A Reader Writes... Getting Rid of ISS - Part 6

In response to the 10/22/2013 post, “Getting Rid of ISS – Part 4,” a reader writes”

“Academic issues are not our primary goal, but, developing good citizens is.” 

Where is the line drawn? 

Our young people are still young enough to be influenced, and they need to be taught boundaries, so dress codes are needed.  They are not college students, and many still need developmental skills in college, because they are not college material.  Conduct, appearance, behavior, manners are MORE important than academics.  The reason we have so many UN-developed students showing up at college is because we have continuously dropped our standards of what is required from students, so anything goes. 

Many unshaven students in middle and high school have facial hair growth that outdoes the male teachers.  No matter how we have "given in" to student-parent demands for "whatever goes," it has NOT upgraded student educational growth. 

ISS, at least, sends SOME message.

SC Response

Each campus has to define its line.  On my campuses (inner city, high poverty student populations) the line was delineated as, “Preparation for higher education and successfully navigating the middle class dynamic.” 

Meaning my staff understood that our students needed as much education they could get AND middle class social skill competence if they were to have a fighting chance to improve their station.  We knew to the core of our being that we were the nexus to the middle class and that it was our calling to change lives.

What (and who) exactly is college material?  And who are you (and me) to decide that someone is or is not? 

Our job in PK-12 is not to sort students, which so many in our profession want to do.  Our job is to elevate every student to expand his or her opportunity set.  One of my favorite stories is of John Montelongo’s first year as a principal.  The year prior to his arrival at his campus, 12% of the graduates enrolled in post high school education programs (military, trade school, community college, 4-yr college).  The very next year, over 80% of the graduates enrolled in post high school education programs.  The student body didn’t change. It was adult attitude, practice, and expectation that changed.  And the students responded in a positive manner.  

Academics and the behaviors that support academic success are paramount, but you do not build this in the student body thru intimidation and punishment.  I remind everyone, if punishment worked, recidivism would evaporate.  But I have yet to observe that phenomena in a punishment environment.  You build positive behaviors and outcomes by modeling the expected behaviors, coaching the expected behaviors, rewarding the expected behaviors and remediating deviations from the expectations. Is this more difficult than covering content and blaming students? Yes.  Does it work? Absolutely!

If I’m reduced to sending my message thru ISS, then most likely the only message I’m communicating is, “Do as I say, not as I do.”

Trust me, too many of our students get that message all day, every day.   

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
• Upcoming Presentations: NASSP National Conference; The 21^st Century High School Conference  
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Getting Rid of ISS - Part 5

In response to the 4/5/2013 post, “Getting Rid of ISS – Part 3,” a reader writes:

SC,

I believe we need to be thinking in terms of logical consequences versus punishment. Punishment comes from a seat of power, is arbitrary, and does not always fit the crime. It also leaves the recipient angry and bitter. Logical consequences on the other hand are a logical outshoot of the infraction. Bottom line; ISS is punishment and does not work.

SC Response

Amen! At a certain point, usually after years of failure, you realize that if punishment were the answer, there wouldn’t be student discipline problems.  Because one thing that adults are good at is inventing new forms of punishment.  And then it finally dawns on you that you either ignore misbehavior and non-compliance (an unacceptable solution) or you create systems and incentives that extinguish delinquency.

The question becomes what are you going to spend your time on, what works or what doesn’t?

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Upcoming Presentations: NASSP National Conference; The 21^st Century High School Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Superintendent Writes... Getting Rid of ISS - Part 4

In response to the 3/26/13 post, “Getting Rid of ISS – Part 2,” a LYS Superintendent writes:

LYS Nation,

First, if you truly believe in keeping children in the classroom, do it.  There is nothing stopping you.  

Second, I virtually eliminated ISS on two high school campuses and now in my district.  The result of this work has been two-fold: it works for kids; most teachers hate it.  Now let's explore a couple of ideas.

As you indicated children spend a whole lot of time in ISS for dress code and other trivial violations.  I would ask you these questions.

What are you trying to accomplish with your dress code?  

Is your academic program so strong you have time and resources to devote to dress code enforcement and other trivial issues?  

Can a child still learn with an earring?  

