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Welcome to Educational Relevance, a platform for experienced educators to share proven successful strategies to educate today's students.
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I am Bryan Wright.
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I'm currently a adjunct professor at Concordia University in Wisconsin.
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I have over 30 years of successful experience as an administrator, in the public school setting.
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Alongside me is Mark McBeth, experienced administrator, as well as a published
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I'm doing super thanks.
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All right, in past episodes, Mark, what we've done is talk about the Turnaround 4C plan.
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We talk about climate, who we are, culture, what we do.
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We talk about curriculum, how we do it.
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Then we talk about connections, why all of this matters.
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And the reason we're doing this, Mark, so we can talk about different avenues on how educators, teachers, administration and district employees can be successful and how they working with our youth of today.
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Mark, what we're going to discuss today is The Discipline Matrix And The Discipline Matrix is what we've been utilizing in different schools.
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But before we continue with that, Mark, I think we need to talk about how it was created
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Yeah.
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So I actually, I'm a co author because I sat down with a group of teachers to work on.
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The idea is classroom should be about student learning first.
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When you have a school that, where discipline becomes a more major, conversation among teachers, among administrators, among students, then something has to happen.
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In the particular school where the Matrix was born, we had teachers who, were kind of insisting that when they would send a kid out of a classroom, that there was this equal punishment.
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Every kid should be suspended.
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Should be suspended for this, should be suspended for that.
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And you know, and I think about how much is a kid learning when they're suspended when they're at home?
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You know, what do they gain?
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Well, then what would happen is they come to the office and the school administrator that was in charge of that particular student's discipline would say, you know, that really wasn't that big of a situation.
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I don't think that kid should have ever been sent to the office.
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I'm just going to give the kid a warning and send them back that frustration of.
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Between the teachers and school administrators, created a climate that was not conducive to learning.
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And so, as we go back to the idea of climate.
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What it becomes is who we are is a school of people not collaborating together with the same cause, same purpose, and an outline, an understanding of what each person's role really is.
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And that's where The Discipline Matrix comes in.
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It outlines exactly what the role of the teacher is, what the role of the student is, what the role of the school administrators are.
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And then it really focuses about keeping kids in the classroom learning, inside the school learning.
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So that central focus of saying student learning first becomes a live reality.
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And so The Discipline Matrix was created around that, and working collaboratively with a group of teacher leaders.
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It wasn't the easiest thing to create.
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It actually took some effort, because, not everybody in the room wanted to take responsibility or to be able to say, yeah, when a kid comes to my office, this is kind of most likely what's going to happen.
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Because there's some leeway in there, right?
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There's a little balance.
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But, but the idea is when they come, this is what happens.
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Well, then that needs to be clear and understanding for the students.
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So, that's how The Discipline Matrix was created, is the idea of creating equity, of understanding, equity of expectations, equity of of the consequences, but for kids, but really trying to keep them in the classroom successful doing what needs to be done.
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So let me give you a couple examples of why, personally, I felt this too.
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So when I walk into a classroom and there's an English teacher, teaching, they often are assigning reading or, research papers or those type of things.
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But when they get frustrated with the kid, and they have a kid write paragraphs, or make them do an essay, or make them do reading as a consequence, as a punishment, then learning is not exciting.
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When they send out a kid for talking in the classroom, And, even if the kid was being kind of sarcastic about a joke, but they're that they kind of could have just been humor in the classroom instead to get sent out, then now they lose this long term motivation about education.
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And so those type of things.
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That I would see in the classroom going on, where the academics were part of the punishment, I didn't like.
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And then the other thing was, is engagement of other adults, like parents or guardians or caretakers.
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Getting them involved to help a child, you know, be more progressive inside the school.
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So, so those are the type of things that led me to help give guidance to that.
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The Discipline Matrix was a pretty cool tool.
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It really helped move a school forward, it changed the climate.
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But the cool thing was, is I was able to give it to you at some point in our conversations.
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And you've taken it to a whole other level.
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You've added a five step process inside there.
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You've added, multiple, Revisions as you've worked with different school administrators across the, the nation.
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So let's talk a little bit about what you've done with it, Bryan.
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Well, one question I wish to ask you, Mark, and this is something that I thought was so important what you were talking about.
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Why is it, Mark, that so many teachers, when it comes to classroom, discipline thinks that discipline is the major thing instead of instruction.
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In so far as getting kids to get back on board or getting kids to be buying into what they're trying to accomplish.
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sometimes they don't understand where a kid comes from.
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So a, a kid comes with multiple backgrounds, multiple dimensions of stuff's happening.
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We, don't always know.
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What that kid woke up to or even if they woke up, I remember I used to have a kid that used to come to school every day and I remember talking to my administrator about it.
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I was a school teacher there and he said, well, mark, you know, he sleeps on the park bench every night.
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You know, if he's 5 minutes late, it's because the city bus was late.
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Because that's where he gets picked up at, you know, and if he's tired, it's because it was a hard night.
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It was raining last night or whatever.
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And I'm like, geez, is he homeless?
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Well, he, it's a family situation where that's where he sleeps, we don't know that.
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And so, teachers sometimes just don't understand the kids or the dynamics of cultural differences, you know, or ethnic differences or family dynamics and those type of things.
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And I think sometimes we don't understand that kids really want love.
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They want to belong.
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They want to have fun.
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They want to have freedom of choice.
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And when those things are being taken away from them, they act out.
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And as a teacher, if we are able to engage them back into those things, we can keep them in the classroom and engaged.
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So I think that's where teachers, just want kids to come and be motivated and desire to want to learn.
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And we really got to teach them that there's a safe place.
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And I think that's why teachers feel like discipline is the number one issue in the school.
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It's just because they just don't, understand their kids well enough and they know their content really well, so they want to teach their content.
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Well, I tell you, Mark, let me build upon a couple of things you spoke over already, and I really appreciate what you said, because the whole idea about discipline is not to punish the student it's to make sure we get students stay on focus so he can become a better academian than anything else.
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That's what disciplines supposed to be about.
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So I saw your disciplinary merits and I said, wow, this is a pretty good plan.
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And it broke down into levels.
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what I want to see about it is that we're talking about progressive discipline and the whole idea, and you said it yourselves, what are the hidden factors that causes this student to have any issues that they may have?
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what we did, therefore, was instill a program, called the five step plan.
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Now, I had utilized the five step plan previously.
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And we'll talk about those five steps shortly.
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But what we did was take the five step plan that was there, and then we had a mild progressive discipline.
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And let me make sure I talk about those five steps right now.
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The first step, of course, is a warning.
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Conference with the teacher when the student is doing something that might be insubordination.
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The second offense is a warning.
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Parents, they have to be contacted by the teacher.
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Third offense is teacher intervention.
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Parent contacted.
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You could have a parent meeting if you wish to.
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But then the fourth offense is something you brought up as well.
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If teacher intervention, parent contacted, but support staff is notified.
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Counselor, the social worker, the special ed teacher, there's something else.
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We want to make sure what's going on in the student's life before we go to the fifth step, which is then the administrative referral.
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We felt that was so important that we incorporate, Mark, those progressive steps and progressive disciplines so that the first thing we do, we do not do is throw a student out of school.
