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Appendix G:
Violence Prevention Academy (VPA)
Individual School Evaluations by School

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ARANGUEZ NORTH SECONDARY SCHOOL

Violence Prevention Academy

Final Report

The Way Forward

Team Members: Mr. Adesh Dwarika (Dean)
Ms. Patricia Adams (Principal)
Mr. Crawford Williams (School Safety Officer)
Mr. Ako Walker (Teacher)

Date: 18th June, 2010.

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Table of Contents

School Background………………………………………………..3
Present School Situation………………………………….….…….4
Nature of the Indiscipline………………………………….………4
The SARA Model………………………………………..………..5
Analysis of Findings………………………….…………………...6
Response…………………………………………………….…….8
Evaluation of the Intervention Programme.………………………12
The New Way Forward…………………………………..………15
The Trinidad and Tobago Violence Prevention Academy…….…16
References…………………………………………………..……18
Appendix A…………………………………..…………………..19
Appendix B…………………………………..…………………..32
Appendix C………………………………………..……………..36
Appendix D…………………………………………..……..……47
Appendix E………………………………………………………57

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School Background
The Aranguez North Secondary School is a government, co-educational five-year institution that
was established on September 9th 1973 as the Aranguez Junior Secondary School. In 2005 after
the de-shifting process, it was renamed the Aranguez Government Secondary School and in 2009
the Ministry of Education informed the principal that the school should be called by its present
name. It is located at Boundary Road Extension, Aranguez. This is a suburban area and also
houses several light manufacturing industries such as, Lexicon Trinidad Limited, Flavourite
Foods Limited and Rossi Sportswear. It is accessible from both the Solomon Hochoy Highway
on the southern side and the Eastern Main Road and the Priority Bus Route on the northern side.
School starts from 8:10 a.m. and ends at 2:30 p.m. with an intermission period from 10:30 a.m.
to 10:50 a.m. and a lunch period from 12: 10 p.m. to 1:00 p.m. There are seven forty minute
period each day.
There are sixty teachers and seven hundred and fifty students with one principal and vice
Principal, four Deans and four Heads of Departments. The remedial programmes in Mathematics
and Literacy have suffered tremendously due to non renewal of contracts of these staff members.
Presently, there are two teachers in the English and three teachers in the Mathematics
Departments. The staff has had to adjust to the whole-day secondary school and is now getting
ready for transfer to a new school building. Teachers and students are being prepared to utilize
the technology that has been given to the Secondary schools through SEMP. Our students have
historically not been achieving above the national norms. There is a need to change the culture of
the school from low academic achievement to one in which the key stakeholders-teachers,
students and parents, believe that all children can learn and be successful. All stake holders
would like to see a 50% improvement in the student achievement at national and regional
examinations.
The auxiliary staff has a complement of fourteen and is managed by the Clerk 111. The staff
comprises of two office staff, two laboratory technicians, one librarian, seven janitors and two
farm attendants. The school also accommodates on the job trainees (OJT’s) as part of the
auxiliary staff. The school is secured by Maintenance, Training and Security personnel
Students are placed at the school on the basis of the results of the Secondary Education
Assessment (SEA) Examinations and range from the 45 to 0 percentile of the SEA results and
are spread among forms one to five. The ages of the students range from twelve to eighteen
years. Most of the current students reside along the East-West corridor with the primary
catchment areas being El Socorro, Aranguez, Morvant, Laventille, Sea Lots, San Juan, Santa
Cruz, Curepe and extend to the east as far as Sangre Grande. Some families fall in the low socioeconomic bracket while others depend on public assistance from the Government. Farming of
agricultural produce is also a major form of subsistence for these students. Many students also
come from single-parent families.
The school has produced many outstanding citizens who have made valuable
contributions to the nation. These include, Ancil Elcock and Conrad Smith (football),
Ginna Charles (judo), Alicia Katerson (academics), Varendra Persad, Anil Bheem and

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Anil Suchit (East Indian music), Anthony Gray and Dwayne Bravo (cricket) and Renee Bowen
(volleyball).

Present School Situation
The students are exposed to twenty-six different content areas from, Mathematics, English A,
English B, Integrated Science, History, Information Technology, Spanish, Social Studies,
General Science, Agricultural Science (cvq), P.O.A, P.O.B, Human and Social Biology, Physics,
Chemistry, E.D.P.M, Technical Education, Home Management, Clothing and Textile, Fabric
Design, Geography, Physical Education, Music, Metalwork, Woodwork and Art. A vibrant
Reading and Mathematics remedial programme was established with the advent of the form one
special students. Programmes involving cadets, cricket, netball, football, volley-ball and Drama
have also strengthened in the last few years. A vibrant abstinence club has been formed within
the last year.
A new school is presently under construction and is scheduled to be completed for the start of the
2010/2011 academic year. To facilitate this new school, a number of the old buildings had to be
torn down. This has resulted in the school area being reduced and very cramped and no
alternative play-field area has been allocated. It is difficult for us to make long term plans
because we are still in the dark as to what is in store for us in the new school. The present layout
of the plant provides many “hiding “ places for those who want to skip classes, or do
misdemeanors .The complement of MTS Security is seldom up to the full quota of five officers
on any given day. The officers are removed to work in other places by senior officers from the
head quarters of the company.

Nature of the indiscipline
An examination of the Deans’ log and the School Safety Officers’ log for the two year period
(calendar years 2007/2008) revealed that there were five hundred and sixty-two cases reported.
For the purposes of this report fifteen major categories were identified.
Major Categories identified:
• Disrespect to Authority (97 cases)
• Fighting (79 cases)
• Assault without a weapon (61 cases)
• Robbery (58 cases)
• Breaking classes (46 cases)
• Possession of a weapon (31 cases)
• Assault with a weapon (29 cases)
• Attacks on teachers (26 cases)
• Indecent behaviour (24 cases)
• Gambling (23 cases)
• Destruction of School Property (21 cases)
• Extortion / taxing (20 cases)
• Sexual Harassment of females (18 cases)

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•
•

Use of Obscene Language (14 cases)
Pornography (6 cases)

The SARA Model
The SARA Model would be employed for the purposes of this particular study. The SARA
model has been used for some time in problem-oriented policing (POP) as a methodical process
for problem solving. It is an integral part of the philosophy of community policing in the US. It is
of use to practitioners in any field as applying the process can ensure that a crime problem is
effectively identified and tackled, avoiding any waste of time and resources if only part of the
actual problem is identified. This model is also commonly used within the police service, so an
understanding of the process may help partner organizations to work together to tackle local
problems. Its four stages are:
Scanning
Scanning allows incidents to be grouped into clusters or ‘problems’. These problems comprise
similar, related or recurring incidents and are identified from police data and intelligence and
calls from members of the community.
Problems identified in the scanning phase of the process should be problems which have been
recurring for some time, certainly over a period of months. It makes more sense to spend time
and resources on a long-term problem than on one that would have only lasted for a couple of
weeks.
Analysis
In this phase, the conditions that give rise to a particular problem by examining the
characteristics and impact of the problem in greater detail are identified. For example, scanning
might have revealed that there were many thefts from shops in a particular area, but analysis will
provide the hour, day or month that the thefts took place and from which particular shops.
Analysis may involve collecting information about offenders and victims, the time of occurrence,
location and other details of the physical environment, the history of the current problem, the
motivations, gains and losses of involved parties, the apparent (and hidden) causes and
competing interests, and the results of current responses.
It helps to be as precise as possible in defining the problem, having identified the incidents to be
included in the analysis. An accurate assessment of the problem is one of the main elements of
POP. If a response to a problem fails, the practitioner can then return to the analysis to see
whether another element might be influenced.
Response
Response refers to any action taken to try to address a problem. The work done in the analysis
phase helps to identify or isolate the element that can most easily and effectively be tackled to try
to resolve a problem. These responses often combine actions to tackle more than one aspect of
the problem identified during the analysis phase. In selecting responses, it is crucial to work out
in detail how they are expected to produce their intended effects.

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Assessment
In the final stage of the model, you review attempts to deal with a problem and evaluate how
successful they have been. It must be a routine feature of any problem-solving structure.
Assessment is not an evaluation of the performance of those involved but what happened when a
problem was tackled.
There are three major reasons why the assessment stage is very important:
1. To find out whether a particular problem still exists and requires continuing attention.
This is important in deciding whether to continue to deploy resources to respond
effectively to the problem.
2. To improve problem-solving skills by finding out what seems to work in differing
circumstances and to disseminate examples of good practice.
3. To enable effective problem-solving to be recognized within the police service and other
organizations, acknowledging individuals’ efforts.

Analysis of Findings
The problem of disrespect to authority was the most frequent deviant behaviour and was
categorized under the following sub-headings; insolent behaviour, disrupting classes, refusal to
adhere to instructions and obscene remarks to authority personnel. All reports were made by
adults on the compound. An interesting feature in this category was the amount of repeat
offenders. There were fourteen individuals who repeated the behaviour at least twice after their
initial sanction.
Reports from senior teachers, who have been with the school for a prolonged period, indicate
that disrespect has always been a serious problem. However, documentation of these behaviours
never occurred.
Fifty-three of these reported cases of fighting involved girls only. Forty-one of the cases
involved ‘hearsay’ information resulting in the fights. Eleven of the cases were as a result of
arguments while gambling. Seven of these cases had to seek medical attention and five of them
were subject to police investigation.
The difference between assault without a weapon and that of fighting is that the victim did not
fight back, but were primarily taken advantaged off. Also included in this category were use of
treats and bullying. There were eleven offenders who repeated the behaviour more than twice
after being sanctioned. Eleven of these cases were subject to police investigation.
Fifty of the robbery cases involved either a cell phone on a jansport book-bag. Seventy percent
of these items were recovered by the deans or school safety officers. Included was the stealing of
the principal’s cell-phone which was never recovered. The deans attribute these cases to a high
degree of irresponsibility, and complacency by victims. The grabbing of money from students
while they are in the lunch time crowd during break and lunch times is al prevalent. Nine of
these cases were subject to police investigation. This type of activity occurred mostly during
break and lunch periods and in unsupervised classrooms.

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Breaking classes reports were primarily for repeat offenders who were already dealt with by the
form teacher. This was usually dealt with by a parent conference and a record of attendance to
each class checked by the parent, form teacher and a dean.
Thirty-one students were found in possession of a weapon during the period. They were
primarily knives that the students claimed they had in their possession to defend themselves
against others. Seven of these cases were subject to police investigation. There were two cases of
possession of imitation firearms. Thirty of these students were suspended for a period between
three to seven days after investigation. One student never returned to school because of other
outstanding matters (sexual harassment of a female, assault of teacher, fighting).
Assault with a weapon occurred twenty-nine times. Weapons included knives, stones, pieces of
debris found on the school’s compound, belts and plastic bottles. Fifteen of these cases were
subject to police investigation and nine of the cases had to obtain medical attention.
Compensation was given to victims on only two occasions. There was one particularly severe
case involving four female students after school were two potential offenders were stabbed
repeatedly when the knives they possessed were take and used against them. They had to seek
immediate medical attention.
There were twenty-six reported cases of attacks on teachers. These range from verbal threats (11
reports), physical touching (10 reports), to destruction of personal property (5 reports). Eleven of
these cases were subject to a police report and investigation. Only one of the cases was attempts
made to compensate the teacher. There has since been a ‘zero tolerance’ initiative towards these
kinds of offences.
There were twenty-three reported cases of gambling. The gamble was either the card game
‘wappie’ or ‘dollar takes’ (the throwing of folded dollars closest to a line). Although, there were
twenty-three cases there were a group of thirteen offenders who were continuously involved.
Conferences with parents indicated they were exposed to gambling in their homes and in their
communities. Parents were aware of their child’s gambling habit and did not see it as a ‘major’
problem. This particular behaviour usually led to other deviant behaviours such as; class
breaking, stealing, taxing/extortion and fighting.
There were twenty cases of extortion / taxing. This was described as the blatant asking for a
dollar or protection money. There was the taking of some personal property and asking for
money for its safe return. There was also the taking of all money and returning part while
indicating to the victim that they are just taking a particular amount. Three of these cases were
subject to police investigation. This type of incident mostly occurred during break and lunch
periods by the cafeteria and in unsupervised classrooms.
There were twenty-one cases of destruction of school property. These incidents were as a result
of playing football in the classroom when a teacher was not present. There was also the locking
of the classroom doors with students banging on them to either get in or out. Thirteen of the
offenders paid or remedied to relevant damage.

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There were eighteen cases of sexual harassment of females reported to the deans’ office during
the period of study. All of these matters were reported to the police; however, no further action
was taken by the parents of ten of the victims. All victims were also referred to the Guidance
Officer. Presently, the other cases are awaiting trial. All students are encouraged to report all
cases to the deans or any adult on the compound. All offenders were suspended and extensions
were approved for two of the offenders. Two offenders never returned to school and the other
sixteen were sent to other schools after form three. Indecent behaviour was differentiated from
sexual harassment as touching, fondling, kissing, taking off clothing, and lewd dancing (pasa
pasa). There were twenty-four cases of such activity occurring during the period covered.
Conferences with parents indicated that this was ‘normal’ behaviour at home and in the
community.
The use of obscene language is prevalent in school, however, there were fourteen cases reported
to the deans. These instances were when the offender used the obscene language for an extensive
period or repeated the behaviour occasionally. The isolated one word or phrase was usually dealt
with on the spot by the adult present. The dean indicated that the students did not see anything
wrong with using obscene language.
There were six reported cases of pornography. Five of these involved the usage of camera cellphones. The other involved the sticking of pictures in the boys’ bathroom and the entrance fee of
one dollar charged. The dean indicated that during a discipline seminar organized by the
Ministry of Education it was revealed that it was not illegal to be in possession of pornography
but it was illegal to distribute. They were waiting on directives from the Ministry, in the
meantime they are continuing with parent and student conferencing reiterating the consequences
of such behaviour. There were also isolated cases were a single picture was found on a cellphone was found and the student verbally warned and picture deleted.

Response
The information on the findings was shared with members of staff and the consensus was that
urgent interventions have to be made to reduce these findings. A number of staff consultations
were held to identify the major issue to be remedied and find solutions for same. During these
deliberations teacher commitment, absenteeism and professional development were questioned.
Members of staff believed that if these areas were addressed a number of the disciplinary issues
of students would not arise. The theme selected for the way forward was, “Back to Basics.” All
personnel on the plant needed to revert and ensure that their basic functions were carried out.
The fundamental values that many experienced mentor teachers advocated and practiced needed
to be adhered to. The expectation is that effective and sustained implementation will create a
more positive and responsive school climate.
The “Back to Basics” programme would be based on five pillars initially.
1. Professional teacher development - Adequate curriculum planning and organization.
2. Manuals for parents and teachers and a code of conduct and disciplinary procedures for
students.
3. Additional values training periods for students

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4. Time-tabled supervision for teachers.
5. Increased guardianship to reduce opportunities for deviant behaviour.
These five pillars would begin immediately to commence the transformation to the desired
school behaviours.

Professional Teacher Development.
Teachers have identified the need for change and understand that emerging standards and views
of learning warrants changing their roles and practice accordingly. In working toward the
change, teachers need to be continually supported with professional development. Teaching is a
complex task, and substantial time will be required for teachers to develop and test out new
ideas, assess their effects, adjust their strategies and approaches, and assess again in an effort to
reach all students and make learning meaningful.
Creative and inspirational teachers motivate their students to learn by using their personal
qualities, their positive experiences and their excellent communication skills. They know that
knowledge is one of our main purposes in life. There is no doubt that knowledge is a quality that
good teachers must possess. In addition to their professional knowledge, the teachers need to
enlarge their general knowledge on culture, society, humanity, psychology, methodology,
politics, history, etc. to provide their students with what they need to know, satisfy their curiosity
and meet their requirements in any case.
We want our teachers to have devotion to and a great love for those who call him ‘sir’ or her
‘miss’ in class. In today’s society, where students are at varying levels in the academic, physical,
social, mental, behavioural and spiritual ladder, the teacher is called upon to possess a
multiplicity of varying skills and behaviour to adequately dispense their duty effectively.
It is critical for senior teachers to have ongoing and regular opportunities to learn from each
other. Ongoing professional development keeps teachers up-to-date on new research on how
children learn, emerging technology tools for the classroom, new curriculum resources, and
more. The best professional development is ongoing, experiential, collaborative, and connected
to and derived from working with students and understanding their culture.
Teachers need to understand how important it is to stay current and utilize the most up to date
information. Opportunities to attend well developed and thoughtful workshops on how to
transform teaching and learning must be taken advantaged off. Sadly, the enthusiasm engendered
by workshops usually wane when they return to the classroom and the reality of the thousands of
other things that had to be done.
Research has shown that teacher development programmes should emphasize subject-matter
mastery and provide many opportunities for teachers to spend time in real classrooms under the
supervision of an experienced mentor. Just as professionals in medicine, architecture, and law
have opportunities to learn through examining case studies, learning best practices, and
participating in internships, exemplary teacher-preparation programmes allow teachers the time

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to apply their learning of theory in the context of teaching in a real classroom. Attempts are
being made through partnering of form teachers by having a senior and a junior assigned to a
particular class. Also, where no head of department has been appointed, a co-coordinator was
assigned to assist with clinical supervision and relevant support.
Our intention is to change the idea that professional development should be viewed as an event
that occurs on a particular day of the school year; rather, it must become part of the daily work
life of the teachers. Teachers, administrators, and other school personnel need time to work in
study groups, conduct action research, participate in seminars, coach one another, plan lessons
together, and meet for other purposes. The change we are hoping to achieve can only occur as a
result of both individual and organizational development.
Research has shown that the greatest successes were seen with professional development that
includes high-quality content that was tailored to the needs of students, taking advantage of the
assets of technology, and is embedded in professional learning communities to enable teachers to
actively participate. Many schools are revamping their curriculum to include an emphasis on
practical knowledge, increased use of educational technologies, creation of professionaldevelopment schools, and innovative training programmes aimed at enhancing the teaching
learning opportunities. We want our teachers and students to have the on-going training and
support they need to prepare students for the 21st century. In this light, weekly departmental
were time-tabled to examine relevant curriculum issues to maximize the teaching learning
opportunity.
Our professional teacher development would be conducted using internal and external personnel
from the Ministry of Education, Non-Governmental Organizations, tertiary level institutions and
lecturers and other government ministries. It is expected that professional development for
teachers would empower them and develop a sense of commitment. This would be an on-going
process.

Manuals for students, parents and teachers.
In order to facilitate the changes to improve the discipline of the school we felt that all
stakeholders needed to understand and assist with the various change initiatives. They would
have to be aware of their duties and responsibilities in order to effectively dispense same. A
decision was taken to produce various manuals to allow stakeholders to be familiar with their
functions on the plant. These manuals were intended to serve as a guide and give a sense of
direction to the policies, procedures, and the daily operation of the institution and to provide any
additional information and procedures necessary relating to the reduction of indiscipline.
Four documents were developed after much deliberation.
1. A teachers’ manual.
2. A parents’ manual.
3. A code of conduct for students.
4. A disciplinary matrix outlining the disciplinary procedures for students.

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The majority staff members indicated that they do not know of or were aware of policies and
procedures as it related to discipline in the school. These documents were completed for the first
term 2009 / 2010.

Additional values training periods for students
Values training is an explicit attempt to teach about values and/or valuing. Values present a true
perspective of the development of any society or nation. They tell us to what extent a society or
nation has developed itself. Values are virtues, ideals and qualities on which actions and beliefs
are based. Values are guiding principles that shape our world outlook, attitudes and conduct.
Values as used in this programme refer to criteria for determining levels of goodness, worth or
beauty. Some of the core values that the programme seeks to develop among others are
spirituality, honesty / truthfulness, loyalty, ambition, diligence, empowerment, non-violence,
discipline, autonomy, benevolence, compassion, courage, courtesy, humility, commitment,
independence, responsibility, trustworthiness and integrity.
Included in the new time table was additional values training periods. These periods are infused
in the time table and it is the responsibility of the form teachers to organize discussions with the
class and obtain the relevant resource personnel for same. The additional practice of placing
various classes in charge of morning assembly to examine one of these values was also
organized to serve as practice and reinforce.

Time-tabled supervision for teachers.
One on the major factors identified as contributing to the indiscipline was lack of adequate
supervision in classrooms. To deal with this problem the time table was redone to allow for the
inclusion of time-tabled supervision periods for teachers to ensure that all classes were assigned
a supervising teacher in the event that the subject teacher was absent.

Increased guardianship.
Apart from the additional supervision in place for classes, the deans have also increased their
supervision of the student body. A coordinated effort between the deans and the school’s safety
officers was set up to supervise the student population in smaller groups. Each dean was assigned
a year group with the assistance of the safety officers. Relevant lectures and programmes were
organized after discussions with the form teachers and dean for the benefit of the students. Strict
adherence to the out-of-bounds areas would be maintained by Safety Officers and Security
personnel to keep students in their respective areas and to maintain order and discipline. Also,
reallocation of student year groups to alleviate unnecessary interactions among same would be
done. There would also be on going increased to floor supervision.

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Evaluation of Intervention Programme
The “Back to Basics” programme began in September 2009. During the Thursday and Friday
before the commencement of the school term the programme was fully outlined to all personnel
on the plant. The origination and rationale was shared together with a plea for the commitment.
Teachers expressed interest, excitement and commitment to the attempts to deal with the
indiscipline. The various manuals were distributed and explained to all members.
An examination of the Deans’ log and the School Safety Officers’ log for the period September
2009 to March 2010 revealed that there were three hundred and thirty-seven cases reported. For
the purposes of comparison the same fifteen categories previously identified would be used.

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Disrespect to Authority (63 cases)
Fighting (23 cases)
Assault without a weapon (37 cases)
Robbery (21 cases)
Breaking classes (41cases)
Possession of a weapon (17 cases)
Assault with a weapon (13 cases)
Attacks on teachers (11cases)
Indecent behaviour (25 cases)
Gambling (05cases)
Destruction of School Property (11 cases)
Extortion / taxing (07 cases)
Sexual Harassment of females (02 cases)
Use of Obscene Language (21 cases)
Pornography (03 cases)

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Fig. 1. Graph showing comparison before and after initial intervention programme.

Data was also collected from teacher and student survey forms to get an idea of the overall
picture of the discipline issues at the school.
The data suggested that the “Back to Basics” programme did not have the intended effect on
teachers and ultimately on the students. There was an increase in discipline for the first two
terms of the academic year 2009/2010. There were a total of three hundred and thirty-seven cases
reported for the period as compared to the five hundred and sixty-two cases reported for the
calendar years 2007/2008. The problem of disrespect to authority continues to be the most
frequent deviant behaviour. However, there was a significant decrease in certain offences such as
pornography, extortion/taxing, gambling, robbery and fighting. The decrease in these areas
cannot be attributed to any one factor, however, the identification and constant guardianship by
the deans and safety officers to relevant ‘hotspots’ and prominent repeat offenders was a major
factor.
Insufficient professional training programmes in terms of classroom management, conflict
resolution and curriculum implementation skills were also factors that contributed to the failure
of the programme. Curriculum planning and training was left to the various heads of
departments; however, some departments were more serious and organized than others. The

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Efficacy Institute began a programme in 2007 which aimed at training teachers, students and
parents to believe that academic achievement was possible through the application of “effective
effort”. This was the focus of our School Development Project in 2006 which proposed to raise
the achievement level by 50% in five years. Although the follow-up training was incomplete all
stakeholders were left with tools that could be used to carry out the stated objectives. Staff
members were urged to revisit the Efficacy programme for information for professional
development, this plea was vastly ignored.
Although teachers were provided with supervision rosters and had supervision scheduled in their
timetables there was still poor supervision by teachers. As was the norm, it started of on a high
with a positive commitment by teachers which soon faded as the first term progressed. Also,
there was a high absenteeism rate by teachers and this forced the supervision and correction
workload to fall on the deans, safety officers and a few committed teachers. Only about sixty
percent were counted on to take up their supervision periods. This percentage decreased when
others did not fulfill their responsibility.
All manuals were completed and distributed to relevant personnel prior to the start of the term.
Some teachers complained of feeling intimidated by students therefore, upholding the tenets of
the various manuals were not maintained with some teachers doing their job and others ignoring.
Again, commitment greatly decreased as the term progressed. There is the need to revisit and get
all stakeholders on board. The values training period was a failure because of poor attendance by
form teachers although material was provided. Only about thirty percent of form teachers
remained committed to the end of the term. New attempts at using the PTA and the Local School
Board to get all stakeholders on board are forthcoming. A meeting to evaluate the programme
was held and a new way forward was developed.
The data used to assess the success of the “Back to Basics” programme were analysis of cases
reported and recorded in the Deans’ log and the School Safety Officers’ log and feedback from
consultations held with the staff.

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The New Way Forward
The results of the “Back to Basics,” programme was discussed at the beginning of the third term
of the 2009/2010 academic year with all members of staff for the purpose developing a way
forward. It was suggested that for there to be any success of the programme a culture of change
in attitude, behaviour and morals and values had to be initiated and this can only be achieved in
the long term. There is still the belief that if teachers are properly trained and equipped and are
committed to changing the ethos of the school a number of the discipline issues would decrease
or be eradicated. Therefore, consultations with the staff suggested that a new programme be
developed and there is a recommitment to the previous programme to establish positive change.
A new programme entitled, ‘The New Way Forward’ would commence at the start of the new
academic year 2010/2011.
1. Recommitment to the tenets of the “Back to Basics,” programme.
2. Formation of a school intervention team and a curriculum committee.
3. “Bringing Character into the School.” Dolly and Associates Limited.
4. Alignment of this new initiative with the school’s strategic plan 2010/2015.
The staff agreed that there were problems preventing a better quality of school life. A policy of
‘zero tolerance’ would be adopted to the major student indiscipline issues and necessary
discipline action taken to correct unprofessional behaviour by teachers. There was a conscious
agreement to take relevant action on the following issues, teacher absenteeism and teacher
recalcitrance, lack of strong leadership by form teachers, lack of class prefects and school
monitors, absence of class rules, poor relationship with students, teachers’ inconsistency in
enforcement of school rules and lack of team-spirit among staff.
A resolve of teamwork through persistence, commitment and a strengthening of positive values
would be demonstrated by all stakeholders in the Aranguez family for the birth of a new culture
in a quality school. Aranguez North Secondary has to become the school of choice in the East
West Corridor with a learning environment that is safe, and with disciplined successful students
under the control of a caring staff. The collective resolve of the staff to renew their commitment
to have a quality school is to be embedded in the school’s strategic plan for 2010/2015. Clearly
outlined would be goals, swot analysis, strategic objectives, strategic alignments, professional
development, school discipline and involvement of stakeholders. A brief outline of this plan is
outlined in appendix D.
Together with this plan, is a workshop to be done by Dolly and Associates Limited entitled
“Bringing Character into the School.” The Local School Board has invited Dolly and Associates
Limited to design a programme that will create a character based environment in the school
which will foster teaching and learning and promote holistic student and staff development.
Dolly and Associates Limited proposes to provide support to the teachers, students and parents
of Aranguez North Secondary School through the conduct of this character-based programme
designed to develop the knowledge and skills necessary to enhance competencies as well as
create cohesive and harmonious parent, teacher and student relationships. The competencies
gained from participating in this programme would allow parents, students and teachers to

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become equipped with, as well as, encourage self reflection of personal goals and achievements.
Teachers will also develop the ability to engage in the practice of conflict resolution and stress
management approaches using character qualities with their colleagues and students. It will
commence with an orientation programme for all parents, teachers, students and support staff of
the Aranguez North Secondary School.
It is the intention of this programme to expose students, teachers and the parents of Aranguez
North Secondary School to information that will empower and enable them to be effective and
efficient individuals within their work team. It is believed any team is as strong as the weakest
member, as such the Board of the school is assuming the responsibility to create this opportunity
for each parent, student and teacher to invest in themselves as well as the development of the
school population to facilitate the strengthening of the whole. The proposal by Dolly and
Associates Limited is outlined in appendix E.
There was the formation of a school intervention team with a mandate to offer assistance to
deviant students to facilitate meaningful classroom participation. The idea was that if these ‘at
risk’ students are successfully cared for, much of the indiscipline students and ‘burnt-out’
teachers would be greatly reduced. This team would comprise of the principal, guidance officer,
form teacher, deans and other professionals as necessary. The composition of this team would
change depending on each individual case.
The curriculum committee would be responsible for assisting with relevant training in the
implementation of the curriculum. Also, classroom management issues and the sharing of best
practices would be discussed. This team would work with other committees in the school to
strengthen interpersonal communication among teachers, between teachers and students for the
development of a character based school to change the complacent behaviour of all personnel on
the plant and to produce a quality school.

The Trinidad and Tobago Violence Prevention Academy
The Trinidad and Tobago Violence Prevention Academy (TTVPA) is one of many strategies
being employed by the Ministry of Education to address the issue of violence and indiscipline in
schools. A number of programmes such as increased security and the introduction of safety
officers have been implemented with varying degrees of success. The TTVPA brings together
school-based safety officers, deans, teachers and administrators to develop comprehensive
integrated and evidence-based violence prevention plans tailored to the specific needs of schools.
It recognizes that a one size fit all approach cannot be applied to situations that differ from
school to school.
The TTVPA is being facilitated by Professor Charles Katz of the Arizona State University unit
for the prevention of violence, discipline and community safety; and is supported by a number of
experts in the field of violence prevention from other universities in the United States. The
academy hopes to provide school teams with the skills to analyze violence and indiscipline at the
school level to create prevention and management plans for their own situation.