This is where Cain and I differ: I think dress code is largely a waste of time, for more than one reason.  

Cain will say dress code is important to teach children an expectation of middle class life.  That may certainly be true.  However, there is something between high school and most paths to the middle class life style, and it is called college.  I have taught at universities, and I can tell you student dress is an absolute free for all.  So for me, I see little value in the idea of holding the line in public schools on an issue that has dubious (zero?) academic benefits and is an absolute non-issue at every university I have ever seen.

Also, dress code and other trivial concerns are not really discipline issues, they are nuisances.  Some teachers like to call them discipline issues for a variety of reasons.  Some teachers can't separate the issues of discipline from the fact they have no guarantee or right NOT to be annoyed by children.  Children CAN and WILL be annoying.  Other teachers know they can get administration concentrating on the petty things children do, and then leadership has no time to concentrate on meaningful adult issues, like improving teachers and instruction. And there is an unfortunate group of teachers who use the perception of discipline as a weapon against administration.

The old model was that if the child annoyed the teacher, the teacher got a three-day break from the child via ISS.  I had mentor principals who advised me to do just that.  And principals, don’t try to fool yourself into believing that staffing ISS with a certified teacher makes a difference.  There is simply no way a single teacher (particularly at the secondary level) can effectively teach a child all subject areas.  Are you committed to staffing your ISS with a full team of instructional core teachers?  I will bet your superintendent isn't ready for you to do that.  

Keep in mind the idea of student discipline being out of control is universal and largely a myth.  Do the following Google search, "teacher student discipline perceptions."  You will find teachers all over the world identify nuisances as discipline problems.  Even in the stereotypical "well disciplined" Asiatic countries you will find articles concerning teachers' perceptions of student discipline problems.  I find that simply fascinating.    

SC Response

First let me clarify my position on dress code.  If you have one, it should be:

1. Designed to further something the organization values.

2. Universal

3. Modeled by the adults in the organization

4. Enforced

If you will not, there is no cannot in this case, meet all four requirements, then don’t have a dress code. So in summary, model and enforce what you believe in or don’t be a hypocrite.

Second, if used correctly, dress code builds esprit de corps and provides children a model of purposeful dress.  The dress codes on my campuses were designed to give my students a model of (and a closet full of) appropriate job interview attire.  We dressed for success and for the job we wanted, not the job we had.  That is a life skill, not an academic skill.

I like your point about the three-day break.  I briefly worked for a Superintendent who told me to back off my no-expulsion, no-suspension, and no-ISS polices because my staff needed respite.  No mention that no one could match my campus for safety and performance.  I was faced with a classic, “If you and your boss have a problem... it is your problem” dilemma.  So I ignored his “Couldn’t be more wrong” suggestion and polished my resume.  If you are not willing to face the consequence of your convictions, then you don’t have any.  

I have to second your observation about the universal belief that student behavior is always getting worse. I recently spent a number of days assessing a large district.  One of the primary complaints from teachers was that discipline was out of control, which was creating a detrimental effect on instruction.  Here is what I observed after 24 hours of in-class observation on seventeen campuses. Only four instances of disruptive student behavior.  But the kicker was this; in all four cases the teacher was the antecedent.  In each case, poor or lazy adult practice set up a student to fail. And in each case, the teacher wanted something done to the student.  So maybe ISS is student respite from adults.  Something for me to consider.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
• Upcoming Presentations: NASSP National Conference; The 21^st Century High School Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Getting Rid of ISS - Part 3

In response to the 3/26/13 post, “Getting Rid of ISS – Part 2,” a LYS Assistant Superintendent writes:

SC,

You may not be surprised to hear that one of your former campuses now uses ISS. The rationale was to change behavior and keep students in school. The data shows the same students spend more time in ISS than in class until they get fed up and escalate the behavior to ensure they get sent home. No one wins. Everyone loses. It makes me very sad. There are alternatives for dress code violations that don't involve being out of class. It just takes a planning, creativity and leadership will.

SC Response

Sad, but not surprising news.  It has been 11 years since I left (it seems like it was only last week).  Maintaining a campus culture that values student learning above all else is difficult proposition.  It means that regularly, you have to advocate for and act on the needs of the voiceless and powerless (students) over the needs of those with voice, influence and power (adults).  Without a crystal clear understanding of the mission of the campus and resolute leadership will, the base needs of adults (power, order, status, comfort and revenge) will invariably shape the practices, structures and procedures of the campus.