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We want to make sure what's going on with that student, how can we assist that student.
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So we put these step plans into place and we also took in that disciplinary referral that we also talk about teacher interventions and interactions.
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So what does teacher consequences?
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So we empowered the teacher.
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Let's give the teacher the power to say, Hey, this is what you're doing in your classroom.
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What can you fix instead of me or you or any administrator, therefore taking away the teacher's power and saying, okay, we'll take care of the situation immediately.
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Let's talk about getting to know the student.
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Let's talk about what's happening with that student so that we can say, let's get this done.
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And you Mark, What I've done was take the, this matrix that you developed, we've incorporated it in a few schools I've been in quite honestly.
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And we have made adjustments, in accordance with that school.
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And again, you said, It's about climate and changing it to a positive climate.
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So you bring in a discipline matrix.
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You're not there to let's throw out all kids.
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You're there to say, Hey, let's change the climate of the building.
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Let it give teachers some empowerment issues so they can say, we're still what we're doing.
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But at the same time, Let's talk about helping that student out as best as possible.
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And then after five steps, the student does something wrong continually, then yes, you are going to do this.
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Then the second thing we're gonna talk about The Discipline Matrix, which you you've incorporated is that it does not refer to major offenses.
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If the kid gets into a big fight, the kid starts fires, has arson, the kid has drugs on this person, does these things.
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Then, discipline matrix goes automatically to level four along those steps, saying these are major offenses.
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We have to take care of these in different way.
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But if you notice two thirds it seems like of the issue that happens in schools are based on either disruption
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Yeah, yeah.
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And the five step plan really is that classroom disruption, right?
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I mean, it's really, I'm not able to teach at the same level.
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I want to because of the kids behavior.
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There's the 5, that's the 5 step and that's minor violations, That's what we're dealing with which 80%.
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Like you said, I would say that's that's what the the school level.
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Yeah.
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They complain about the most.
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Now if a school is really off the hooks and that's why we're being turned around as a turnaround principal, we might see more of those heavy level three, level four violations going on in the school.
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But as a school administrator, when we implement something like this, we're making some major decisions to change the culture because I think your key is.
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Enhancing teachers practices in the classroom to be able to keep kids in the classroom, I mean, that's that's what the five step plans about.
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Absolutely.
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And when you talk about the matrix, discipline matrix, the important thing we're talking about here is making sure give teacher empowerment, not administrator empowerment, teacher empowerment.
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So teachers.
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Can, can dictate how they, how it goes in their classrooms and how they dictate learning, how it goes in their classrooms and how would the discipline affect their learning.
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But then the second thing we're talking about is, of course we're talking about the eventual discipline if needed.
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And this is about minor occurrences, but you know, the day to day things are going on in the classroom.
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It what makes that class special.
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We want that teacher to always know that classroom, they have a special, it's built on learning.
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It's built on recognizing students and individualities as they are.
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And we'll be happy to assist you in that regard.
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But at the same time, we want to make sure we want to understand that you guys are the essential learners, the essential and people built for learning.
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I have to say, that's a learning tool.
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So,
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make sure we say about that.
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yeah, I think I think that's good.
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And I think the thing that I'm looking at a sample of the matrix right here in front of me that you had but, you know, it talks about teacher classroom type of things that happen inside of a classroom that you as a teacher need to deal with.
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You know, from things like being tardy to class or cell phones inside the classroom or not accepting no as an answer or not paying attention in classroom.
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Those are things that the teacher deals with inside the classroom and And then what you have is a list of possible interventions.
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Here's what you can do.
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Here's here's a list of things, And then these are all things that as a teacher, here's some opportunities.
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I remember when we first introduced this at that school, when we created the first discipline matrix, we did that.
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And then, and then you have it down here too.
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You have unacceptable teacher interventions, but your list is like this small.
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It's just a little bitty thing.
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When, when I did it, I had to create this big list that said you cannot do these because that was what was happening.
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Some of this stuff was happening in school.
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But I remember I walked down the hallway and I met a teacher that I knew was not happy with the new discipline matrix.
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And I, I kind of turned sideways so I didn't confront her straight on.
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And I said, how are you doing?
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And she said, I'm not doing good.
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I'm not, I'm not happy with this new matrix thing.
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And I said, well, what do you mean?
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She said, you took our entire arsenal away from us.
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Our entire arsenal.
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So her view was that it was war inside the classroom.
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She had to have an army of Missiles and rockets and everything else to send out a kid And so that was one of those interventions where I went in the classroom said here then let me come in and help Give you some guidance on those type of things.
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How can you address those things in the classroom?
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You know, that teacher now is a school administrator down in Texas, so she, developed the skill sets that she needed.
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once she understood the code.
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And then I understood how the matrix really could benefit her classroom.
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She, was a really good teacher and, she turned into a, positive administrator.
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Well, you mentioned three things and make sure you mentioned a code.
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And I think code is very important.
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But let's make sure if you're going to implement the the disciplinary matrix, one, you got to make sure you deal with some degree of fidelity, And you got to buy into it.
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If you don't buy into it, then it's not going to be effective for you.
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That's the first thing.
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Second thing, you want to make sure you're consistent.
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in your enforcement of the program.
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Follow the steps that's there.
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That's why we have the five step plan so we make sure every teacher knows, hey, what step are you on?
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Administrators say, what step are you utilizing right now so we can assist you in that regard?
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We want to make sure.
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Then of course, the last thing is making sure we do follow through.
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We want to understand, and here's an administrator, if a teacher is going to follow the five steps and if they do the five steps with fidelity and consistency, then you have to support that teacher.
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And you got to say, I know that you've done this.
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You worked it with this, you called in the parent, you called in the counselor, you found trying to find different avenues and students still doing the things that they're doing, then we got to deal with that student in that way.
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We got to make sure we understand that.
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if that is done.
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Then we can make sure we support the teacher as well.
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We don't want the teacher to feel that we're not being supported.
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But at the same time, what we found out in the process of putting in those five steps, we found a lot of things that was going on with that student that
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Right?
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that student learning.
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You mentioned earlier about the student with a home situation that may be a little bit difficult.
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I know I found out one where a student was a great student, an honor student had an issue that got into a problem.
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We found out his mom and dad would be divorcing and while that sounds like that's common in America, in his world.
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That was something so entirely, and this is a high school, so entirely uncommon to him because they were married for so many years that he
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Yeah.
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a hard time with it.
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And he was responding in a way that may not have been as positive as it was previously.
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So we, we have these things we deal with.
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I think, fidelity, consistency, and follow through are essential that you have to implement the plan.
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Teachers, I think, are more frustrated with school administrators around discipline than anything else.
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They, feel like a school administrator is either good or bad based on how they support that teacher inside the classroom.
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if something like this doesn't exist already, it's a hard thing for the teachers to adjust to the classroom, but it's also really hard for some school administrators.
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they have to now be consistent.
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So, when we look at the plan going with that, when a kid's office level 1 you have it on The Discipline Matrix is office level 1A, these are things that are.
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inappropriate behaviors, but the reasons why a teacher should send them to the office.
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And then you have possible office consequences.