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As part of the TTVPA training we were introduced to the SARA model and employed all its
processes to create, implement and evaluate my own school-based violence prevention plans. We
have successfully created a computerized data base of all information pertaining to discipline
issues at my school. We can now use the technology to record and analyze related information
and develop perceptions about victims, offenders, location and time of incidents, repeat
offenders/victims, victimization, and the success of sanctions administered.
We have since developed two school-based violence prevention plans for my school. The first
one was implemented in the first two terms of the 2009/2010 academic year with varying
success. After limited successes of the initial VPA programme, we were able to use the
assessment methods learnt to evaluate the success of initiatives and developed new plans to treat
with problems. The VPA school team understands the school situation better than any and is in a
position to best develop plans to deal with same. This model would be introduced to all staff
members so that they also can come on board and use the model for the benefit of all. Get on
board and develop unique plans that are tailored to suit the needs of your individual school.

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References
Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta
State University. Retrieved 4th October, 2009.
http://chiron.valdosta.edu/whuitt/col/affsys/values.html.
Staff, Edutopia. (2008). Why Is Teacher Development Important? Because Students
Deserve the Best. Retrieved 4th October, 2009.
http://www.edutopia.org/teacher-development-introduction
Wolfe, Mary Ann. (2009). The importance of teacher professional development.
Retrieved 4th October, 2009.
http://www.huffingtonpost.com/mary-ann-wolf/the-importance-ofteacher_b_191259.html

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Appendix A
Teachers’ Manual

ARANGUEZ NORTH SECONDARY SCHOOL
TEACHER’S MANUAL

TABLE OF CONTENTS

Acknowledgements…………………………………………………………2
Introduction…………………………………………………………………3
School Profile……………………………………………………………….3
Mission Statement…………………………………………………………..4
Vision Statement……………………………………………………………5
Motto………………………………………………………………………..5
Core Values………………………………………………………………....5
Educational Programmes……………………………………………………6
Organizational Structure…………………………………………………….6
Signing the Register………………………………………………………....7
School Bells…………………………………………………………………7
General Code of Conduct for Teachers……………………………………..7
Responsibilities of Form Teachers………………………………………….8
Responsibilities of Subject Teachers……………………………………….9
Responsibilities of Heads of Department…………………………………..10
Responsibilities of Deans…………………………………………………..10
Examinations and Supervision……………………………………………..11
Celebration of the Stars…………………………………………………….12
The House System………………………………………………………….12
Co-curricular Activities………………………………………………….....12
Supervision……………………………………………………………...….12
Ill Students……………………………………………………………...…..13
Students Leaving the School’s Compound…………………………...…….13
Field Trips…………………………………………………………………..13
Fund Raising………………………………………………………...……...13
Library ……………………………………………………………....……...13
Requisitions…………………………………………………………………14
Leave………………………………………………………………...……...14
Bank Time…………………………………………………………...…….. 14
Telephone…………………………………………………………...………14
Cell-phones………………………………………………………...……….14
Cafeteria…………………………………………………………...………. 15

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ACKNOWLEDGEMENTS

Special acknowledgement go out to the principal and staff of the North Eastern College and the
Debe High School for making available their various manuals, the information in these manuals
were of considerable assistance. I also wish to acknowledge the use of the valuable information
obtained in the TUTTA’s Code of Ethics. Job specs deans, heads circular book/circulars
Special thanks to the members of staff who took the time to read, comment, correct and give
valuable insights to the preparation of this manual. To everyone who contributed in any way to
the completion of this manual, I give my sincerest thanks for making this project a success.

INTRODUCTION
The Aranguez North Secondary School is pleased to welcome you to its staff. We extend the
hand of welcome and friendship to you as a member of staff and hope that your stay here will be
comfortable and rewarding. The staff is a group of qualified, caring and friendly professionals
who are always willing to render assistance. We look forward to your contributions and your
continuous development at the Aranguez North Secondary School.
This manual is designed to facilitate the access of information that is important to the efficient
functioning of the school. It aims to provide you with an understanding of the policies and
procedures of the school and how the operating systems function. It seeks to provide guidance to
enhance performance and growth professionally at the school. You are reminded that this manual
is just a guide and it should in no way deprive you of critical thinking, clear and balanced
judgment and the opportunity of decision as you perform your duties.

SCHOOL PROFILE
The Aranguez North Secondary School is a government, co-educational five-year institution that
was established on September 9th 1973 as the Aranguez Junior Secondary School. In 2005 after
the de-shifting process, it was renamed the Aranguez Government Secondary School and in 2009
the Ministry of Education informed the principal that the school should be called by its present
name. It is located at Boundary Road Extension, Aranguez. This is a suburban area and also
houses several light manufacturing industries such as, Lexicon Trinidad Limited, Flavourite
Foods Limited and Rossi Sportswear. It is accessible from both the Solomon Hochoy Highway
on the southern side and the Eastern Main Road and the Priority Bus Route on the northern side.
The school is managed by a principal and a vice-principal with assistance from Heads of
Departments and Deans. School starts from 8:10 a.m. and ends at 2:30 p.m. with an intermission
period from 10:30 a.m. to 10:50 a.m. and a lunch period from 12: 10 p.m. to 1:00 p.m. There are
seven forty minute period each day.

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The present staff is comprised of sixty-nine teachers and is grouped in the following categories:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

1 Principal
1 Vice-principal
3 Heads of Department
4 Deans
14 Teacher 111
3 Teacher 11
12 Teacher 1
9 Assistant Teacher Secondary
4 Technical Vocational Teacher 1V
3 Technical Vocational Teacher 11
3 Technical Vocational Teacher 1
1 Special Teacher 1
1 Special Teacher 11
6 Remedial Teachers – English
6 Remedial Teachers - Mathematics

The auxiliary staff has a complement of fourteen and is managed by the Clerk 111. The staff
comprises of two office staff, two laboratory technicians, one librarian, seven janitors and two
farm attendants. The school also accommodates on the job trainees (OJT’s) as part of the
auxiliary staff. The school is secured by Maintenance, Training and Security personnel
Students are placed at the school on the basis of the results of the Secondary Education
Assessment (SEA) Examinations. The ages of the students range from twelve to eighteen years.
Most of the current students reside along the East-West corridor with the primary catchment
areas being El Socorro, Aranguez, Morvant, Laventille, Sea Lots, San Juan, Santa Cruz, Curepe
and extend to the east as far as Sangre Grande. Some families fall in the low socio-economic
bracket while others depend on public assistance from the Government. Farming of agricultural
produce is also a major form of subsistence for these students. Many students also come from
single-parent families.
The school has produced many outstanding citizens who have made valuable contributions to the
nation. These include, Ancil Elcock and Conrad Smith (football), Ginna Charles (judo), Alicia
Katerson (academics), Varendra Persad, Anil Bheem and Anil Suchit (East Indian music),
Anthony Gray and Dwayne Bravo (cricket) and Renee Bowen (volleyball).

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MISSION STATEMENT
We at the Aranguez North Secondary School, in collaboration with all stakeholders, shall work
harmoniously to deliver quality education in a nurturing environment, which allows for the
holistic development of a life-long learner who will become a productive citizen in an everchanging global environment.
VISION STATEMENT

To produce a holistically developed child in a safe learning environment so that he / she can
become a resourceful, socially responsible law abiding citizen.

MOTTO
Excellence Through Effort.

CORE VALUES
1. Spirituality
2. Honesty / Truthfulness
3. Loyalty
4. Ambition
5. Diligence
6. Empowerment
7. Non-violence
8. Discipline
9. Humility
10. Commitment
11. Independence
12. Integrity

EDUCATIONAL PROGRAMMES
The students of the Aranguez North Secondary School are exposed to ten different content areas
from, Mathematics, English, Spanish, Social Studies, General Science, Agricultural Science,

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P.O.A, P.O.B, Human and Social Biology, Physics, Chemistry, E.D.P.M, Technical Education,
Home Economics, Industrial Arts, Physical Education, Music, and Art and Craft. Boys and girls
have the option to select either Home Economics or Industrial Arts. A vibrant Reading and
Mathematics remedial programme was established with the advent of the form one special
students. Programmes involving cricket, netball, football, volley-ball and Drama have also
strengthened in the last few years. A vibrant abstinence club has been formed within the last
year.

ORGANIZATIONAL STUUCTURE

Principal

Vice-principal

Heads of Department

Deans

Clerk 111 Guidance Officer

School Safety Officers

Teachers

MTS Security Officers Typist

Librarian

Laboratory Technicians

Farm Attendants

Clerk Trainees

SIGNING THE REGISTER
Teachers are required to sign the attendance register personally on arrival at the school for both
the morning and afternoon sessions each day. Signing the register is the only legitimate

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indication of your presence in school except in cases where permission was sought and granted
by the administration. You are considered late after 8:10 am and 12:30 pm unless arrangements
have been made by the administration.

SCHOOL BELLS
1. The bell for the start of school goes at 8:10 a.m. There is an intermission break at 10:30
a.m. to 10:50 a.m. and a lunch break at 12:10 a.m. to 1:00 p.m. the last bell is rung at 2:30
p.m.
2. At 8:10 a.m. the first bell goes indicating that students are to go to their classes for the
taking of the morning register by the Form Teacher. At 8:10 a.m. morning assembly is
conducted in the classroom where the national anthem is sung, the school prayer is said
and announcements are made for the day.
3. At 1:00 p.m. the first bell after the lunch intermission is rung and students go to their
classrooms in preparation for the taking of the afternoon register by the Form Teacher.
4. At 2:25 p.m. teaching stops and students get ready for the afternoon prayer and dismissal.
5. When there is a general assembly in the auditorium Form Teachers must supervise their
form class. ALL teachers are required to attend general assembly.

GENERAL CODE OF CONDUCT FOR TEACHERS
1. A teacher shall always strive to enhance the intellectual, social and moral growth of
students.
2. A teacher shall not divulge, except through professional channels, any information of a
personal or domestic nature concerning his students.
3. A teacher shall not exploit or violate the privileged relationship between teacher and
students.
4. A teacher shall deal justly and considerately with each student regardless of sex, ethnic
origin, social or financial status, political or religious affirmation.
5. A teacher shall extend due respect to his colleagues, and be willing to work with them,
regardless of sex, ethnic origin, status or qualifications.
6. A teacher shall cooperate with other teachers in matters accepted as being in the best
interest of students and the school.
7. A teacher, in an administrative or supervisory capacity, when dealing with complaints
about other teachers, shall retain an unbiased position, investigate the matter fully, and
act in accordance with the principles of natural justice and equity.
8. A teacher shall be consistent in the execution of school policies and in the enforcement of
rules and regulations.

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9.

A teacher shall report, through establish channels as laid down by the organizational
structure, all matters harmful to the learning and teaching conditions of the school.
10. A teacher shall not behave in any way that will bring the teaching profession into
disrepute.
11. A teacher shall dress in a manner consistent with the dignity and honour of the teaching
profession. Female members of staff should pay particular attention to their mode of
dress as Aranguez Government Secondary School is a co-educational school.
12. A teacher shall strive to keep abreast of educational developments in his/ her field
through ongoing study and research.

RESPONSIBILITIES OF FORM TEACHERS
The Form Teacher is under the general supervision of the Dean and is in charge of a particular
class. Form teachers must:
1.
2.
3.
4.

Supervise election of Class Prefects and acquaint them with their duties.
Attend all home-room sessions.
Go through the school rules and the code of conduct for students with the class.
Highlight concerns of the administration and lead discussions on relevant topics with
emphasis on moral and ethical values which lead to their general development.
5. Attend general assemblies with their students and take charge of their class when
necessary, paying particular attention to:
a.
b.
c.
d.
e.

Punctuality / Regularity to class sessions.
Uniform/ Use of Jewellery/ Hairstyles /Cell Phones.
Discipline/ Behaviour especially in the classroom.
Academic performance, counseling wherever necessary.
Keeping a clean classroom.

6. Inform students of the use of the sickroom and the procedure involved. If the student is
too ill or emergency arises, contact parent and / or hospital and wait with him/her either
in the sickroom or hospital until parent arrives.
7. Meet regularly with parents/ guardians. Develop a good relationship with students.
8. Supervise any fund-raising activity, making sure you have necessary approvals. Help
organize and supervise any class party or function.
9. Record attendance, absence and late coming of students in the Official School Register. If
a student is absent for a prolonged period (two weeks) the administration must be
informed.
10. Prepare students’ report books on time and distribute same at the end of the term. Ensure
that the parent or guardian has signed the report book.
11. Supervise end-of-term examinations.
12. Carry out other job-related duties that may be assigned from time to time by the
administration.

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RESPONSIBILITIES OF SUBJECT TEACHERS

A subject teacher is under the general supervision of a Head of Department and gives instruction
to students in one or more disciplines.
Subject Teachers must:
1. Prepare teaching and instructional materials using appropriate teaching methods and
techniques. Requisition material through the Head of Department for this exercise when
necessary. Deliver the curriculum to students in accordance with his/her time table.
2. Supervise workshop/laboratory activities to ensure good working habits and adherence to
safety procedures by students. Ensure that classrooms, workshops and laboratories are
orderly and properly maintained.
3. Prepare, administer, mark tests, projects and assignments for evaluating students’
progress and maintain students’ records. Enter marks in report books on time at the end
of the term.
4. Liase with the Dean and Form Teacher if students’ problems cannot be effectively
managed by classroom procedures. Refer students who constantly underachieve to the
Dean.
5. Liase with the Head of Department to improve the delivery of the curriculum. Work with
the Head of Department and other members of the department for professional
development sessions and setting end of term tests and other relevant evaluation
procedures.
6. Develop a good relationship with students. Encourage students to participate in school
activities/ competitions etc. Prepare relevant documents for field trips to be submitted to
the Principal for submission to the MOE and ensure permission forms are signed by the
parent /guardian.
7. Maintain a class register and maintain student discipline in class. Be punctual to classes
and stay with all classes prescribed time allotted to them, especially the last period in the
day when afternoon prayer is being said.
8. Meet regularly with parents/guardians. Attend all general assemblies in the auditorium.
9. Perform other duties related to teaching functions that may be assigned from to time.

RESPONSIBILITIES OF HEADS OF DEPARTMENT
The Head of Department is under the general supervision of the Vice-principal and is also
responsible for teaching one or more disciplines.
Heads of Department must:
1. Prepare a detailed estimate of expenditure for department.
2. Collaborate with members of the department to develop schemes of work and lesson
plans.

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3. Monitor the implementation of the syllabus and the setting, distribution and marking of
exam papers.
4. Monitor the stock in the department. Supervise and make arrangements for the
maintenance of equipment, books, resource material etc. in the department. Recommend
and arrange for the purchase of same for the department.
5. Organize departmental meetings and workshops to enhance the efficiency of the
department. Record of attendance by members of the department must be kept.
6. Work together with members of the department to identify general problems and
weaknesses as they pertain to specific classes. Suggest approaches and organize remedial
work where necessary.
7. Encourage the efforts of members of the department by giving positive reinforcement and
highlighting their skills. Develop members by assigning specific responsibilities. Reach
out to all members making them feel comfortable in the department.
8. Promote the department and its work through open days, displays, competitions etc.
promote co-curricular activities pertaining to the department.
9. Supervise, guide, set work, assign teachers to take classes in cases where a
teacher/teachers are missing.
10. Assess performance of teaching and non-teaching staff in the department. Report to the
Principal or Vive-principal matters that may require their attention with regard to the
proper delivery of the curriculum.
11. Perform other duties related to job functions that may be assigned by the administration
from time to time.

RESPONSIBILITIES OF DEANS
The Dean is under the general supervision of the Vice-principal and is also responsible for
teaching one or more disciplines.
Deans must:
1. Organize co-ordinate, monitor discipline of students as well as a system for course
performance of students.
2. Ensure that report books are prepared for every student each term, making pertinent
observations with regards to discipline and academic performance in the report books.
3. Monitor and ensure standards of discipline and academic performance for students on a
daily basis.
4. Monitor and maintain discipline during class time and other school activities.
5. Arrange seminars, lectures etc. for the enhancement of education and career guidance of
students.
6. Supervise the students’ late line, keep appropriate record and take relevant action for the
alleviation of the problem.
7. Deal with areas of indiscipline, which are not normally handled in class. Conduct
investigations, compile reports and make recommendations for sanctions, guidance,
community service or punishment.
8. Conduct counseling sessions when necessary with students and parents.

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9. Assist in organizing supervision for classes when teachers are absent.
10. Assist in ensuring that students are properly attired in full uniform and that they are
regular and punctual to classes.
11. Perform other duties related to job functions which may be assigned from time to time by
the administration.

EXAMINATIONS AND SUPERVISION
The administration sets a deadline for the handing in of papers to be typed or photocopied.
When a paper is set:
1. It must be reviewed by all teachers for that particular subject at that level, for comments
and approval before being passed to the Head of Department, who reviews it and passes it
on to the Clerk 111.
2. The paper must be properly proof read and the amount of copies needed clearly stated
before it goes to the Clerk 111.
3. The Head of Department delegates a member of the department to collect the papers,
prepares them for distribution to other members of the department.
Each subject teacher must place a cover sheet on the package of test papers requiring the
following information:
• Subject to be tested.
• Date of examination.
• Duration of the examination.
• Clear instructions and corrections where necessary.
• The name of the class to be tested and the subject teacher.
The package is to be given to the teacher responsible for the disbursement of the examinations at
least two days prior to the examination date.
A supervision roster together with an exam timetable would be compiled and given to each
teacher.
The teacher who is supervising:
• Must collect question papers and distribute them to the particular class on the day of the
exam.
• Follow the relevant instructions on the cover sheet.
• Write on the whiteboard the starting and ending time of each exam.
• Collect exam scripts at the end of the exam and return them to the teacher responsible for
the disbursement of the scripts.
Supervising teachers must note the number of students present on the cover sheet and any
unusual occurrences such as copying or other forms of deviant behaviour.

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CELEBRATION OF THE STARS
This is a day set aside to celebrate the achievements of students. It is held on a date to be
determined by the administration on the third term of each academic year. It is divided into two
categories, academic and non-academic. The criteria for the award in these two categories would
be determined by a committee establish by the administration.
THE HOUSE SYSTEM
All students and teachers are placed in various houses. The houses at the Aranguez North
Secondary School are named after the five staid representing the country’s great sporting
personalities. The house system would form the basis of various activities held by the school.
CO – CURRICULAR ACTIVITIES
Several co-curricular activities such as, volley ball, netball, cricket, football, abstinence, karate,
boxing, choir and steel-pan are offered to students. Teachers are required to involve themselves
with these to establish and maintain that critical link between staff and students. This is an
integral aspect of establishing a sense of belonging for everyone.
SUPERVISION
Teachers may be asked to supervise a class during free periods by the Administration or Head of
Department. As far as possible, teachers should inform the Vice-principal the day before being
absent or call the office as early as possible on the of absence, to facilitate the supervision of
classes.
Any teacher who will be away on a field trip, official Ministry of Education seminars or
officially representing the school must leave work for their classes with their Head of
Department who will liaise with the Vice-principal to arrange the supervision of such classes.
ILL STUDENTS

Students who are ill shall be allowed to go to the sick room after getting permission from the
teacher for that particular period. The form teacher and the parent/guardian should be informed
as soon as possible. Any student who has a contagious disease will be sent home after the
parent/guardian is contacted.

STUDENTS LEAVING THE SCHOOL’S COMPOUND
No student is allowed to leave the school’s compound without the written permission of the
principal or vice-principal. The relevant form must be obtained and be signed by the principal or
vice-principal and must have the school’s stamp. This form must then be shown to the security
officials who record the student’s name and time of departure.

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FIELD TRIPS
The relevant forms must be completed in duplicate and submitted to the principal or viceprincipal three weeks in advance to be forwarded to the Ministry of Education for approval. The
teacher responsible for the trip must ensure that permission is granted from the Ministry of
Education, parents/guardians and any other agency or organization as is necessary. The names of
all students and teachers attending the trip together with the name of the driver and vehicle
registration number must be given to the principal or vice-principal before departure. The teacher
responsible for the trip must also ensure that the driver has a valid driver’s permit and insurance
and there is no overloading.
FUND RAISING
All fund raising activities must be approved by the administration. The goals and objectives must
be clearly stated. Proper accounting must be kept and offered for scrutiny by administration and
members of staff. All monies collected are to be deposited with the school and be disbursed for
the particular purpose.
LIBRARY
The library is an integral part of the education process. The opening hours are 8:30 a.m. to 3:30
a.m. Library rules and regulations are enforced by the library staff. Forms 1-3 have a weekly
library period integrated in their English period for the week. Classes are not allowed to enter the
library without the assigned teacher. Teachers are urged to utilize the library as much as possible
through displays, research projects etc.
REQUISITIONS
Requisitions for equipment, materials, resources and petty cash must be made to the Head of
Department, the Principal or Vice-principal and not directly to the Clerk 111. Emergency
requests will be handled at the discretion of the administration.
LEAVE
Fill out the relevant leave forms as soon as possible and keep track of your leave by signing the
official leave/punctuality form on a regular basis. Teachers are entitled to fourteen days sick
leave and fourteen days occasional leave for each calendar year and three days bereavement
leave for immediate family. Bereavement leave must be accompanied by a death certificate and
be handed to the Clerk 111. Any sick leave in excess of two consecutive days must be
accompanied by a medical and any sick leave in excess of fourteen consecutive days must be
accompanied by a medical from a Government Medical Officer. Relevant information regarding
maternity and paternity leaves must be handed to the Clerk 111 as quickly as possible.
All applications to leave the country must be made in duplicate six weeks in advance. On
resumption of duty, teachers must report their resumption of duty by filling out the necessary

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form. In the case of an emergency, special permission must be requested from the Ministry of
Education, which is forward through the principal.

BANK TIME
Teachers are entitled to two hours each month to pursue salary matters with their relevant
banking institutions. Requests for bank time must be made in advance and will be rostered to
facilitate continuity of teaching.
TELEPHONE
Except in cases of emergency, teachers should not be called from the classroom for telephone
calls. Office staff will take the relevant information and pass on same to the particular staff
member as soon as possible.
CELL PHONES
Teachers should refrain from making and receiving phone calls while in the classroom. It is
understood that cell phones are personal property; however, it ought not to impact on the
teaching/learning process. Cell phones should be on silent mode during meetings.

CAFETERIA
The cafeteria would be open on mornings, however, all selling should cease when the 8:10 a.m.
bell goes for assembly. Selling will continue during the break and lunch periods and after school.
There should be absolutely NO selling during class time.

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Appendix B
CODE OF CONDUCT FOR STUDENTS

INCORRECT UNIFORM
Students must attend school in full and current uniform.
Shirt or blouse: Plain white with school’s monogram of breast pocket.
Shoes: Plain black with black socks.
Jewellery: No jewellery is allowed apart from a wristwatch for boys and girls and a pair
of stopper earrings for girls.
Hairstyles: Students must not have elaborate hairstyles or inappropriate haircuts.
Penalty.
1st offence: Verbal warning.
2nd offence: Relevant action taken after parent conference.

REGULARITY AND PUNCTUALITY
Students must regular and punctual at all times. School begins at 8:15 a.m. and ends at 2:30 p.m.
each day.
Penalty.
1st offence: Verbal warning.
2nd offence: Relevant action taken after parent conference.

SKIPPING CLASSES
Students must attend all classes and must have the necessary texts and stationary for the
timetabled subjects. Students are required to stay in their classes even if a teacher is absent.
Penalty.
1st offence: Verbal warning.
2nd offence: Relevant action taken after parent conference.

FAILURE TO DO HOMEWORK / CLASS ASSIGNMENTS
All students must show genuine attempts at all homework and class assignments.

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Penalty.
1st offence: Verbal warning.
2nd offence: Relevant action taken after parent conference.

REPEATED DISRUPTIVE BEHAVIOUR IN THE CLASSROOM
Students must understand that the classroom is a place of learning and that they must not disrupt
classroom teaching / learning activities under any circumstances.
Penalty.
1st offence: Verbal warning.
2nd offence: Relevant action taken after parent conference.

USE OF INSULTS, TAUNTS, THREATS OR CHALLENGES TOWARD ANY STAFF
OR STUDENT
Students must behave respectfully to his / her peers, all members of staff and to all other persons
on the compound. Insults, threats or challenges toward any staff or student will not be tolerated.
Penalty.
1st offence: Verbal warning.
2nd offence: Relevant action taken after parent conference.
3rd offence: Suspension / notification of police.

FIGHTING, VIOLENCE OR THREATS OF PHYSICAL HARM TOWARD ANY STAFF
OR STUDENT

Any form of fighting, violence or threats of physical harm toward any staff or student will not be
tolerated.
Penalty.
1st offence: Parent conference / suspension / notification of police.

217

INTENTIONAL HARASSMENT, INCLUDING SEXUAL HARASSMENT TOWARD
ANY STAFF OR STUDENT
Intentional harassment, including sexual harassment toward any staff or student is considered a
criminal activity and will not be tolerated.
Penalty.
1st offence: Parent conference / suspension / notification of police.
DISPLAY OR POSSESSION OF PORNOGRAPHIC MATERIAL
Display, possession or circulation of pornographic material are considered criminal activities and
will not be tolerated.
Penalty.
1st offence: Parent conference / suspension / notification of police.

GAMBLING AND GAINING MONEY THROUGH TAXING OR EXTORTION
Gambling and gaining money through taxing or extortion are considered criminal activities and
will not be tolerated.
Penalty.
1st offence: Parent conference / suspension / notification of police.

STEALING OR BORROWING WITHOUT AUTORIZATION, ANY ITEM OF
PROPERTY FROM ANOTHER STUDENT, STAFF MEMBER OR SCHOOL
COMPOUND
Stealing or borrowing without authorization, any item of property from another student, staff
member or school compound is considered a criminal activity and will not be tolerated.
Penalty.
1st offence: Parent conference / suspension / notification of police.
POSSESSION OR USAGE OF DANGEROUS WEAPONS
Possession or usage of dangerous weapons is considered a criminal activity and will not be
tolerated.

218

Penalty.
1st offence: Parent conference / suspension / notification of police.

VANDALISM, GRAFFITI, LITTERING, DESTRUCTION OF SCHOOL PROPERTY
AND TAMPERING WITH SCHOOL EQUIPMENT
Vandalism, graffiti, littering, destruction of school property and tampering with school
equipment will not be tolerated on the school compound.
Penalty.
1st offence: Verbal warning and relevant action taken after parent conference.
2nd offence: Parent conference / suspension / notification of police.

USE OF DRUGS, ALCOHOL, CIGARETES AND OTHER ILLIGAL OR
CONTROLLED SUBSTENCES
Use / possession of drugs, alcohol, cigarettes and other illegal or controlled substances will not
be tolerated on the school compound.
Penalty.
1st offence: Parent conference / suspension / notification of police.
OUT OF BOUND AREAS FOR STUDENTS
1. The office area. (Principal’s Office, Vice-principal’s Office, Dean’s Office, Inner Office
and the Computer Room.)
2. Farm and Agriculture plot areas.
3. Specialized Classrooms. (Industrial Arts, Home Economics, Science Labs, Music,
Library and Art.)
4. Staffroom.
5. Areas behind school.
6. Car-park.
7. Staff steps.
NO LIMING AREAS
1.
2.
3.
4.
5.

Fifty meters from the perimeter fence.
Guard-booth area.
Hall area during classes.
Toilet areas.
Corridors and steps during classes.

219

Appendix C

DISCIPLINARY PROCEDURES

DISCIPLINARY HIERARCHY

SCHOOL SUPERVISOR 111
↑
PRINCIPAL
↑
VICE-PRINCIPAL
↑
DEAN

SCHOOL SAFTY OFFICER
↑
FORM TEACHER
↑
SUBJECT TEACHER

The following is the suggested sequence for disciplinary procedures at the Aranguez North
Secondary School.

220

INCORRECT UNIFORM
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference to solve the problem.
• Refer the matter to the Dean.
3. Dean
• Conference with the Form Teacher and parent to solve the problem.
• Refer the matter to the Vice-Principal / Principal.
4. Principal / Vice-Principal
• Conference with the Form Teacher and parent to solve the problem.
• Take relevant action.
REGULARITY AND PUNCTUALITY
STEPS
1. Form Teacher
• Five times late or absent for the month, investigate and correct the situation.
• Refer the matter to the Dean after repeated failure to correct the situation.
2. Dean
• Investigate and solve the problem.
• Conference with the parent and student to solve the problem.
• Refer the matter to the Vice-Principal / Principal.
3. Principal / Vice Principal
• Conference with the parent and the student to solve the problem.
• Take relevant action.

SKIPPING CLASSES
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.

