
factors. The students also led small group discussions of discipline problems,
solutions, and deterrents for behaviors. Additionally, they developed lists of
possible rewards to start implementing in the second semester. The district,
International Leadership of Texas, also partners with Athlos for physical and
15
character education for all grades kindergarten through high school. Within
Athlos, twelve character traits are explored and encouraged throughout the
school year. They are discussed and analyzed in homeroom classes and
reinforced through huddles and physical activities in Athletic Conditioning
classes (the district version of Physical Education class). The Athlos
character traits were studied in conjunction with PRIDE traits developed by
the classes to draw correlations and understanding.
In the month of November, communication also increased.
Conferences with students and parents were more common with the
Assistant Principal, Principal, Counselor, and all teachers. Parent-Teacher
communication was encouraged by the campus administration through
email, faculty meetings, and small group meetings. Instead of just sending a
detention slip home with students, the Assistant Principal also emailed the
description of the event to the parents and followed up by a phone call if it
was the second incident. In September and October, parents were contacted
after students missed three detentions in a row. Starting in November,
parents were notified after just one failure to attend. In November, students
were also pulled out of class or called in to the Assistant Principals office,
instead of just receiving a detention notice slip in class by the teacher.
VII. Data Collection
16
During the months of September, October, and November, data was

collected showing the discipline incidents by grade level for the ninth and
tenth grades. Although the eighth grade is housed on the Arlington High
School campus, it is technically part of the Arlington Middle School. The high
school employees do not have access to any of the discipline records for
these students. Therefore, the eighth grade students and teachers
participated in the PBIS program, but their discipline records were not
collected and analyzed. The following graphs compare the discipline
incidents between the ninth and tenth grades during September, October,
and November of 2015 for incidents coded as Disruptive Behavior, Violations
of the Student Code of Conduct, Dress Code Violations, and Academic
Concerns. Each chart is listed in chronological order by discipline incident.
The numbers provided show the amount of incidents occurring among ninth
and tenth grade students coded with that discipline incident during the
month. The numbers represent incidents, not students. One student may be
involved in several incidents. However, other students may not earn any
incidents at all. As recorded in the demographic data, the student population
decreased slightly over the three month period. On September 30th, there
were 210 students, including 115 ninth grade students and 95 tenth grade
students. On October 30th, there were 200 students, including 108 ninth
grade students and 92 tenth grade students. Lastly, on November 20th,
there were 198 students, including 106 ninth grade student and 92 tenth
17
grade students. Close analysis of the data shows that while the number of
students declined overall, some enrollment did occur within those months.
Disruptive Behavior is a code used to signify any student action taking
away from class time. Examples include, persistent talking, interrupting the
teacher, moving around the room without permission, and throwing objects.
Disruptive Behavior typically occurs in the classroom, but incidents can also
be coded as thus if disruptive behavior occurs elsewhere on campus, such as
in the gym, hallways, or parking lot.
18
Disruptive Behavior
September 2015
45
19
# Students
9th Grade
Series 3
Disruptive Behavior
October 2015
Disruptive Behavior
November 2015
22
43
17
21
# Students
9th Grade
Column1
9th Grade
Column1
19
Dress Code Violations are recorded when a student is not wearing any
part of the required school uniform. Formal blazers are required every
Monday, which causes the majority of dress code violations on that day of
the week. Other Dress Code Violations include missing tie, missing belt,
wrong style shoes, or non-school jacket. Dress Code passes, excusing the
violation, can be given by an administrator or office staff member for
extreme situations or by parent request. Violations excused by a pass are
not represented in the following graphs.
Dress Code Violation

September 2015
52
Dress Code Violations

October 2015
86
17
# Students
9th Grade
# Students
Column1
Dress Code Violations

November 2015
36
16
# Students
9th Grade
28
Column1
9th Grade
10th Grade
20
Violation of the Student Code of Conduct is reserved for any incident

that does not fit in a specific category. The most common uses for Violation
of the Student Code of Conduct are failure to attend Detention and failure to
attend Eagle Academy, which is a mandatory homework academy assigned
for not turning in classwork or homework on time. While most classroom
disruptions were coded Disruptive Behavior, Violation of the Student Code of
Conduct was also used by some teachers to code discipline incidents in class
that did not cause a major disruption, but needed to be addressed
disciplinarily.
of Student Code of Conduct