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So when they come to the office, that that school administrator only has that list of stuff that they can do, And they have to hold that kid accountable to that list.
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Absolutely.
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When you talk about discipline and you talk about the actions students are taking.
00:18:29.095 --> 00:18:34.575
The reason we put those steps in is that we want to make sure teachers understand that we are supporting them.
00:18:35.525 --> 00:18:37.424
We are following, steps that's there.
00:18:37.494 --> 00:18:40.555
And that's why it's so important that we have those progressive steps.
00:18:41.045 --> 00:18:44.914
And we talk about progressive discipline, cause we don't want them to feel that we're not doing anything at all.
00:18:45.755 --> 00:18:47.914
We are doing some things, but at the same time.
00:18:48.355 --> 00:18:54.484
We want to make sure the first and foremost, is that teacher in that classroom, not us.
00:18:55.164 --> 00:19:03.414
I think that's important when you talk about administration and you're right about assistant principals and you're talking about making sure when you discuss the central office, this is what we're utilizing.
00:19:03.845 --> 00:19:08.684
Every school district has its disciplinary rules and regulations, every school district.
00:19:09.464 --> 00:19:14.815
So what you want to do, and what we've done before, is incorporate The Discipline Matrix within that district's policies.
00:19:15.944 --> 00:19:22.555
So make sure we're following the district policy A, but also giving the power to the teachers so the teachers feel comfortable.
00:19:22.904 --> 00:19:28.045
What they're ask what we're asking them to establish as far as rules and regulations in their classroom.
00:19:28.654 --> 00:19:29.674
And you're absolutely right.
00:19:29.674 --> 00:19:36.724
And it is built also upon that teacher's individual personal code and how you feel administration should be handled.
00:19:37.184 --> 00:19:50.515
So we give them that as a guideline, use it as such, and we're going to continue, hopefully getting that teacher to be motivated enough to teach those students the things they need to know to become successful academically.
00:19:51.005 --> 00:19:56.904
And we're supporting them as far as the best we can so they feel comfortable in that climate in that school.
00:19:57.224 --> 00:20:04.025
I wanted to touch on before we wrap up is about a tiered system of support for teachers.
00:20:04.605 --> 00:20:07.234
Teachers need additional support inside the classroom.
00:20:07.295 --> 00:20:14.144
And then there's some teachers that really struggle with this concept or school, even administrators that struggle a little bit with that.
00:20:14.144 --> 00:20:16.785
Would you, agree once you put a matrix in place?
00:20:17.315 --> 00:20:17.805
Yes.
00:20:17.815 --> 00:20:18.365
Do I agree?
00:20:18.365 --> 00:20:18.944
Absolutely.
00:20:18.944 --> 00:20:22.755
As a matter of fact when we talk about the tiered model support, I think that's important.
00:20:22.765 --> 00:20:33.865
We discuss before we even talk about evaluation and we get tools both on the tiered support model to help educators and administrators, but also we got an evaluation program.
00:20:34.319 --> 00:20:40.180
That we've established that we can utilize to assist in how you want to help the teachers out.
00:20:40.440 --> 00:20:42.299
And the first step was going to be, it's called SR3.
00:20:42.569 --> 00:20:43.970
And the first step was going to be support.
00:20:44.430 --> 00:20:45.529
So absolutely.
00:20:45.839 --> 00:20:47.710
Well, I got one more question for you though.
00:20:47.710 --> 00:20:47.789
Go
00:20:48.015 --> 00:20:49.684
Do the students ever see this thing?
00:20:49.684 --> 00:20:51.355
Oh, we think so.
00:20:51.424 --> 00:20:52.265
Absolutely.
00:20:52.444 --> 00:20:53.974
You want to go through that in class.
00:20:53.974 --> 00:20:57.365
As a matter of fact, we asked teachers to go through it the first week in school.
00:20:58.255 --> 00:20:59.664
We say, here's the program.
00:20:59.664 --> 00:21:00.525
Please take a look.
00:21:00.535 --> 00:21:01.835
Cause this is school wide.
00:21:02.305 --> 00:21:05.654
So we want to make sure the students are aware of what's going on.
00:21:05.674 --> 00:21:09.005
So they are understanding the fact that they do have opportunities.
00:21:09.325 --> 00:21:14.775
So when a student comes to see an administrator, eventually you can say, well, Hey, they did not, they don't know me.
00:21:14.775 --> 00:21:15.815
They didn't give me a chance.
00:21:16.359 --> 00:21:17.150
Well, we did.
00:21:17.150 --> 00:21:22.960
We talked about this from the beginning the whole idea is transparency, everybody to be on the same page.
00:21:23.400 --> 00:21:26.619
As a matter of fact I think I, I think we spoke about the first week.
00:21:27.349 --> 00:21:32.089
talking about rules and regulation with, with class meetings and this sort of thing with students.
00:21:32.500 --> 00:21:34.769
We tell the students, we believe in The Discipline Matrix.
00:21:34.769 --> 00:21:35.609
That's what we're doing.
00:21:35.880 --> 00:21:37.869
But at the same time, we tell them the same thing.
00:21:37.869 --> 00:21:43.450
We tell teachers The Discipline Matrix does not believe we're not trying to say we're trying to punish you.
00:21:43.750 --> 00:21:45.150
It's not a punishment tool.
00:21:45.470 --> 00:21:46.910
This is a developmental tool.
00:21:46.920 --> 00:21:50.160
See how we can assist you and getting you become better students.
00:21:50.440 --> 00:21:53.670
And we want you to become better academic leaders at the same time.
00:21:53.670 --> 00:21:56.059
But the teacher, we want you to become better academic leaders.
00:21:56.349 --> 00:22:02.365
We are working together so that we can achieve success with kids in the classroom, but also out of the classroom as well.
00:22:02.634 --> 00:22:03.894
And lower our
00:22:03.894 --> 00:22:04.744
disciplinary numbers Yeah,
00:22:04.744 --> 00:22:04.914
as a
00:22:05.234 --> 00:22:09.285
I see even on your matrix, you have like minimum consequences.
00:22:09.434 --> 00:22:10.724
You could go, Oh, dang kid.
00:22:10.924 --> 00:22:11.994
I'm sorry, man.
00:22:12.565 --> 00:22:14.795
This is your third gang violation.
00:22:15.234 --> 00:22:26.234
You know, it's going to be in school or out of school suspension no matter what, but let's talk more in depth about this, but you, you know what the consequence is because you've seen this list before, right?
00:22:26.904 --> 00:22:27.914
Oh, absolutely.
00:22:27.984 --> 00:22:29.045
And you're absolutely right.
00:22:29.045 --> 00:22:32.025
And when you talk about students that's where it comes to teacher empowerment.
00:22:33.055 --> 00:22:37.585
You know, when I talk to teachers, you know, teachers give students a whole lot of
00:22:37.585 --> 00:22:38.204
opportunity yeah.
00:22:38.295 --> 00:22:39.075
do the right thing.
00:22:39.795 --> 00:22:45.224
So they may have done their own steps before they go into the official five step plan.
00:22:45.724 --> 00:22:47.605
They may have talked about how they work with the student.