221

2. Form Teacher
• Investigate and solve the problem.
• Parent conference to solve the problem.
• Refer the matter to the Dean.
3. Dean
• Investigate and solve the problem.
• Conference with the parent and student to solve the problem.
• Refer the matter to the Vice-Principal / Principal.
4. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action.

FAILURE TO DO HOMEWORK / CLASS ASSIGNMENTS
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference to solve the problem.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the Vice-Principal / Principal.

4. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action.
REPEATED DISRUPTIVE BEHAVIOUR IN THE CLASSROOM
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.

222

2. Form Teacher
• Investigate and solve the problem.
• Parent conference to solve the problem.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the Vice-Principal / Principal.

4. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action.

USE OF INSULTS, TAUNTS, THREATS OR CHALLENGES TOWARD ANY STAFF
OR STUDENT
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

223

FIGHTING, VIOLENCE OR THREATS OF PHYSICAL HARM TOWARD ANY STAFF
OR STUDENT
STEPS
1. Subject Teacher
• Inform the form teacher for reference to the Dean or School Safety
Officer.
2. Form Teacher
• Refer the matter to the Dean or School Safety Officer.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.
5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

VERBAL ABUSE TOWARD ANY STAFF OR STUDENT
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference.
• Refer the matter to the Dean.

3. Dean
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.

224

•

Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

INTENTIONAL HARASSMENT, INCLUDING SEXUAL HARASSMENT TOWARD
ANY STAFF OR STUDENT
STEPS
1. Subject Teacher
• Inform the form teacher for reference to the Dean or School Safety
Officer.
2. Form Teacher
• Refer the matter to the Dean or School Safety Officer.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

225

DISPLAY OR POSSESSION OF PORNOGRAPHIC MATERIAL
STEPS
1. Subject Teacher
• Inform the form teacher for reference to the Dean or School Safety
Officer.
2. Form Teacher
• Refer the matter to the Dean or School Safety Officer.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.
5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.
GAMBLING, GAINING MONEY THROUGH TAXING OR EXTORTION
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.

226

•

Refer the matter to the Vice-Principal / Principal.

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

STEALING OR BORROWING WITHOUT AUTORIZATION, ANY ITEM OF
PROPERTY FROM ANOTHER STUDENT, STAFF MEMBER OF SCHOOL
COMPOUND
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.
5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

POSSESSION OR USING OF DANGEROUS WEAPONS
STEPS
1. Subject Teacher
• Inform the form teacher for reference to the Dean or School Safety
Officer.

227

2. Form Teacher
• Refer the matter to the Dean or School Safety Officer.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.
5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

VANDALISM, GRAFFITI, LITTERING, DESTRUCTION OF SCHOOL PROPERTY
AND TAMPERING WITH SCHOOL EQUIPMENT
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.
2. Form Teacher
• Investigate and solve the problem.
• Parent conference.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.

228

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

USE OF DRUGS, ALCOHOL, CIGARETTES AND OTHER ILLIGAL OR
CONTROLLED SUBSTENCES

STEPS
1. Subject Teacher
• Inform the form teacher for reference to the Dean or School Safety
Officer.
2. Form Teacher
• Refer the matter to the Dean or School Safety Officer.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

VIOLATION OF GENERAL SCHOOL RULES
STEPS
1. Subject Teacher
• Investigate and solve the problem.
• Refer matter to the form teacher.

229

2. Form Teacher
• Investigate and solve the problem.
• Parent conference.
• Refer the matter to the Dean.
3. Dean
•
•
•

Investigate and solve the problem.
Conference with the parent and student to solve the problem.
Refer the matter to the School Safety Officer.

4. School Safety Officer
• Investigate and solve the problem.
• Refer the matter to the Vice-Principal / Principal.

5. Principal / Vice Principal
• Conference with the student and parent to solve the problem.
• Take relevant action including community service, police investigation,
suspension and extension of suspension.

230

Appendix D
Brief Outline of the School’s Strategic Plan

VI. Goals
To improve the proficiency level of the students at Aranguez North Secondary School by 50% in
the next five years utilizing all the available technology so that they will become productive
members of the society with an interest in life-long learning.
VII. SWOT Analysis
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Strengths
The majority of the staff supports the mission and vision for the school.
The management facilitates inclusion for all.
The staff is well trained and there are those who continuously upgrade their skills.
We have 95% complement of staff assigned to the school including a vibrant VAPA
department.
Administrative structures facilitate smooth flow of information and ease of decision
making
Our curriculum delivery is based on a student-centered approach.
The staff exercises autonomy in their classrooms.
The staff feels empowered to make decisions about their work.
Continuous professional development sessions are timetabled weekly.

2. Weaknesses
1. Our curriculum is relevant to some of the needs of the students and some are “dropping
out”.
2. There could be increased synergy and collaboration among the staff.
3. Stakeholders could be more involved and supportive of school initiatives.
4. Continuous maintenance is required to keep plant and equipment serviceable.
5. We can better utilize the resourcefulness of the staff.
6. Some staff is committed to the goals of the school.
7. There is need for a comprehensive developmental plan for the staff.
8. There is need for a Physics teacher and an enlarged IT Department.
3. Opportunities for the School
1. Variety of co-curricular activities e.g. Young Leaders, Volley Ball, Cricket, Football,
Cadets.
2. Access to various NGO’S and Institutions such as Arts in Action, UWI, COSTATT,
UTT.
3. A rejuvenated PTA and Local School Board.
4. Guidance into Apprenticeship programmes for students who prefer alternative education
e.g. HYPE, MYPAT, MILAT, SERVOL.

231

4.
1.
2.
3.
4.
5.
6.

Threats to the School
Non-cooperation of stakeholders.
Flash flooding.
Transportation from the San Juan area to the school.
After-school traffic outside the compound.
Inconsistent supply of utilities from T&TEC, WASA and TSTT.
Continuing Crime in the society filtering into the school.

VIII. Improvement Requirements (Objectives)
• To develop an understanding of the need for immediate change initiatives to improve
school ethos for effective teaching and meaningful learning.
• To understand the importance of professional development and practice same to facilitate
effective teaching and meaningful learning.
• To determine the interventions that must be planned and applied to get the staff to
recognize that school effectiveness cannot be realized without a sound curriculum design.
• To identify programs, policies and structures that are needed to make the school
improvement initiative a success.
• To strengthen the middle management level of the administration through access to
training opportunities.
• To continue to provide ICT training for all members of staff for the fuller utilization of
the available technology.
• To propose internal and external reform networks for successful collaboration to share
experiences, strategies and expertise.
• To utilize the data and information from the Violence Prevention Academy to improve
the overall discipline of the school.

IX. STRATEGIC OBJECTIVES (listed in order of Priority)
1. To understand the importance of professional development and practice same to facilitate
effective teaching and meaningful learning.
2. To determine the interventions that must be planned and applied to get the staff to recognize
that school effectiveness cannot be realized without a sound curriculum design
3.To develop an understanding of the need for immediate change initiatives to improve school
ethos for effective teaching and meaningful learning.
4.To identify programs, policies and structures that are needed to make the school improvement
initiative a success.
5.To strengthen the middle management level of the administration through access to training
opportunities

232

6.To propose internal and external reform networks for successful collaboration to share
experiences, strategies and expertise.
7.To utilize the data and information from the Violence Prevention Academy to improve the
overall discipline of the school.

8.To continue to provide ICT training for all members of staff for the fuller utilization of the
available technology

X. STRATEGIC ALINGMENTS (Show how your Programme Objectives as aligned to the
Strategic Objectives for your school and how these strategic objectives are aligned to those of the
MOE Corporate Plan)
MOE Strategic Objectives
School’s Strategic Objectives Programme/
Project
(as in corporate plan)
Objective (s)
• For effective delivery of 1. To understand the
• Establishing Professional
Development
the
curriculum
to importance of professional
Committee
improve the teaching development and practice
and
student same to facilitate effective
• Head of Department /
performance.
Dean Training
teaching and meaningful
learning.
•

To provide a safe and
secure
learning
environment.
2.

To
determine
the
interventions that must be
planned and applied to get the
staff to recognize that school
effectiveness
cannot
be
realized without a sound
curriculum design
3.To develop an understanding
of the need for immediate
change initiatives to improve
school ethos for effective
teaching and meaningful
learning.
4.To identify programs,
policies and structures that are
needed to make the school
improvement initiative a
success.
5.To strengthen the middle

•

Establishing
committee

•

Building character in the
schools.

•

U.W.I.
/
U.T.T.
Guidance Committee
Student
council
Prefects
Creating clubs

•
•

curriculum

/
/

•

Head of Department /
Dean Training

•

COSTAATT/

P.T.A.

233

management level of the
administration through access
to training opportunities
6.To propose internal and
external reform networks for
successful collaboration to
share experiences, strategies
and expertise.
7.To utilize the data and
information from the Violence
Prevention Academy to
improve the overall discipline
of the school.

•
•
•
•
•

•
•

Programme
U.W.I.
/
U.T.T.
Guidance Committee
V.P.A. Team

/

V.P.A. Team
Head of Department /
Dean Training
Student
Intervention
Committee
Continuous in house
programme
Establishing Professional
Development
Committee

8.To continue to provide ICT
training for all members of
staff for the fuller utilization
of the available technology

XI. WORK PLAN
Curriculum
• To determine the interventions that must be planned and applied to get the staff to
recognize that school effectiveness cannot be realized without a sound curriculum design.
Required
Improveme
nt
(Target)
Teachers

Related
Interventio
n
Programm
e Activities
Setting up
of
a
Curriculum
committee

Objective/s

Time
Frame
Star En
t
d

Responsibl
e person

To review the
NCSE CSEC
& CVQ
curriculum
documents.

04/1
0

Principal,
VP, HOD
&
coordinator

To assist the
departments
with
curriculum
implementatio
n

04/1
0

Principal,
VP, HOD
&
coordinator

Cos
t

Indicators of
Success

*Monthly
meetings of
committee

*All
departments
have
curriculum
maps that are
functioning
effectively

234

04/1
To assist in
0
the integration
of the
curriculum as
is feasible.

Principal,
VP, HOD
&
coordinator

04/1
0

Principal,
VP, HOD
&
coordinator

To attend all
meetings (e.g.
department,
special
training)for
the
professional
development
of teachers

*Greater
synergy in the
implementatio
n of
instruction
across subject
areas
*Teachers
utilize SDIS
feedback to
improve their
curriculum
delivery
* Student
performance
will improve

Professional Development
• To understand the importance of professional development and practice same to facilitate
effective teaching and meaningful learning.
• To strengthen the middle management level of the administration through access to
training opportunities.
• To develop an understanding of the need for immediate change initiatives to improve
school ethos for effective teaching and meaningful learning
Required
Activity
improvement
Target
Teachers
To plan ongoing
activities for
the
professional
development
of the staff
To
encourage
the HODs
and Deans to
take
advantage of

Objective

Time frame
Start

To create a
professional
development
committee

Responsible
persons

Cost

Success
indicators

End

04/10 OnPrincipal,
going VP

To strengthen 04/10 Onthe middle
going Caroni
management
District
level of the
Team
school
administration

Staff improves
the level of their
practice striving
for excellence

There would be a
marked
improvement in
the organization
of the

235

all the
opportunities
that are
available for
training

departments with
mutual respect
and collaboration
as the hallmarks

Teaching and Learning Resources
To continue to provide ICT training for all members of staff for the fuller utilization of the
available technology
Required
Activity
Objective
Time frame Responsible Cost Success
improvement
persons
indicators
Start End
Target
Teaching & Provision
To engage the 04/10 OnICT
Greater use of
Non-teaching of
entire staff in
technology in
going personnel
staff
adequate
the use of
the classroom
training for technology for
and more
staff in the teaching and
efficient
use of the
communication
communication
multinetwork among
media
stakeholders.
equipment.
Operational Systems & Processes
• To identify programs, policies and structures that are needed to make the school
improvement initiative a success.
• To develop an understanding of the need for immediate change initiatives to improve
school ethos for effective teaching and meaningful learning.
Related
improvement
Target

Activity

Objective

Time
Responsible Cost
frame
persons
Start End

Success
indicators

Students

Create a
prefect
body that
the
students
would
respect

Establishment
of a prefect
system and a
student
council.

04/10

*A reduction
of disciplinary
matters
among the
students and
will have
greater
respect for
their peers.

Teachers

Student
Support
Services,
Service
Clubs e.g.
Kiwani’s

*School tone
would

236

Teacherled
student
activity
clubs/
groups.

“At Risk”
To meet
students,teachers and treat
with
students
and
parents to
provide
assistance
for “at
risk”
students

To encourage 04/10
teachers to
take up some
more pastoral
responsibilities
for the
children’s
improvement

become more
of a learning
institution
than a
detention
centre for
reluctant
learners

Elective
committee

To develop the 04/10
Student
Intervention
Committee to
provide
support for
“at-risk” and
potentially
challenging
students.

Student
Intervention
Committee
Guidance officer

Principal
VPrincipal
Remedial
teacher
Dean
Interested
teachers

*Teachers
would
willingly give
of their time
after school or
during breaks
to organize
clubs to
provide
students with
other
opportunities
to be
productively
engaged
*Classroom
teachers
would be
armed with
strategies
which they
execute when
faced with
challenging
students

School & Community
• To propose internal and external reform networks for successful collaboration to share
experiences, strategies and expertise.
Required
improvemen
tTarget

Activity

Students

To broaden
the PTA
/COSTAATT
initiative into
a formally
established
activity

Objective

Time frame
Start

To liaise with
institutions in
the community
for the
improvement
of the students

04/10

End

Respo
nsible
perso
ns
SMT

Cost

Success
indicators

Improvement in
students’
proficiency levels
and a greater
willingness to
attend school.
Form teachers

237

Teachers

Parents,
teachers,
students

To create a
Career
Guidance
Committee
working
closely with
the Guidance
Officer and
UWI /UTT
and other
Tertiary
institutions
Local School
Board project
“Building
Character
into the
School”
(See
Appendix II)

Students
seeking
support

Local School
Board project
“Students
Seeking
Support”(See
Appendix
IV)
School Discipline
•

To encourage
04/10
teachers to take
up some more
pastoral
responsibilities
for the
children’s
improvement

GO II

will be more
informed to guide
their students as
they transition
from Form 3 to
Form 4 and into
the world of
work.

To secure funding
for the LSB’s
project for the
upliftment of the
entire school
community using
the motivational
programme of
Frank Dolly and
Associates
(Appendix III)

09/10 12/10

LSB/
191,10
SMT/ 0
RDAU

The entire school
community would
benefit and be
motivated

09/10 Ongoing

LSB

Utilizing the
retired teachers
from the
community to
assist the remedial
students after they
leave form One.
(See Appendix V)

Privately
funded

All students will
be attended to
fairly and given
opportunities (as
far as is feasible)
to engage in
meaningful
learning activity

To implement strategies that would target the areas which have been identified through the
VPA programme and address the indiscipline

Related
Activity
improvement
Target

Objective

Teachers

To
04/10
improve
the
attendance
at classes
and the
supervision

Preparation
and monitoring
of daily roster
for supervision

Encouraging

Time
Responsible
frame
persons
Start End
Vice
Principal/HODs

Cost Success
indicators
*All
classes are
attended
at all
times
*Less

238

Students

Parents

every student
to participate
in a Club by
registration
Drive

To establish a
parent network
to improve
communication
and provide
support

of students
04/10
To engage
students in
positive
characterbuilding
activities

student
indicipline
recorded

Elective
Committee

*More
students
engaged
in clubs
during
and after
school

04/10
To
increase
the
attendance
of parents
and staff at
meetings

*To
increase
attendance
of parents
at
meetings
from 4%
to 50 %

XII. BUDGET
Programmes

Dolly and
Associates
“Building
Character in
Schools”

Activities

Workshops and
Classroom
Activities

Required
Resources
Service Providers
and Stationery

Student Seeking
Support

Classroom
Activities

Service Providers
and Stationery

Training Heads of
Department/
Deans/ Teachers

Training sessions

Service Providers
and Stationery

Clubs

Sporting, cultural,
field trips, training,

Coaches ,
equipment,
First Aid Supplies,
uniforms and
transport

Sub-Total

Cost
MoE
$191,100+
VAT @15%
=$219,765.00

Other

Source of Funding
(If other than the
MoE)
MoE/ R.D.A.U.

Local School
Board

$100,000.00

MoE/ R.D.A.U.

$200,000.00

MoE

239

Total

$519,765.00

XIII. IMPLEMENTATION STRATEGIES (Identify broad/general strategies to be
employed to implement the programmes)
Programmes will be implemented through the involvement of all the stakeholders
•
•
•
•

School Population- Staff and Students
Local School Board
Parent Teachers Association
Community

XIV. EVALUATION

Reports to be submitted on a monthly basis to the School Based Management Team using the
following mechanisms inclusive of:
• Observation checklist
• Inventory
• Interviews
• Feedback
(as appropriate.)

240

Appendix E

Dolly and Associates Limited
Proposal
“Bringing Character into the School”
For
Aranguez North Secondary School

241

Ref#PO09/12/09

TECHNICAL PROPOSAL

OUR UNDERSTANDING OF THE ASSIGNMENT

Aranguez North Secondary School Board has invited Dolly and Associates Limited to design a programme
that will create a character based environment in the school which will foster teaching and learning and
promote holistic student and staff development.

It is the intention of this programme to expose students, teachers and the parents of Aranguez North
Secondary School to information that will empower and enable them to be effective and efficient individuals
within their work team. It is believed any team is as strong as the weakest member, as such the Board of the
school is assuming the responsibility to create this opportunity for each parent, student and teacher to invest in
themselves as well as the development of the school population to facilitate the strengthening of the whole.

PROPOSED PROGRAMME OUTCOMES

Dolly and Associates Limited proposes to provide support to the teachers, students and parents of Aranguez
North Secondary School through the conduct of this Character based programme designed to develop the
knowledge and skills necessary to enhance competencies as well as create cohesive and harmonious parent,
teacher and student relationships.
The competencies gained from participating in this programme would allow parents, students and teachers to
become equipped with, as well as, encourage:

242

 Self reflection of personal goals and achievements
 The strengthening of interpersonal communication among teachers.
 The strengthening of interpersonal communication between teachers and students
 The development of a character based school population
 Teachers will have the ability to engage in the practice of Conflict resolution and Stress
Management approaches using Character Qualities with their colleagues and students
 A greater understanding of Adolescent development in a changing society

PROGRAMME CONTENT
Bringing Character Qualities into the School
Orientation programme for all Parents, Teachers, Students and Support Staff
of Aranguez North Secondary School (2 Contact Hours)
1. Introduction
•

About Dolly and Associates Limited

•

Introduction of Facilitators

•

Introduction to the Programme

2. Understanding Character
•

What is Character?

•

Character qualities

•

Why character

3. Character-led Leadership

243

•

Leading with Character

•

Understanding Different Perspectives

4. Building Commitment
•

Buy In - getting everyone’s commitment

•

Contract Details – what is required of each group

Day 2 of Character Quality Building for Teachers
Modeling Character Qualities - (5 hours)
1. Understanding Human Behaviour
•

The Dolly Model: Stimuli, Feelings, Behaviour

•

Emotional Intelligence

•

Personality Profiles

2. Personal Role Model
•

Defining Personal Role Models

•

Examining Desirable Character Qualities in Role Modeling

•

Reflection

•

Choosing to be an Effective Role Model

3. Being a Role Model

244

•

Self Awareness


Identify Strengths and Weaknesses



Identify your bad habits and problems that you have.



Once you figure out your bad habits and problems, decide on an approach and
work on addressing them.



Own and show off your good qualities.



Being an inspiration.

4. Managing Relationships
•

Understanding Peer Relationships and Friendships

•

Developing Healthy Relationships

•

Identifying Behaviour Change in Students

•

Conflict Resolution and Management

•

Group Activity - Heart to Heart

5. Character and the curriculum
•

School-wide approaches to Character building

•

Subjects and Ethics

•

Infusing character qualities in the curriculum

•

6. Character – Based correction
•

Corporative Rule Setting

245

•

Establishing and enforcing consequences

•

Self Control through Self Awareness

7. Praising Character
•

Praise Character, not just achievement

•

Look for Actions and Attitudes to Praise

•

Praise using to develop desirable Character qualities

 Praise Character Consistently
 Distinguish Praise from Flattery
 Pass on the Praise of Others
 Be Creative in Communicating Praise

8. Wrap – Up
•

Putting it All Together

•

The Way Forward

•

Developing a Personal Action Plan

•

Ending and Celebration

Programme on Character Quality Building for Students
Character Building – Students
Week 1
1. Pre Test
2. Warm up Activity

246

3. Understanding Human Behavior
4. Human Behavior Theory
5. Understanding Your Developmental stage
a.

Adolescence

b.

Differences in Girls and Boys Adolescent development.

6. Objectives of the programme
7. Overview of the programme
8. Feedback and Discussion

Week 2
Recall Week 1
1. Warm-up Activity
2. Weekly renew
3. What is Character?
4. Define Character
5. Character Qualities and Self Creation
6. Challenges of the creative process:
a. people, time and circumstances
7. 3 Ways to create self
a. What we do
b. What we say
c. How we think
8. Home Work: Sources of stimuli

Week 3
1. Recall Week 2; Homework and sharing
2. Examining, Stimuli
a. Mind

247

b. Body
i. The various systems in the body
ii. Strategies to manage these systems
c. Environment/situation
i. The influence of the school environment and situation on behavior
3. Feelings
a. The Emotional Bank Concept
i. Deposits
ii. Withdrawals
iii. Investments
b. Attracting deposits while minimizing withdrawals or turning withdrawals into
investments
Activity: Emotional Banks
4. Homework: Exploring how stimuli can impact the state of the emotional bank

Week 4
1. Recall week 3: Homework and sharing of experiences
2. Understanding Peer Pressure and its effects on behaviour and decision making:
a. The difference between Positive and Negative Peer Pressure
i. Friendships – Gender Mix
ii. Real Life Situations
iii. Feedback and Advice
iv. Socializing and the Environment
b. Developing strategies for dealing with peer pressure
i. Role Play – How to say ‘no’
ii. Character qualities and Moral Decision Making
3. The Three steps of Praise
a. Handout and Activity
4. Homework: The three steps of praise exercise.

Week 5

248

1. Recall week 4;Homework and sharing of experiences
2. Understanding the home and family life and its effects on behaviour and decision making
3. Family expectations and dynamics
a. The Parent Child relationship
b. Sibling dynamics
c. Outside influences on the family
4. Activity - Discussing issues on family
5. Homework: Character within the home.

Week 6
1. Recall week 5; Homework and sharing of experiences
2. Understanding conflict - Conflict Model
a. Option A – Fuse Spark Heat Explosion
b. Option B – Fuse Spark Heat Cooling
3. Dealing with Anger
a. Facilitate Discussion
b. Recommendations
4. Anger and Conflict Management and the Emotional Bank
6. Homework: Identifying and dealing with anger triggers.

Week 7
1. Recall of Week 6; Homework and sharing of experiences
2. Creating Self through Behaviour
a. Thinking or thoughts
b. Speaking or words/ tone of voice
c. Acting or deeds
3. Activity: Creating goal directed behaviours

249

4. Putting the entire model together
5. Character Qualities and behavior
a. Recall what is character?
b.

The nature of character
c. Visible challenges/root causes
d. Visible fruits/ root causes

6. Homework: Identify root causes that need to be eliminated and those that need to be
planted

Week 8
1. Recall week 7; Homework and sharing of experiences
2. Co-creating a cohesive and safe learning environment
3. Putting it All Together
4. Formulation of Action Plan
Action Plan: Individual
a. Building Character Qualities
b. Balancing the emotional bank
c. Goal Setting
4. Action Plan for Class
5. Feedback.
6. Post Test
7. Ending and Celebration.

Week 9
Ninth Week: Graduation with certificates

PROGRAMME DESIGN & STRUCTURE
This programme is designed to be conducted in three (3) parts.

250

For the first part of the programme, it is expected that all the teachers, parents, students and support staff of
the Aranguez North Secondary School would be participating. This would be carried out over two hours (2
hrs).

For the second part of the programme, the teachers will attend a workshop geared at “character building in
the school.” It is expected that the day will be no more than five hours (5 hrs).

The final part of the programme primarily for students of forms 1 and 3 consists of nine (9) sessions with each
class session lasting approximately one (1) hour. Ideally these sessions would be within a school period, in
which the inclusion of teachers may be facilitated in the process. This programme entitled “character quality
building for students” would be done over nine weeks, where at the end of the nine weeks a graduation
ceremony would be conducted.

Dates for all programmes are to be confirmed.

PROGRAMME METHODOLOGY
A participative – interactive approach will be the mode of delivery used to facilitate this workshop. As
previously mentioned, this would include the use of simulated scenarios, role-plays and small group
discussions. These methods afford participants greater opportunities to become involved in the training
process. In keeping with an empowerment approach, facilitators communicate to participants that they are the
authority on their lives and they are the ones in the best position to make those critical life choices required to
facilitate personal development.

The facilitators create a non-judgmental, confidential environment during the process of programme delivery
as a means of fostering trust, and deepening the group process thereby allowing participants to comfortably
share their personal experiences as a means of introducing ‘realistic’ examples.

TARGET POPULATION

251

The Students, Parents, Teachers and Support Staff of Aranguez North Secondary School.

ACCOMODATION AND EQUIPMENT REQUIRED
On the basis of the proposal document, the location of the workshop will be confirmed at a later date; the
consultant will be responsible for providing all equipment and supplies inclusive of audio visual,
multimedia equipment, flipchart boards, paper and markers.

PROGRAMME COSTING
ITEM:

COSTING $TT:

Orientation Programme: Teachers, Parents and Students
Two (2) hours @ $1,500 per hour
Facilitator and 2 Support persons

$ 3,000.00

1 day Teachers’ workshop: Five (5) hours
Facilitator & 2 Support

$ 7,500.00

Programme Material for 60 participants

$

Cost per group

$ 8,100.00

600.00

252

Children’s character building program
9 sessions at 1 hour @ $ 2,000 per hour

$ 18000.00

9 classes
250 students
9 x 9 x $2,000

$ 162,000.00

Sub-Total

$173,100.00

Vat @ 15 %

$25,965.00

TOTAL FEE:

$199,065.00

METHOD OF PAYMENT
Payment will be accepted upon completion of the workshop.

253

CARAPICHAIMA WEST SECONDARY SCHOOL

Team Members - Ms SHIRILA RAMKHALAWAN (673-0003)
Ms GREER RAJKUMAR WHITE(774-2450)
Ms RENUKA MAHARAJ (678-4595)
Mr BHARATH BABWAH(673-0003)

Team Leader- Ms. SHIRILA RAMKHALAWAN

Date: 14 May 2010

1

254

TABLE OF CONTENTS

Pages
1. INTRODUCTION ………………………………………………. 3-4
(i) PURPOSE OF VPA………………………………………… 4
3.SCANNING and ANALYSIS…………………………………….. 5-8
(i) ANALYSIS-STUDENT SURVET DATA ………………….. 5
(ii) ANALYSIS-TEACHER SURVEY DATA………………….. 6,7,8

4. STATEMENT OF PROBLEM ………………………………… 9
5. RESPONSE ……………………………………………………… 10-13
6. ASSESSMENT …………………………………………………... 14-16
7. SUSTAINIBILITY PLAN ………………………………………. 17

2

255

INTRODUCTION
Carapichaima Junior Secondary school was established in September 1978. It is situated the in
small town of Freeport which is between Couva to
the south and Chaguanas to the north of County Caroni. The school is
located on Mc Cleod Trace.
The school catered to Forms 1,2 and 3 and was operated on a two shift system from
September 1978 to July 2005. It was referred to as a B type school as there were 6 classes per
form.
In September 2005 the school was deshifted and in September 2006 converted to a 5 year
school. The school now accommodates forms 1 to 5. Recently the name was changed to
Carapichaima West Secondary.
Students who attend the school reside in Central Trinidad and hail from such areas as
Longdenville, Felicity, Caroni, Chaguanas, Couva, California, Preysal and Gran Couva.
The advent of universal secondary education in 2000 brought with it changes to the
composition of the student population and an accompanying rise of indiscipline. This was mainly
due to the low literacy and numeracy levels of these students that manifested itself in low selfesteem lack of motivation, and truancy. At this point, disciplinary problems came to the front
burner in a school that previously had a relatively well-disciplined student population.
Student Data:
Carapichaima West Secondary has a student population of 643 students. There are 356 boys and
287 girls on the attendance register. There is a total of 597 regular students and 46 remedial
(special) students.
The breakdown according to Forms is:
FORMS
Form 1
Form 2
Form 3
Form 4
Form 5
Total

REGULAR
125
132
149
90
101
597

REMEDIAL
30
0
11
0
5
46

TOTAL
155
132
160
90
106
643

Teacher Data:
Carapichaima West secondary has a teacher population of 53 teachers. There are 32 females and
21 males. At present there are 50 regular teachers and 3 remedial.
Subjects offered at the school are :
Forms 1-3 - Mathematics, English, Spanish, Technology Education, Physical Education, Music,
Art and Craft, Social Studies, General Science.
Forms 4-5 - English Language, Literature, Spanish, Mathematics, Social studies, Geography,
Principles of Accounts, Principles of Business, Information Technology, Integrated Science,
Biology, Chemistry, Agricultural Science, Food and Nutrition, Home Management, Construction
Technology, Technical Drawing.

