An Evaluation of Woodside Middle School's Written Discipline Policies and Discipline Review Board

Abstract

The problem. The fall of the 1976-77 school year saw a new Woodside. It was no longer a junior high with grades 7-8-9. It was now a middle school with grades 5-6-7-9. Yet with this massive change of philosophy, students, and staff, Woodside was still using the same written discipline policies and Discipline Review Board. Were Woodside's written discipline policies and Discipline Review Board effective in this new setting? Procedure. Questionnaires were presented to 150 students at Woodside representing a composite of all grades and types of students. Parents of 100 students were also asked to complete a questionnaire, as well as 42 teachers. All 64 middle school principals in Iowa were asked to complete a questionnaire which provided information that served as a basis for evaluating Woodside's written discipline policies and Discipline Review Board. Findings. It was found that Woodside was a leader among the States 64 middle schools in discipline practices and procedures. A majority of all students, parents, and teachers at the school felt that Woodside's written discipline policies and Discipline Review Board were effective. Conclusions. It may be concluded that Woodside Middle School is doinq an effective job in dealing with its discipline problems. Recommendations. It is recommended that a committee of students, parents, teachers, and administrators be established to revise and up-date Woodside's written discipline policies, gearing the vocabulary to grades 5-6-7-8. It is also recommended that the Discipline Review Board contain at least one parent and at least one student.