00:22:47.615 --> 00:22:54.190
They even work with this student all year And so it's up to them how they want to incorporate those five steps, how they want to utilize that.
00:22:54.539 --> 00:22:59.450
But we're saying we have a tool that when you come to administration, we're going to ask you, what have you done?
00:22:59.450 --> 00:23:00.500
Where are you at on this thing?
00:23:00.509 --> 00:23:01.960
Have you incorporated the counselor?
00:23:02.359 --> 00:23:06.269
Have you incorporated the social worker or the special ed?
00:23:06.269 --> 00:23:09.460
And you talk about special ed, you talk about the special ed case manager.
00:23:09.509 --> 00:23:10.525
What have you done to it?
00:23:10.825 --> 00:23:13.884
Get someone else involved and have you contacted the parent?
00:23:14.515 --> 00:23:15.704
Remember, this is a team thing.
00:23:15.765 --> 00:23:17.464
This is not just a me thing.
00:23:17.464 --> 00:23:18.505
This is a we thing.
00:23:19.424 --> 00:23:21.005
when we're talking about this being a we thing.
00:23:21.329 --> 00:23:28.549
That's talking about all of us working alongside and make sure we help benefit that student best as possible to keep them academically
00:23:28.605 --> 00:23:28.734
right.
00:23:28.805 --> 00:23:32.275
So Bryan, where can people find this matrix if they want to want to.
00:23:32.605 --> 00:23:33.025
Get one.
00:23:33.025 --> 00:23:42.335
Well, as always, we'll have our email addresses down below this this conversation And you can always contact us in any way that we'll be glad to assist you in this endeavor.
00:23:42.335 --> 00:23:43.474
So Mark, I think, Hey,
00:23:43.569 --> 00:23:44.259
You're welcome.
00:23:44.289 --> 00:23:44.930
Thank you.
00:23:44.980 --> 00:23:46.789
You're, you're helping kids, man.
00:23:46.799 --> 00:23:47.779
You're helping kids.
00:23:47.779 --> 00:23:48.890
we are helping kids.
00:23:48.890 --> 00:23:50.470
And thanks again, Mark, for saying that.
00:23:50.470 --> 00:23:51.299
have a good day.
00:23:51.619 --> 00:23:53.730
And we'll talk to you again on educational relevance.
00:23:53.990 --> 00:23:54.579
Thank you, everybody.
00:00:00.010 --> 00:00:08.560
Welcome to Educational Relevance, a platform for experienced educators to share proven successful strategies to educate today's students.
00:00:09.009 --> 00:00:10.080
I am Bryan Wright.
00:00:10.109 --> 00:00:13.929
I'm currently a adjunct professor at Concordia University in Wisconsin.
00:00:14.740 --> 00:00:20.910
I have over 30 years of successful experience as an administrator, in the public school setting.
00:00:21.114 --> 00:00:27.394
Alongside me is Mark McBeth, experienced administrator, as well as a published
00:00:27.660 --> 00:00:29.050
I'm doing super thanks.
00:00:29.050 --> 00:00:33.600
All right, in past episodes, Mark, what we've done is talk about the Turnaround 4C plan.
00:00:33.600 --> 00:00:36.640
We talk about climate, who we are, culture, what we do.
00:00:37.479 --> 00:00:39.229
We talk about curriculum, how we do it.
00:00:39.570 --> 00:00:42.570
Then we talk about connections, why all of this matters.
00:00:42.899 --> 00:00:55.539
And the reason we're doing this, Mark, so we can talk about different avenues on how educators, teachers, administration and district employees can be successful and how they working with our youth of today.
00:00:56.270 --> 00:01:02.630
Mark, what we're going to discuss today is The Discipline Matrix And The Discipline Matrix is what we've been utilizing in different schools.
00:01:03.030 --> 00:01:06.969
But before we continue with that, Mark, I think we need to talk about how it was created
00:01:07.269 --> 00:01:07.609
Yeah.
00:01:07.620 --> 00:01:12.890
So I actually, I'm a co author because I sat down with a group of teachers to work on.
00:01:12.890 --> 00:01:18.819
The idea is classroom should be about student learning first.
00:01:19.450 --> 00:01:32.569
When you have a school that, where discipline becomes a more major, conversation among teachers, among administrators, among students, then something has to happen.
00:01:32.569 --> 00:01:46.329
In the particular school where the Matrix was born, we had teachers who, were kind of insisting that when they would send a kid out of a classroom, that there was this equal punishment.
00:01:46.359 --> 00:01:47.810
Every kid should be suspended.
00:01:48.280 --> 00:01:51.150
Should be suspended for this, should be suspended for that.
00:01:51.890 --> 00:01:56.420
And you know, and I think about how much is a kid learning when they're suspended when they're at home?
00:01:56.510 --> 00:01:57.870
You know, what do they gain?
00:01:59.040 --> 00:02:11.090
Well, then what would happen is they come to the office and the school administrator that was in charge of that particular student's discipline would say, you know, that really wasn't that big of a situation.
00:02:11.599 --> 00:02:14.349
I don't think that kid should have ever been sent to the office.
00:02:14.889 --> 00:02:21.099
I'm just going to give the kid a warning and send them back that frustration of.
00:02:21.099 --> 00:02:28.229
Between the teachers and school administrators, created a climate that was not conducive to learning.
00:02:29.039 --> 00:02:33.500
And so, as we go back to the idea of climate.
00:02:33.500 --> 00:02:47.860
What it becomes is who we are is a school of people not collaborating together with the same cause, same purpose, and an outline, an understanding of what each person's role really is.
00:02:48.400 --> 00:02:50.990
And that's where The Discipline Matrix comes in.
00:02:51.319 --> 00:03:00.569
It outlines exactly what the role of the teacher is, what the role of the student is, what the role of the school administrators are.
00:03:00.939 --> 00:03:07.909
And then it really focuses about keeping kids in the classroom learning, inside the school learning.
00:03:08.289 --> 00:03:13.520
So that central focus of saying student learning first becomes a live reality.
00:03:14.159 --> 00:03:20.819
And so The Discipline Matrix was created around that, and working collaboratively with a group of teacher leaders.
00:03:21.370 --> 00:03:23.400
It wasn't the easiest thing to create.
00:03:23.430 --> 00:03:35.250
It actually took some effort, because, not everybody in the room wanted to take responsibility or to be able to say, yeah, when a kid comes to my office, this is kind of most likely what's going to happen.
00:03:35.539 --> 00:03:37.139
Because there's some leeway in there, right?
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There's a little balance.
00:03:38.909 --> 00:03:42.169
But, but the idea is when they come, this is what happens.
00:03:42.219 --> 00:03:45.939
Well, then that needs to be clear and understanding for the students.
00:03:46.689 --> 00:04:06.210
So, that's how The Discipline Matrix was created, is the idea of creating equity, of understanding, equity of expectations, equity of of the consequences, but for kids, but really trying to keep them in the classroom successful doing what needs to be done.
00:04:07.009 --> 00:04:11.830
So let me give you a couple examples of why, personally, I felt this too.
00:04:12.870 --> 00:04:23.529
So when I walk into a classroom and there's an English teacher, teaching, they often are assigning reading or, research papers or those type of things.
