In this presentation, Dr. Angela Stone Martin shares research-based strategies to reduce discipline disparity trends in public education. The presentation gives educational leaders a means to enhance cultural awareness among teachers, school leaders, and school personnel to tackle discipline from a inclusive standpoint. Dr. Angela Stone Martin offers step-by-step guidance for implementation strategies that may be implemented at the district and school levels. The presentation also shines light on statistical data outlining disproportionality in discipline practices in public schools across the United States. A list of sources are provided at the end for further research. Dr. Angela Stone Martin also provides a comprehensive list of evidence-based intervention models to assist struggling schools with large populations of at-risk students. A list of potential community-based partnerships are listed as well as an implementation plan. Educational leaders may find this presentation instrumental in developing a cohort of highly-qualified members, organizing targeted interventions, presenting school-wide disciplinary data to the community, facilitating customized professional development, and initiating cultural awareness training for teachers. The presentation also outlines an appropriate evaluation plan to help monitor the program's effectiveness.

1. Cultural Awareness and
Disciplinary Scorecard (CAADS)
Angela Martin, Ed. D
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2. Purpose of C.A.A.D.S.
• Identify
disproportionality in
disciplinary procedures
and practices
• Provide targeted
evidence-based
interventions and
professional
development
• Improve school climate
and community
partnerships
• Raise cultural
awareness
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3. Steps of C.A.A.D.S.
1. Collect, analyze, and
interpret school’s
disciplinary data
2. Identify disproportionality
of discipline procedures
3. Generate targeted
behavioral interventions
4. Establish community
coalitions
5. Implement interventions
6. Monitor and evaluate
progress
7. Assess outcomes
(The Council of State Governments
Justice Center, 2014)
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4. How will C.A.A.D.S determine
disproportionality in discipline?
 Review school’s
enrollment and
student demographics
data
 Examine school’s
disciplinary data
 Identify patterns in
disciplinary actions
 Initiate school walk-
through
 Analyze results from
students’ end-of-year
surveys (The Council of State
Governments Justice Center, 2014)
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5. Evidence-Based Interventions
Develop students’
behavioral capacities
 Social and Emotional
Learning (SEL)
 Positive Youth
Development (PYD)
 Character Education
School-wide community
building
 Positive Behavior
Support (PBS)
 School Development
Program (SDP)
 Restorative Practices
(The Council of State Governments Justice
Center, 2014)
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6. Improving School Discipline
through Community Partnerships
• Non-profit
organizations
• Faith-based
organizations
• Local businesses
• Local colleges and
universities
• Police stations
(Santiago, Ferrara, & Blank, 2008; The
Council of State Governments Justice
Center, 2014; Van Acker, 2007)
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7. C.A.A.D.S.
Implementation Plan
 Use data to inform strategic
disciplinary plan
 Set improvement targets to
measure progress
 Communicate data analysis,
disciplinary plan, and goals to
entire staff and surrounding
community
 Establish coalitions among staff
and community volunteers
 Hold weekly meetings with each
team to determine PD topics,
content, and method
 Facilitate professional
development on evidence-based
interventions
 Initiate cultural awareness and
school climate training
(The Council of State Governments
Justice Center, 2014)
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8. Step 1: Organize Disciplinary
Research Team
• Appoint assistant principal, instructional
facilitator, math teacher, English teacher, and
two community volunteers to collect internal
data
• Review school’s mission and vision statements
• Align C.A.A.D.S. with goals of mission and
vision
• Conduct biweekly meetings
(Robinson-Armstrong, King, Killoran, & Fissiner, 2009)
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9. Step 2: Develop Disciplinary Goals
and Targeted Interventions
• Reduce the number of
disciplinary infractions
resulting in suspension
and expulsion
• Devise conflict-resolution
strategies to improve
classroom management
and climate
• Construct an early warning
system (EWS) to ensure
students receive due
process
• Embed character-building
and codes of conduct into
lessons
(The Council of State Governments
Justice Center, 2014)
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10. Step 3: Present Disciplinary Data to
School and community
• Schedule a Town Hall meeting with students,
parents, community members, district officials,
and school personnel
• Present goals for discipline restructuring
• Provide visuals to illustrate areas of
disproportionate discipline
• Explain how C.A.A.D.S. will be used for
ongoing evaluation and assessment
• Establish conditions for
collaborative planning
(Robinson-Armstrong et al., 2009)
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11. Step 4: Divide Staff into Teams
• Arrange faculty and
staff into teams by
department
• Provide list of
professional
development topics
• Allocate
professional
development
according to self-
assessed strengths
(Robinson-Armstrong et al., 2009)
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12. Step 5: Facilitate Professional
Development
• Research best
practices
• Meet twice a week
• Consult with
disciplinary team
• Establish PD agenda
• Develop presentation
and PD resources
• Present during
faculty meeting
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13. Step 6: Initiate Cultural Awareness
and School Climate Training
• Administer Cultural
Assessment
Instrument
(The Council of State Governments
Justice Center, 2014)
• Appoint external
facilitator to present
topics on cultural
diversity, bias, and
student labeling
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14. Evaluation Plan
• Administer school climate survey
• Organize periodic school walk-throughs
• Monitor disciplinary data
• Track progress toward improvement targets
(The Council of State Governments Justice Center, 2014)
• Determine level of use for each intervention
(SEDL. (2015). Levels of use. Retrieved from http://www.sedl.org/cbam/levels_of_use.html)
• Examine impact of interventions
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15. Assessment Strategies
• Positive and negative
feedback loops
• One-legged and formal
interviews
• School climate surveys
• Disciplinary data
• Students’ grades and
attendance data
• Accumulation of new
programs and services
(Hall & Hord, 2015; Santiago, Ferrara, &
Blank, 2008; The Council of State
Governments Justice Center, 2014;
Van Acker, 2007)
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16. Implications for Future Change
Efforts
• Revise school
improvement plan
• Establish
partnerships with
mental and
behavioral health
facilities
• Develop
extracurricular and
afterschool programs
with community
organizations
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17. References
Cook, B. G., Cook, L., & Landrum, T. J. (2013). Moving research into practice: Can we make dissemination stick?.
Exceptional Children, 79(2), 163-180.
Fullan, M. (2001). Leading in a culture of change. San Fransisco, CA: Jossey-Bass.
Hall, G. E., & Ford, S. M. (2015). Implementing change: Patterns, principles, and potholes (4th ed.). Boston, MA: Pearson.
Owens, R., & Valesky, T. (2014). Organizational behavior in education: Adaptive leadership and school reform (11th ed.).
Boston, MA: Pearson/Allyn and Bacon.
Robinson-Armstrong, A., King, D., Killoran, D., & Fissinger, M. X. (2009). The Equity Scorecard: An effective tool for
assessing diversity initiatives. International Journal of Diversity in Organizations, Communities &
Nations, 8(6), 31-39.
Santiago, E., Ferrara, J., & Blank, M. (2008). A Full-service school fulfills its promise. Educational Leadership, 65(7),
44-47.
Sevier, R. A. (2003). Overcoming internal resistance to change. University Business, 6(7), 23.
The Council of State Governments Justice Center. (2014). The school discipline consensus report:
Strategies from the field to keep students engaged in school and out of the juvenile justice
system. Retrieved from https://csgjusticecenter.org/wp-
content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf
Van Acker, R. (2007). Antisocial, aggressive, and violent behavior in children and adolescents within
alternative education settings: Prevention and intervention. Preventing School Failure, 51(2), 5- 12.
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