3

256

PURPOSE OF VPA
The role of the VPA is to assist school personnel in developing a structured and comprehensive
programme to address indiscipline in schools. This includes acquiring skills in implementing the
SARA process with a view to reducing “impulsive, high risk and aggressive behaviour in
students.”

SARA PROCESS
This is a four step model which offers a framework for approaching problems of indiscipline and
consist of scanning, analysis, response and assessment.
The scanning phase involves identifying the problem.
The objective of the analysis is to develop an understanding of the cause and effect of the
problem.
The response phase involves the development and implementation of strategies to address the
problem.
Assessment is the phase that attempts to determine if the response strategies were successful.

METHOD OF DATA COLLECTION
1. VPA Student and Teacher Surveys.
2. Focus groups - Deans, P.T.A. and Local School Board.
3. Key informants – Guidance officer, Safety Officers, Vice Principal and Security Guards.

4

257

SCANNING and ANALYSIS
The school was included in the VPA cluster of schools to assist with the rising indiscipline in
schools. To examine the nature of our disciplinary problems at Carapichaima West Secondary
we looked at our official school data, students survey data and teachers’ survey data and CPTED
report .The stakeholders involved in the problem solving process were identified as local school
board, parents’ teachers association, administration, staff, students and members of the
community.
The scanning period was from November 2008 to November 2009
The following results were obtained from the VPA surveys done with 5th form students and
teachers.

STUDENT SURVEY DATA
Student Survey-major problems
60%

Bullying

50%

Latecoming
Disrespect

40%

Disruptive Behaviour
30%

Littering

20%

Loitering
Obscene lang.

10%

Improper Uniform
0%

Stealing

1

Diagram 1
Bullying
26%

Latecoming
45%

Disrespect
48%

Disruptive
Behaviour
40%

Littering
52%

Loitering
32%

Obscene
lang.
53%

Improper
Uniform
29%

Stealing
26%

Students found that the major problems at Carapichaima Secondary were:
1. Obscene language 53%
2. Disrespect
48%
3. Latecoming
45%

5

258

TEACHER SURVEY DATA

teacher survey-Safety
Your classroom while
teaching

4

Empty Classrooms

3.5
3

Hallways and Locker
areas

2.5

Cafeteria

2
1.5

Students' Toilets

1

Gym

0.5
Parking Lot

0
1

School Hall

1=very unsafe 3=average 5=very safe

Elsewhere outside on
school grounds

Diagram 2
Your
classroom
while
teaching
3.85

Empty
Classrooms
3

Hallways
and
Locker
areas
3.13

Cafeteria
3.77

Students'
Toilets
2.72

Gym
3.4

Parking
Lot
3.65

School
Hall
3.51

Elsewhere
outside on
school
grounds
3.02

1.

The survey found that the three most unsafe areas were:
1. Empty classrooms
3
2. Students’ toilets
2.72
3. Outside on school grounds 3.02
2. The three most unsafe places relative to the national average are the same as
above.
3. According to the survey ( diagram 3), the majority of the teachers 49% thought that
teacher victimization occurred in the form of obscene language and gestures which would
not occur in empty classrooms and students’ toilets. Therefore we can conclude that
teacher perception of safety is not related to teacher victimization.
4. These areas are isolated and unprotected thus teachers may feel more vulnerable.

6

259

Teacher Survey-Victimisation
Damage to personal
property under $60.00
Damage to personal
property over $60.00
Theft less than (60.00

1

50%
45%
40%
35%

Theft more than $60.00

30%
25%

Physically attacked had
to see a doctor
Obscene remarks or
gestures
Threatened

1

20%
15%
10%
5%

1

1

Weapon pulled
1

1

1

0%

1

1

Physically attacked no
doctor

1

Diagram 3
Damage to
personal
property
under
$60.00
7%

Damage to
personal
property over
$60.00
9%

Theft
less than
(60.00
3%

Theft
more
than
$60.00
2%

Physicall
y
attacked
had to
see a
doctor
0%

Obscene
remarks
or
gestures
49%

Threaten
ed
21%

Weapon
pulled
0%

1. Three most common types of teacher victimization are:
1.Obscene remarks and gestures 49%
2. Threatened by students 21%
3. Damage to personal property 9%
2. Three types that are the highest relative to the national average:
1. Obscene remarks and gestures. ( nat. avg. 45.6%)
2. Damage to personal property. (nat. avg 5.8%)
3. With regards to relative harm to teachers
o Obscene remarks and gestures- emotional and mental harm.
o Threatened by students- can lead to physical harm if threats are carried out.
o Damage to personal property- lead to financial cost.
4. According to students survey disrespect and disruptive behaviour are seen as major
problems.

7

260

According to teachers survey obscene remarks and gestures and feelings of being
threatened are seen as major problems.
Both surveys are telling us the same thing in that obscene remarks and gestures are
disrespectful and can lead to disruptive behaviour.

8

261

STATEMENT OF THE PROBLEM
At Carapichaima Secondary School we would like to address the problem of disrespect.,
assaults and disruptive behavior. We selected these problems because in our student survey about
49% of the form 5 students felt that disrespect was a major problem. Also 71% of the teachers
felt that disrespect was a major problem at the school. The incident data revealed that disrespect
occurred on a daily basis and manifested itself in the following ways: obscene gestures, obscene
language, threats, and disruptive behaviour
In addition school data that was obtained from Safety officers’ log, Dean’s reports,
Administration records and teachers’ interviews. By examining our official school data, from
September 2008 we found that there was an unacceptable quantity of fights/assault – related
incidents which make intervention necessary.
From observation and teachers’ interviews it was noted that truancy (late coming, breaking class and
unexcused absences from school) is becoming a major problem.
These problems have contributed to loss of teaching time and create an environment that is not
conducive to teaching and learning. This has resulted in teacher demotivation and consequent
absenteeism. It has also led to poor social and interpersonal skills among the student population.
It also leads to a low level of performance by the students.
Disrespect, assaults and disruptive behavior are discipline problems that have to be dealt with.
This will result in every student in the school developing to his or her maximum potential to deal
positively with the challenges of living in our community, in our country and our changing
world.

9

262

RESPONSE
The following potential responses were formulated using all the data collected in the scanning
stage:
1. INCREASED AND ENHANCED SUPERVISION- This will help to curb indiscipline that is
prevalent at break and lunch periods. An adult presence will assist in promoting desirable
behaviour. This will also minimize the frequency of challenging situations developing into
assaults/ fights and other disruptive behavior.

2. SURVEILLANCE-Installation of cameras will help to secure entrances and exits and thereby
reducing the threat of unlawful entry. The use of this technology to monitor entrances and
hotspots will facilitate prompt and reliable investigation.
3. USE OF S.I.R.F. FORMS- the collection and use of data is a fundamental element in the
violence prevention planning process. Keeping a meticulous record of all incidents will help us
to keep track of all offenders, victims, hotspots. This will help us to prioritize problems to be
addressed in our planning efforts as well as design effective responses and interventions.
4. LAW RELATED EDUCATION-This will include instruction and training to increase student
awareness of the laws and consequences related to delinquent behavior (obscene language,
sexual harassment drug trafficking, robbery, assaults and alcohol use, etc.)
5. DISCIPLINARY MATRIX/CODE OF CONDUCT-A code of conduct includes the specific
rules and consequences that govern behavior in a school. A well-written code will set standards
with respect to desirable behaviour. It allows for all stakeholders to develop and engage in
effective disciplinary practices. Students, teachers and administrators will be better able to
predict what will happen when rules are violated. In order to influence student behavior the code
of conduct will have to be clearly communicated, consistently enforced and revisited when
necessary.
6. N.G.O. PROGRAMMES-These interventions will focus on the provision of advice or
guidance from professionals to prevent behavioural problems and promote the holistic
development of our “at risk” students. In addition, they will afford both teachers and parents an
opportunity to develop the necessary skills to assist their charges in responding in a proactive
manner to problems that affect them.

10

263

Problems
Fights,
assaults
Disruptive
behavior,
Disrespect

Response

Implementation Implementation
Step
Date

Cost

1. Enhanced
break time and
lunchtime
supervision by
teachers, deans,
safety officers and
MTS security
2. Install cameras
on school
compound.
3. Use of SIRF
forms to track
incidents.

Policy to be presented to
school, administration
and school staff

September 2009

Nil

Source and purchase
during July-August
vacation
Forms are being used to
track incidents from
September 2008.

September 2009

$120.00.00

May 2009

Nil

4. Institute law
related
education(videos,
police, safety
officer)
5.Revise
disciplinary
matrix

Police officers, safety
officers have already
started a programme

April 2009

$3000.00

6.Use of NGO
programmes for
holistic
development of
‘At Risk”
students.

Suitable NGO
programme being
sought and finalised

Revise during JulyAugust vacation

September 2009

Nil

November 2009

$20,000.00
7.Use of NGO
programmes for
teachers/parents to
strengthen their
capacity to engage
their
students/children
on issues that
affect them

Suitable NGO
programme being
sought and finalized.

November 2009

11

264

1. DISCIPLINARY MATRIX/CODE OF CONDUCT/CELL PHONE POLICY- a cell
phone policy and revised code of conduct was introduced in January 2010. These
measures were highly successful in reducing incidents of undesirable behaviour -students
listening to music in corridors and classrooms, students using cellphones and larceny of
cellphones and related investigations. In addition, the use of scanners and daily checks at
the entrance has resulted in total reduction of prohibited substances being brought into
the school’s compound.
2. INCREASED AND ENHANCED SUPERVISION- Increased supervision and patrols
by deans, safety officers and security has resulted in a decrease of truancy and disruptive
behaviour exhibited by students. The prefects have also become involved with patrol
duties as presence is seen as a valuable tool in alleviating potential indiscipline. The
officers were required to patrol especially during the lunch hour. It was observed that the
increased patrols have made a positive impact on reducing the number of lunchtime
related incidents and disturbances.
3. SURVEILLANCE- Five cameras were installed at the school. However, these cameras
were placed in rooms where expensive equipment is located – stock room, computer
room, technology education lab etc. There is an urgent need for more cameras to be sited
in areas where vandalism, conflict and truancy is a problem ..
Therefore more cameras are needed in isolated areas eg. Back steps, washroom
corridors, and behind school to be effective in curbing student indiscipline.
5.

Conflict is a natural part of school life-especially with adolescents but setting and
maintaining standards, knowing each individual child in our care and giving them room
to develop positively would help to minimize the anxieties and fears and rage that
develop into violence and indiscipline. Consequently, a house system was developed
together with co-curricular activities. Games like netball, scrabble and cricket, dance and
song competitions have been introduced to enhance all round student participation. House
system points are awarded based on these activities. These measures have been adopted
in January 2010 and are currently being implemented to channel student energies in
more positive ways.

Most of our observations suggest that from the beginning of September 2009 there has
been a reduction in the number of disrespectful and disruptive behaviours. The lessons
learnt are:
1. There has been a significant change in students’ perceptions concerning indiscipline that
is, the school is becoming more serious in dealing with undesirable behaviours.
2. Teachers are also becoming more consistent in enforcing school rules and regulations.
We think that these changes have come about because of the several responses developed
as part of the V.P.A. programme.
3. We need to ensure that the interventions utilized are effective, realistic and ongoing.

12

265

4. With regard to the use of our N.G.O. (DADI consulting), more time was needed to get the
desirable effects. In addition more personnel were required to effectively manage the
students during these sessions.
5. It was noted that data collection and analysis are essential tools in the management of
indiscipline. It has helped us to identify repeat offenders, repeat victims and hot spots.
6. We are able to better understand ‘at risk’ students and also to understand the emotional
and psychological challenges that contribute to their indiscipline.
Other possible responses
1. Based on the level of indiscipline and criminal activities that often occurs
after school at transport hubs, we recommend the reinstating of the community police
and other security agencies that could assist in reducing violent behaviour.
2. Psychologists should be attached to all schools to assist the large percentage of students
throughout the country who are faced with psychological problems. Violence and
indiscipline in schools are deterrents to effective learning and a manifestation of the
socio-economic ills that need to be adequately addressed.
3. Social workers should be attached to school to assist students with the relevant social
issues which may be affecting their proper adjustment to the school environment and life
5. Of course continuous and appropriate support systems from the Ministry of Education are
essential in implementing these strategies.

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ASSESSMENT

TIME 1 (October 2008
TIME 2 ( February 2009)
TIME 3 (March 2010)

DISRESPECT %
48
40
53

DISRUPTION %
40
44
46

ASSAULT %
12
19
16

TRENDS IN STUDENT SURVEY QUESTIONS

PERCENTAGE

60
50
40

TIME 1

30

TIME 2

20

TIME 3

10
0
DISRESPECT

DISRUPTION

ASSAULT

Diagram 4

It has been noted that the majority of Form 1 students entering the school belong to the
lower percentile group. These are the students who scored less than 40% in the S. E A.
Examination. They also bring with them a range of social problems that is being manifested in
negative behavioural activities for example loudness, verbal aggression, inattentiveness and
temperamental displays. These students exhibit the following characteristics such as lack of
motivation, low self esteem, social immaturity and poor interpersonal skills This may account for
the rise in student perception of disrespect and disruptive behavior. (Time 1 to Time 3 as shown
in diagram 4). It can be ascertained from the student trends that there was an increase in
disrespect and disruption. This could be due to the fact that the responses implemented are not
working in the short term but need to be implemented for a longer period before any significant
positive results are achieved. In addition the class surveyed in Time 1 and 2 was different to the
class surveyed in Time 3
Students’ perception on assault continued to be low as shown in diagram 4. Time 1 to Time 3
shows that under 20% of our students think that assault is a major problem.

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TIME 1
TIME 2
TIME 3

TIMEBAD9

NOTEACH10

9%
7%
17%

30%
18%
23%

TEACHERS SURVEY: DISRUPTION

PERCENTAGE (%)

25%

TIME 1
20%
TIME 2
15%
TIME 3

TIMEBAD9

NOTEACH10

9%
7%
17%

30%
18%
23%

TIME1
TIME2

10%

TIME3

5%
0%
TIMEBAD9

NOTEACH10

Diagram 5

TIMEBAD9: How much of your time in class is directed to coping with disruptive
student behaviour ? Represented the response “Most of my time”
NOTEACH10: How much does the behaviour of some students in your classroom keep
you from teaching? Represented the response “A great deal of time”

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TIME 1
TIME 2
TIME 3

OBSCENE21

THREAT22

49 %
43 %
43 %

21 %
24 %
33 %

TEACHER SURVEY: DISRESPECT
60%

percentage (%)

50%
40%

TIME 1

30%

TIME 2
TIME 3

20%
10%
0%
OBSCENE21

THREAT22

Diagram 6
OBSCENE21: Received obscene remarks or gestures from a student.
Represented the response “Yes”
THREAT22: Was threatened in remarks by a student.
Represented the response “Yes”

The percentage increase in disruptive behavior and disrespect in the teacher survey was
probably due to the indiscipline of the new intake of the form one students in September 2009 as
mentioned previously.
It must be said that the VPA project had some measure of success. From the graphs it will
be deduced that some of our problem areas increased but the percentages are generally low. The
application of the SARA method has taught us how to undertake violence prevention at our
school with a more structured approach. The responses implemented have been successful to a
certain extent, but we need to be consistent and diligent in all our efforts. We also expect that all
stakeholders will come on board soon. Additional success will be forthcoming with the
continued use of the SARA process as a vital component in our violence prevention programme.

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SUSTAINABILITY PLAN
The following steps will be taken in our efforts to continue using the SARA model:
1. Continue to collect data- Record keeping
a) On a daily basis keep records of all incident of indiscipline, misconduct
and undesirable behavior at the school. This will help us to identify our
repeat offenders, repeat victims and hot spots.
b) Conduct our own surveys of the different stakeholders such as students,
teachers and parents.
c) Bring our focus groups together to help identify and analyse problems.
d) Talk to key informants such as safety and security officers and repeat
offenders who may have a deeper understanding of certain aspects of a
problem
2. Review of our Disciplinary Management Procedure by looking at our school’s
Code of Conduct. This refers to our school’s efforts to communicate rules to
students and the consequences when school rules are violated. A well written
code of conduct will allow students, teachers and administrators to predict what
will occur when rules are violated.
3. Introduce Discretionary Prevention Activities- this will include a wide range of
prevention strategies such as bullying prevention programmes, mentoring
programmes and other recreational activities which can help to prevent anti-social
behaviours and to teach problem solving and conflict management skills
4. Liaising with other schools- talk to members of other schools who were involved
in the programme to find out what is working for them.
5. Getting professional help for repeat offenders and victims- work with the
Guidance Officer and Student Support Services to access professional help for
these students.
A stakeholder is any person who has a legitimate interest in the response. Our internal
stakeholders will include the administration, staff, student council, senior prefects, safety and
security officers and guidance officer. Our external stakeholders would include our P.T.A., the
L.S.B., and our School Supervisor. A copy of our final report will be given to each group so that
they will become aware of the problems. The V.P.A. team can meet with a representative of each
group to assist in finding other suitable responses.
The needs of our school that can help sustain our efforts in reducing undesirable
behaviours and indiscipline are ;
1. Additional cameras and parabolic mirrors have to be installed in hot spots such as the
back steps ,the tunnels near the washrooms and at the back of the prefab classrooms.
2. Financial resources are needed to bring in other N.G.O.s to assist us with our ‘at risk’
students.
3. More remedial teachers are needed to assist our students who are at a low literacy and
numeracy level.
4. Workshops financed by The Ministry of Education to assist our teachers in dealing
with classroom management issues and other related issues of the students.
5. Additional classrooms are needed so that class size can be reduced thus making
classes more manageable.

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MOCK MEDIA REPORT
Carapichaima West Secondary, formerly Carapichaima Junior Secondary was one of
the 25 schools chosen to participate in a Violence Prevention Academy Workshop
organized by the Student Leadership Unit of the Ministry of Education. The V.P.A.
Programme began in November 2008 and ended in April 2010.
As part of the V.P.A. programme, a school team consisting of the principal, two deans
and the safety officer attended workshops, conducted surveys, collected and analysed
data and provided responses to problems that were identified. The main problems
identified were disrespect, disruptive behavior and assault.
Some of the things learnt as part of the V.P.A. are
The collection and use of data is an integral part of the Violence Prevention planning
process.
1. The S.A.R.A. Process
Scanning- what is the problem
Analysis- how big is the problem? Where and why?
Response- what should be done? Who should do it? How?
Assessment- Did the problem decline? What should be done next?
2. C.P.T.E.D. (Crime Prevention Through Environmental Design)-this attempts to
remove or reduce opportunities for indiscipline by changing aspects of the
environment that may facilitate undesirable behaviours.
3. The 80-20 Rule – that indiscipline can be highly concentrated on particular
people, places and things and that if we focus our responses where indiscipline is
concentrated it will yield the greatest preventative benefits. These concentrations
have labels such as repeat offenders, repeat victims and repeat places or hot spots.
4. Understanding and responding to Crime Places/Hot Spots -by increasing
protection and restoring guardianship to such areas.
5. Understanding and responding to repeat offenders and repeat victims- by keeping
record of daily offences a pattern can emerge showing who are our repeat
offenders/victims.
The school has been successful in reducing the numbers of assaults/fights from 2008 to
present through the increased use of patrols by school safety officers during the lunch
periods. With the introduction of our cell phone policy, we have been able to reduce
greatly the number of illegal cell phones and other M.H.E.C. D. devices such as MP3
players from entering the school compound and its associated disruptions and
investigations.
The S.A.R.A. model has been a tried and tested programme effective in reducing
undesirable behavior. However, its success depends on all stakeholders’ consistent
participation and involvement in all aspects of the process.

18

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CUNUPIA SECONDARY SCHOOL

Mr. Vishnoo Gopaul-Maharajh (Principal- Resource
person/Coordinator-665-5583)
Mrs. Alison Sobers (School Safety Officer- Analysis/Report747-8820)
Mrs. Sharlyne Fox-Damani (Head of DepartmentAnalysis/Report-738-1449)
Mrs. Karen Hassranah-Joseph (Project Leader, DeanAnalysis/Report-683-9419)

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Table of Contents

Media Release………………………………………………………. 2
History of deviance…………………………………………………..4
The SARA model…………………………………………………….6
Findings………………………………………………………………8
Methods used at Cunupia Secondary………………………………9
The TTVPA…………………………………………………………..10
Problem Statement…………………………………………………..12
Potential responses…………………………………………………..18
Possible barriers……………………………………………………...20

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Mock Media Release

Mr. Vishnoo Gopaul-Maharajh, the principal at Cunupia High School was involved in
sourcing personel to help in the scanning process and coordinating meetings with the
relevant stakeholders to keep them informed of the likely responses to be implemented.
Mrs. Alison Sobers, one of the School’s Safety Officer, was involved in the scanning and
analysis of our data, as well as proposing the likely responses and their costing.
Mrs. Sharlene Fox-Damani and Mrs. Karen Hassranah-Joseph were also involved in the
scanning, analysis and reporting process and coordinated meetings with the school
administration and the VPA team that visited our school in April 2009.

What you learned as part of the vpa
As part of the VPA team at the Cunupia Secondary School it was found was that in order
to approach the problem of school violence, one needs to be rigorous in the approach to
data collection and all of the parameters that impinge on this phenomenon. Only when
this is done can the data provide the school with the information with regards to
streamlining responses. The responses, both environmental design and behavior, can
then stand up to scrutiny by all stakeholders and lower the possibility of biases and
resource wastage. One must also recognize that responses need to be evaluated in a
scientific way in order to provide feedback to stakeholders. As such efforts can be
shifted or intensified to produce the desired result.
Of equal benefit was the recognition that Cunupia Secondary School was not alone in this
situation and that collaboration with one’s peers, locally and internationally can provide
invaluable information with regards to reducing school violence. It is also important to
note that responses need not be expensive or complicated in execution.

Detail your successes
While one may argue that after the responses the problem of violence seemed to have
escalated after the implementation of the responses, one can still derive benefit from the
efforts. One can now feel more comfortable in approaching the administration of the
school and Ministry of Education with the data and show how efforts and evaluation need
to be improved if we undertake the task in the future.
Include truthful info of what you might say to others on board with your VPA efforts.
One cannot argue that this is a time-consuming endeavor and efforts will change
depending on one’s priorities in the school at any given time. One must to be able to

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manage one’s time well and as it is a long term project be prepared for fading enthusiasm
as time goes by.
If there is a break in communication, one becomes less motivated to keep up with
assignments. There was a lull in communication between the Ministry’s representatives
and the school’s VPA team during the project. As such, commitment from the school’s
end waned. All of a sudden there were rapid demands for data from the Ministry during
critical mock examination time, which put a lot of pressure on members of the school’s
team.
One must also be prepared to become quickly proficient in Excel in a short period of
time. While the VPA team tried its best in helping those who are not totally comfortable
with the program, it was rushed and as such it did little to help ease the anxiety of
completing the task.
In addition, responses will change with fluctuations in the economy as well. As one of
the responses, Cunupia Secondary School requested security cameras, and for a brief
moment, it seemed possible that the Ministry of Education would cater to this request.
However, with the downturn in the economy, other things became priority and as such we
were unable to implement this as a likely response.

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BACKGROUND

The Cunupia Secondary school (formerly Cunupia High School) was opened in October
2000 as part of a drive by the Ministry of Education to provide ‘education for all’.
Unlike most of the new schools built at that time, our loan came from the World Bank,
and as such only covered the actual infrastructure and not the equipment. As a result, it
took years before laboratories and other specialist areas were able to fully function. It is
also a Magnet School, specializing in the Visual and Performing Arts, as of 2005. The
school at present caters for students from Form 1 to Form 5.
The school is located about five miles north of the borough of Chaguanas. It is built on
what was originally agricultural land, and while some students come from that rural
background, many also come from more urbanized areas outside of the Cunupia area.
In 2008/2009, there were 660 students with 52% of the students of East Indian descent,
29% of African descent, 0.2% of Chinese and 0.18% representing mixed ethnicities. With
regards to gender, females comprise 54% of the total school’s population as opposed to
46% being representative of the male student population. The majority of children were
Christian (53%) followed by Hindus (36%) then Muslim (.05%).
In 2009/2010, there were 652 students attending Cunupia Secondary with 54% of the
students of East Indian descent, 34% of African descent and 12% representing mixed
ethnicities. In addition females comprise 51% of the student population and males 49%.
Christians make up 52% of the student population followed by Hindus (35%) then
Muslim (.05%).
In terms of academic achievement, 59.4% of students obtained a Grade 1,2 or 3 in 2008
at the Caribbean Examinations Council. In 2009, 71% of students were able to secure a
Grade 1, 2 or 3. These grades are usually accepted as ‘passes’.

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Student CXC Scores 2008 and 2009
35

Pecentage of students

30
25
20
15

2008

10

2009

5
0
Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grades

Fig 1

The majority of students come from lower socio-economic backgrounds and in many
cases single parent homes. While a few students who get into trouble come from stable
backgrounds, on closer examination of the internal database, it is evident that many of the
students who have been suspended come from homes where parents are struggling
financially and are unable to provide adequate monitoring systems as they work two,
sometimes three jobs.
In 2008/2009, the teaching staff was made up of 55 teachers, of which 39 were female
and 16 were male. In 2009/2010 there are 56 teachers, 40 female and 16 male. A further
breakdown shows that 75% of the staff was of East Indian descent, 21% of African
descent and 4% representing mixed ethnicities. Of this total, 62% of the staff are
Christian, 26% Hindu and 12% come from Muslim backgrounds.
In recent times, our Cunupia Secondary School community has been exposed to violence
in various forms. There have been two stabbings involving students of the school, which
occurred on the school compound. In December 2008, Devika Lalman, was murdered by
an unknown assailant outside of the school compound and one of our past students
Marlay Mc Kenzie was also murdered at a night club in Chaguanas. In addition an OJT
(on the job trainee) went missing (assumed kidnapped) and her parents continue to plea
with the public for any assistance about her whereabouts. The staff and students feel less
safe at school as reflected by the surveys conducted on two occasions in the last five
months. However, one hopes that as the VPA team approaches the problems in a
methodical, scientific way, the school will be empowered to put the necessary measures
in place so the staff and students once again feel secure in the compound. In the greater

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scheme of things however, students should be taught to be concerned citizens and as such
assume their roles in the wider community in the hope that they will reduce this scourge
of violence in this land.

HISTORY OF DEVIANCE AT CUNUPIA SECONDARY

The history of deviance at Cunupia Secondary School is not well documented.
Limited data exist between the years 2000-2004, whilst between the periods 2005-2007
there are gaps in the data such as the time and place of incidents. A greater volume of
data exists for this period however. At the beginning of 2008, a more rigid system of
documentation was introduced. That system required staff and students to give a more
detailed description of incident/s that have occurred, circumstances surrounding it/them,
person/s involved, time and place of the incident/s. As a result, from the year 2008 to
present, trends with regards to deviant behavior at the school can be more easily
recognized.
In spite of the lack of recorded data for the period 2000-2004, interviews with teachers
who were employed at the school prior to 2004 to a questionnaire (appendix 1 )revealed
that over 87% of teachers believed that deviance at the school was minimal during the
2000-2004 period. They said that minor infractions were committed. Less than 13% of
teachers believed that the students were very deviant. The reason given by most teachers
for less deviance than what exist today at the school was the vigilance and greater
cooperation of the staff and principal. They also attributed the increase of deviance today
not only to the lack of vigilance by administration, but to teacher absenteeism,
inconsistencies in discipline and change in student attitudes. The data from 2008 to
present revealed that while general acts of deviance continued at the school, particular
acts which occurred at the beginning of 2008 stood out. The slapping of a teacher by a
student, the beating of a security guard by another student and two stabbings raised such
an alarm that staff and students became more concerned about their safety.
Measures to deal with Deviance
The Community Police
From as early as 2000 the community police has been an integral part of the school
community. In particular Corporal Sealy has adopted the school as his own and up to the
time of his retirement in 2009, had made visits to the school upon request from the
principal and staff. He engaged in speaking to groups of students or to the entire student
body on topics such as the importance of : discipline, good conduct in and out of school,
character, an education, safety on the roads and crime. With the assistance of members of
his staff, he also ensured on many occasions that students avoided loitering on the way to
school and from school to their homes.

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In 2002 the Police youth club was formed in an effort to teach young people discipline
and engage them in positive activity. An invitation was given to students of our school to
join. The first and subsequent meetings of the club were held at the school’s auditorium.
Several students formed part of the club, however that number soon dwindled. Today
meetings are no longer held at the school and the number of our students who attend
meetings are very few.
The police service also contributed to the school, and continues to contribute by
responding to our calls for assistance when laws are broken by students and police
involvement becomes necessary. However, in the last two or three years, the police has
been more reluctant to respond to the school’s calls as they believe that many of the
issues that they are asked to attend to are matters of discipline that should be addressed
by the school rather than at the police station or by the police. Corporal Sealy has
therefore in time past encouraged the principal and staff to take control of their school
and to be more pro active in dealing with the discipline of students.