00:04:24.084 --> 00:04:37.115
But when they get frustrated with the kid, and they have a kid write paragraphs, or make them do an essay, or make them do reading as a consequence, as a punishment, then learning is not exciting.
00:04:37.115 --> 00:04:55.600
When they send out a kid for talking in the classroom, And, even if the kid was being kind of sarcastic about a joke, but they're that they kind of could have just been humor in the classroom instead to get sent out, then now they lose this long term motivation about education.
00:04:56.410 --> 00:04:57.829
And so those type of things.
00:04:58.350 --> 00:05:05.209
That I would see in the classroom going on, where the academics were part of the punishment, I didn't like.
00:05:05.910 --> 00:05:12.959
And then the other thing was, is engagement of other adults, like parents or guardians or caretakers.
00:05:13.370 --> 00:05:18.360
Getting them involved to help a child, you know, be more progressive inside the school.
00:05:18.970 --> 00:05:23.209
So, so those are the type of things that led me to help give guidance to that.
00:05:23.209 --> 00:05:25.509
The Discipline Matrix was a pretty cool tool.
00:05:25.769 --> 00:05:28.879
It really helped move a school forward, it changed the climate.
00:05:29.610 --> 00:05:35.069
But the cool thing was, is I was able to give it to you at some point in our conversations.
00:05:35.449 --> 00:05:38.060
And you've taken it to a whole other level.
00:05:38.379 --> 00:05:41.769
You've added a five step process inside there.
00:05:41.819 --> 00:05:48.920
You've added, multiple, Revisions as you've worked with different school administrators across the, the nation.
00:05:48.920 --> 00:05:52.060
So let's talk a little bit about what you've done with it, Bryan.
00:05:52.060 --> 00:05:57.810
Well, one question I wish to ask you, Mark, and this is something that I thought was so important what you were talking about.
00:05:58.649 --> 00:06:07.889
Why is it, Mark, that so many teachers, when it comes to classroom, discipline thinks that discipline is the major thing instead of instruction.
00:06:07.889 --> 00:06:13.829
In so far as getting kids to get back on board or getting kids to be buying into what they're trying to accomplish.
00:06:14.064 --> 00:06:16.795
sometimes they don't understand where a kid comes from.
00:06:16.795 --> 00:06:22.675
So a, a kid comes with multiple backgrounds, multiple dimensions of stuff's happening.
00:06:22.675 --> 00:06:23.785
We, don't always know.
00:06:24.595 --> 00:06:34.704
What that kid woke up to or even if they woke up, I remember I used to have a kid that used to come to school every day and I remember talking to my administrator about it.
00:06:34.725 --> 00:06:40.654
I was a school teacher there and he said, well, mark, you know, he sleeps on the park bench every night.
00:06:41.704 --> 00:06:45.055
You know, if he's 5 minutes late, it's because the city bus was late.
00:06:45.884 --> 00:06:50.884
Because that's where he gets picked up at, you know, and if he's tired, it's because it was a hard night.
00:06:50.884 --> 00:06:52.915
It was raining last night or whatever.
00:06:53.904 --> 00:06:56.404
And I'm like, geez, is he homeless?
00:06:56.425 --> 00:07:02.105
Well, he, it's a family situation where that's where he sleeps, we don't know that.
00:07:02.725 --> 00:07:16.144
And so, teachers sometimes just don't understand the kids or the dynamics of cultural differences, you know, or ethnic differences or family dynamics and those type of things.
00:07:16.144 --> 00:07:19.295
And I think sometimes we don't understand that kids really want love.
00:07:20.029 --> 00:07:21.000
They want to belong.
00:07:21.160 --> 00:07:22.170
They want to have fun.
00:07:22.439 --> 00:07:24.079
They want to have freedom of choice.
00:07:24.509 --> 00:07:27.459
And when those things are being taken away from them, they act out.
00:07:27.949 --> 00:07:33.889
And as a teacher, if we are able to engage them back into those things, we can keep them in the classroom and engaged.
00:07:34.470 --> 00:07:40.279
So I think that's where teachers, just want kids to come and be motivated and desire to want to learn.
00:07:40.959 --> 00:07:43.899
And we really got to teach them that there's a safe place.
00:07:43.959 --> 00:07:49.089
And I think that's why teachers feel like discipline is the number one issue in the school.
00:07:49.100 --> 00:07:56.600
It's just because they just don't, understand their kids well enough and they know their content really well, so they want to teach their content.
00:07:57.154 --> 00:08:13.475
Well, I tell you, Mark, let me build upon a couple of things you spoke over already, and I really appreciate what you said, because the whole idea about discipline is not to punish the student it's to make sure we get students stay on focus so he can become a better academian than anything else.
00:08:13.894 --> 00:08:15.855
That's what disciplines supposed to be about.
00:08:16.175 --> 00:08:19.685
So I saw your disciplinary merits and I said, wow, this is a pretty good plan.
00:08:19.915 --> 00:08:21.235
And it broke down into levels.
00:08:22.110 --> 00:08:33.509
what I want to see about it is that we're talking about progressive discipline and the whole idea, and you said it yourselves, what are the hidden factors that causes this student to have any issues that they may have?
00:08:34.340 --> 00:08:37.899
what we did, therefore, was instill a program, called the five step plan.
00:08:38.399 --> 00:08:41.600
Now, I had utilized the five step plan previously.
00:08:42.274 --> 00:08:44.044
And we'll talk about those five steps shortly.
00:08:44.384 --> 00:08:49.404
But what we did was take the five step plan that was there, and then we had a mild progressive discipline.
00:08:49.585 --> 00:08:51.475
And let me make sure I talk about those five steps right now.
00:08:51.475 --> 00:08:54.085
The first step, of course, is a warning.
00:08:54.085 --> 00:08:58.085
Conference with the teacher when the student is doing something that might be insubordination.
00:08:58.575 --> 00:09:00.284
The second offense is a warning.
00:09:00.605 --> 00:09:02.754
Parents, they have to be contacted by the teacher.
00:09:03.514 --> 00:09:05.215
Third offense is teacher intervention.
00:09:05.284 --> 00:09:06.254
Parent contacted.
00:09:06.254 --> 00:09:07.865
You could have a parent meeting if you wish to.
00:09:08.620 --> 00:09:11.059
But then the fourth offense is something you brought up as well.
00:09:11.289 --> 00:09:16.190
If teacher intervention, parent contacted, but support staff is notified.
00:09:16.350 --> 00:09:20.669
Counselor, the social worker, the special ed teacher, there's something else.
00:09:20.669 --> 00:09:26.590
We want to make sure what's going on in the student's life before we go to the fifth step, which is then the administrative referral.
00:09:26.940 --> 00:09:37.259
We felt that was so important that we incorporate, Mark, those progressive steps and progressive disciplines so that the first thing we do, we do not do is throw a student out of school.
00:09:37.360 --> 00:09:41.049
We want to make sure what's going on with that student, how can we assist that student.
00:09:41.919 --> 00:09:50.039
So we put these step plans into place and we also took in that disciplinary referral that we also talk about teacher interventions and interactions.