Violation of Student CodeViolation
of Conduct
October 2015
September 2015
56
152
42
138
# Students
9th Grade
Series 3
# Students
9th Grade
Column1
21
Violation of Student Code of Conduct

November 2015
62
45
# Students
9th Grade
Column1
Academic Concerns is a coding used to assign Eagle Academy. Eagle

Academy is assigned by the classroom teacher for failing to turn in
homework or classwork. Students attend Eagle Academy after school on the
same day it was assigned. During that time, each student must complete
the missing or incomplete work and turn it in for partial credit. The students
are monitored by two rotating teachers, who may or may not teach the
subject or student assigned. Eagle Academy was a mandatory program
initiated by the district and ran for forty minutes during the study. While the
policy stated teachers should assign it the first time a student did not turn in
mandatory classwork or homework, many teachers reported giving students
multiple chances before officially assigning Academic Concerns in the online
discipline tracking system. Due to varying results at each campus, the
district mandated in November each campus plan for the time to increase to
two hours in the future.
Academic Concerns
September 2015
79
22
Academic Concerns
October 2015
138
113
67
# Students
9th Grade
# Students
Series 3
9th Grade
Column1
Academic Concderns
November 2015
41
22
# Students
9th Grade
Column1
In addition to analyzing incidents by grade level, data was also

collected to view incidents overall on campus. The following graph shows all
incidents, including Violation of the Student Code of Conduct, Dress Code,
Disruptive Behavior, and Academic Concerns. Both ninth and tenth grades
23
are included in the totals, which represent the total number of incidents, not
the total number of students causing incidents. While there are punitive
repercussions, the intention of Eagle Academy, assigned to the student as
Academic Concerns, is intended to help the students academically. Unless a
student is assigned frequently, it does not necessarily signify a discipline
concerns. Therefore, the totals are separated by Academic Concerns and
Discipline Incidents and analyzed together.
All Discipline Concerns

9th & 10th Grades
502
231
217
# Students
September
October
November
All Academic Concerns

9th & 10th Grades
250
129
56
# Students
September
October
November
24
25
All Incidents
9th & 10th Grades
752
369
276
# Students
September
October
November
All incidents were also tracked and analyzed by teacher. IL TexasArlington High School has nineteen teachers and two teaching assistants, all
of whom have access to OnCourse, the online discipline tracking system.
Incidents for Dress Code are typically recorded by the second and seventh
period teachers, however, other teachers can also issue dress code incidents
later in the day if necessary. Two teachers are assigned rotating duty for
Eagle Academy, therefore, those teachers enter the incident of Violation of
the Student Code of Conduct for the students who do not attend. The
Principal, Assistant Principal, and Counselor also have access to OnCourse
and enter some discipline issues when necessary. The Assistant Principal
also enters all incidents of Violation of the Student Code of Conduct for the
students who do not attend detention.
The following charts show every
teacher who entered any incident during the months of September, October,
and November. The percentage on each slice of the pie represents the
26
comparison of the number of incidents assigned against their fellow

teachers. Teachers with no incidents recorded are not included in the chart
at all. Teachers with 0% actually assigned one or two incidents, which
proportionally averaged to 0%.
Incidents by Teacher
September 2015
Asst Prin
CC
LH
Mhi
MH
JH
SI
7%
1% Prin 21%
1%
3%
AM
BN LS
7%
5%
2%
0%
1%
4%
1%
7%
2%
5%
4%
24%2% 3%
ES
LT
AT
KT
TV
CV
RW
JW
27
October 2015
Asst Prin CC SG MH MH JH SI XL AM CM Prin BN Coun LS ES AT KT LT TV CV RW
4%
0%
1%
1%
1%
19%
10%
5%
0%
9%
0%
13%
JW
8%
8%
8%
2% 8%
0% 1%
November 2015
Asst Prin
CC
SG
Mhi
MH
JH
DH
1%
1%
0%
0%
8% AM 21%
XL
CM BN
9%
1%
0%
3%
1%
LS
ES
AT
KT
LT
TV
CV
8%
6%
8%
25%
0% 1%2%2%
Incidents by teacher can be further divided into the categories of

