Student Discipline Data Analysis Paper
Role: You are the newly hired principal at your school.
Goal: As you prepare for the opening of a new school year, understand your school’s student discipline data to create an action plan to proactively shift the focus of your discipline program to one based on restorative justice, equity and inclusion.
Product: Create a 6–8-page paper that summarizes the current state of student discipline at your school with regard to school climate and culture, identify concerns or trends based on the data, identify specific problem areas to address, and create an action plan to proactively address those concerns using the lens of restorative justice, equity, and inclusion.
1. Explore percentages of discipline referrals by students’ gender, ethnic or racial group, gender identity, and participation in special education.
2. Analyze percentages of discipline referrals by the teacher. Include the data in chart/s and identify any emerging pattern.
3. Be sure to include data representations in the narrative.
4. Based on the data and identified patterns, write a problem statement. Use peer-reviewed, scholarly research to support your problem statement.
Based on the problem statement, create a school-wide discipline improvement plan to address it. Make sure the plan:
addresses possible root causes of inequities and bias that exist in the school based on the data evaluates the ethical dimensions of the problem by reflecting on the data and the consequences current school discipline practices could have on the well-being of each student
includes procedures and strategies to cultivate equitable, inclusive, and culturally responsive practices among teachers and staff
describes in detail the resources needed to support the implementation of a discipline program focused on restorative justice, equity, and inclusion includes communication and engagement tools and strategies to advocate for the use of discipline procedures focused on restorative justice, equity, and inclusion among the school’s various stakeholder groups
includes a strategy and benchmarks for evaluating the plan’s success (initial and ongoing)
Assignment Outline
Introduction
Identify the purpose of the study, the setting of the study, and your role in creating it.
Problem Statement
Quantify and describe types of discipline referrals based on selected multiple data points including discipline, student demographic information, and teacher referral information. Be sure to include data representations for the types of data selected. Obviously, do not include personally identifiable data for staff or students.
Use data to identify potential patterns of inequities and biases
Include ethical reflections or concerns by analyzing three or more potential consequences current practices could have on wellbeing of students
Create a Problem Statement based on the data that is specific to one or more aspects of current discipline issues. Be sure to focus and identify root cause concerns and factors.
Action Improvement Plan
Use research and data to develop a comprehensive discipline management and response improvement process
Identify the goals and objectives for the discipline improvement plan based on the data
Identify at least 3 school-wide discipline management and response strategies to cultivate disciplinary practices based on restorative justice, equity, and inclusion.
Identify the resources needed to support implementation of the proposed discipline improvement plan Identify the staff professional development training and support resources needed to implement this plan
Identify the communication and engagement plan for the various stakeholder groups to include students, parents, staff, and community members.
Identify the evaluation mechanisms and benchmarks to measure the success of initial implementation of the plan and ongoing success monitoring of the plan.
Conclusion – Summarize the problem statement, the key data findings, the proposed improvement plan, and learnings as the new principal from conducting the survey.
Reference page – A minimum of five (5) peer-reviewed, scholarly sources of literature (2018-2023).
One of the citations must be from you course textbook. Use APA 7 Guidelines for reference page and
text citations
Other General Assignment Guidelines
Based on the guidelines outlined above, create a 6–8-page (not counting the cover or reference pages) narrative essay that addresses and includes all bulleted points above. At a minimum, use the subheadings listed in the assignment to organize your paper
Select at a minimum five (5) peer-reviewed, scholarly sources of literature (2018-2023) to identify the current state of scholarship on your topic.
Include a Fischler College of Education APA 7 standard cover page fse_standard_format.pdf Include a properly formatted reference page/list, in APA 7 format, for all the research resources examined and included in the paper.
Assignment #4 Grading Rubric
Criteria
Exceeds
Meets
Approaching
Introduction
Brooks Elementary School
located in Duncan, Mississippi Pre-K through 6 grade
200 students, 19 teachers
SHAPE * MERGEFORMAT
The
introduction
describes the paper in detail and the school
setting,
including school size, number of teachers, administrators, and staff.
SHAPE * MERGEFORMAT
The purpose
for the study is clear identified and described. SHAPE * MERGEFORMAT
The author’s role in the study was clearly
identified.
SHAPE * MERGEFORMAT
The
introduction describes the paper and the
school setting. SHAPE * MERGEFORMAT
The purpose
for the study is clear identified and described. SHAPE * MERGEFORMAT
The author’s role in the study was
identified.
SHAPE * MERGEFORMAT
The
introduction fails to
describe the paper and the school setting.
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The purpose for the study was minimally
identified and/or described. SHAPE * MERGEFORMAT
The author’s role in the study was vaguely
or not identified.
Data collection and analysis NELP Standard 1.2
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Included detailed student demographic,
teacher referrals, discipline incident data. SHAPE * MERGEFORMAT
Described percentages of discipline
referrals by students’ gender, ethnic or racial group, special education, and
gender identity. SHAPE * MERGEFORMAT
Analyzed in detail the percentages and types
of discipline referrals by teachers. SHAPE * MERGEFORMAT
Included multiple data representations in
charts and illustrated data with graphs.