00:09:50.389 --> 00:09:52.370
So what does teacher consequences?
00:09:52.370 --> 00:09:53.850
So we empowered the teacher.
00:09:53.919 --> 00:09:58.149
Let's give the teacher the power to say, Hey, this is what you're doing in your classroom.
00:09:58.149 --> 00:10:07.019
What can you fix instead of me or you or any administrator, therefore taking away the teacher's power and saying, okay, we'll take care of the situation immediately.
00:10:07.509 --> 00:10:09.059
Let's talk about getting to know the student.
00:10:09.070 --> 00:10:12.809
Let's talk about what's happening with that student so that we can say, let's get this done.
00:10:13.200 --> 00:10:21.980
And you Mark, What I've done was take the, this matrix that you developed, we've incorporated it in a few schools I've been in quite honestly.
00:10:22.289 --> 00:10:26.075
And we have made adjustments, in accordance with that school.
00:10:26.345 --> 00:10:31.264
And again, you said, It's about climate and changing it to a positive climate.
00:10:31.294 --> 00:10:32.835
So you bring in a discipline matrix.
00:10:33.075 --> 00:10:35.955
You're not there to let's throw out all kids.
00:10:35.955 --> 00:10:38.215
You're there to say, Hey, let's change the climate of the building.
00:10:38.705 --> 00:10:42.115
Let it give teachers some empowerment issues so they can say, we're still what we're doing.
00:10:42.365 --> 00:10:46.955
But at the same time, Let's talk about helping that student out as best as possible.
00:10:47.205 --> 00:10:52.054
And then after five steps, the student does something wrong continually, then yes, you are going to do this.
00:10:52.335 --> 00:10:59.445
Then the second thing we're gonna talk about The Discipline Matrix, which you you've incorporated is that it does not refer to major offenses.
00:11:00.164 --> 00:11:08.565
If the kid gets into a big fight, the kid starts fires, has arson, the kid has drugs on this person, does these things.
00:11:08.565 --> 00:11:15.179
Then, discipline matrix goes automatically to level four along those steps, saying these are major offenses.
00:11:15.480 --> 00:11:17.009
We have to take care of these in different way.
00:11:17.340 --> 00:11:24.200
But if you notice two thirds it seems like of the issue that happens in schools are based on either disruption
00:11:24.330 --> 00:11:24.990
Yeah, yeah.
00:11:24.990 --> 00:11:28.649
And the five step plan really is that classroom disruption, right?
00:11:28.740 --> 00:11:32.100
I mean, it's really, I'm not able to teach at the same level.
00:11:32.100 --> 00:11:34.120
I want to because of the kids behavior.
00:11:34.500 --> 00:11:43.279
There's the 5, that's the 5 step and that's minor violations, That's what we're dealing with which 80%.
00:11:43.330 --> 00:11:46.320
Like you said, I would say that's that's what the the school level.
00:11:46.320 --> 00:11:46.330
Yeah.
00:11:46.620 --> 00:11:48.279
They complain about the most.
00:11:48.700 --> 00:12:01.519
Now if a school is really off the hooks and that's why we're being turned around as a turnaround principal, we might see more of those heavy level three, level four violations going on in the school.
00:12:02.110 --> 00:12:11.039
But as a school administrator, when we implement something like this, we're making some major decisions to change the culture because I think your key is.
00:12:11.559 --> 00:12:20.049
Enhancing teachers practices in the classroom to be able to keep kids in the classroom, I mean, that's that's what the five step plans about.
00:12:20.049 --> 00:12:20.740
Absolutely.
00:12:20.750 --> 00:12:30.460
And when you talk about the matrix, discipline matrix, the important thing we're talking about here is making sure give teacher empowerment, not administrator empowerment, teacher empowerment.
00:12:30.490 --> 00:12:31.360
So teachers.
00:12:31.705 --> 00:12:40.764
Can, can dictate how they, how it goes in their classrooms and how they dictate learning, how it goes in their classrooms and how would the discipline affect their learning.
00:12:41.115 --> 00:12:47.134
But then the second thing we're talking about is, of course we're talking about the eventual discipline if needed.
00:12:47.195 --> 00:12:52.414
And this is about minor occurrences, but you know, the day to day things are going on in the classroom.
00:12:52.625 --> 00:12:54.125
It what makes that class special.
00:12:54.815 --> 00:12:59.904
We want that teacher to always know that classroom, they have a special, it's built on learning.
00:13:00.365 --> 00:13:03.725
It's built on recognizing students and individualities as they are.
00:13:04.164 --> 00:13:06.475
And we'll be happy to assist you in that regard.
00:13:06.475 --> 00:13:16.315
But at the same time, we want to make sure we want to understand that you guys are the essential learners, the essential and people built for learning.
00:13:16.315 --> 00:13:18.024
I have to say, that's a learning tool.
00:13:18.154 --> 00:13:18.465
So,
00:13:18.475 --> 00:13:19.534
make sure we say about that.
00:13:19.735 --> 00:13:21.054
yeah, I think I think that's good.
00:13:21.054 --> 00:13:35.804
And I think the thing that I'm looking at a sample of the matrix right here in front of me that you had but, you know, it talks about teacher classroom type of things that happen inside of a classroom that you as a teacher need to deal with.
00:13:36.384 --> 00:13:47.315
You know, from things like being tardy to class or cell phones inside the classroom or not accepting no as an answer or not paying attention in classroom.
00:13:47.654 --> 00:13:54.585
Those are things that the teacher deals with inside the classroom and And then what you have is a list of possible interventions.
00:13:54.644 --> 00:13:55.695
Here's what you can do.
00:13:55.705 --> 00:14:01.725
Here's here's a list of things, And then these are all things that as a teacher, here's some opportunities.
00:14:02.254 --> 00:14:09.210
I remember when we first introduced this at that school, when we created the first discipline matrix, we did that.
00:14:09.940 --> 00:14:11.580
And then, and then you have it down here too.
00:14:11.580 --> 00:14:15.419
You have unacceptable teacher interventions, but your list is like this small.
00:14:15.639 --> 00:14:16.799
It's just a little bitty thing.
00:14:17.200 --> 00:14:23.889
When, when I did it, I had to create this big list that said you cannot do these because that was what was happening.
00:14:23.929 --> 00:14:25.629
Some of this stuff was happening in school.
00:14:26.169 --> 00:14:32.419
But I remember I walked down the hallway and I met a teacher that I knew was not happy with the new discipline matrix.
00:14:32.419 --> 00:14:36.360
And I, I kind of turned sideways so I didn't confront her straight on.
00:14:36.360 --> 00:14:37.750
And I said, how are you doing?
00:14:38.360 --> 00:14:40.840
And she said, I'm not doing good.
00:14:41.279 --> 00:14:43.960
I'm not, I'm not happy with this new matrix thing.
00:14:44.149 --> 00:14:45.220
And I said, well, what do you mean?
00:14:45.230 --> 00:14:48.740
She said, you took our entire arsenal away from us.
00:14:50.565 --> 00:14:51.934
Our entire arsenal.
00:14:51.945 --> 00:14:56.865
So her view was that it was war inside the classroom.