incident. This data allows for understanding of the type and frequency of
incidents occurring in each classroom. The following charts compare two
teachers who primarily teach ninth grade students. Ms. M is in her second
JW
year of teaching at the high school, however, she is teaching a different

subject this year. Mr. JH is in his first year of teaching and is pursuing his
alternative certification.
28
Ms. M
Disruptive
Behavior
Vio of
Student
Code
14%
16%
58%
12%
Dress Code
Academic
Concerns
Mr. JH
Disruptive
Behavior
13%
63%
Vio of Code
of Conduct
15%
Dress Code
9%
Academic
Concerns
29
30
Lastly, the data of one teacher can be analyzed to show his or her
personal curve of assigning incidents through the months of September,
October, and November. Ms. M is once again represented in the graph
below.
Ms. M
42
41
24
18
5
1
0
October
3
2
0
September
2
0
November
Disruptive Behavior
Dress Code
Vio of Code
Academic Concerns
VIII. Data Considerations

One consideration for this data is the learning curve of new teachers.
The Arlington High School campus has many new teachers. These teachers
must learn numerous online programs for grading, attendance, and
discipline. It is understood their ability and accuracy to report disciplines in
OnCourse, the online discipline reporting system, increased throughout the
first semester of school. For the first few weeks, some discipline incidents
were reported incorrectly, or not reported at all. Increased pressure was put
on the faculty by the administrative team after the first cycle ended in
31
October. This pressure to document behavioral incidents and send students

to Eagle Academy for Academic Concerns may attest for the spike in
incidents in the month of October.
Another data consideration is the frequent enrollment and withdrawal
of students. As a school of choice, the school population frequently changes.
While the majority of the student population is constant, there are changes
weekly. Some students with discipline incidents in September, were no
longer students in the school in November. Similarly, some students with
discipline incidents in November were not students in September. Further
study would be needed to determine the impact of this on the data and
overall culture of the school.
A third consideration is the choice to study the incidents by month.
The district operates with three grading periods within a semester, roughly
six weeks each. Upon further exploration of the data, it was determined
spikes in Academic Concerns occurred close to the end of each cycle. At this
point, it appears as if the discipline incidents consistently occurred
throughout time, regardless if viewed within a month or grading cycle.
IX. Data Analysis and Interpretation

When analyzing the data, it is important to view it through the lenses
of change. Each month of the study implemented new strategies and
interventions of PBIS. The first area studied was Disruptive Behavior. The
32
tenth grade students consistently disrupted more than the ninth grade
students. The numbers did not change greatly until November. In
November, the number of incidents for Disruptive Behavior dropped by
almost half. The first consideration for the drop is November having only
three weeks of data due to the Thanksgiving week holidays. Students
attended school five less days in November than October. However, analysis
of the data for only the first three weeks of October, still proved November to
have considerably less incidents.
The second area of study was Dress Code Violations. The data may be
most skewed in this portion of the study. In the beginning of the year, many
teachers did not assign dress code violations. Many reported feeling bad for
the students or forgetting to look for violations in class. In September, many
students were also given a Dress Code Pass for not having items of the dress
code due to trouble with the clothing vendor. In October, blazers were also
required every Monday. This additional piece of the uniform caused
confusion and lack of compliance by many students in compliance otherwise.
Even still, the numbers point to the fact that discipline incidents for Dress
Code were reduced in November compared to incidents in September and
October.
Next, Violations of the Student Code of Conduct were studied. Overall,
more ninth than tenth graders earned this violation. One consideration of
this is the normal issues arisen adjusting from middle school to high school.
Many students continued from eighth to ninth grade within International
33
Leadership of Texas, however, the subtle differences in procedures for