School Safety Officers
School Safety Officers were introduced into the school system in 2005 and into Cunupia
Secondary School in May 2005. Initially two male officers were assigned to the school,
one a retired police sergeant, the other a retired prisons officer. Upon the death of the
latter officer, and the incident involving the beating of a security officer by a student of
the school, a retired male officer (who remained for a short period at the school), and a
female officer were introduced. One of their duties as officers is to prevent the loitering
of students on the school compound, and after school, within five hundred metres of the
school, until 4pm. The effectiveness of their vigilance is yet to be realized as several
students are often seen wandering the corridors during class periods.
Substitute Teacher System
The substitute teacher system has been utilized at the Cunupia Secondary School from
April 2009. Substitute teachers do the duties of the regular teacher if he/she is out on sick
leave, or attending a short course. The presence of the substitute teacher helps to ensure
that students are engaged in meaningful activity and reduces the possibility of deviant
acts being committed.

Relationship with Parents
Parents have a vital role to play in the education of their children. They are instrumental
in enforcing the standards set down by the school for good discipline. They are also
important in helping to reinforce what is taught in school by ensuring that revision takes
place at home, and homework is done. When a student appears to not be progressing in

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line with expected outcomes set down by the school, individual parents are called in for a
parent teacher conference, or they may be spoken to on a day set aside by the school
(parent’s day) for such an activity. On many occasions, individual parents who are called
in comply and discussions take place. Sometimes, there is a positive change in the
behavior of the student. With more chronic offenders however, there is very often little
or no positive change of behavior. These offenders are also often seen by the guidance
officer. On other occasions, parents do not appear at the school. Where parents are
absent, calls are made to the home or repeated requests are made to the parent to visit the
school via written correspondence.

Religious Education Instructors
In 2002 the Ministry of Education wanted schools to implement religious instruction once
a week as a proactive measure to deal with some of the issues affecting schools across the
country, including school violence. Volunteers from different denominations come to the
school on Wednesdays and deliver instruction particular to that faith.

Respect Program.
The Respect program was an on-going project at the Cunupia Secondary School. It came
into existence in 2002 after two teachers attended a workshop put on by the Ministry of
Education for the implementation of the program in schools. Its focus on was on
assisting in making the school a safe and caring learning community by building a culture
of respect. It seeks to involve staff, parents, students, businesses and community
partners. It uses the ‘together we light the way’ model. The Respect program was
managed by a committee of teachers who met from time to time to discuss the direction
of the program. To date, administration, teaching and some of the non-teaching staff
have been introduced to the program. Lessons have been taught to students, projects
have been done by students and they have also been engaged in Respect Programs class
competitions. The program seemed to be having some positive influence on student’s
behavior, however, a more rigid system of evaluation has to be implemented to gauge its
true effectiveness.

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THE SARA MODEL

In an effort to curb violence in American high schools, law enforcement agencies
partnered with schools in 1998 to address some of the problems. The agencies were
required to train using the problem solving and problem analysis methods, specifically
the SARA model, which was an acronym termed by John Eck and Bill Spelman referring
to the four problem solving stages of Scanning, Analysis, Response and Assessment .
Scanning
The scanning phase allows us to identify the problem, and the objective is to define a
basic problem and determine the nature of the problem, determine the seriousness of the
problem and establish basic measures. There should be stakeholder participation as far as
possible and scanning involves:







Identifying recurring problems of concern
Identifying the consequences of the problem
Prioritizing the problem
Developing broad goals
Confirming the problems exist
Determining how frequently the problem occurs and how long it has been taking
place
 Selecting problems for closer examination
For our study at the Cunupia Secondary School, in the scanning process we used data
derived from the following: 2 student surveys, 3 teacher surveys, monthly suspension
returns, student incident report forms and student records.
Analysis
Here, one develops an understanding of the problem and the limits of the current
responses, establish a correlation and an understanding of cause and effect. It involves:
 Identifying and understanding the events and conditions that precede and
accompany the problem
 Identifying the relevant data to be collected
 Researching what is known about the problem type
 Taking inventory about how the problem is currently addressed and the strengths
and limitations of the current response
 Narrowing the scope of the problem
 Identifying the range of resources that can be used to understand the problem

281

 Developing a hypothesis about why the problem is occurring

Response
This involves the development and implementation of strategies to address a problem. It
includes:







Brainstorming for new interventions
Searching for what other communities have done
Choosing alternative interventions
Outlining a response plan and stakeholders
Stating the specific objectives for the response plan
Carrying out the planned activity

Assessment
This is the phase that determines if the response strategies were successful and includes:






Determining whether the plan was implemented
Collecting pre- and post-response qualitative and quantitative data
Determining whether broad goals and specific objectives were attained
Identifying new strategies to augment the original plan
Conducting ongoing assessment to ensure continued effectiveness.

The Sara Model (Cunupia Secondary School)
It was stated previously that the schools in Trinidad and Tobago needed to create a
central database of deviant behavior in order to correctly analyze and choose appropriate
responses. As one set up to do this in Cunupia Secondary data was entered into a SIRF
form (see appendix 2) using student indiscipline report form (see appendix 3).
Scanning and analysis
Methodology
In collecting data for scanning and analysis, the following quantitative methods were
used.
1) Suspension records from September 2008 to February 2010 were reviewed and
the data transcribed unto SIRF forms. This data transcription was performed by

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an OJT in the 2008/2009 academic year and a different one in the 2009/2010
academic year in the administrative office where student and teacher records are
kept and easily accessed. Mrs. Hassranah-Joseph monitored and reviewed data
transcription at the end of every month to ensure accurate data entry. These forms
were collected in April 2009 and 25th April 2010 and sent to the VPA team to be
collated.
2) Student and teacher surveys were administered on three separate occasions
(appendix 4 and 5): The table below summarizes the parameters that may have
influenced the responses of both the students and the teachers. On the first two
occasions the students completed the surveys as outlined by the instructions given
in the package. The teachers completed their surveys as part of a half hour staff
meeting arranged by the principal. The forms were collected by Mrs. Hassranah –
Joseph at the end of the time and packaged. However, on the third occasion, as
this was the Friday before Mock Examinations, there was a high absenteeism of
the form 5 students. Many of them choose to stay home to study. There was no
home room period on this day, and as a result, subject teachers had to administer
the surveys in their respective classrooms, which were hot and noisy in some
instances. In addition, the students were a mix of the different form five classes.
The forms were also collected in April 2009 and 2010 and sent to the VPA team
to be collated and analysed. The table below outlines the location, times and
personel involved in the administration of the student and teacher surveys.

Student Survey Information
Date
16th October
2008
27th January
2009
12th March
2010

No. Of
Students
in form 5
71 out of
78
87 out of
106
56 out of
103

Location
where survey
administered
Home room

Person who
administered
survey
Form teacher

Time

Home room

Form teacher

8:30am

Classroom

Subject teacher 9:00am

8:30am

Teacher Survey Information
Date

No. of
teachers

Location

16th October 2008

31 out of 47

Library

27th January 2009

42 out of 47

Library

Person who
administered
survey
Mrs.
H.Joseph
Mrs.
H.Joseph

Time

11:10
am
11:10
am

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12th March 2010

24 out of 57

Staff room

Mrs.
H.Joseph

9 am 2pm

284

THE TRINIDAD AND TOBAGO VIOLENCE PREVENTION ACADEMY

Over the last twenty years, The Ministry of Education has understood that violence is on
the increase in our nation’s schools. This culminated with the murder of a student at the
Success Laventille School in 2008.
Media has become a powerful force in the lives of young people everywhere, including in
Trinidad and Tobago. It has become increasingly accessible and while one acknowledges
the beneficial role the media plays in the world, children are being exposed to violent
images from print, television and the internet.
In our society where some children may not be monitored and where violent images are
often glamourised desensitization sets in and the respect for life is reduced. This message
is a dangerous one to transmit to young people and this violence might play out in the
home and eventually in the school compound.
A violent society will always be at a disadvantage socially and economically and the
Ministry of Education must be commended on its initiative of exploring the systems other
countries have put into place and adapting them to meet our country’s specific needs.
This is where the Trinidad and Tobago Violence Prevention Academy comes into play.
The team acknowledged that Trinidad and Tobago needed to start from the basics. A
database needed to be set up in each school that may eventually lead to a central database
at the Ministry of Education. When this is done, the data can be looked at in a
methodical scientific way which will lead credence to any responses employed as a result
of its analysis.
Mr. Vishnoo Gopaul-Maharajh, the principal at Cunupia High School was involved in
sourcing personel to help in the scanning process and coordinating meetings with the
relevant stakeholders to keep them informed of the likely responses to be implemented.
Mrs. Alison Sobers was involved in the scanning and analysis of our data, as well as
proposing the likely responses and their costing.
Mrs. Sharlene Fox-Damani and Mrs. Karen Hassranah-Joseph were also involved in the
scanning, analysis and reporting process and coordinated meetings with the school
administration and the VPA team that visited our school in April 2009.
One of the guiding philosophies of educators should be to mould students into having a
healthy respect for themselves and others. There may be support systems lacking in the
home environment and it is up to the schools to provide a safety net for those charges that
fall through the cracks. If this responsibility is abdicated, the consequences will affect
the entire nation.

285

FINDINGS FROM SCANNING AND ANALYSIS

Using the information gathered from the Student Incident Reporting Form, one found that
in the period May 2008 to May 2009, the rate of fights per 100 students was the same as
that for assault. However for Time 2, assault rate was slightly to that of fight rate but in
time 3 the situation reversed with fight rate per 100 students increasing to 2. This data is
further illustrated in Figure 2.

15

IncTypeAlc
IncTypeLate
IncTypeArson
IncTypeAssault
IncTypeAssaultWeapon
IncTypeBomb
IncTypeBully
IncTypeCheat
IncTypeDisrespect
IncTypedisrupt
IncTypeDrugSale
IncTypeDrugUse
IncTypeExtort
IncTypeFighting
IncTypeForgery
IncTypeGambling
IncTypeGuns
IncTypeUniform
IncTypeSexCont
IncTypeLittering
IncTypeLoitering
IncTypeLanguage
IncTypeRob
IncTypeSexAssault
IncTypeStealing
IncTypeThreats
IncTypeTrespassing
IncTypeUnauthorized
IncTypeVandal
IncTypeWeaponPoss
IncTypeOther

Incident Rate per 100 Students

286

Incident Rate vs Incident type

2.50

2.00

1.50

1.00

0.50
Time 1

Time 2

0.00
Time 3

Incident Type

Fig.2

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287

Looking at Figure 3 more closely at the times the fights took place, the rate of fights
peaked at lunch time beginning at .45 at Time 1, then approximately tripling to 1.54 for
Time 2, then decreasing to 1.2 at Time 3.

Incident rate vs Session
ATE OF IGHTS PER 100 STUDENTS

1.8
1.6
1.4
1.2
1
0.8
Time 1 May 08-May09

0.6
0.4

Time 2 (Sept-Dec09)

0.2

Time 3 (Jan-Feb 10)

0

SESSIONS

Fig.3

In terms of locations Figure 4 shows that for Time 1 the highest rate of fights (0.76) took
place in the hallways. Time 2 showed a rate of 0.92 fights per 100 students while at Time
3 it stood at 1.22. Therefore, not only did the location of the hotspot change after the
intervention, there was also a higher fight rate at the new locations.

17

288

Incident Rate vs Location
1.4

Rate of fights per 100 students

1.2
1
0.8
0.6
Time 1
0.4

Time 2
Time 3

0.2
0

Location

Fig.4

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289

Teacher Survey (Safety)
4

Average of responses

3.5
3
2.5
2
1.5
1

Time 1

0.5

Time 2

0

Time 3

Locations

Fig.5

1= very unsafe, 2= fairly unsafe, 3= average, 4= fairly safe, 5= very safe.
Figure 5 shows that teachers felt least safe in empty classrooms in Time 1, but this shifted
to Hallways and outside of the school in Time 3. In terms of feeling most safe, teachers
felt this was achieved in either the classrooms in which they were teaching or in the
cafeteria or School Hall.
Figure 6 one notes there was a substantial drop, approximately to one-fifth, from Time 1
to time 2 in the percentage of teachers who had to see a doctor after being attacked.
There was a slight increase to 4% at Time 3.

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290

Teacher Survey at Time 1, 2 and 3
(Victimization)
30

% teachers victimizedis

25

20

Time 1

15

Time 2
Time 3

10

5

0
Physically
Physically
attacked/doctor attacked/no doctor

Threatened

Weapon pulled

Fig.6

The results from the student survey (Figure 7) showed that fighting was a major problem
and this perception scored the highest percentage of all other incidents for all three times,
that is, 54.6% for Time 1, 44.5 for Time 2 and 81.1% for Time 3.
Further analysis of the data shows a couple of links between the results obtained from the
teacher and student surveys and the student incident data. The perception of students that
fighting is still a major problem at after the intervention is mirrored by the fact that fights
retain the highest rate of incidents types at 2 per 100 students. In term of perception of
safety, teachers feel relatively safe in the classroom while teaching and the rate of fights
are fairly low for this area. However, the perception of feeling unsafe outside of the
school is not substantiated by the incident data as most fights shifted to other areas in the
school from originally the empty classrooms and hallways. There was also a steady
increase in the number of threats teachers received from Time 1 to Time 3, suggesting an
overall atmosphere of indiscipline in the school.

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291

% students who viewed fighting as a major
problem
90
80
70
60
50
Percentage

40
30
20
10
0
Time 1

Time 2

Time 3

Fig 7

THE CEPTED VISIT
On the 26th March 2009, Dr. Tood Armstrong from the VPA team visited the Cunupia
Secondary School and met with Mr. Vishnoo Gopaul-Maharajh (Principal), Mrs. Noreen
Ramkhelawan (Vice-Principal), Mrs. Alison Sobers (School Safety Officer), Mr. Guelmo
(School Safety Officer), Mrs. Sharlyne Fox-Damani and Mrs. Karen Hassranah-Joseph
(Dean).
Dr. Armstrong was presented with the school’s plan by Mrs. Sobers and Mrs. HassranahJoseph outlined the findings from the internal database, that is, that most fights occur in
the hallways and classrooms at lunch-time. Mr. Gopaul-Maharaj and Mrs. Ramkhelawan
agreed that the stakeholders needed to be informed of the interventions of locking the
classrooms at lunch-time and the trimming of the trees that obscured the view of top floor
classrooms.
In the CEPTED review, the VPA team noted that while keys are kept in a box in the
administrative office, there is no system to keep track of keys. It should also be that the
VPA team members at Cunupia Secondary School appreciated the Ministry of
Education’s zero tolerance policy regarding drugs, weapons and violence.

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Some of the major issues highlighted were the following:
 Campus layout is not conducive to the supervision of students by teachers,
administration and MTS officers.
 MTS shifts rarely have a full complement of officers.
 Due to high rates of teacher absenteeism there are classrooms without consistent
supervision.
 Classrooms are left unlocked.
 There is a substantial amount of graffiti and vandalism.
 There are a number of areas on campus suitable for violence and other anti-social
behaviors. To a certain extent, it may be possible to address these through the
installation of security cameras. These areas may also be addressed by preventing
access.
 The fence around the campus needs to be improved.
 Old, broken and unused equipment is stored on site rather than discarded. This
material should be removed.
 Trees can be pruned to improve sight lines.
 Buildings have short concrete walls along the first floor walkways. These
concrete walls provide concealment to students engaging in misbehavior.
 Lighting in hallways needs to be improved.

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CUNUPIA HIGH SCHOOL
PROBLEM STATEMENT

Over the academic year September 2006 to December 2007, Cunupia High School
observed had a high incidence of both assault and fighting. This was reflected in the
school’s internal incident database which showed that 47 students (27% of all incidents)
were suspended for assault and 43 students (25% of all incidents) were suspended for
fighting.
In October 2008, two surveys were separately administered to the students and to the
teaching staff (see appendix 4). The results of the student survey showed that the
incident that was most liable to cause harm and which concerned the students most was
that of fighting. Over 94% of the students who answered the questionnaire indicated that
fighting was either a major or a minor problem at the school, compared to the 75.3 % of
those who thought that assault was.
When the surveys were administered on the 27th January 2009, the results showed no
significant change in these responses for students (54.6% to 44.5%) for fighting. (see
appendix 1).
The data from student incident forms and SIRF forms and that the majority of
suspensions occurred as a result of fighting without weapons (see appendix 2 and 3).
Teachers were subsequently given a similar survey to that of the students. The results
revealed that 100% of the teachers surveyed felt that loitering, littering, ‘taxing’, the use
of obscene language and fighting were the major and minor problems of the school.
However, 43% of the teachers believed that fighting was the most liable to cause harm.
However due to time constraints, we were unable to administer this survey to teachers in
our second trial.
Based on this data, Cunupia High School has therefore chosen fighting as the problem on
which to focus its attention. It is important to address this problem so that our school can

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move closer towards the goal of becoming the safe and caring learning environment that
we the staff and many of our students envision it to be. In such an environment we
believe it will become easier to fulfill the vision of the school, which in part, is to unleash
the vast potential of the students enabling them to occupy meaningful roles in society and
contribute to the development of a more spiritual, educated and enlightened citizenry.

EXISTING STRATEGIES AND POTENTIAL RESPONSES
As one develops responses to the problems of violence, one needs to assess existing
prevention strategies. These strategies fall into two broad categories: disciplinary
management practices and discretionary prevention activities. In the former instance, a
working code of conduct at the Cunupia Secondary School was developed (appendix 6),
however the main concern here is the consistent implementation when the rules have
been violated and the documentation of behaviors and responses. There are also limited
approaches to rewarding desired behavior.
A possible response to these concerns will be to have regular small group meetings with
form teachers to discuss any ambiguities with regards to the disciplinary matrix. Students
need to be reminded of the rules more regularly at assemblies each morning.
With regards to discretionary prevention activities, the peer mediation program can be
reinstituted using resource personnel from the district, that is, the Cunupia Mediation
Centre.
IMPLEMENTED RESPONSES
After a meeting with on the 17th July2009 which Mrs. Sobers attended, Families in
Action was contacted they began the intervention on the 23rd February 2010 with students
who were suspended during the intervention period (September-December 2009). The
following table outlines the program that was used.
Date
23rd February 2010
2nd March 2010
4th March 2010
8th March 2010
10th March 2010

Module
Developing effective communication for
interpersonal success
Developing confidence and peer resistance
skills
Coping with feelings-anger and stress
Managing conflict and anger at home
Developing problem solving skills and
evaluation

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IMPLEMENTED RESPONSES THROUGH ENVIRONMENTAL DESIGN

ACTION PLAN

The scanning and analysis show that the majority of the fights occurred in the hallways
/empty classrooms during the lunch hour. As such, one of the responses was to
implement a supervision roster during the day to increase capable guardianship as far as
possible. The table below outlines the detailed response and timeline for September to
December 2009 and the parties responsible for the activity.

Response
Implementation of a
formalized
supervision roster

Response
Trimming of trees

Response

Implementation by
step
Teachers are
rostered for corridor
supervision during
class time.
Discuss plan with
middle management
to allow feedback
Present policy to
school staff
Implement policy
Check
implementation

Date
First week Sept
2009

Responsible
parties
Principal and VicePrincipal, Heads of
Department

Second week Sept
2009

VPA team

Third week Sept
2009
1st Oct 2009
Monthly

School
administrator
All teachers
School
administrator

Implementation by
step
Present policy to
school
administrators(SSIII)
Discuss plan with
middle management
to allow feedback
Present policy to
school staff
Implement policy

Date

Responsible
parties
Principal

Check
implementation
Implementation by

First week Sept
2009
Second week Sept
2009

VPA team

Third week Sept
2009
1st Oct 2009
Termly

School
administrator
School Safety
Officer
MTS

Date

Responsible

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296

Surveillance
cameras

step
Present policy to
school
administrators(SSIII)
Discuss plan with
middle management
to allow feedback
Present policy to
school staff
Implement policy
Check
implementation

First week Sept
2009

parties
Principal

Second week Sept
2009

VPA team

Third week Sept
2009
1st Oct 2009

School
administrator
School Safety
Officer
School Safety
officer

Weekly

barriers to responses

The major barrier with regards to the One major barrier to the locking of the classrooms
at lunch time is the unavailability of an alternative eating area for the students. As a
result, the Principal contacted EFCL in order to get an estimate for the construction of a
lunch area between the existing cafeteria and hall.
The staff was presented with the aforementioned interventions on the 20th April 2008.
However feedback from the parents via the PTA proved to be difficult as the former PTA
executive has been dissolved and new elections are yet to be called.

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EVALUATION PLAN

In evaluating the responses, the suspension data, student incident report forms and SIRF
forms were used to provide a point of comparison to the implementation of the responses.
If the numbers of suspensions for fighting during the lunch hour in the hallways and
classrooms have significantly reduced, we may attribute this to the specific responses. If
there has been no significant change, or an increase in the number of fights we may need
to revisit out initial response or increase our efforts.
In addition post-test surveys were implemented, identical to the pre-test surveys already
administered in October 2008 and January 2009 to gauge the perceptions of safety from
students and teachers alike.
From the results, the school clearly needs to revisit the strategies for implementation of
responses. This may include collecting more data from focus groups or survey, or a more
systematic method of monitoring supervision sessions. It is also difficult to implement a
supervision roster for teachers during the lunch hour. One must also recognize that the
roster is limited especially on those days there is high teacher absenteeism, which is
sometimes the case in the first term of the academic year. However, there were also
some fundamental changes in the school that may have influenced our results. The
academic year began with the changing of the school’s time-table a number of times and
this proved to be problematic for the efficient monitoring of students.
One must also bear in mind that the wide expanse of the campus makes it difficult for the
few MTS officers and Safety Officers to be truly effective at monitoring students at lunch
time. The lack of facilities for students to have their lunch is also a challenge. A case
can therefore be made for a centralised location where students can assemble to have
lunch and classrooms and hallways made inaccessible. Monitoring of this central
location might prove to easier to monitor for the MTS and Safety Officers during the
lunch hour. Security cameras can be useful by increasing the capable guardianship of
the students on the compound.

The intervention of the Families in Action group, because of time constraints and
beauracracy were unable to come during the assigned intervention period. As such we
were unable to assess the impact these sessions had on the participating students.
However, they did note the following points that will increase chance of success in the
future:
 Presence of a school’s administrator at the sessions, especially the final session
 Physically searching for students to ensure attendance by all participants (only
nine of the twenty students attended sessions regularly).
 Making surroundings more comfortable for the facilitators and participants (eg
air-conditioned, cleaner and more private rooms).

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298

 More concerted efforts made by the school to contact parents for parental
sessions.

The administration of the teacher and student surveys done on the day before Mock
examinations began. At this time, student and to some extent teacher population was
low. As such, the number of completed surveys collected was much less than for the
previous two sessions and this will impact on the accuracy of responses.

What steps are you going to take to sustain your efforts to use the sara model.
In order to sustain efforts at the school, an in-house training session of another team of
teacher is critical. This will ensure even if there is a turnover of the current members, the
SARA model can still be implemented over the years. This can be a reality with
consistent and vigorous support of the administration.

How are you going to bring on key stakeholders
In the past it has been difficult in motivating key stakeholders to be part of initiatives
undertaken by the school. Some of the reasons for this are the lack of communication
and motivation. One cannot argue that the reduction of school violence is something that
will generate interest among the members of our community, but it is the approach to the
stakeholders that may make the difference as to whether or not they will want to part of
this process.
The first step should be asking members of staff to volunteer to form a committee whose
primary purpose would be to liaise with parents, businesses, religious institutions, nongovermental organizations, past pupils, student council the school board and other
schools in the district. The most frequent reason given for stakeholders not attending
meetings in the past have been the lack of time. Thus the fastest, easiest and most
practical way to get communicate ideas would be through e-mails or facebook. Every
month we can present the data found after scanning and analysis the suspension records
and data from safety officers to these stakeholders and obtain feedback on behavioral
responses or responses by environmental design.
At the end of the term, a brief report should be given to staff by teachers/safety officers to
discuss whether or not the responses have been effective. Depending on the feedback,
one can re-visit the responses and e-mail the details to the other stakeholders. Weekly
and termly reports should be monitored and rewarded by the administration. Rewards

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should be arrived on by consensus between administration and staff and may include
time-off and certificates.

What does your school need to help sustain your school’s efforts.
The presence of a member of the clerical staff entering the data unto SIRF forms can help
sustain the efforts as this is a fairly time consuming process. In addition, the scanning
and analysis of the SIRF forms by the VPA team will prove to be very helpful as well.

APPENDICES
Appendix 1

Questionnaire
1. Sex

Male

Female

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2. In what year did you begin teaching at Cunupia Secondary School? _____________
3. From your recollection, prior to 2005, how would you describe deviance at the school?
________________________________________________________________________
________________________________________________________________________
4. What attempts were made to prevent it?
________________________________________________________________________
________________________________________________________________________
5. How were reported matters dealt with?
________________________________________________________________________
________________________________________________________________________
6. What similarities and differences do you see in a response to questions 4, 5, and
6 prior to 2005, and after that period?

Thank you for your assistance

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301

Appendix 2

31

302

Appendix 2

32

303

Appendix 3

33

304

Appendix 4

34

305

Appendix 4

35

306

Appendix 5

36

307

37

308

Appendix 6

38

309

39

310

40

311

41

312

42

313

43

314

44

315

45

FIVE RIVERS SECONDARY SCHOOL

316

VIOLENCE PREVENTION ACADEMY REPORT
V.P.A TEAM
Ms.Kathleen Kalloo - Romany (Principal).
Mr. Permanand Ramchune (Dean).
Mr. Stephen Joefield (Safety officer).
Mr. Rajesh Bajnath (Ag. Dean).

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REPORT STATEMENT

This report seeks to Scan, Analyse, Respond and Assess continuous
data for the period September 2008 to March 2010 in relation to
student infraction during regulatory school hours of the said
institution. This report also contains report two (2) as well as the
institution security review data.
This document was prepared by the V.P.A team that consists of:

 Ms. Kathleen Kalloo - Romany (Principal).

 Mr. Permanand Ramchune (Dean).

 Mr. Stephen Joefield (Safety officer).

 Mr. Rajesh Bajnath (Ag. Dean).

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Submitted to:
Ms.Marlene .S. Charles
Specialist Researcher
Student Leadership Unit
Student Support Services Division
Ministry of Education - Trinidad & Tobago
15a Wainwright Street, St. Clair
peacepromotion@gmail.com
Telefax: (868) 622 0536
Mobile: (868) 712 2535

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TABLE OF CONTENTS
1)

Introduction

2)

Brief history

3)

School layout

4)

Analysis of Incident Database for the
period (September2008 to July 2009).

5)

Report Two(2)

6)

Report for 4th session (September 2009 to
March 2010)

7)

School Safety Review Data

8)

Appendix I

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INTRODUCTION

The Government, in its Vision 2020 National Strategic Plan aims to
create a seamless, high quality, world class education system and
knowledgeable workforce and to the development of a people
characterized by excellence in innovation. It is within this context
that the ministry of Education introduced a pilot programme
called “Violence Prevention Academy of Trinidad and Tobago”.
The Violence Prevention Academy was launched on September
15th, 2008 and twenty-five (25) schools participated. The aim of
this programme is to train a team of teachers in each of the
twenty- five schools in use of the S.A.R.A model (Scanning,
Analysis, Response, and Assessment) to reduce the incidents of
indiscipline and violence in school.
The S.A.R.A model is a statistics based model that uses factual
data collected from various stakeholders i.e. (police, community,
teachers, student body, security, deans etc.). By using this model
only official recorded data is used thereby significantly reducing
subjectivity in identifying a problem.
It is with great hope and anticipation that we at Five Rivers
Secondary School look forward to the continued use of this model
with high efficiency and accuracy, as our team forges ahead in
achieving a safe and secure learning environment in which our
students and teachers can achieve their fullest potential.

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BRIEF HISTORY OF FIVE RIVERS SECONDARY
SCHOOL

Five Rivers Junior Secondary is located in the foothills of the
northern range on Range Road in Arouca and was opened on the
18th September 1972. The first principal was Mrs. S. Dial-Maharaj
(1972-1985).
Other past principals were Mr. Clyde Jacob (1985-1986), Mr.
Thomas Isaac (1986-1989), Mr. Deonarine Anmolsingh, Mr.
Prakash Williams and Ms. Joan Bridgewater. There were also two
vice-principals, staffs and sets of pupils - morning (A.M.) shift and
evening (P.M.) shift.
In September 2005, a new chapter was written in our school's
history. After thirty-three years, the 'shift system' came to an end
and our school was de-shifted to become a whole day institution.
In September 2006, we converted from a three year two shift
systems to become a whole day five-year school now called Five
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Rivers Secondary School. At present we have in administration
Principal Ms. Kathleen Kalloo - Romany and Vice-principal Mrs.
Linda Francis.
Our school is committed to the task of developing self-disciplined,
motivated citizens with strong moral and spiritual values, having
respect and tolerance for every creed and race.
It is a co-educational institution that has a current population of
776 students and 69 staff members. The curriculum supports the
holistic development of the child by promoting sporting activities,
academic excellence while fostering a love and appreciation for
visual and performing arts.
During the past thirty three years, "Rivers" has made its land mark
on Trinidad and Tobago in the field of sports, academics and
business. We produced world-class athletes like Darryl Brown and
Stern John.