00:14:57.075 --> 00:15:11.570
She had to have an army of Missiles and rockets and everything else to send out a kid And so that was one of those interventions where I went in the classroom said here then let me come in and help Give you some guidance on those type of things.
00:15:11.570 --> 00:15:13.429
How can you address those things in the classroom?
00:15:13.909 --> 00:15:21.830
You know, that teacher now is a school administrator down in Texas, so she, developed the skill sets that she needed.
00:15:21.879 --> 00:15:23.259
once she understood the code.
00:15:23.919 --> 00:15:27.240
And then I understood how the matrix really could benefit her classroom.
00:15:27.320 --> 00:15:31.860
She, was a really good teacher and, she turned into a, positive administrator.
00:15:32.705 --> 00:15:35.654
Well, you mentioned three things and make sure you mentioned a code.
00:15:35.654 --> 00:15:37.184
And I think code is very important.
00:15:37.235 --> 00:15:44.445
But let's make sure if you're going to implement the the disciplinary matrix, one, you got to make sure you deal with some degree of fidelity, And you got to buy into it.
00:15:44.705 --> 00:15:47.495
If you don't buy into it, then it's not going to be effective for you.
00:15:47.934 --> 00:15:48.605
That's the first thing.
00:15:48.615 --> 00:15:50.144
Second thing, you want to make sure you're consistent.
00:15:51.210 --> 00:15:53.289
in your enforcement of the program.
00:15:53.350 --> 00:15:54.740
Follow the steps that's there.
00:15:55.149 --> 00:15:59.659
That's why we have the five step plan so we make sure every teacher knows, hey, what step are you on?
00:16:00.090 --> 00:16:04.039
Administrators say, what step are you utilizing right now so we can assist you in that regard?
00:16:04.220 --> 00:16:04.779
We want to make sure.
00:16:05.169 --> 00:16:07.690
Then of course, the last thing is making sure we do follow through.
00:16:08.389 --> 00:16:18.240
We want to understand, and here's an administrator, if a teacher is going to follow the five steps and if they do the five steps with fidelity and consistency, then you have to support that teacher.
00:16:18.240 --> 00:16:20.250
And you got to say, I know that you've done this.
00:16:20.259 --> 00:16:30.679
You worked it with this, you called in the parent, you called in the counselor, you found trying to find different avenues and students still doing the things that they're doing, then we got to deal with that student in that way.
00:16:30.750 --> 00:16:32.009
We got to make sure we understand that.
00:16:33.100 --> 00:16:34.169
if that is done.
00:16:34.399 --> 00:16:36.789
Then we can make sure we support the teacher as well.
00:16:36.799 --> 00:16:39.259
We don't want the teacher to feel that we're not being supported.
00:16:39.740 --> 00:16:47.830
But at the same time, what we found out in the process of putting in those five steps, we found a lot of things that was going on with that student that
00:16:47.975 --> 00:16:48.325
Right?
00:16:48.519 --> 00:16:49.409
that student learning.
00:16:49.830 --> 00:16:54.330
You mentioned earlier about the student with a home situation that may be a little bit difficult.
00:16:55.139 --> 00:17:00.320
I know I found out one where a student was a great student, an honor student had an issue that got into a problem.
00:17:00.610 --> 00:17:07.250
We found out his mom and dad would be divorcing and while that sounds like that's common in America, in his world.
00:17:07.694 --> 00:17:14.115
That was something so entirely, and this is a high school, so entirely uncommon to him because they were married for so many years that he
00:17:14.250 --> 00:17:14.630
Yeah.
00:17:14.684 --> 00:17:15.585
a hard time with it.
00:17:16.085 --> 00:17:19.835
And he was responding in a way that may not have been as positive as it was previously.
00:17:19.845 --> 00:17:21.634
So we, we have these things we deal with.
00:17:22.380 --> 00:17:27.509
I think, fidelity, consistency, and follow through are essential that you have to implement the plan.
00:17:27.630 --> 00:17:35.190
Teachers, I think, are more frustrated with school administrators around discipline than anything else.
00:17:36.085 --> 00:17:42.954
They, feel like a school administrator is either good or bad based on how they support that teacher inside the classroom.
00:17:43.535 --> 00:17:52.775
if something like this doesn't exist already, it's a hard thing for the teachers to adjust to the classroom, but it's also really hard for some school administrators.
00:17:52.825 --> 00:17:54.585
they have to now be consistent.
00:17:55.045 --> 00:18:07.914
So, when we look at the plan going with that, when a kid's office level 1 you have it on The Discipline Matrix is office level 1A, these are things that are.
00:18:07.914 --> 00:18:13.365
inappropriate behaviors, but the reasons why a teacher should send them to the office.
00:18:13.365 --> 00:18:16.424
And then you have possible office consequences.
00:18:16.914 --> 00:18:24.825
So when they come to the office, that that school administrator only has that list of stuff that they can do, And they have to hold that kid accountable to that list.
00:18:24.825 --> 00:18:25.384
Absolutely.
00:18:25.384 --> 00:18:28.375
When you talk about discipline and you talk about the actions students are taking.
00:18:29.095 --> 00:18:34.575
The reason we put those steps in is that we want to make sure teachers understand that we are supporting them.
00:18:35.525 --> 00:18:37.424
We are following, steps that's there.
00:18:37.494 --> 00:18:40.555
And that's why it's so important that we have those progressive steps.
00:18:41.045 --> 00:18:44.914
And we talk about progressive discipline, cause we don't want them to feel that we're not doing anything at all.
00:18:45.755 --> 00:18:47.914
We are doing some things, but at the same time.
00:18:48.355 --> 00:18:54.484
We want to make sure the first and foremost, is that teacher in that classroom, not us.
00:18:55.164 --> 00:19:03.414
I think that's important when you talk about administration and you're right about assistant principals and you're talking about making sure when you discuss the central office, this is what we're utilizing.
00:19:03.845 --> 00:19:08.684
Every school district has its disciplinary rules and regulations, every school district.
00:19:09.464 --> 00:19:14.815
So what you want to do, and what we've done before, is incorporate The Discipline Matrix within that district's policies.
00:19:15.944 --> 00:19:22.555
So make sure we're following the district policy A, but also giving the power to the teachers so the teachers feel comfortable.
00:19:22.904 --> 00:19:28.045
What they're ask what we're asking them to establish as far as rules and regulations in their classroom.
00:19:28.654 --> 00:19:29.674
And you're absolutely right.
00:19:29.674 --> 00:19:36.724
And it is built also upon that teacher's individual personal code and how you feel administration should be handled.
00:19:37.184 --> 00:19:50.515
So we give them that as a guideline, use it as such, and we're going to continue, hopefully getting that teacher to be motivated enough to teach those students the things they need to know to become successful academically.
00:19:51.005 --> 00:19:56.904
And we're supporting them as far as the best we can so they feel comfortable in that climate in that school.
00:19:57.224 --> 00:20:04.025
I wanted to touch on before we wrap up is about a tiered system of support for teachers.
00:20:04.605 --> 00:20:07.234
Teachers need additional support inside the classroom.
00:20:07.295 --> 00:20:14.144
And then there's some teachers that really struggle with this concept or school, even administrators that struggle a little bit with that.