Detention and Eagle Academy were not followed. Additionally, other ninth
grade students came into the school from other surrounding public districts,
private schools, or homeschool situations. This also created a subculture of
students learning every policy and procedure of the campus for the first
time. While tenth graders also violated the code, proportionally, more ninth
graders earned this incident. Violations of the Student Code of Conduct, as
the other previously studied incidents, also spiked considerably in the month
of October. Further analysis showed this was mainly due to students not
attending Eagle Academy or Detention. The numbers dropped again in the
month of November. Accounting for the three week time period, the
numbers are still considerably lower than expected after analyzing the
October data. Evidence shows this drop most closely correlates to the steps
toward student and parent communication taken throughout the month of
November.
The last area of study was Academic Concerns. While this is not a
discipline incident, it has punitive affects. Students not turning in homework
are coded Academic Concerns and must attend Eagle Academy after school.
The evidence may be slightly skewed in this area, just as Dress Code. Many
teachers did not fully understand the function of Eagle Academy in the
beginning of the year and it was not always assigned when needed. Also,
some assigned it, but then deleted the incident after it was entered. There
were also numerous issues throughout September and November in which
34
Eagle Academy was incorrectly assigned to the wrong student, or not

assigned to the correct one. Overall, more ninth than tenth grade student
earned this incident. Both ninth and tenth grade incidents increased in the
month of October, and along with the other incidents, declined again in
November. While evidence collected showed teacher communication
increased in the month of November, the drop may be more closely aligned
with the changing of the grading cycle, rather than the proactive steps.
The evidence presented suggests the spike in all incidents in the
month of October and decrease of all incidents in the month of November
may be due to the efforts put forth by the Assistant Principal and PBIS Team.
Within the parameters of this project, the effects of positive messages and
collective goals were hard to measure. More study, including student and
faculty input, would be needed in the future to accurately analyze the
benefits. However, the increase of communication was measurable and
directly correlated to the decline of incidents throughout the month of
November. Parent-Administrator and Parent-Teacher phone calls and emails
were logged in the online discipline tracking system used to collect all data
for this study. Initial analysis showed individual student incidents decreased
after parent contact was made in every case throughout the study.
X. Action Plan
35
In the future, more research is needed to fully implement the PBIS

program at Arlington High School. In order for PBIS to be successful, ongoing
monitoring is necessary to develop the best program, interventions, and
supports. The district must also support the campus efforts. First, the
district must help facilitate training on campus for the PBIS Team and
campus staff. Secondly, the district must provide funding for PBIS incentives
and rewards. As shown in the Impact Analysis Chart below, the three
primary, and one secondary, research questions posed for this study were
answered. Phase I of PBIS seems to be successful, but future phases will
need the support of all stakeholders.
Disrupt
ive
Behavi
Acade
mic
Concer
Code of
Conduc
t
PR
IDE
Types of
Discipline
Studen
t Led
XI. Final Thoughts

Intr
insic
Dress
Code
Re
wards
Shared
Vision
PBI
S
Positiv
e
Behavi
Face to
Face
Parent
Communicat
ion
Ph
one
E
mail
The scope of this project changed slightly throughout the process. The
original proposal was unable to be fulfilled due to a lack of district support.

After the project was proposed and approved, the district decided to
postpone the training, development, and implementation of School-Wide
Positive Interventions and Supports on every campus. Teams were initially
encouraged to make plans for the future, however, no support was provided.
36
The PBIS Team at Arlington High School continued to move forward as

originally planned without the district support. The research still provided
valuable insight to the correlation of discipline and negative culture on
campus. Understanding was developed and positive change was
documented. With more research and support, PBIS, along with consistent,
effective communication, will continue to affect positive change on campus.
37
XII. References
Cressey, J., Whitcome, S., McGilvray-Rivet, S., Morrison, R., and ShanderReynolds, K. (2015).
Handling PBIS with Care: Scaling Up to Schoolwide Implementation,
Professional School Counseling, 2014/2015, Volume 18, Issue 1, pages
90-99.
Dunlop, T. (2013). Why It Works: You Cant Just PBIS Someone, Educational
Digest, December 2013, Volume 79, Issue 4, pages 38-40.
Simonson, B. (2013). PBIS in Alternative Education Settings: Positive