That in of itself isn’t good or bad.  It just is.  What I find galling is those who have the experience to know better and are in a position to temper this, choose not to.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
• Upcoming Presentations: NASSP National Conference; The 21^st Century High School Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Getting Rid of ISS - Part 3

In response to the 1/16/2013 post, “Getting Rid of ISS – Part 1,” a reader writes:

SC,

I love the blog, your insights are educational, thought-provoking and on point for this parent. But,

"...the best revenge on the student that demonstrates a disruptive dislike for school and learning is to figure out ways to keep him in school and teach him something. It’s the ultimate win/win for the adult and the ultimate lose/win for the child."

I think you're leaving out the other "win/lose" on this--what about the disruptive student's 22 or so classmates? One of those adult's wins cheats the other students out of quality instructional time. That's worse than a hollow victory.

Thoughts?

SC Response

Excellent counter-point. I wish you had included your name, because you deserve a gold star!!!

There are students who successfully circumvent all the interventions and supports that we are able to provide in a given instructional setting.  When this happens, an objective, unbiased administrator should first review the case to ensure that the adults dealing with the student did not take any shortcuts and/or follow existing procedures. For this does occur more often than we like to admit. If we find that the adult(s) skipped a step, the student gets the benefit of the doubt and we work with the adult.  In systems with poor oversight, you can safely assume that this occurs at least 10% of the time.

But let’s say the adults did everything they were supposed to do, then the student should be removed and placed in a more restrictive environment.  Now it becomes a numbers game.  Think of the removed student as a casualty. In any instructional setting, there will be casualties.  If there are too many casualties then another setting has to be created or the initial setting has to be modified.

When I was a teacher, the casualty numbers didn’t bother me, because I didn’t think in those terms.  My job was to teach.  When I was an assistant principal the casualty number was a badge of honor, proof that I was no-nonsense and supported my teachers. When I was a principal the casualty number hurt my heart, because I saw where we had failed a student.  When I went to central office, I saw the casualty number was a function of our machine, so I modified the machine and the number of casualties dropped dramatically.

I do recognize there is a point where the One is detrimental to the Many so the One must go.  However, I also understand that adult practice drives student performance. And based on that understanding I have learned that it is possible for a staff to get so good at their practice that the casualty rate can be reduced to close to zero.   

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Getting Rid of ISS - Part 2

In response to the 1/16/2013 post, “Getting Rid of ISS – Part 1,” a long-time LYSer writes:

SC,

I love the idea in principle, but what kind of culture change is required for students and administrators that addresses dress code and non-compliance issues for students who use those tools to stay out of the classroom?  Do we just send them home for the day and enforce the After School Suspension the following day?  That would seem to defeat the "keep them in the classroom" intentionality.  

I too believe in keeping students and instruction in the classroom.  ISS is a waste of time and effort and is not under the supervision of a certified teacher who could assist with instruction more effectively.  Allowing students to continue to remain in the class due to non-compliance issues defeats the purpose of the policies and procedures.  What is the balance point and practice for this issue in maintaining discipline on the one hand and instruction on the other?

SC Response

You actually started to answer your first question yourself.  There are students who are looking for a reason to escape class.  What we have to ask ourselves is this, “Are we going to let children and adolescents to decide what is good for them or are we going to decide?”

If we are going to let students decide, then what exactly do we do? Just teach the easy to reach?  If we have students that are engaged in minor issues of defiance, we deal with that and put them back in class.  Out of dress code compliance, fix it and put them back in class.  Tardy, address it and put them back in class.  I know this may be crazy talk, but when I was an assistant principal in a 5A inner-city high school, I was able to solve most of my student consequence issues by having the student actually apologize to the teacher for acting like a (irresponsible, disrespectful, dumb) kid.

And yes, with some kids you will nag them seemingly daily. But here’s what I realized early on, those are the kids that often need you to nag them because their parents don’t do a good enough job of it at home.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Upcoming Presentations: Texas Association of Secondary School Principals Conference (Multiple Presentations)
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook