Exhibit 4.

Management and Discipline Planning

1. For each question, circle the number under the statement that best answers the question.
When you are unsure about the answer to a question, circle the middle number.
3. Use the scale at the end of the form to determine the most appropriate structure level for
your classroom management plan.
Questions 1 to 6 relate to the population of the entire school:
1. How would you describe Generally quite
the overall behavior of
irresponsible. I
students in your school?
frequently have to
nag and/or assign
consequences.
10
2. What percentage of
60 percent or more
students in your school
qualify for free or reduced
lunch?
10
3. What percentage of
50 percent or more
students in your school
typically move in and/or
out of the school during the
course of the school year?
10
4. How would you describe A large percentage
the overall attitude of
hate school and
students toward school?
ridicule the students
who are motivated.
10
5. How would you describe There are frequent
the overall nature of the
confrontations,
interactions between
which include
students and adults in
sarcasm and/or
your school?
disrespect.
10
6. How would you describe Many parents are
the level of interest and
openly antagonistic,
support provided by the
and many show no
parents of students in your interest in school.
school?
10

Most students behave

responsibly, but about
10 percent put me in
the position where I
have to nag and/or
assign consequences.
5
10 to 60 percent

0
Less than 10 percent

5
10 to 50 percent

0
Less than 10 percent

5
Its a mix, but most
students feel okay
about school.

0
The vast majority of
students like school
and are highly
motivated.
0
The vast majority of
interactions are
respectful and
positive.

5
There is a mix, but
most interactions are
respectful and
positive.
5
Most parents are at
least somewhat
supportive of school.

Generally responsible.
I rarely find it
necessary to nag
and/or assign
consequences.

0
The majority are
interested, involved,
and supportive of
what goes on in the
school.
0

c
Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright !2013
by John Wiley & Sons, Inc.

2. Total the scores for all items. You should have a number between 0 and 120.

c
Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright !2013
by John Wiley & Sons, Inc.

Questions 711 relate to students in your class this year. Use your most difficult class, or if you are
doing this before the school year begins, simply give your best guess.
7. What grade level do you Ninth grade
teach?
20
8. How many students do
30 or more
you have in your class?
10
9. What is the reputation of This class is going to
this group of students from be awful.
previous years? For
example, if you teach tenth
grade, what was the
reputation of these
students as ninth graders?
10
10. How many students in Two or more
your class have been
identified as severely
emotionally disturbed
(SED)? Note: This label
varies from state to state.
10
11. Not including students Three or more
identified as SED, how
many students have a
reputation for chronic
discipline problems?
10

Tenth grade

23 to 30

Eleventh or twelfth
grade
0
22 or fewer

5
Its a mix, but most
students work hard
and cooperate.

0
This group is very
hard working and
cooperative.

One

Zero

5
One or two

Zero

Total:
If your total score is:
0 to 30

31 to 60

61 to 120

Your risk factors are:

Low, which means your students can probably be
successful with a classroom management plan that
involves low, medium, or high structure. The level of
structure can be defined by your teaching style.
Medium, which means that for your students to be
successful, your classroom management plan should
involve medium or high structure.
High, which means that for your students to be
successful, your classroom management plan should
involve high structure. Regardless of your personal
preference or style, your students will probably
benefit from a detailed, systematic, and organized
classroom management plan.