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VISION AND MISSION

THE VISION:
TO BE A SCHOOL THAT DEVELOPS STUDENTS TO THEIR FULLEST POTENTIAL.

THE MISSION:
TO ENABLE ALL STAKE HOLDERS TO WORK TOGETHER TO FOSTER ACADEMIC AND
TECHNICAL EXCELLENCE, SELF-DISCIPLINE, MORAL AND SPRITUAL VALUES IN
STUDENTS THAT WILL HELP THEM FIND A PORDUCTIVE PLACE IN SOCIETY.

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FIVE RIVERS SECONDARY SCHOOL LAYOUT 2008

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ANALYSIS OF INCIDENT DATABASE FOR PERIOD
SEPTEMBER 2008 TO JULY 2009
ANALYSIS FOR SEPTEMBER - DECEMBER 2008
(1)

NUMBER OF INFRACTIONS DURING THIS TERM - 47
DEAN’S LOG - 17

SCHOOL SAFETY OFFICER’S LOG - 30

(2)

MOST FREQUENT DAY

WEDNESDAY

(3)

MOST FREQUENT TIME

8:30am-9:00am

MOST FREQUENT TIME

PERIOD

INFRACTION

8:30am to 9:00am

FIRST PERIOD

13 INFRACTIONS

12:15pm to 1:14pm

LUNCHTIME

15 INFRACTIONS

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&

12:15am-1:14am

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(4)

(5)

MOST FREQUENT LOCATION

ROOMS 21 & 32

MOST FREQUENT INFRACTION ASSAULT & LARCENY

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STATEMENT OF PROBLEM:
PROBLEM

:

ASSAULT & LARCENY
ARE OUR MAJOR PROBLEMS ,BOTH INFRACTIONS PEAK
TO A TOTAL OF 9

WHEN

WHY

:

:

WEDNESDAY
8:30am to 9:00am

FIRST PERIOD

13 INFRACTIONS

12:15pm to 1:14pm

LUNCHTIME

15 INFRACTIONS

(1) INCREASED MOVEMENT OF STUDENTS DURING FIRST PERIOD.
(2) INSUFFICENT RELIGIOUS INSTRUCTORS.
(3)

STUDENTS DO NOT SEE RELIGIOUS INSTRUCTION AS
IMPORTANT.

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WHERE

:

INFRACTIONS OCCUR- BLOCK “B”

DEGREE

:

25 OUT OF 47

328

ROOMS 21 & 32

RESPONSE FOR PERIOD (SEPTEMBER - DECEMBER 2008).
RESPONSE

:

WITH RESPECT TO DAY, TIME, LOCATION & INFRACTION

WHAT WAS DONE

:

INCREASED GUARDIANSHIP DURING
JANUARY TO MARCH 2009

METHODS USED TO ADDRESS THE PROBLEM

(1)

(2)

WHO:

DEANS

WHEN:

DURING FIRST -PERIOD
(Religious Instruction).

HOW:

ROSTER DEANS TO SUPERVISE MOVEMENT DURING FIRST PERIOD (Religious
Instruction).

WHO:

SCHOOL SECURITY GUARD

WHEN:

DURING LUNCH TIME - 12:15pm to 1:14pm.

8.20am

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TO

8.55am

ON

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WEDNESDAY

HOW:

329

REQUEST A SECURITY GUARD TO BE STATIONED AROUND BLOCK “B”.
(Thanks to security for assistance).

EVALUATION OF RESPONSE:
WHAT HAPPENED

(1) INFRACTIONS REDUCE
(2)

SEPT TO DECEMBER ’08

47 INFRACTIONS

JAN TO MARCH ‘09

41 INFRACTIONS

(3) DAY CHANGE

NOTE:-

WEDNESDAY TO THURSDAY.

WED 21 INFRACTIONS (SEP-DEC’08)

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NOTE:- WED 08 INFRACTIONS (JAN-MARCH ’09)

RESPONSE: THE RESPONSE WORKED WITH RESPECT TO DAY.
TIME:

THE TIME PERIOD CHANGED

FOR THE PERIOD SEPTEMBER TO DECEMBER ‘08
MOST FREQUENT TIME PERIOD WAS 8:30am-9:00am AND 12:15am-1:14am

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FOR THE PERIOD JAN TO MAR ’09 THE MOST FREQUENT TIME IS 1.30pm.

NOTE : RESPONSE WORKED WITH RESPECT TO TIME
LOCATION: THE LOCATION CHANGED
FOR THE PERIOD SEPTEMBER TO DECEMBER‘08
MOST FREQUENT LOCATION

ROOMS 21 & 32

FOR THE PERIOD JAN TO MAR’09 THE MOST FREQUENT LOCATION ARE ROOMS 19 & 20

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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332

NOTE : RESPONSE WORKED WITH RESPECT TO LOCATION
BLOCK “B”. SEP-DEC ’08 =25 INFRACTIONS
JAN-MARCH’09 = 16 INFRACTIONS

INFRACTION

SEPTEMBER TO DECEMBER‘08

MOST FREQUENT INFRACTION : ASSAULT = 9 INCIDENTS

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

;

LARCENY=

9 INCIDENTS

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333

LOCATION
Room 25 - 3B
Room 25 - 3B
Room 32
Behind the Library
Behind the Library
Behind the Library
Behind the Library
Classroom 31
Stairway outside room 29

INFRACTION
Assault
Assault
ASSAULT
ASSAULT
ASSAULT
ASSAULT
ASSAULT
Assault & Battery

NOTE: ALL 9 INCIDENCTS TOOK PLACE IN THE AREA OF BLOCK “B”
JANUARY TO MARCH ‘09

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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334

LOCATION

INFRACTION

South staircase
Block B Class 25
Block B Class 25
Room 19 and 20
Room 19 and 20
Room 19 and 20
Room 19 and 20
The Walkover

Assault by beating
Assault by beating
Assault by beating
Assault by beating
Assault by beating
Assault by beating
Assault by beating
Assault by beating
Assault of female students / female form
teacher
Assault

Room 29
1E

NOTE:

ONLY 5 OUT OF 10 INCIDENCTS TOOK PLACE IN BLOCK B

RESPONSE: RESPONSE WORKED, ASSAULT WAS REDUCED IN BLOCK “B”

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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335

ANALYSIS FOR JANUARY - MARCH 2009
(6)

NUMBER OF INFRACTIONS DURING THIS PERIOD - 41
DEAN’S LOG - 32

PROBLEM

SCHOOL SAFETY OFFICER’S LOG - 9

UNIFORM INFRACTION = 9 INCIDENCES
ASSAULT

= 9 INCIDENCES

LOCATION

=

FRONT

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

BUILDING

RM

19

Page 20

&

20

336

MOST FREQUENT DAY:

THURSDAY

MOST FREQUENT TIME 1.30pm

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337

MOST FREQUENT LOCATION

PROBLEM

:

ROOMS 19 & 20

ASSAULT & UNIFORM INFRACTION
ARE OUR MAJOR PROBLEMS ,BOTH INFRACTIONS PEAK
TO A TOTAL OF 8

WHEN

:

THURSDAY

1.30pm

WHERE

:

INFRACTIONS OCCUR- BLOCK “E”

ROOMS 19 & 20

RESPONSE

:

FOR APRIL TO JULY 2009

RESPONSE

:

WITH RESPECT TO DAY, TIME, LOCATION & INFRACTION

WHAT WAS DONE

:

INCREASED GUARDIANSHIP DURING

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338

FOR THE PERIOD APRIL TO JULY 2009
WE USED TWO(2) METHODS TO ADDRESS THE PROBLEM
(1)

WHO:

DEANS

WHEN:

(1) DURING FIRST PERIOD 8.20am TO 8.55am EVERY WEDNESDAY
(Religious Instruction).
(2) GATE SUPERVISION BETWEEN 7.30am TO 8.55am DURING THE WEEK

HOW:

(1) ROSTER DEANS TO SUPERVISE MOVEMENT DURING FIRST PERIOD
(Religious Instruction) ON WEDNESDAY.
(2) GATE ROSTER IMPLEMENTED

(2)

WHO:

SCHOOL SECURITY GUARD

WHEN:

(1) DURING LUNCH TIME - 12:15pm to 1:14pm.
(2) GATE SUPERVISION BETWEEN 7.30am TO 8.55am DURING THE WEEK

HOW:

RESULTS:

REQUEST A SECURITY GUARD TO BE STATIONED AROUND BLOCK “B”. (Thanks to security
for assistance).

WERE NOT ANALYZED FOR APRIL-JULY 2009

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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339

ASSIGNMENT #2REPORT
Question: Each School writes a report

(A)

Introduction:
(i)

Background

(ii)

Number of students

(iii) Geographic Location.
(iv) Number of incidences

(B) Scanning and Analysis Process:
(i)

Meaning

(ii)

What Data collected

(iii) Student Survey Top Problem
(iv) Teachers Survey Top Five Problem

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340

(C) Survey Incidence data:
(i)

Problem Type

(ii)
(iii)
(iv)
(v)
(vi)

Day of week
Time of day
Location of problem
Repeated offender
Repeated Victim

(A) Introduction:
(i)Background:
Name of school

: Five Rivers Government Secondary School

Number of Boys : 384
Number of Girls

: 423

Total Students

: 807

(ii)Geographic Location:
Our School is located at Range Road, Five
and Arouca.
(iii) Number of Incidences:
September 2006 to July 2007 = 88 Incidences
September2007 to July 2008 = 57 Incidences
Total Number

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

= 145 Incidences

Page 25

Rivers,

(B)

Scanning and Analysis Process--- (iii) -Student Survey Top Problem

341

(1) Top problems:
Question: What did you look at?
Answer: We looked at the major incidents (problems) at FRGS
Using student survey, we looked at how many students identified
a particular incident as a major problem.
Question: How did you decide your top problems?
Answer: We ranked the data i.e.
Arriving to school late

60.6%

Littering

51.6%

Disrespect & Obscene Language 48.3%
Disruptive Behaviour

45.2%

Vandalism

44.8%

Question: What do you consider the degree of harm of the problem?
Answer:

Vandalism

44.8%

Note: Although lowest rank- Highest Degree of occurrence.
Result:

Loss of teaching hours
Reduced class room resources

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342

Question: How are the problems inter-related?
Answer:

They are all discipline problems.

Question: What other data do you need to further examine the problem(s)?

Answer:

Teacher’s survey
Guidance Officer Records

(C)

Survey Incidence data:
(i)

Problem Type

(ii)

Day of week

(iii) Time of day
(iv) Location of problem
(v)

Repeated offender

(vi) Repeated Victim

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(i)

Problem Type

At Five Rivers secondary school, we are focusing on the problem of disrespect to
the teaching and non-teaching staff. This problem of disrespect has certainly taken
root in our school and is now bearing fruit as every child seems to be catching it in
one way or another. This is evident in the accumulated data which reflects
disrespect as accounting for 17.36% of the recorded infractions for our school.
The problem of disrespect eats away at the very core of the purpose of the
institution which is to deliver a curriculum, prepare students for examinations and
eventual placement into our society as disciplined and productive individuals. In a
school which is plagued with disrespect, the damage filters both ways, in that a
teacher cannot deliver his or her curriculum effectively and adequately to a
disrespectful class and the class will not benefit from inadequate tuition. Many
man hours are wasted by those in authority having to attempt to discipline
disrespectful students in order to create an environment conducive for learning to
take place.
Additionally it is a fact that disrespect is but the infant stage to more serious crimes
in our society and will certainly lead to the use of foul language, assault, theft,
vandalism and eventually to capital offences. The reason is therefore clear why we
at Five Rivers Secondary view with seriousness the slightest instance of disrespect.
It is our hope that with the eradication of instances of disrespect at this institution,
there will be a reduction in the number of infractions that occur.

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344

(ii)

Day of week
DAY
WEEK

OF
FREQUENCY

WED

18

THUR

30

MON

39

TUE

14

FRI

20

________________________________________________________

(iii)

Time of day: This field contain no data.

__________________________________________________________
(iv) Location of problem
LOCATION

FREQUENCY

FRSS

52

Note: the data did not specify the
location in school.

NA

21

Na- not applicable

FIVE
RIVERS
JUNCTION
6
1E

10

SCH. GATE

4

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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v)

345

Repeated offender

OFFENDER

FREQUENCY

A. C

3

A.J

3

C. C

3

U. J

3

(vi) Repeated Victims

VICTIM

FREQUENCY

G. J

4

TEACHER(MS.L.B)

3

C. C

2

D. K

2

END OF REPORT TWO (2)

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 30

ANALYSIS OF INCIDENT DATABASE

346

FOR PERIOD
SEPTEMBER 2009 TO MARCH 2010
ANALYSIS FOR SEPTEMBER - DECEMBER 2009
(7)

NUMBER OF INFRACTIONS DURING THIS TERM

73

DEAN’S LOG

56

SCHOOL SAFETY OFFICER’S LOG

27

NOTE: THE NUMBER OF INFRACTIONS INCREASED IN SEPTEMBER - DECEMBER 2009 AS COMPARED TO
SEPTEMBER - DECEMBER 2008 BECAUSE INFRACTIONS WERE BETTER RECORDED.

(8)

MOST FREQUENT DAY (SEPTEMBER - DECEMBER 2009)

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

WEDNESDAY

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347

(9) MOST FREQUENT TIME (SEPTEMBER - DECEMBER 2009)
8:30am-9:00am

&

12:15am-1:14am

MOST FREQUENT TIME

PERIOD

INFRACTION

10:00am to 10:20am

BREAK-TIME

7 INFRACTIONS

12:15pm to 1:15pm

LUNCHTIME

18 INFRACTIONS

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 32

(4) MOST FREQUENT LOCATION (SEPTEMBER - DECEMBER 2009). SOUTH BLOCK

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 33

348

349

(10) MOST FREQUENT INFRACTION (SEPTEMBER - DECEMBER 2009)
UNIFORM-----17

FIGHTING

19

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 34

STATEMENT OF PROBLEM: SEPTEMBER-DECEMBER ’09 PROBLEM

350

UNIFORM & FIGHTING- MAJOR PROBLEMS, INFRACTIONS PEAK TO A TOTAL OF
17 FOR THIS PERIOD.
WHEN

WHY

:

:

WEDNESDAY
BREAK-TIME

7 INFRACTIONS

LUNCHTIME

18 INFRACTIONS

(1) SOUTH BLOCK CONSTRUCTED IN A REMOTE AREA AS A RESULT OF
CONSTRUCTION OF NEW SCHOOL
(2) CONSTRUCTION FENCE, BASKET BALL COURT AND FARM AREA
OBSTRUCTED VISION.
(3) LACK OF SUPERVISION DURING BREAK-TIME & LUNCHTIME.

WHERE :

INFRACTIONS OCCUR- SOUTH BLOCK

DEGREE :

15 OUT OF 73 INFRACTIONS

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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351

RESPONSE FOR PERIOD (SEPTEMBER - DECEMBER 2008).

RESPONSE

: WITH RESPECT TO DAY, TIME, LOCATION & INFRACTION

WHAT WAS DONE : (1) INCREASED GUARDIANSHIP DURING JANUARY TO MARCH 2010
(2) SOUTH BLOCK RELOCATED AS A RESULT OF CONSTRUCTION

METHODS USED TO ADDRESS THE PROBLEM
(2)

WHO:

DEANS

WHEN:

UNIFORM - GATE SUPERVISION BETWEEN 7.30am TO 8.55am
FIGHTING- SINCE THE SOUTH BLOCK WAS SUPPOSE TO BE RELOCATED WE THOUGHT
FIGHTING WOULD NO LONGER BE A PROBLEM.

(2)

HOW:

DEANS SUPERVISION BETWEEN 7.30am TO 8.55am AT THE GATE.

WHO:

SCHOOL SECURITY GUARD

WHEN:

DURING LUNCH TIME - 12:15pm to 1:14pm.

HOW:

REQUEST A SECURITY GUARD TO ASSIST. (Thanks to security for assistance).

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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352

ANALYSIS FOR JANUARY - MARCH 2010
(1)

NUMBER OF INFRACTIONS DURING THIS TERM - 58
DEAN’S LOG - 55

(2)

SCHOOL SAFETY OFFICER’S LOG - 03

MOST FREQUENT DAY JANUARY - MARCH 2010

WEDNESDAY

(3) MOST FREQUENT TIME JANUARY - MARCH 2010

8:30am-9:00am

MOST FREQUENT TIME

PERIOD

INFRACTION

8:30am-9:00am

FIRST PERIOD

34 INFRACTIONS

(4) MOST FREQUENT LOCATION JANUARY - MARCH 2010 FORM 4-2 & 4-4
Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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353

(5) MOST FREQUENT INFRACTION JANUARY - MARCH 2010
UNIFORM-11, LATE 10

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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354

STATEMENT OF PROBLEM: JANUARY – MARCH ’10 PROBLEM
UNIFORM & LATE TO SCHOOL ARE OUR MAJOR PROBLEMS UNIFORM-11 &
LATE 10 INFRACTIONS RESPECTIVELY.

WHEN

:

WEDNESDAY
FIRST PERIOD

WHY

:

34 INFRACTIONS

(1) GATE SUPERVISION AS A RESULT OF PLANED RESPONSE FROM
SEPTEMBER TO DECEMBER ‘09
(2) FORM TEACHER ENFORCEMENT OF SCHOOL RULES

WHERE :

INFRACTIONS OCCUR- BLOCK “F”(GATE,FORM 4 CLASS ROOMS &
OFFICE AREA).

DEGREE :

24 OUT OF 58 INFRACTIONS

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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355

RESPONSE FOR PERIOD (APRIL - JULY 2010).

RESPONSE

: WITH RESPECT TO DAY, TIME, LOCATION & INFRACTION

WHAT WAS DONE : (1) INCREASED GUARDIANSHIP DURING JANUARY TO MARCH 2010

METHODS USED TO ADDRESS THE PROBLEM
(1)

WHO:

DEANS

WHEN:

UNIFORM - GATE SUPERVISION BETWEEN 7.30am TO 8.55am
LATE

(2)

GATE SUPERVISION BETWEEN 7.30am TO 8.55am

HOW:

DEANS SUPERVISION BETWEEN 7.30am TO 8.55am AT THE GATE.

WHO:

SCHOOL SECURITY GUARD

WHEN:

DURING LUNCH TIME - 12:15pm to 1:14pm.

HOW:

REQUEST A SECURITY GUARD TO ASSIST. (Thanks to security for assistance).

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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356

EVALUATION OF RESPONSE FOR SEPTEMBER-DECEMBER ‘09 WHEN
COMPARED TO JANUARY TO MARCH 2010

WHAT HAPPENED
(4) INFRACTIONS REDUCE

SEPT TO DECEMBER ’09

73 INFRACTIONS

JAN TO MARCH ‘10

61 INFRACTIONS

(5) DAY
NOTE:-

WEDNESDAY
WED --25 INFRACTIONS (SEP-DEC’09)

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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357

NOTE: - WED-- 16 INFRACTIONS (JAN-MARCH ’10)
NOTE:

REDUCTION IN INFRACTIONS ON WEDNESDAY.

RESPONSE: THE RESPONSE WORKED INFRACTIONS WERE REDUCED.
HOWEVER THE, “DAY” REMAINED THE SAME.

TIME: THE TIME PERIOD CHANGEDFOR THE PERIOD SEPTEMBER TO DECEMBER ‘09
MOST FREQUENT TIME PERIOD WAS

12:15am-1:14am

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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358

FOR THE PERIOD JAN TO MAR ’10 THE MOST FREQUENT TIME IS 8.30am.

NOTE: RESPONSE WORKED WITH RESPECT TO TIME
LOCATION: THE LOCATION CHANGED THE PERIOD SEPTEMBER TO DECEMBER ‘09
MOST FREQUENT LOCATION: SOUTH BLOCK

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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359

FOR THE PERIOD JAN TO MAR’09 THE MOST FREQUENT LOCATION IS FORM 4-2 & 4-4

NOTE: RESPONSE WORKED WITH RESPECT TO LOCATION

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360

INFRACTION: SEPTEMBER TO DECEMBER ‘09
MOST FREQUENT INFRACTIONS:

FIGHTING = 19,

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

UNIFORM = 17

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361

JANUARY TO MARCH 2010
MOST FREQUENT INFRACTION: LATE = 10 INCIDENTS,

UNIFORM = 11 INCIDENTS

NOTE: RESPONSE WORKED WITH RESPECT TO INFRACTIONS

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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362

REPEAT OFFENDERS:
SEPTEMBER - DECEMBER 2009 REPEAT OFFENDERS
OFFENDERS

REPEAT
OFFENDER

OFFENDER AGE

OFFENDER
FORM

OFFENDER
GENDER

OFFENDER
ETHNICITY

D.A.

3 times

15yrs

4-2

Male

Mixed

J.T.

3 times

16 yrs

4-2

Male

Afro

JANUARY - MARCH 2010 REPEAT OFFENDERS
OFFENDERS

REPEAT
OFFENDER

R.F.

3 times

T. I.

2 times

OFFENDER AGE

OFFENDER
FORM

OFFENDER
GENDER

OFFENDER
ETHNICITY

15yrs

4-4

Male

Mixed

2-A

Male

Afro

END OF ANALYSIS FPR PERIOD ENDING 2010

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 47

363

DATA COLLECTION FORMS

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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364

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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365

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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366

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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367

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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368

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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369

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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370

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 55

371

FIVE RIVERS SECONDARY SCHOOL
DISCIPLINE MATRIX 2010

DEAN’S COPY

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 56

372

Deans Committee 2010

 Mrs. Lawrence Browne
 Mr. P. Ramchune
 Mr. R. Bajnath
 Mr. Mc Echine
 Mrs. L.King

This draft document was created with the use of the Ministry of Education guidelines, Five
Rivers Secondary School Rules, Ministry of education CODE OF CONDUCT DOCUMENT and
what the Deans and School Safety Officers saw as infractions student committed while on the
school’s compound.

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 57

9

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

Not
attending
assembly/R.I
class

x

x

x

x

x

x

x

x

x

Carrying,
bringing, using, or
possessing
a
deadly
weapon,
firearms,
dangerous
instruments,
substances
or
objects etc...

x

x

x

x

x

x

x

x

Sale, transfer or
distribution of any
drug or controlled
substance

x

x

x

x

x

x

x

x

Excessive
Absences
school

Late arrival
school

Request for expulsion

8

Restitution of property

Suspension 1-2 days

7

Refer to legal authority

FRGSS Behavioural Contract

6

Out of school suspension

Refer to Guidance counsellor

5

Request for extended suspension

Internal Suspension

4

Suspension 5- 7 days

Administration Discipline

3

Suspension 4-5 days

Safety officer discipline

2

Suspension 3- 4 days

Dean discipline

1

Student infraction

Subject teacher discipline

Form teacher discipline

373

10

11

12

1
3

14

15

16

17

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

from

to

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 58

x

Safety officer discipline

Administration Discipline

Internal Suspension

Refer to Guidance counsellor

FRGSS Behavioural Contract

Suspension 1-2 days

Suspension 3- 4 days

Suspension 4-5 days

Out of school suspension

Refer to legal authority

Restitution of property

Request for expulsion

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

Assault, battery,
extortion of any
student / staff /
employee etc.

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

Encouraging
fighting (and / or)
assault of student
/staff/ employee,
including the use
of insults, taunts
or challenges

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Suspension 5- 7 days

Dean discipline

Fighting, assault,
battery,
taxing,
extortion,(and / or)
threat
of
any
physical harm to
any employee

Student infraction

Subject teacher discipline

Form teacher discipline

Request for extended suspension

374

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Suspension 3- 4 days

Suspension 4-5 days

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

X

X

Page 60

Request for expulsion

Suspension 1-2 days

X

Restitution of property

FRGSS Behavioural Contract

X

Refer to legal authority

Refer to Guidance counsellor

X

Out of school suspension

Internal Suspension

X

Request for extended suspension

Administration Discipline

X

Suspension 5- 7 days

Safety officer discipline

X

Dean discipline

Vandalism,
graffiti,
destruction
of
school property,
destructive
pranks,
or
tampering
with
computers/lightin
g
fixtures
/air
conditions/ water
coolers/taps
/
pipelines/
electrical
conduits/
blackboard/white
board/teachers'
charts/
windows/doors/cu
pboards/desk/chai
r/electrical
equipment
(electrical outlets,
lights,
breaker
panels,
PA
system, speaker
etc.)

Form teacher discipline

Student infraction

Subject teacher discipline

375

X

X

X

Internal Suspension

Refer to Guidance counsellor

FRGSS Behavioural Contract

Suspension 1-2 days

Suspension 3- 4 days

Suspension 4-5 days

Out of school suspension

Refer to legal authority

X

X

X

X

X

X

X

X

X

X

X

X

X

NA

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

NA

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

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Request for expulsion

Administration Discipline

X

Restitution of property

Safety officer discipline

X

Suspension 5- 7 days

Dean discipline

Intuitional
harassment,
including sexual
harassment,
display/
distribution(in the
form of texting,
images, avi files,
mpegs,
sms,
drawings, objects,
verbal and sign
language, screen
savers etc.) of
pornographic
material(pics
/
mpeg),threats,
hazing
or
initiations etc.

Form teacher discipline

Verbal
abuse,
including subtle
or racial slurs,
speaking
in
a
raised
voice,
obscene
comments (and /
or) swearing at a
staff
or
any
employee of said
institution.

Subject teacher discipline

Student infraction

Request for extended suspension

376

Suspension 1-2 days

Suspension 3- 4 days

Suspension 4-5 days

X

X

X

X

X

X

Displaying gang
colours/gang
related behaviour
(and/
or)
violations of safe
school policy.

X

X

X

X

X

X

X

X

X

X

X

X

Non-attendance of
class
i.e.
(breaking class)

x

x

x

x

x

x

x

x

x

Non-conformity
by
student
to
school dress-code
(uniform), or any
part thereof.

x

x

x

x

x

x

x

x

x

x

Coming to school
late.

x

x

x

x

x

x

x

x

x

x

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

X

X

Request for expulsion

FRGSS Behavioural Contract

X

Restitution of property

Refer to Guidance counsellor

X

Refer to legal authority

Internal Suspension

X

Out of school suspension

Administration Discipline

X

Request for extended suspension

Safety officer discipline

X

Stealing
or
Borrowing without
authorization any
item of property
from
another
student,
school
employee or the
school itself.

Suspension 5- 7 days

Dean discipline

X

Student infraction

Subject teacher discipline

Form teacher discipline

377

X

X

X

X

X

X

X

X

Page 62

x

x

x

x

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 63

Request for expulsion

x

Restitution of property

Suspension 3- 4 days

x

Refer to legal authority

Suspension 1-2 days

x

Out of school suspension

FRGSS Behavioural Contract

x

Request for extended suspension

Refer to Guidance counsellor

x

Suspension 5- 7 days

Internal Suspension

x

Suspension 4-5 days

Administration Discipline

Littering/ Sticking
of chewing gum/
inappropriate
disposal
of
breakfast, lunch
box in classroom
etc.

Safety officer discipline

Students refusing
to attend and /or
not
attending
assembly,
roll
call, R.I, reading
period, and any
subject
periods
and or school
function without
written
permission.

Dean discipline

No
Homework
/assignments/proj
ects/class work /
orals / quiz /fieldtrip
/SBA/
practical / etc.

Subject teacher discipline

Student infraction

Form teacher discipline

378

Urinating
Defecating
School
Compound.
Internal Suspension
Refer to Guidance counsellor
FRGSS Behavioural Contract
Suspension 1-2 days
Suspension 3- 4 days
Suspension 4-5 days

X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X

X

X

X

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I
Out of school suspension
Refer to legal authority
Restitution of property
Request for expulsion

X

Request for extended suspension

Suspension 5- 7 days

Administration Discipline

Pants in socks (no
pants must be
tucked in socks).
Safety officer discipline

Liming in shed by
basketball court,
Hall,
Farm,
Toilets,
Parking
lot
,Cafeteria
,Pipes,
Office,
shed by farm,
corridors,
doorways , steps,
staff room, new
block(for students
in main building
only)
Dean discipline

/
on

Form teacher discipline

Student infraction
Subject teacher discipline

379

X
X
X
X
X

X

Page 64

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

X

Page 65

Request for expulsion

X

Restitution of property

X

Refer to legal authority

Suspension 1-2 days

X

Out of school suspension

FRGSS Behavioural Contract

X

Request for extended suspension

Refer to Guidance counsellor

X

Suspension 5- 7 days

Internal Suspension

X

Suspension 4-5 days

Administration Discipline

X

Suspension 3- 4 days

Safety officer discipline

X

Dean discipline

Rags/
bandana/socks/be
lt/makeup/earring
s/rings/hand
bands/chains/cell
phones
(all
types)/mp3
players/cdplayers/radios/tv/
mpeg
,wma
player/mpeg4
player/psp player/
handheld
video
games/yu-gi-oh
cards/playing
cards/dice/headph
ones/remote
controlled
toys/dolls/action
figures/toy
cars/view
finder/ipod nano
etc./digital
camera(may
be
used for projects
and field trips but
must
be
supervised
by
teacher.
Also
teachers
must
supervise
their
use .