00:20:14.144 --> 00:20:16.785
Would you, agree once you put a matrix in place?
00:20:17.315 --> 00:20:17.805
Yes.
00:20:17.815 --> 00:20:18.365
Do I agree?
00:20:18.365 --> 00:20:18.944
Absolutely.
00:20:18.944 --> 00:20:22.755
As a matter of fact when we talk about the tiered model support, I think that's important.
00:20:22.765 --> 00:20:33.865
We discuss before we even talk about evaluation and we get tools both on the tiered support model to help educators and administrators, but also we got an evaluation program.
00:20:34.319 --> 00:20:40.180
That we've established that we can utilize to assist in how you want to help the teachers out.
00:20:40.440 --> 00:20:42.299
And the first step was going to be, it's called SR3.
00:20:42.569 --> 00:20:43.970
And the first step was going to be support.
00:20:44.430 --> 00:20:45.529
So absolutely.
00:20:45.839 --> 00:20:47.710
Well, I got one more question for you though.
00:20:47.710 --> 00:20:47.789
Go
00:20:48.015 --> 00:20:49.684
Do the students ever see this thing?
00:20:49.684 --> 00:20:51.355
Oh, we think so.
00:20:51.424 --> 00:20:52.265
Absolutely.
00:20:52.444 --> 00:20:53.974
You want to go through that in class.
00:20:53.974 --> 00:20:57.365
As a matter of fact, we asked teachers to go through it the first week in school.
00:20:58.255 --> 00:20:59.664
We say, here's the program.
00:20:59.664 --> 00:21:00.525
Please take a look.
00:21:00.535 --> 00:21:01.835
Cause this is school wide.
00:21:02.305 --> 00:21:05.654
So we want to make sure the students are aware of what's going on.
00:21:05.674 --> 00:21:09.005
So they are understanding the fact that they do have opportunities.
00:21:09.325 --> 00:21:14.775
So when a student comes to see an administrator, eventually you can say, well, Hey, they did not, they don't know me.
00:21:14.775 --> 00:21:15.815
They didn't give me a chance.
00:21:16.359 --> 00:21:17.150
Well, we did.
00:21:17.150 --> 00:21:22.960
We talked about this from the beginning the whole idea is transparency, everybody to be on the same page.
00:21:23.400 --> 00:21:26.619
As a matter of fact I think I, I think we spoke about the first week.
00:21:27.349 --> 00:21:32.089
talking about rules and regulation with, with class meetings and this sort of thing with students.
00:21:32.500 --> 00:21:34.769
We tell the students, we believe in The Discipline Matrix.
00:21:34.769 --> 00:21:35.609
That's what we're doing.
00:21:35.880 --> 00:21:37.869
But at the same time, we tell them the same thing.
00:21:37.869 --> 00:21:43.450
We tell teachers The Discipline Matrix does not believe we're not trying to say we're trying to punish you.
00:21:43.750 --> 00:21:45.150
It's not a punishment tool.
00:21:45.470 --> 00:21:46.910
This is a developmental tool.
00:21:46.920 --> 00:21:50.160
See how we can assist you and getting you become better students.
00:21:50.440 --> 00:21:53.670
And we want you to become better academic leaders at the same time.
00:21:53.670 --> 00:21:56.059
But the teacher, we want you to become better academic leaders.
00:21:56.349 --> 00:22:02.365
We are working together so that we can achieve success with kids in the classroom, but also out of the classroom as well.
00:22:02.634 --> 00:22:03.894
And lower our
00:22:03.894 --> 00:22:04.744
disciplinary numbers Yeah,
00:22:04.744 --> 00:22:04.914
as a
00:22:05.234 --> 00:22:09.285
I see even on your matrix, you have like minimum consequences.
00:22:09.434 --> 00:22:10.724
You could go, Oh, dang kid.
00:22:10.924 --> 00:22:11.994
I'm sorry, man.
00:22:12.565 --> 00:22:14.795
This is your third gang violation.
00:22:15.234 --> 00:22:26.234
You know, it's going to be in school or out of school suspension no matter what, but let's talk more in depth about this, but you, you know what the consequence is because you've seen this list before, right?
00:22:26.904 --> 00:22:27.914
Oh, absolutely.
00:22:27.984 --> 00:22:29.045
And you're absolutely right.
00:22:29.045 --> 00:22:32.025
And when you talk about students that's where it comes to teacher empowerment.
00:22:33.055 --> 00:22:37.585
You know, when I talk to teachers, you know, teachers give students a whole lot of
00:22:37.585 --> 00:22:38.204
opportunity yeah.
00:22:38.295 --> 00:22:39.075
do the right thing.
00:22:39.795 --> 00:22:45.224
So they may have done their own steps before they go into the official five step plan.
00:22:45.724 --> 00:22:47.605
They may have talked about how they work with the student.
00:22:47.615 --> 00:22:54.190
They even work with this student all year And so it's up to them how they want to incorporate those five steps, how they want to utilize that.
00:22:54.539 --> 00:22:59.450
But we're saying we have a tool that when you come to administration, we're going to ask you, what have you done?
00:22:59.450 --> 00:23:00.500
Where are you at on this thing?
00:23:00.509 --> 00:23:01.960
Have you incorporated the counselor?
00:23:02.359 --> 00:23:06.269
Have you incorporated the social worker or the special ed?
00:23:06.269 --> 00:23:09.460
And you talk about special ed, you talk about the special ed case manager.
00:23:09.509 --> 00:23:10.525
What have you done to it?
00:23:10.825 --> 00:23:13.884
Get someone else involved and have you contacted the parent?
00:23:14.515 --> 00:23:15.704
Remember, this is a team thing.
00:23:15.765 --> 00:23:17.464
This is not just a me thing.
00:23:17.464 --> 00:23:18.505
This is a we thing.
00:23:19.424 --> 00:23:21.005
when we're talking about this being a we thing.
00:23:21.329 --> 00:23:28.549
That's talking about all of us working alongside and make sure we help benefit that student best as possible to keep them academically
00:23:28.605 --> 00:23:28.734
right.
00:23:28.805 --> 00:23:32.275
So Bryan, where can people find this matrix if they want to want to.
00:23:32.605 --> 00:23:33.025
Get one.
00:23:33.025 --> 00:23:42.335
Well, as always, we'll have our email addresses down below this this conversation And you can always contact us in any way that we'll be glad to assist you in this endeavor.
00:23:42.335 --> 00:23:43.474
So Mark, I think, Hey,
00:23:43.569 --> 00:23:44.259
You're welcome.
00:23:44.289 --> 00:23:44.930
Thank you.
00:23:44.980 --> 00:23:46.789
You're, you're helping kids, man.
00:23:46.799 --> 00:23:47.779
You're helping kids.
00:23:47.779 --> 00:23:48.890
we are helping kids.
00:23:48.890 --> 00:23:50.470
And thanks again, Mark, for saying that.
00:23:50.470 --> 00:23:51.299
have a good day.
00:23:51.619 --> 00:23:53.730
And we'll talk to you again on educational relevance.
00:23:53.990 --> 00:23:54.579
Thank you, everybody.