Support for Youth with High-Risk Behavior, Education & Treatment of
Children, August 2013, Volume 36, Issue 3, pages 3-14.
38
XIII. Appendix A The Nine Principal Competencies, TAC Title 19,

Chapter 241
Competency 001- The principal knows how to shape campus culture by
facilitating the development, articulation, implementation, and stewardship
of a vision of learning that is shared and supported by the school community.
Competency 002- The principal knows how to communicate and collaborate

with all members of the school community, respond to diverse interests and
needs, and mobilize resources to promote student learning.
Competency 003- The principal knows how to act with integrity, fairness, and
in an ethical and legal manner.
Competency 004- The principal knows how to facilitate the design and
implementation of curricula and strategic plans that enhance teaching and
learning; ensure alignment of curriculum, instruction, resources, and
assessment; and promote the use of varied assessments to measure student
performance.
39
Competency 005- The principal knows how to advocate, nurture, and sustain
an instructional program and a campus culture that are conducive to student
learning and staff professional growth.
Competency 006- The principal knows how to implement a staff evaluation

and development system to improve the performance of all staff members,
select and implement appropriate models for supervision and staff
development, and apply the legal requirements for personnel.
Competency 007- The principal knows how to apply organizational, decisionmaking, and problem-solving skills to ensure an effective learning
environment.
Competency 008- The principal knows how to apply principles of effective

leadership and management in relation to campus budgeting, personnel,
resource utilization, financial management, and technology use.
40
Competency 009- The principal knows how to apply principles of leadership

and management to the campus physical plant and support systems to
ensure a safe and effective learning environment.
XIV. Appendix B- Principal Competencies & Scripture Related to

Project
Competency 002- The principal knows how to communicate and collaborate
with all members of the school community, respond to diverse interests and
needs and mobilize resources to promote student success.
Ephesians 4:29- Let no corrupt communication proceed out of your mouth,

but that which is good to the use of edifying, that it may minister grace unto
the hearers.
Competency 005- The principal knows how to advocate, nurture, and sustain
an instructional program and a campus culture that are conducive to student
learning and staff professional growth.
Proverbs 16:23- The hearts of the wise make their mouths prudent, and their
lips promote instruction.
41
Competency 007- The principal knows how to apply organizational, decisionmaking and problem-solving skills to ensure an effective learning
environment.
Proverbs 13:16- All who are prudent act with knowledge, but expose their
folly.
XVI. Appendix C IL Texas Arlington High School Detention Policy
I.
Purpose
1. It is the expectation that teachers will create and maintain effective

classroom management
procedures that uphold high expectations for
behavior in the classroom.

2. Classroom policies should include disciplinary action within the
classroom when expectations are not met. Students not meeting
classroom standards of behavior should be verbally reminded of the
expectations and possible consequences.
3. Detention should serve as a disciplinary action outside of the classroom
to reinforce classroom, campus, and district expectations.
II.
Policy
1. Detention is mandatory. Teachers and students must follow the policy

and procedures provided.
42
2. Detention takes precedence over all other extracurricular activities,

including sporting events and practice. Coaches and sponsors may not
excuse a student from Detention.
III.
Procedures
1. Teachers are expected to privately tell the student he/she is assigning

Detention and check for understanding of the offense and consequence.
2. Teachers must enter Detention into OnCourse using the specific student
code of conduct that was violated and a complete account of the
offense. (See OnCourse examples for clarification).
3. Teachers must call the students parent(s) to explain the offense and
consequence, asking a member of the office staff to translate if
necessary. The call should be added to the teachers log of parent
contacts.
IV.
Duty
1. Students will serve detention the following morning in C8 (Upper Room)

from 7:15-7:55 a.m. Detention will be held Monday through Friday.
2. The teacher or administrator on duty must mark the time the student
arrives on the printed document. Students who do not attend must be
marked NS (no show).
3. The teacher and/or administrator must actively supervise the students
at all times.
4. Students must remain seated during the entire detention period, OR
complete tasks as assigned by the administrator or teacher on duty.
43
5. Students may eat breakfast during detention, but may not share food or
drinks with other students.
6. Students should not speak to each other during detention. Refer to the
Student Code of Conduct for guidelines on appropriate detention
activities.
44
XVII. Appendix D IL Texas Arlington High School Eagle Academy