SHAPE * MERGEFORMAT
Included basic student demographic, teacher
referrals, discipline incident data. SHAPE * MERGEFORMAT
Analyzed percentages of discipline referrals
by teachers. SHAPE * MERGEFORMAT
Included data in charts
Included one of the following components: SHAPE * MERGEFORMAT
student demographic
data,
teacher referral
data, discipline
incident data. Listed percentages of discipline referrals by teachers
Uses data ethically and equitably NELP Standard 6.2
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Identified emerging patterns and explained
them in detail.
SHAPE * MERGEFORMAT
Identified emerging patterns.
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Failed to identify emerging patterns
Data Use
NELP Standard 1.2
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Based on the data and identified patterns, a
problem statement was clearly stated, exemplified, and supported with theory
by citing more than two concepts.
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Based on the data and identified patterns, a
problem statement was clearly stated and supported with theory by citing two
concepts.
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A problem statement was clearly stated.
Use
research and data to develop an improvement process.
NELP Standard 1.2
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To address the problem, a plan was developed
that analyzed two possible root causes of inequities and bias in the school. SHAPE * MERGEFORMAT
It offered three or more examples and
supported the analysis theory by citing more than two research sources.
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To address the problem, a plan was developed
that analyzed a possible root cause of inequities and bias in the school. SHAPE * MERGEFORMAT
It offered two examples and supported the
analysis theory by citing two research sources.
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A plan was developed that mentioned possible
root causes of inequities and bias in the school. SHAPE * MERGEFORMAT
It did not support the analysis with
research sources.
NELP
Standard 1.2
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The plan included three or more school-wide
procedures to cultivate equitable, inclusive, and culturally responsive
practices among
teachers and staff.
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Examples of each procedure are included. SHAPE * MERGEFORMAT
Procedures were aligned with theory
supported by more than three research sources. SHAPE * MERGEFORMAT
Detailed steps, timeline, participants, and
leaders in charge of each procedure are explained and exemplified. Roles of
all participants are explained as well.
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The plan includes two school-wide procedures
to cultivate equitable, inclusive, and culturally responsive practices among
teachers and staff.
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Examples of each procedure are included. SHAPE * MERGEFORMAT
Procedures were aligned with theory
supported by more at least three research sources. SHAPE * MERGEFORMAT
Detailed action steps, timelines, and
participants were included.
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The plan included a school-wide procedure to
cultivate equitable, inclusive, and culturally responsive practices among
teachers and staff.
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Action steps, timelines, or participants
were minimally addressed or not included.
NELP Standard 6.2
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The action plan advocated for allocating
resources to support it and thoroughly described strategies to obtain the
resources. SHAPE * MERGEFORMAT
A narrative described specific resources
allocated to support the implementation of culturally responsive pedagogy. SHAPE * MERGEFORMAT
A table synthesized the allocation of
resources to support tasks.
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The action plan advocated for allocating
resources to support it. SHAPE * MERGEFORMAT
A narrative described the resources
allocated to support the implementation of culturally responsive pedagogy.
The action plan met only one of the following
criteria: SHAPE * MERGEFORMAT
Listed resources needed to
support initial
implementation. SHAPE * MERGEFORMAT
Listed resources allocated to support the
implementation of culturally responsive pedagogy.
NELP
Standard 3.3
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The plan advocated for teachers’
collaboratively designing a set of equitable practices to enact among
teachers, administrators, and staff.
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Procedures, resources, and examples were
offered to facilitate the task.
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The plan also advocated for allocating
resources by describing in detail ongoing strategies to obtain resources
needed for support. SHAPE * MERGEFORMAT
The operating theory of the plan was
supported by citing more than three research sources.
SHAPE * MERGEFORMAT
The plan advocated for teachers’
collaboratively designing a set of equitable practices to enact among
teachers, administrators, and staff. SHAPE * MERGEFORMAT
The plan also advocated for allocating
resources to support this plan. A strategy to obtain the resources is
included. SHAPE * MERGEFORMAT
The operating theory of the plan was
supported by
citing
at least three research sources.
SHAPE * MERGEFORMAT
The plan failed to advocate for teachers’
collaboratively designing a set of equitable practices to enact among
teachers, administrators, and staff. SHAPE * MERGEFORMAT
The operating theory of the plan was not
supported by
citing
at least three research sources.
Communication Plan NELP Standard 2.2
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Described in
detail,
exemplified, and included in the timeline the communication tools and
strategies that will be used to advocate for the ethical and equitable
practices in the plan.
SHAPE * MERGEFORMAT
Described the communication tools and
strategies that will be used to advocate for ethical and equitable practices
in the plan.
SHAPE * MERGEFORMAT
Listed communication
tools
or strategies to advocate for ethical and equitable practices in the plan.
