A LYS Principal shares the following: SC, I just finished reviewing campus discipline data. Our campus discipline referrals have dropped 43% from Fall Semester 2010 to Fall Semester 2011. The major instructional difference… Power Zone (and the initial attempts at the rest of the Fundamental 5). Thanks! SC Response We all know that when we improve instructional practice that student discipline improves. What is mind blowing is how small and tentative improvements in daily practice have such a measurable impact on student performance. Your results are not atypical. Most of our campuses see a 30% to 60% decrease in referrals. But you have to live it to believe it. I was talking to another LYS Principal about your decrease in office referrals. He reminded me that his campus experienced the same drop and then shared an insight I had never considered. He said that as discipline referrals were plummeting it became easy to identify the teachers that were only paying lip service to implementing the new practices. It seems that they stood out because the change in the number of their office referrals was negligible. Which means that when teachers don’t execute the Fundamentals, they make their job more difficult than it needs to be. Think. Work. Achieve. Your turn…

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