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Teach Plus Illinois School Discipline Survey

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4. What is your racial and ethnic identity? Choose as many as applicable.
6. What grade level do you teach? Choose as many as applicable.
8. Did you start at your current school before September 2016?
Section 1: Teacher engagement with school discipline

Teachers are the first point of contact in many school discipline situations. Many times, it is the teacher who decides how to respond to actions taken by students, whether to take an infraction to an administrator, and employ strategies to create a positive learning environment. Therefore, it is important for us to understand teacher’s engagement with school discipline in their classrooms.
11. Illinois has social-emotional learning standards that teachers are expected to use with students. Has your school conducted any training focused specifically on social emotional learning in the last five years?
12. How comfortable are you with implementing these social-emotional learning standards in your classroom?
13. Restorative practices are defined by the Safe Schools Consortium as a set of practices and a philosophy grounded in indigenous teachings which question the underlying assumptions of our traditional, punitive approaches to school climate and discipline. Has your school implemented any training specifically on restorative practices?
14. How comfortable are you implementing restorative practices in your classroom?
Section 2: School-wide policies and practices with student discipline

While teachers are the adults who most frequently interact with students, school administrations often determine the tone of what school discipline looks like and what the policies and practices are that teachers are expected to follow to achieve that vision. It is essential to understand the way that teachers interact with their schools’ choices of how and when to discipline students as well as what that discipline looks like.
16. For any official, written student discipline procedures and policies that your school mandates: How closely do your practical experiences with discipline align with these official, written procedures and expectations that your school mandates?
19. For whatever expectations your school has around school discipline, how prepared are you to meet those expectations?
Section 3: Illinois schools and SB 100

In 2015, the Illinois State Senate passed Senate Bill 100, which aimed to ban zero-tolerance policies in schools. Zero-tolerance policies were defined by the U.S. Department of Education’s Office of Civil Rights as any policy which “results in mandatory expulsion of any student who commits one or more specified offenses.” In lieu of zero-tolerance policies, schools and districts have since been expected to go through a case-by-case process when it comes to student infractions. It has been eight years since the bill’s passing, and as such, it is important to understand how teachers see its effects on schools.
21. How familiar are you with Illinois Senate Bill 100?
22. Have you seen a shift in negative student behavior in your classroom since September 2016?
23. Have you noticed a change in the number of disciplinary referrals you have assigned in your classroom since September 2016?
24. Have you changed your approach to discipline in your classroom since September 2016?
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