Form teacher discipline

Student infraction

Subject teacher discipline

380

FRGSS Behavioural Contract

Suspension 1-2 days

Suspension 3- 4 days

Suspension 4-5 days

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Wrong
belt
(Absolutely
no
studs
(safety
issue) / no buckle
over 2" and black
belt only.)

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 66

X

NA

Request for expulsion

Refer to Guidance counsellor

X

Restitution of property

Internal Suspension

X

Refer to legal authority

Administration Discipline

X

Out of school suspension

Safety officer discipline

X

Suspension 5- 7 days

Dean discipline

Wrong
shoes
(black only. Shoes
with small amount
o colour will be
assess by deans
/safety
officers
/vice
principal
/principal,
all
others must either
polish
or
die
shoes black )

Form teacher discipline

No Tie(no short
ties for boys and
no other colour
other than navyblue)

Subject teacher discipline

Student infraction

Request for extended suspension

381

X

FRGSS Behavioural Contract

Suspension 1-2 days

Suspension 3- 4 days

Suspension 4-5 days

X

X

X

X

X

X

X

X

Wrong shirt( No
print,
wrong
colour , roll-up
sleeve).White
under-shirts only)

X

X

X

X

X

X

X

X

X

X

X

X

X

Wrong skirt (skirts
must be 2" below
the knee and plad
/ pleats must not
be stitched down)

X

X

X

X

X

X

X

X

X

X

X

X

X

Bands (no bands,
o-rings, friendship
bracelets etc.)

X

X

X

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 67

Request for expulsion

Refer to Guidance counsellor

X

Restitution of property

Internal Suspension

X

Make-up (no make
up allowed).Only
chapstick or plain
lip-gloss for girls.

Refer to legal authority

Administration Discipline

X

Out of school suspension

Safety officer discipline

X

Suspension 5- 7 days

Dean discipline

X

Student infraction

Subject teacher discipline

Form teacher discipline

Request for extended suspension

382

Girls / Boys- hair
styles/hair colour

X

X

X

X

X

X

X

X

X

Girls
/
fingernails

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

boys

No curling irons /
hair dryers etc.(for
hair), safety issue

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 68

Request for expulsion

X

Restitution of property

X

Refer to legal authority

X

Out of school suspension

FRGSS Behavioural Contract

X

Request for extended suspension

Refer to Guidance counsellor

X

Suspension 5- 7 days

Internal Suspension

X

Suspension 4-5 days

Administration Discipline

X

Suspension 3- 4 days

Safety officer discipline

X

Suspension 1-2 days

Dean discipline

Caps (caps are
not to be worned
during
school.
However students
who
walk
to
school may carry
a cap which is to
be kept in his /her
bag
.Absolutely
no displaying of
caps
during
school hours.)

Student infraction

Subject teacher discipline

Form teacher discipline

383

Girls sitting on
boys and vice
versa or students
sitting
in
a
compromising
position

X

X

X

X

X

X

X

X

X

X

X

Request for expulsion

X

Restitution of property

X

Refer to legal authority

Suspension 1-2 days

X

Out of school suspension

FRGSS Behavioural Contract

X

Request for extended suspension

Refer to Guidance counsellor

X

Suspension 5- 7 days

Internal Suspension

X

Suspension 4-5 days

Administration Discipline

X

Suspension 3- 4 days

Safety officer discipline

Tattoos. No ink or
equipment
that
can be used for
the purpose of
doing tattoos is to
be brought to
school.

Dean discipline

Tattoos
(absolutely
no
visual tattoos).No
ink or equipment
that can be use
for the purpose of
doing tattoos is to
be brought to
school.

Subject teacher discipline

Student infraction

Form teacher discipline

384

N
X

X

X

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

X

X

X

X

X

Page 69

X

A

X

Suspension 3- 4 days

Suspension 4-5 days

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

X

X

Page 70

X

NA

Request for expulsion

Suspension 1-2 days

X

Restitution of property

FRGSS Behavioural Contract

X

Refer to legal authority

Refer to Guidance counsellor

X

Out of school suspension

Internal Suspension

X

Request for extended suspension

Administration Discipline

X

Suspension 5- 7 days

Safety officer discipline

Damage to any
vehicle on school
compound.(guida
nce to teachers.
Any
teacher
whom
send
students and /or
enlists
student
help in carrying
items from any
vehicle
must
supervise
students
during
this activity. Also
all Agri. science
teachers
must
accompany their
students to the
farm
whenever
teachers
have
practical.
with
students)

Dean discipline

Girls found in
(and / or) liming
by boys toilets
and vice versa

Subject teacher discipline

Student infraction

Form teacher discipline

385

X

Suspension 1-2 days

Suspension 3- 4 days

Suspension 4-5 days

X

X

X

X

X

X

non- compliance
National Anthem/
Pledge

X

X

X

X

X

X

X

X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

X

X

Page 71

X

NA

Request for expulsion

Contract

X

Restitution of property

Refer to Guidance counsellor

X

Refer to legal authority

Internal Suspension

X

Out of school suspension

Administration Discipline

X

suspension

Safety officer discipline

X

Suspension 5- 7 days

Dean discipline

Breakfast / lunch(note for teachers)
: Breakfast will be
served before 8.30
am
and
at
breaktime10.40
am only. Lunch
will be served
between 12.10am
and 1.20 pm only .
Any other time
will be at the
discretion of the
office personnel
,deans,
safety
officers
and
administration
only.)

Student infraction

Subject teacher discipline

Form teacher discipline

386

X

Form teacher discipline
Dean discipline
Safety officer discipline
Administration Discipline
Internal Suspension
Refer to Guidance counsellor
FRGSS Behavioural Contract
Suspension 1-2 days

Student infraction

Cafeteria
(
no
purchasing
by
students
during
class
time.(In
emergency
student
maybe
allowed
by
subject teacher to
seek
the
permission
of
form
teacher/dean/vice
principal/principal
.)
X
X
X
X
X
X
X
X
X

No school books /
copy
books,
textbooks
(as
listed in book list)
X
X
X
X
X
X
X
X
X

Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I
X

END OF DISCIPLINE MATRIX

Page 72

Request for expulsion

Restitution of property

Refer to legal authority

Out of school suspension

Request for extended suspension

Suspension 5- 7 days

Suspension 4-5 days

Suspension 3- 4 days

Subject teacher discipline

387

388

APPENDIX I
NEW SCHOOL LAYOUT 2010

END OF REPORT
Copyright (c) 2010 by Mr. Bajnath/Mr. Ramchune version I

Page 73

389

TRINIDAD & TOBAGO
VIOLENCE PREVENTION ACADEMY
MINISTRY OF EDUCATION
REPORT
MALICK SECONDARY SCHOOL
DATE: MAY 14, 2010

LEADERS:

ANN-MARIE CROPPER
VASHTI RAMDEEN

TEAM MEMBERS: PATRICIA PEREIRA
MAXINE SENHOUSE
EARL DALRYMPLE
E-mail Address: malick.secondary@yahoo.com

Tel.: 626-5356

390

TABLE OF CONTENTS
INTRODUCTION

1

BACKGROUND AND HISTORY OF SCHOOL

1

THE S.A.R.A. PROCESS

4

SCANNING AND ANALYSIS: DATA COLLECTED FROM STUDENT SURVEYS

5

SCANNING AND ANALYSIS: DATA COLLECTED FROM TEACHER SURVEYS

6

SCANNING AND ANALYSIS: DATA COLLECTED FROM INCIDENT DATA

7

FINDINGS: FROM STUDENT SURVEYS

8

FINDINGS: FROM TEACHER SURVEYS

10

FINDINGS: FROM INCIDENT DATA

13

HIGHEST REPEAT OFFENDER PROFILE

15

STATEMENT OF THE PROBLEM

18

RESPONSE PROPOSAL

19

V.P.A. ACTION PLAN

26

ESTIMATED COSTS

31

ASSESSMENT OF RESPONSES: PROCESS EVALUATION

32

ASSESSMENT OF RESPONSES: IMPACT EVALUATION

40

EVALUATION PLAN

40

FINDINGS FROM STUDENT SURVEYS

42

FINDINGS FROM TEACHER SURVEYS

44

FINDINGS FROM INCIDENT DATA

46

FINDINGS FROM STUDENT PROFILES

50

CONCLUSIONS

56

SUSTAINABILITY PLAN

57

391

TABLE OF CONTENTS (CONT’D)
SYSTEMS ALREADY IN PLACE AT SCHOOL

57

OTHER IDEAS FOR ADDRESSING THE PROBLEM

59

OTHER INFORMATION NEEDED

60

APPENDIX 1: REPORT ON ANGER MANAGEMENT & COPING SKILLS WORKSHOP

61

APPENDIX 2: THE MARIX (PENALITIES FOR OFFENCES)

62

APPENDIX 3: CONTENTS OF TEACHER’S MANUAL

63

APPENDIX 4: EXCERPTS FROM STUDENT HANDBOOK

67

APPENDIX 5: SCHOOL LAYOUT – UNUSUAL PERIMETER

71

APPENDIX 6: S.E.A. AND N.C.S.E. RESULTS

72

APPENDIX 7: VPA STUDENT SURVEY

75

APPENDIX 8: VPA TEACHER SURVEY

77

APPENDIX 9: STUDENT INCIDENT REPORT FORM

79

APPENDIX 10: WORK PROFILE OF VPA TEAM

81

BIBLIOGRAPHY

83

392

1

INTRODUCTION (MEDIA RELEASE)
In response to the increased violence in the country and particularly in schools, the
Government of Trinidad and Tobago, through the Ministry of Education forged forward with its
Peace Promotion Campaign. One of the “Promotion for Peace” initiatives was the launching of
the Trinidad and Tobago Violence Prevention Academy in September 2008. This involved a
number of schools across the country. The Violence Prevention Academy (V.P.A.) has adopted
the S.A.R.A model (Scanning, Analysis, Response, and Assessment) to address the violence in
schools. A team was selected from each participating school to be part of the V.P.A. program
where team members were trained in the application of the S.A.R.A. process. A series for four
training workshops were conducted.
After the first set of training, the teams set out putting certain systems in place for
collecting standardized data. The second set of training sessions on scanning and analysis
allowed the teams to send out surveys and collect data which were analysed. In this phase the
school’s problem was identified. The third set of training sessions centred on the Response
phase. After this set of training, the schools came up with a Response proposal and Action Plan
which was then implemented. Surveys and other data collection were done before and after the
response implementation. The fourth set of sessions was on the Assessment phase which helped
to guide the teams in evaluating their various responses that were implemented. This was the
final phase which gave indication of whether the responses were successful or not.
Malick Secondary School underwent the steps taken in the scanning and analysis phase
and was able to identify a problem that contributed to the violence and delinquency in the school.
The school was able to outline a Response Proposal and Evaluation Plan which the team
designed to address the problem identified. Upon evaluation, using the relevant data, it was
found to have been relatively successful.
The team is quite satisfied with the success of its response. Though this training lasted
almost two years, the team feels that it is indeed instrumental in creating a new turnaround for
the school. We hope to continue to put what we have learnt to use as we will undoubtedly be
faced with changing issues and problems. We feel better equipped to be able to scientifically
scan, analyse, respond and assess any new challenge that we encounter.

393

2

BACKGROUND AND HISTORY OF SCHOOL
Malick Senior Comprehensive opened its doors to students on October 04, 1976. Twelve
years later, the name of the school was changed from Malick Senior Comprehensive School to
Malick Secondary Comprehensive School, with its first intake of Form One students in
September 1988. Since then the school has had an intake of both Form 1 and Form 4 students but
with the majority of students still coming from the Junior Secondary Schools at the fourth form
level. The school has thus retained its Senior Comprehensive character with at least 13 Fourth &
13 Fifth form classes and only 3 each of the first, second and third forms.
Unfortunately, the majority of form one and form four students assigned to the school
enter with very low scores in the S.E.A. Examination and the 14+ Examinations respectively
(See Appendix 5). Also, as has been openly admitted by Principals of some Junior Secondary
Schools, many students are sent to Malick when they have chronic problems of delinquency.
Despite the fact that the school is considered to be a high risk school with a reputation of high
student violence and delinquency, Malick took a big jump forward in 1998 by enrolling its first
Sixth Form students becoming a seven year school. The A’ Level programme has proven to be
quite successful with students receiving Awards in Art and one student, a National Scholarship
in Principles of Accounts. The school has had a number of other successes in the areas of
Football, Cricket, Badminton, Scrabble, Judo and a few others.
In September 2008 the school received for the first time an increased intake of form one
students, which required six form one classes, and a lesser intake of form four students
(approximately 200 students). This was as a result of most Junior Secondary schools becoming
five-year schools. A change in the culture of the school is therefore anticipated. However, it is
still to be noted that the majority of students still enter with extremely low S.E.A. scores. In
addition, the ages of the students entering the school at the form one level now range between 11
and 16 years and as a result of this wide age range, disciplinary issues usually pertaining to the
older students now arise at the form one level. The form 1 intake therefore presents a peculiarly
complicated and challenging disciplinary situation to manage.
The School is situated at Coconut Drive, Morvant. It lies on approximately 12 acres of
land and has an unusual perimeter layout compared to most other schools. In addition to the

394

3
unusual perimeter, a river runs through the school separating it into two distinct areas which are
connected by a bridge (See Appendix 4).
The majority of students come from the Morvant – Laventille areas with the school’s
catchment areas being 7th Avenue, Chinapoo, Gonzales, Morvant Valley Rd., Red Hill, Africa,
Coconut Drive, Harpe Place, Never Dirty, Beetham Gardens, Belmont, Beverly Hills, Caledonia
1 & 2, Dan Kelly, Dorata, Duncan Street, Eastern Quarry, Egypt, George Street, John John,
Laventille, Malick, McKai, Mon Repos, Morvant, Paradise Heights, Pashley Street, Pelican
Extension, Picton, Prizgar Lands, Snake Valley, St. Barbs, St. Francois Valley Road, St Paul
Street Trou Macaque, Vegas and Saw Mill Ave. Most of these areas are considered to be high
crime areas which experience a lot of gang warfare and killings. Certain communities institute
self-impose curfews for safety. Some of the students are themselves involved in these
community/gang disputes. Based on the Final School Report – Malick Secondary
Comprehensive (“Benchmarking Violence and Delinquency in the Secondary School: Towards
Peace and Civility”, by Ramesh Deosaran, September 2006), the majority of students come from
low income homes. A lot of the students also come from homes where there is only one parent or
no parents. (Some students live with guardians, grandparents or older siblings, some of whom
are not much older than themselves. There have been cases of 18 year old students who live on
their own.
The school is Co-Ed with an average student population of 1,200 students. The
population of males and females is almost equally distributed. The majority of students are AfroTrinidadians (72%) with a small percentage of Mixed (23%), Indo-Trinidadian (3%) and Other
(3%). There is a teaching staff of 98 teachers (of which there are seven Deans and eight Heads of
Departments) and a Civil Service staff of 32 members as well as 2 Safety Officers and one
Guidance Officer during the day. The compound is used for Adult Education from 3:30 p.m. to
8:30 p.m. for the Evening School and Y.T.E.P.P. programs, which together have a teaching and
administrative staff of 65 persons.
The compound is supposed to be protected by 6 M.T.S Security personnel (1 Corporal
and 5 Officers) during the day shift from 6:00 a.m. to 6:00 p.m. and 3 officers from 6:00 p.m. to
6:00 a.m. during the night shift. In reality however, the compound is actually manned by 5 M.T.S
Security personnel (1 Corporal and 4 Officers) during the day shift from 6:00 a.m. to 6:00 p.m.
and two officers from 6:00 p.m. to 6:00 a.m. during the night shift.

395

4

THE S.A.R.A. PROCESS
S – Scanning

A – Analysis

R – Response A – Assessment

The S.A.R.A process, developed by Dr. John Eck (professor of criminal justice at the University
of Cincinnati, U.S.A) is a technique in problem oriented policing. It involves four stages:
1. Scanning: In this stage recurring problems are identified and prioritized based on
frequency and degree of harm using data collected from incident reports and surveys of
students, staff and other stakeholders. Incident reports are scanned for patterns and trends
such as repeat offenders, victims and locations. Trends with specific offences are looked
for with respect to time of day as well as location. Stakeholders as well as focus groups
are identified.
2. Analysis: In this stage analysis of the problem is conducted by identifying and
attempting to understand events and conditions that precede and accompany the problem.
One way of doing this is by profiling some of the Repeat offenders. In this stage other
relevant data that may be needed are identified. Research about the problem type is done.
The present and existing measures taken by the school is looked at and the
strengths/weaknesses of these measures are identified. Resources to gain a better
understanding of the problem are identified and a hypothesis as to why the problem is
occurring is developed.
3. Response: In this stage solutions to the problem are developed and implemented. There
is a brainstorming for new interventions and solutions. Ideas are sourced from the
different stakeholders as well as comparing with schools of similar problems. The
alternative interventions are chosen from the brainstorm ideas. A Response plan is
outlined bearing in mind that the responses must be manageable given the resources
available and must be directly linked to the results of the analyses. Parties responsible for
carrying out the interventions are identified. The objectives of the response plan must be
clear as the planned activities are carried out during the response implementation.
4. Assessment: In this stage data is looked at before, and after the response is implemented
in order to assess the plan. The plan is evaluated based on whether the goals and
objectives were met and whether the plan was carried out in its entirety. Shortcomings
are identified and improvement involving new strategies and improved responses can be
looked at to augment the plan. There must then be ongoing assessment to ensure
continued effectiveness.

396

5

SCANNING & ANALYSIS
DATA COLLECTED
Data for this report was collected from the following sources: student surveys, teacher surveys,
and official school data. Below we present our findings related to each data source

•

Student surveys ( October 2008 & January 2009):

INCIDENT
Gambling
Stealing
Disrespect
Fighting
Loitering
Marijuana use
Disruptive Behaviour
Gangs
Weapon Possession
Vandalism
Threats/Intimidation
Bullying
Sexual contact between students
Littering
Drug Sales
Robbery
Trespassing
Sexual Assault
Taxing
Assault
Guns
Cocaine Use

Malick %
(Survey 1)
70.8
68.3
64.3
62.8
58.8
56.6
55.2
52.7
50.4
48.6
47.7
45.9
45.5
42.2
36.9
36.4
28.8
28.4
27.6
26.6
23
20.8

Malick %
(Survey 2)
71
58.3
67
62.1
64.1
53.4
57.3
42.7
41.7
37
42.7
48.5
52.4
57.3
28.2
44.7
21.4
26.2
29.1
23.3
16.5
14.5

National %
51
49
61
55
48
28
52
38
32
42
36
43
35
53
18
30
12
21
36
25
10
11

397

6

•

Teacher Surveys (October 2008 & January 2009):

TEACHER VICITIMIZATION
Malick %
(Survey 1)

National %
Survey 1

65
43
18
9
3

Malick %
(Survey 2)
63.6
41.8
13.8
7.9
3.2

45.6
26.9
10
7.3
1.8

National %
Survey 2
41.1
23.4
8.5
2.9
1.1

Malick %
(Survey 1)

Malick %
(Survey 2)

National %
Survey 1

National %
Survey 2

2.68

4.10

2.36

2. Since school started this year,
how many times did you hesitate
to confront misbehaving students
for fear of your own safety?

4.06

2.65

3.76

Q1.
Q2.

3=some
3=some

Incident
Obscene Remarks/Gestures
Threats
Theft
Physically Attacked
Weapons Pulled

Question
1. How much of a problem is
vandalism, personal attacks and
theft in your school?

1=none
1=never

2=a little
2=once/ twice

4=fairly much
4=fairly much

3.56

2.18

5=very much
5=very much

TEACHER PERCEPTION OF SAFETY
Location
Empty Classrooms
Toilets
School grounds
Hallways/Corridors
Cafeteria
School Hall
Classroom (while
teaching)
Parking Lot
1=very unsafe

Malick Average
(Survey 1)
1.62
2.13
2.24
2.47
2.79
3.27
3.29
3.42
2=fairly unsafe

Malick Average
(Survey 2)
2.15
2.12
2.41
2.41
2.86
3.25
3.23
3.59
3=average

National %
Survey 1
2.37
2.42
2.69
2.76
3.29
3.23

National %
Survey 2
2.55
2.52
2.83
2.87
3,28
3.32

3.43
3.39

3.46
3.39

4=fairly safe

5=very safe

398

7

• School Incident Data (September, 2007 to October 2008):
OFFICIAL SCHOOL DATA BY OFFENCE TYPE
(Offences selected based on Frequency and Degree of Harm)
INCIDENT
Class Breaking
Gross Disrespect
Smoking
Gambling
Bullying
Obscene Language
Disruptive Behaviour
Truancy
Lying/Cheating
Sexual Misconduct
Fighting
Theft/Robbery
Assault
Vandalism/Malicious Damage
Other Weapons
Breaking Suspension

Number of incidents
67
45
19
18
18
12
11
10
10
8
7
7
3
2
1
1

%
28
19
8
7
7
5
5
4
4
3
3
3
1
1
0.5
0.5

OFFICIAL SCHOOL DATA BY REPEAT OFFENDERS (5 OF MORE INCIDENTS)
REPEAT OFFENDER
J.J
I.H
C.S
J.M
T.M.
C.B.
C.M.
C.R.
R.J.
S.B.
SH.B.
T.P.
A.P.

NUMBER OF INCIDENTS
30
11
7
7
6
6
5
5
5
5
5
5
5

399

8

FINDINGS
STUDENT SURVEY FINDINGS
Five major problems were identified based on percentage and degree of harm:
Gambling (71%), Stealing (68%), Fighting (63%), Marijuana (57%) and Weapons (Guns:
23%, Other Weapons: 50%). When compared with the National Average; Gambling ranked
21%, Stealing 15%, Fighting 8%, Marijuana Use 29%, Weapon Possession 18%, and Guns
13% ABOVE the National Average.

MALICK SECONDARY COMPREHENSIVE SCHOOL
STUDENT SURVEY: PERCEIVED ISSUE AS A MAJOR PROBLEM

400

9

MALICK SECONDARY COMPREHENSIVE SCHOOL
STUDENT SURVEY COMPARED WITH NATIONAL
PERCEIVED ISSUE AS A MAJOR PROBLEM

Student Survey(2008)

401

10
TEACHER SURVEY FINDINGS
1.

TEACHER INCIDENTS WITH STUDENTS

According to the Teacher Survey 65% of the teachers who were surveyed received obscene
remarks/gestures from students, 43% were threatened by students, 9% were physically attacked
by students and 3% had weapons pulled on them. In the Teacher Survey this school ranked
ABOVE the National Average in Obscene Remarks/Gestures by 19%, Threats to Teachers by
16%, Theft by 8%, Physically harmed by 2% and Weapons Pulled by 1.2%.

TEACHER INCIDENTS WITH STUDENTS

Teacher Survey (October 2008)

402

11

TEACHER INCIDENTS WITH STUDENTS
MALICK VS. NATIONAL

Teacher Survey (October 2008)

403

12
2.

TEACHER PERCEPTION OF SAFETY

The survey suggested that teachers felt unsafe in most areas of the school except for the School
Hall, in an occupied classroom while teaching and the parking lot. (The parking lot and the
School Hall are both in close proximity to the Guard booth.). It was found that teachers of this
school felt more unsafe than teachers of other schools when compared to the National Average
except for areas such as the school Hall and the parking lot.

DEGREE OF SAFETY
(TEACHERS’ PERCEPTION)

Teacher Survey (October 2008)

404

13
INCIDENT DATA FINDINGS
1.

OFFENCE TYPE

The school’s Incident Data indicated that the most common offences, taking into consideration
frequency and the Degree of Harm, were Class Breaking (28%) and Gross Disrespect (19%),
followed by Smoking (8%), Gambling (7%) , Bullying (7%), Obscene Language (5%)
,Disruptive Behaviour (5%), fighting (3%) and Robbery (3%). Most of the Smoking and
Gambling incidents took place during class time and so these offences are connected to the Class
Breaking offence.
OFFENCE TYPE
RESULTS FROM INCIDENT DATA
(Offences selected based on Frequency and Degree of Harm)
September 2007 – October 2008

405

14

INCIDENT DATA FINDINGS (CONT’D)
2.

REPEAT OFFENDERS

The incident data revealed a number of Repeat Offenders as seen in the chart below. Three
students were selected based on the types and number of incidents and profiles were done on the
selected three.

REPEAT OFFENDERS

406

15

HIGHEST REPEAT OFFENDERS PROFILE
(SEPTEMBER 2007 – NOVEMBER 2008)

PROFILE ON J.J. Thirty (30) INCIDENTS
15 YEARS

AFRICAN DESCENT

FORM FOUR

-

Bullying (4)

-

Cigarette possession (2)

-

Gambling (7)

-

Possession of a lighter

-

Verbal assault on Safety Officer and Dean

-

Tampering with fire extinguisher

-

Writing obscenity on her statement

-

Use of obscene language and disorderly, disrespectful behaviour (2)

-

Smoking on compound (2)

-

Fighting (3)

-

Sexual misconduct

-

Disorderly conduct

-

Uniform infraction

-

Disobeying instructions

-

Assault

-

Threats to another student

407

16

SANCTIONS:
Counselling, suspensions, Out-of-school suspension programme, In-school suspension
programmes, Anger management programmes, Guidance Officer referrals, referral to Psychiatric
Unit (Mt. Hope), Behavioural contract signed (Min. of Education), Case Conference Min. of
Education
ADDITIONAL INFORMATION:
Student performing well academically.

PROFILE ON I.H. ELEVEN (11) INCIDENTS
FEMALE 18 YEARS

-

FORM 4

MIXED

Gross disrespect to teacher during an examination: disrupting entire exam, refusal to obey
instructions

-

Cheating e.g. opening textbook in front of teacher and reading answers aloud, passing
answers to students

-

Intimidating classmates

-

Bullying

-

Skipping classes

-

Uniform infringement (numerous)

-

Disrespectful behaviour (2)

-

Refusing to obey instructions of: 2 Teachers, a Department Head, and 2 Security Officers
and Principal (2)

-

Storming out of class in presence of Teacher returned with bottle of water; attempting to
throw contents at another student

408

17
SANCTIONS
Suspensions, Parent

Conferences,

Guidance

Officer

Referrals,

In-school

suspension

programmes, School Community Service, Counselling, Sent before School Supervisor
ADDITIONAL INFORMATION:
Chronic latecomer
Goals of becoming a nurse
Admitted to having problems controlling her anger

PROFILE ON C. S. SEVEN (7) INCIDENTS (1 month period)
MALE 16 YEARS FORM 4

AFRICAN/MIXED

INCIDENTS
-

Rude and disrespectful behaviour, obscene language, walking out of teacher's class

-

Robbery, $20 snatched from student at cafeteria

-

Robbery, $35 stolen from student at cafeteria

-

Threatening to kick a student in face

-

Rude and disrespectful behaviour to Dean

-

Threat of shooting 'up' the Police

-

Stole cell phone from student

SANCTIONS:
Suspensions, Guidance Officer Referral, Counselling, Police Intervention
ADDITIONAL INFORMATION:
o School Administration was informed that he was presently on three (3) separate threeyear bonds (amounting to nine years) for criminal charges.
o He was in Police custody for questioning on his alleged involvement in a murder.

409

18

STATEMENT OF THE PROBLEM
The Students’ Survey indicated five major problems which were gambling (71%, which
is 21% above the National Average), stealing (64%, which is 15% above the National Average),
fighting (63%, which is 8% above the National Average), marijuana (57%, which is 29% above
the National Average) and weapons (guns: 23% which is 13% above the National Average, other
weapons: 50%, which is 18% above the National Average).
In the Teachers’ Survey 65% of the teachers surveyed received obscene
remarks/gestures from students (which is 19% above the National Average), 43% were
threatened by students (which is 16% above the National Average), 9% were physically harmed
by students (which is 2% above the National Average) and 3% had weapons pulled on them
(which is 1.2% above the National Average).
The school’s Incident Data indicated that the most common offences, taking into
consideration the Degree of Harm, were Class Breaking (28%) and Gross Disrespect (19%),
followed by Smoking (8%), Gambling (7%) , Bullying (7%), Obscene Language (5%) and
Disruptive Behaviour (5%). Most of the Smoking and Gambling incidents took place during
class time and so these offences are connected to the Class Breaking offence.
Based on the above analysis, the conclusion was drawn that a key problem at Malick
Secondary Comprehensive School is Aggressive Behaviour in students. The Aggressive
Behaviour in students is connected with most of the problems identified by the students as well
as the teachers in the respective surveys. It is also connected with common offences identified in
the Incident Data such as Gross Disrespect, Bullying and Disruptive Behaviour displayed by the
students. Aggressive behaviour can also be seen in a few of the Gambling incidents as well as in
some of the students found smoking.