Policy
I.
Purpose
1. IL Texas strives to ensure that every student has the opportunity to
master the concepts taught in the classroom. If it is important enough
for the teacher to plan and teach the information, it is important
enough for the student to do the work and master the concepts.
2. Eagle Academy is designed to hold students accountable and foster
responsibility.
II. Policy
1. Eagle Academy is mandatory. Teachers and students must follow the
policy and procedures.
2. Eagle Academy takes precedence over all other extracurricular
activities, including sporting events and practice. Coaches and
sponsors may not excuse a student from Eagle Academy.
3. Students must be assigned Eagle Academy for any of the following
reasons:
a) The assignment was not turned in.
b) The assignment was turned in incomplete.
c) The assignment was turned in, but the majority of the work was
incorrect.
45
III.Procedures
1. Upon determining a student should be assigned Eagle Academy, the
teacher must enter the information (including assignment
names/descriptions) in OnCourse.
2. Students entered in OnCourse before 1:30 p.m. must stay the same day
to complete/redo the assignment in Eagle Academy after school.
3. Students entered in OnCourse after 1:30 p.m. must attend Eagle
Academy the following day.
4. The school office will contact the parents of all students entered in
OnCourse via School Messenger to inform them Eagle Academy was
assigned.
5. If there is a consistent pattern of incomplete/delinquent work, the
teacher must contact the parent(s) and the GLA to schedule a meeting
to discuss plans for success at ILTexas.
IV. Duty
1. Eagle Academy will be held from 4:05-4:45 p.m., Monday-Friday.
2. The teacher or administrator on duty must mark the time the student
arrives on the printed document. The teacher/administrator must
inform students arriving late further disciplinary action may be taken.
Students who do not attend must be marked NS (no show).
3. The teacher or administrator must actively supervise the students at all
times.
46
4. There should be no talking or sharing documents during Eagle

Academy.
5. There should be no eating or drinking during Eagle Academy.
6. The students must work on their assignments listed on the OnCourse
document and turn in their work before leaving the room. Assignments
completed online must be verified by the teacher/administrator before
submitted.
7. If a student finishes his/her assigned work before 4:45, he/she must
work quietly and independently on other work until released.

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UNDERSTANDING AND

(Betsy) Elizabeth Compton

Dallas Baptist University

This performance assessment provides credible evidence that the candidate

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Learning Goals & Assessment Plan

Area of Focus Statement

Appendix A- Principal Competencies

Appendix B- Related Competencies

Appendix C- Discipline Policy

Appendix D- Eagle Academy Policy

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Contextual Factors: Community, School System, and Campus

Charter School District

9th & 10th

November 20th = 198 (106- 9th, 92- 10th)

II, Concert Band I & II

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Average Class Size

C Days = Friday, all 10 classes for 40 minutes

Non-Free and Reduced Lunch

14% No Application Received

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

provide grades and assignment information, as well as discipline incident

Learning Goals & Assessment Plan

Reduce discipline incidents through positive

3. Implement Phase I & II

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

CIP Goal 3: Provide ample opportunities to foster and

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Supports, PBIS, with a plan to focus on the training, development, and

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

III. Area of Focus Statement

IV. Related Literature

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

the number of new problem behaviors, while preventing worsening, and

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

VII. Data Collection

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

During the months of September, October, and November, data was

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Dress Code Violation

Dress Code Violations

Dress Code Violations

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Violation of the Student Code of Conduct is reserved for any incident

of Student Code of Conduct

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

Violation of Student Code of Conduct

Academic Concerns is a coding used to assign Eagle Academy. Eagle

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

In addition to analyzing incidents by grade level, data was also

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

UNDERSTANDING AND RESPONDING TO DISCIPLINARY INCIDENTS

All Discipline Concerns