410

19

RESPONSE PROPOSAL
SUMMARY OF FINDINGS
•
•
•
•
•
•
•
•

5 major problems identified by students were gambling, stealing, fighting, marijuana
use, weapon possession and guns.
ALL problems identified by students ranked above the National Average which indicates
a crisis.
The percentage of teachers having personal incidents with students was quite alarming
for incidents such as obscene gestures/remarks, threats, being physically attacked and
weapons pulled.
ALL the teacher incidents with students ranked above the National Average indicating a
crisis.
Teachers felt unsafe in most areas of the school.
The Teachers’ feeling of being unsafe is more pronounced than that of other schools
when compared to the National Average.
Major problems identified from the incident data were class breaking, gross disrespect,
smoking, gambling, bullying, obscene language, disruptive behaviour, fighting and
robbery/theft.
Repeat offenders were identified.

PROBLEM STATEMENT
The key problem which was identified at Malick Secondary School is Aggressive Behaviour in
students.

POTENTIAL RESPONSES
RESPONSE 1
Post Security Guards at the Gate which is in close proximity to the Agriculture Department
and along the fence wall parallel to the Home Economics Building between the hours of 7:
00 a.m. to 9:30 a.m.
RATIONALE
Most of the weapons and drugs, which contribute to aggressive behaviour, come onto the school
compound when students either throw the items over walls or they themselves enter the school at
illegal points of entry. According to the Incident Data, most of the illegal entries by students took
place between 8: 00 a.m. and 9:15 a.m. with common locations being the fence wall next to the
Home Economic building and the gate in the agriculture section which is normally closed but
unmanned.

411

20

POSSIBLE IMPACT ON THE PROBLEM
It is hoped that this response will cause students to refrain from entering the school illegally or
throwing illegal items over at those locations mentioned above by reducing the opportunity for
them to do so because of the increased risk of being caught.
ANTICIPATED BARRIERS
o The increased allocation of Security Personnel must be approved by the Ministry of
Education which in turn may be a lengthy process. Availability of Security Officers may
be a problem.
o Response may cause problem to be displaced and students may find other access points.

RESPONSE 2
Installation of Security Cameras at critical points.
RATIONALE
Certain areas have been identified as “Hot Spots” where infringements such as class breaking,
gambling and smoking take place as well as points along the school perimeter where trespassing
and illegal items can enter. These infringements have many times led to other infringements
involving aggressive behaviour such as fights, verbal assaults, use of obscene language and gross
disrespect. It is not always possible to have personnel man these areas continuously. The cameras
will assist in monitoring these areas and will involve fewer personnel to do so.
POSSIBLE IMPACT ON THE PROBLEM
It is hoped that students will refrain from the above mentioned infringements because of the
increased risk involved when response is implemented.
ANTICIPATED BARRIERS
o Response may simply cause problem to be displaced and students may go to other
locations creating new Hot Spots.
o

The Administration has recently been informed that the school will be receiving security
cameras. The question of who will monitor the cameras and for what purpose needs to be
addressed. Will it be monitored by the Security Officers, the Safety Officers or external
agencies? Will the school be able to use it for the purpose mentioned above?

412

21

RESPONSE 3
GROUP Patrol done by teachers at Hot Spots during class time especially in the afternoon.
RATIONALE
According to the teachers survey, 50% of the teachers hesitated to confront students for fear of
their safety all of the time; 20.6% teachers hesitated many times, 14.7% of the teachers
hesitated a few times and 14.7% of the teachers hesitated once or twice. No teacher admitted to
never hesitating.
The school has a supervision/patrol system where some teachers are scheduled to either;
supervise a class where a teacher is absent, or patrol the corridors along specific buildings and
areas. Many teachers are apprehensive and reluctant to perform these duties since they felt
intimidated by the aggression and disrespect displayed by some students. Some teachers would
not approach students whom they do not know personally to ask them to go to class because the
students would simply ignore them or even respond in a disrespectful manner. In anticipation of
the students’ aggression some teachers go to their designated areas but may not approach the
students, and others would simply not appear for these duties because they felt unsafe.
Group patrols should be carried out throughout the day during class time but priority should be
given to the afternoon sessions. The school’s incident data shows a greater percentage of
infringements such as class breaking, gambling and fights occurring in the afternoon.

POSSIBLE IMPACT ON PROBLEM
By attempting to conduct patrol/supervision as a group, the teachers may feel less intimidated
and make a genuine effort to patrol the designated areas in order to detect and prevent the
occurrence of infringements.
.
According to the incident data many students who display aggressive behaviour through their
gross disrespect, verbal assaults and fights, are also guilty of class breaking and gambling at the
time. The group patrols should minimize the class breaking and gambling as long as the group of
teachers is able to break up the gatherings at the Hot Spot areas. The students may feel more
inclined to stop any wrong doing and go to their classes if approached by more than one teacher.
ANTICIPATED BARRIERS
Timetable constraints may not allow group patrols to take place every day at the critical times.

413

22

RESPONSE 4
Request Safety Officers to patrol and monitor compound at break time and lunch time in
particular.
RATIONALE
Some of the incidents involving aggressive behaviour also take place during break time and
lunch time. Since the teachers have their break and lunch at the same time as the students they
cannot patrol during those times. The Safety Officers will be requested to take their break and
lunch at alternative times so that they could assist with our mission of minimizing incidents that
lead to aggressive behaviour.

POSSIBLE IMPACT ON PROBLEM
The break time and lunchtime patrols will let students know that supervision is in place at those
times which will deter them from committing infringements.

ANTICIPATED BARRIERS
There are only two Safety Officers and the Officers may not be available everyday at break time
or lunchtime to patrol the compound. It must be remembered that Hot Spots during break time
and lunchtime will now extend to all classrooms that will be unsupervised and not monitored.
Without assistance, an effective patrol and monitoring may not be possible.

RESPONSE 5
Principal, Vice Principal, Heads of Department and Deans patrol randomly, particularly
when Group Patrols are not being done.
RATIONALE
The Group patrols done by teachers will be at fixed times based on the timetable. Students may
eventually be able to diagnose the system and determine specific times when group patrols are
not being done. They may then recognize these periods, as times which may be less risky to
engage in wrong doing.
POSSIBLE IMPACT ON PROBLEM
With random patrols by the members of the Management Team, the students will not be able to
predict exactly when any form of patrols is being done thereby increasing the students’
perception of the risk to be taken to engage in any form of wrongdoing and so it will hopefully
deter some of them.

414

23

RESPONSE 6
Anger Management Program and/or Life Skills Program for repeat offenders of incidents
linked to aggressive behaviour
RATIONALE
Some incidents which are linked to aggressive behaviour are fighting, bullying assault, obscene
language, gross disrespect, threats and intimidation. In many of these cases the offenders resort
to these infractions because they are not in control of their anger. The anger is either directly
associated with the victim or sometimes is connected to external factors and the offender is
simply displacing his/her anger on someone else. In some cases the aggressive behaviour is
connected to external stresses that the offenders may be facing and it is their way of coping with
the issues.
POSSIBLE IMPACT ON PROBLEM
It is hoped that an Anger Management program will assist the repeat offenders in dealing with
their anger in a more constructive way and to be in more control. Students will handle similar
situations differently and any conflict be quickly diffused and not escalate into serious incidents
involving aggressive behaviour.
Similarly, a Life Skills or Coping Skills program will assist those students whose anger can be
traced to external stresses/factors by teaching them how to positively cope with the particular
situations they may be experiencing at home or elsewhere. Being equipped with the coping
skills, will allow them to no longer have the need to lash out at others and so avoid provocations
which would otherwise lead to serious incidents of aggressive behaviour.
ANTICIPATED BARRIERS
These programs will not work unless the participants are willing and genuinely interested in selfimprovement. If they participate in the program merely because they were told to do so as a
consequence of their infractions, the desired result will not be achieved. The program must be
“sold” to them by getting them to acknowledge to themselves that they need the help and that
these programs would assist.

RESPONSE 7
Parenting Program for parents of repeat offenders
RATIONALE
It is evident that some parents of the repeat offenders have difficulties controlling their children
and have admitted to that fact. They too, feel helpless and do not know what else to do to get
their children to conform. Some of the parents are in situations where they themselves are in
need of coping skills to deal with their own situation as well as to deal with their adolescent
child.

415

24

POSSIBLE IMPACT ON PROBLEM
The Parenting program for this target group will be specifically designed taking into
consideration the parents’ situations mentioned. It will aim at teaching the parents mechanisms
of coping with stressful situations and give them ideas of how to deal with the “difficult
adolescent”. It is hoped that the parents will apply the skills and concepts learnt and regain some
measure of control and influence on their children resulting in less aggressive behaviour from the
students.

ANTICIPATED BARRIERS
It is not certain that the parents of these repeat offenders will make the time to participate in such
a program. They would have to see and appreciate its importance and be convinced that it would
be in the best interest of their children.

RESPONSE 8
Parenting Program for parents of Form One.

RATIONALE
This is considered a more preventative response. The program will develop general parenting
skills in the parents of our incoming students. It will help them understand the nature of the
adolescents with respect to teenage development, their characteristic behaviour and their special
needs. It will teach what good parenting is in terms of control (ability to manage the child’s
behaviour) and support (ability to make the child to feel loved).
POSSIBLE IMPACT ON PROBLEM
It is hoped that after doing this program parents will be better equipped and have a deeper
understanding of their children’s adolescent development. The program will aim at creating a
parent who maintains firm discipline while demonstrating genuine love. Such a parent usually
has well adjusted children who will less likely engage in aggressive behaviour.
ANTICIPATED BARRIERS
It is not certain that the parents of these Form One students will make the time to participate in
such a program. They would have to see and appreciate its importance and be convinced that it
would be in their best interest.

416

25

RESPONSE 9
Gambling Program for Repeat Offenders

RATIONALE
It was noticed that the incident data for Term 2 of academic year 2008 – 2009 revealed that 19%
of the gambling incidents were also connected with aggressive behaviour in terms of fights and
gross disrespect.

POSSIBLE IMPACT ON PROBLEM
It is hoped that the gambling program would change their motivation of the repeat offenders and
make them less incline to gamble. By decreasing the amount of gambling taking place on the
school compound, further provocations that may lead to aggressive behaviour would be avoided.

ANTICIPATED BARRIERS
Such a program will not succeed unless the repeat offender admits to having a problem with
gambling and the person genuinely wants to stop and wants the help in doing so. If the repeat
offenders participate in the program merely because they were told to do so as a consequence of
their infractions, the desired result will not be achieved.

417

26

V.P.A. ACTION PLAN

RESPONSE 1
Post Security Guards
at the Gate which is
in close proximity to
the Agriculture
Department, in
addition, along the
fence wall parallel to
the Home Economics
Building between the
hours of 7: 00 a.m.
to 9:30 a.m.

IMPLEMENTATION
STEP
Present policy to School
Administrator

Discuss plan with MTS Staff
Discuss policy with School
Staff, Student Council,
P.T.A. and School Board
Present policy to School
Staff, Student Council,
P.T.A. and School Board
Implement Policy
Check implementation

RESPONSE 2
Installation of Security
Cameras at critical
points

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

May – June 2009

School Administrator
VPA Team

Sept. 2009 (First
week of school)

VPA Team

Sept. 2009 (Second
week of school)
Daily

MTS Staff
Deans/Safety Officer

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Discuss plan with relevant
Ministry Officials
Discuss policy with School
Staff, Student Council,
P.T.A. and School Board
Present policy to School
Staff, Student Council,
P.T.A. and School Board
Implement Policy

June/July 2009

School Administrator

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Sept. 2009
(Second week of
school)
August 2009

Relevant Ministry
Personnel

Check implementation

School Administrator

418

27

V.P.A. ACTION PLAN

RESPONSE 3
GROUP
Patrol/Supervision done
by teachers at Hot Spots
during class time
especially in the
afternoon.

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Discuss policy with
School Staff, Student
Council, P.T.A. and
School Board
Present policy to School
Staff, Student Council,
P.T.A. and School Board
Implement Policy

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Sept. 2009 (Second
week of school)
Daily

Relevant Ministry
Personnel
School Administrator

Check implementation

RESPONSE 4
Request Safety
Officers to patrol and
monitor compound at
break time and lunch
time in particular.

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Discuss Policy with Safety
Officers
Discuss policy with School
Staff, Student Council,
P.T.A. and School Board
Present policy to school
staff, Student Council,
P.T.A. and School Board
Implement Policy

May /June 2009

School Administrator

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Sept. 2009 (Second
week of school)
Daily

Relevant Ministry
Personnel
School Administrator

Check implementation

419

28

V.P.A. ACTION PLAN

RESPONSE 5
Principal, Vice
Principal, Heads of
Department and
Deans patrol
randomly,
particularly when
Group Patrols are not
being done.
.

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Discuss Policy with
Management Team
Discuss policy with School
Staff, Student Council,
P.T.A. and School Board
Present policy to school
staff, Student Council,
P.T.A. and School Board
Implement Policy

May /June2009

School Administrator

May – June 2009

VPA Team

Sept. 2009 (First week
of school)

VPA Team

Sept. 2009 (Second
week of school)
Daily

Relevant Ministry
Personnel
VPA Team

Check implementation

RESPONSE 6 A
Life Skills: Anger
Management
Program and Coping
Skills for repeat
offenders of incidents
linked to aggressive
behavior. (Repeat
offenders for this
program will be
identified from
incident data
collected in academic
year 2008 – 2009).
New students coming
in Sept. 2009 will not
be able to be part of
this program as no
data will be available
for them.

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Make necessary contacts
with proposed Program
facilitators
Discuss policy with school
staff, Student Council,
P.T.A. and School Board
Present policy to school
staff, Student Council,
P.T.A. and School Board
Implement Policy

May /June2009

V. Ramdeen

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Term 1 , September
2009
weekly

V. Ramdeen

Check implementation

V. Ramdeen

420

29

V.P.A. ACTION PLAN
RESPONSE 6B
Conflict and Anger
Management
Program for repeat
offenders of incidents
linked to aggressive
behavior. (Repeat
offenders for this
program will be
identified from the
incident data
collected up to the
end of term 1 in the
new Academic year
of 2009 – 2010). New
students that came in
Sept. 2009 will be
included.

RESPONSE 7
Parenting Program
for parents of repeat
offenders

.

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Make necessary contacts
with proposed Program
facilitators
Discuss policy with school
staff, Student Council,
P.T.A. and School Board
Present policy to school
staff, Student Council,
P.T.A. and School Board
Implement Policy
Check implementation

May /June2009

V. Ramdeen

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Term 2 , March 2010 V. Ramdeen
weekly
V. Ramdeen

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Make necessary contacts
with proposed Program
facilitators
Discuss policy with school
staff, Student Council,
P.T.A. and School Board
Present policy to school
staff, Student Council,
P.T.A. and School Board
Implement Program

May /June2009

V.Ramdeen

May – June 2009

VPA Team

Sept. 2009 (First week
of school)

VPA Team

Term 1 , November
2009
weekly

V. Ramdeen

Check implementation

V. Ramdeen

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30

RESPONSE 8
Parenting Program
for parents of form 1

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Make necessary contacts
with proposed Program
facilitators
Discuss policy with school
staff, Student Council,
P.T.A. and School Board
Present policy to school
staff, Student Council ,
P.T.A. and School Board
Implement Program
Check implementation

May /June2009

V. Ramdeen

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Term 1 , September
weekly

V. Ramdeen
V. Ramdeen

IMPLEMENTATION
STEP
Present policy to School
Administrator

DATE
May 14, 2009

RESPONSIBLE
PARTIES
VPA Team

Make necessary contacts
with proposed Program
facilitators
Discuss policy with School
Staff, Student Council,
P.T.A. and School Board
Present policy to School
Staff, Student Council ,
P.T.A. and School Board
Implement program
Check implementation

May /June2009

V.Ramdeen

May – June 2009

VPA Team

Sept. 2009 (First
week of school)

VPA Team

Term 3, 2010
weekly

A.Cropper/A. Dalrymple
A. Cropper

.

RESPONSE 9
Gambling Program
for repeat offenders

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31

ESTIMATED COSTS
The table below shows the agencies/persons who were contacted for the costing of the various
programmes. The entries in red represent the VPA Team’s choice based especially on the
contents of the proposed programmes offered by the respective agencies. The entry in blue
represents the VPA Team’s preference over the program offered by Families in Action, but was
not chosen due to the high cost.
RESOURCE/AGENCY
Patreece Cuffie & Associates
Patreece Cuffie & Associates
Patreece Cuffie & Associates

Patreece Cuffie & Associates
Dr. Reyes
Love Until Foundation

Love Until Foundation
Love Until Foundation
Love Until Foundation
Community Police & G.O. of the
school
Families in Action
Families in Action

DADI Consulting
DADI Consulting
DADI Consulting
Creative Parenting for the New
Era

PROGRAMME

TARGET
GROUP

COST

Parenting
(6 sessions)
Parenting
(8 sessions)
Life Skills: Anger
Management & Coping
Skills
(8 sessions)
Life Skills
(12 sessions)
Anti-Gambling
Life Skills: Self Esteem,
Conflict Resolution & Anger
Management
Anti-Gambling
Parenting

Form 1 parents

$15,000

Parents of repeat
offenders
Repeat offenders

$20,000

Repeat offenders

$22,500

Repeat offenders
Repeat offenders

Free of Charge
$24,000

Repeat offenders
Parents of repeat
offenders
Form 1 parents
Repeat offenders

$12,000
$12,000

General Parenting
Anti-Gambling
Parenting
Conflict &Anger
Management
(4 student sessions, 4 parent
sessions & 1 combined
session)
Parenting
(One ½ day workshop)
Parenting
(4 sessions)
Life Skills (8 sessions)
Anger Management &
Coping Skills
(includes case evaluation and
profile on each student to
respond to his/her unique
needs,12 student sessions, a
series of group parenting
sessions, 5 hrs. per parent for
individual and family
counseling, final report at
end of program)

$15,000

$12,000
Free of Charge

Form 1 Parents
Repeat offenders &
parents of repeat
offenders

$9000
$12,300

Form 1 parents

$6,000

Parents of repeat
offenders
Repeat offenders
Repeat offenders &
parents of repeat
offenders

$20,000
$40,000
$107,900

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32

ASSESSMENT OF RESPONSES
PROCESS EVALUATION
RESPONSE
Anger Management and Coping Skills Program for repeat offenders of incidents linked to
aggressive behavior
A group of students who were repeat offenders of one or more incidents such as fighting,
bullying, robbery, verbal assault, using obscene language, disruptive behaviour, gross disrespect,
weapons threats, assault, smoking and drugs were identified from last year’s Incident Data.
These students and their patents were invited to take part in the program. Certain students bluntly
refused to take part in the program and the parents of these students, with the exception of one
parent, did not seem to have any influence in getting them to change their minds. One parent did
not even attempt to change the mind of the student and simply said that her child will make the
decision for himself. The V.P.A. Team did not think it wise to mandate any student to enroll into
the program. It was felt that the student should be a willing participant once an explanation of
what the program was about was given. If they were forced to take part they may not have
benefitted. The team therefore did not get some of the major repeat offenders of very serious
offences but still got thirty- six other repeat offenders who were willing.
Surveys designed by Ms. Ramdeen were administered to participants before the start of
the program. The surveys administered to the students questioned their involvement in certain
activities connected to the aggressive behavior. The involvement was not limited to school life
but their life generally. The result of this survey is given in the table and chart shown.

RESULT OF REPEAT OFFENDER SURVEY
Student Behaviour
Disrespectful
Fighting
Assault
Bullying
Taxing
Theft/Robbery
Threats/Intimid.
Disruptive Beh.
Gambling
Drug Use/Posses.
Drug Sales
Gun Posses.
Other Weapon

Never
1
4
11
16
20
22
7
5
14
27
27
24
16

Once
4
5
8
9
5
4
12
4
2
2
3
2
3

Few
19
16
10
7
9
6
12
20
13
5
5
8
11

Many
9
10
5
2
1
2
3
4
6

No Resp.
2
1
1
1
1
2
1

1
5

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33

The program was administered in Term one from October 15, 2009 to November 26,
2009 in eight sessions by Patreece Cuffie & Associates. These students attended the first session
as a single group and then attended the next seven sessions as two separate groups. The students
were separated into two groups based on the two developmental stages of early adolescents (age
13-14 years) and the middle adolescence (ages15 -17years).The separation into two groups was
done when it was recognized after the first session that students were at different developmental
stages and did not work very well together. The older adolescents could not tolerate the joking
and disruptions of the younger adolescents and were not willing to share personal issues in their
presence during that first session of the workshop.
Group 1 comprised of 18 students with ages ranging from 15 years to 18 years. Group 2
consisted of 18 students of age 14 years. The attendance of the students for the program is shown
in the tables following:
LIFE SKILLS: AN ANGER MANAGEMENT & COPING SKILLS PROGRAM
GROUP 1: 18 Participants

NUMBER OF FEMALES: 6

FIRST NAME

SEX

AGE

FORM

SESIONS ATTENDED

A.C

F

17

5

5

T.C.

F

16

5

3

D.D.

F

17

5

6

T.J.

F

17

5

4

A.T.

F

17

5

2

R.W.

F

17

5

3

% ATTENDANCE

62.5
37.5
75
50
25
37.5

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34
GROUP 1: 18 Participants

NUMBER OF MALES: 12

FIRST NAME

SEX

AGE

CLASS

SESIONS ATTENDED

A.B.

M

16

5

2

K.B.

M

15

3

7

A.A.

M

15

3

7

L.B.

M

17

5

5

K.C.

M

17

5

4

J.G.

M

18

5

7

A,F.

M

16

3

7

J.B.

M

15

3

2

A.M.

M

15

2

6

K.P.

M

18

5

4

A.W.

M

17

5

4

M.W.

M

17

5

3

% ATTENDANCE

25
87.5
87.5
62.5
50
87.5
87.5
25
75
50
50
37.5

LIFE SKILLS: AN ANGER MANAGEMENT & COPING SKILLS PROGRAM
GROUP 2: 18 Participants
NUMBER OF FEMALES: 3
FIRST NAME

AGE

CLASS

SESSIONS ATTENDED

% ATTENDANCE

M,C.

14

3

2

25

H.D.

14

2

4

50

C.W.

14

2

5

62.5

NUMBER OF MALES: 15
W.A.

14

2

6

75

S.C.

14

2

5

62.5

F.B.

14

2

5

62.5

J.F.

14

2

5

62.5

A.F.

14

2

4

50

L.G.

14

2

4

50

N.J.

14

3

7

87.5

S.L.

14

2

4

50

D.L.

14

2

6

75

D.M.

14

3

2

25

E.P.

14

2

3

37.5

R.P.

14

2

4

50

B.W.

14

3

6

75

KA.W.

14

2

4

50

KE.W.

14

2

3

37.5

426

35
The thirty six students were given a pre-test before the start of the program and a post test
at the end of the program which were designed by the facilitators of the program. The facilitators
submitted the results of these tests in their report which is attached in appendix 1. A profile of
these students based on records of the previous academic year with respect to their attendance,
punctuality, academic performance, discipline, rewards and extra- curricular activities was done
and compared to a follow up profile done for this present academic year to determine any
significant changes. The results of this are discussed later in this report under “Impact
Evaluation”. Certificates were given to participants in a special ceremony organized.
The program went fairly well but there are a few suggestions to improve such a program
though such suggestions would require a greater financial cost. The following comments have
been made by the V.P.A. team leader who attended the sessions:
1. More sessions are needed for such a program which will allow for more time for
students to express themselves and topic areas to still be covered.
2. The facilitators had extended their services by allowing individual counseling
immediately after sessions for a few of the students who asked for it. This is
something which should actually be officially incorporated into such a program.
3. Follow up workshops for the participants after some time has elapsed to build and
reinforce on what they have learnt and practiced.
4. The facilitators also accommodated the half day workshop with the parents of the
repeat offenders which is discussed below. A suggestion that another session
could also have been held with the parents and students together.
5. This workshop done by Patreece Cuffie and Associates should be done annually
or each term for different repeat offenders as they are identified.

RESPONSE
Parenting Program for parents of repeat offenders
This was done on November 23, 2009 (term one) at the school as a half-day workshop by
Patreece Cuffie & Associates. The parents of the 38 students doing the Anger Managerment &
Coping Skills program were invited to attend the workshop as part of the program that their
students were undergoing. Only 14 parents out of the 38 parents attended. It was well received
by the 14 parents however and based on their response to the survey given to them. All 14
parents agreed that the workshop would help them in their dealing with their children in the
future. One recommendation is that such a program be expanded and done over time in about
eight sessions. This was in fact the original proposal by Patreece Cuffie and Associates but
because of lack of funding for such a program, they consented to do the half day workshop
gratis.
A survey, designed by Ms. Ramdeen was issued to the parents. It questioned the parents’
awareness of the children’s involvement in specific incidents and this was compared to what the
children themselves admitted to, in their surveys. A proper comparison could not be made

427

36
because of the large percentage of parents who were absent and therefore was not administered
the survey. The results, however, are still shown in the table below:
Student
Behaviour
Fighting
Assault
Bullying
Taxing
Theft/Robbery
Threats/Intimid.
Disruptive Beh.
Gambling
Drug Use/Posses.
Drug Sales
Gun Posses.
Disrespectful
Other Weapon

Never
parent
2
6
8
8
8
8
2
8
0
14
14
0

student
4
11
16
20
22
7
5
14
27
27
24
1
16

Once
parent
4
4
1
1
1
1
5
0
0
0
0
1

student
5
8
9
5
4
12
4
2
2
3
2
4
3

Few
parent
6
0
1
1
0
0
4
0
0
0
0
11

student
16
10
7
9
6
12
20
13
5
5
8
19
11

Many
parent
1
0
0
0
0
0
2
0
0
0
0
1

student
10
5
2
1
2
3
4
6
0
0
1
9
5

RESPONSE
Parenting Program for parents of Form One students
This was done as a Half-day workshop on September 1, 2009 (term one) as part of the
orientation program for the new incoming form one students. It was done by DADI Consulting
agency. A response questionnaire was not issued but based on the verbal sentiments of the
parents afterwards, it was well appreciated. The success of such a workshop cannot be assessed
immediately but it is hoped that the long term goal of equipping parents with a deeper
understanding of their children’s adolescent development.

RESPONSE
Patrols
The Group patrol roster was put up by Administration in term one at the beginning of
October. Timetabling constraints allowed for a group of at least 4 persons only at certain times in
the week. Initially the patrols went well when Ms. Ramdeen volunteered to call the groups
together and go out with the groups. However Ms. Ramdeen could not be with all the groups all
of the time and it was left up to the teachers to go out together when they were scheduled. When
there was no one from Management calling the teachers on the Public Address System and going
out with them, not all of the teachers went out when they were supposed to. It was therefore
suggested by Ms. Ramdeen to the Principal, that members of the Management Committee be
assigned at different periods to coordinate the Group Patrol by calling the teachers together and

428

37
going out with them. It is suggested that the presence of a member of Management in the group
will give the group a little more confidence to approach the delinquent students who are out of
class. This was not done when the group patrol was first implemented in term one, but it was
hoped that this roistering of members of Management would have been implemented in term
two.
In term two, however, the school operated with four Deans instead of seven due to the
secondment of one Dean and the promotion to Vice Principal of two other Deans (one appointed
and one acting). The four Deans operated with a very heavy workload as a result with extra
Deans Duty periods and Gate Duty Periods. In light of this, a request was made that the other
members of Management (the Heads of Departments) be rostered to coordinate the Group
patrols. Meetings were held at the Management level and different stakeholders had multiple
interpretations for the one of the functions attached to the HODs, namely, the article 17 in the
Job Specifications which dealt with supervising the students in the classroom and on the school
compound.” Some of the stakeholders could not be motivated to participate in a common
approach to the method of Group patrol and the utilization of the HOD in this patrol strategy.
Thus, the group patrol as initially conceptualized failed to be implemented in term 2. Its structure
is to be adjusted and concretised with future meetings. There were a few teachers who were
rostered to go out in groups and still went out despite the fact that a coordinated group was not
formed. Note however that there were random patrols were done by some HODs, the Deans and
the Administration.
Another problem arose to cause the Group Patrol to not have as an effective
implementation as possible in term one. On certain times teachers who were scheduled to do
patrol were legitimately absent and there was not enough persons to form a proper group. Some
teachers still volunteered to go out by themselves and other teachers did not go out if there were
not sufficient teachers to form a group. The leads to the question of teacher absenteeism which
was mentioned in the CEPTED Report and can be addressed both at an Administrative level as
well as at a Ministerial level (See Section on Other Ideas for Addressing the Problem in the
T.T.V.P.A. Report).
The patrols by the Safety Officers during the lunchtime and break-time periods were not
as effective as it should have been in term one. This was due to one of the Safety Officers being
away on sick leave for a large part of the first term and there was only one Safety Officer to do
these patrols. Even with the two Safety Officers present, patrol of the entire school cannot be
done effectively. There is a clear need for more Safety Officers to be assigned to the school.
Patrols were done by administration and some members of Management and staff on a
random basis and also when the need arose.
RESPONSE
Posting of a Security officer at the Agriculture Gate between the hours of 7:00 – 9:00 a.m.
This response could not be implemented as it was hoped. There are certain issues
pertaining to this response. Firstly the school is already considered to have insufficient security
personnel to effectively secure the compound. Several experts have come to the school and made
recommendations of at least 12 guards for a school such as this with its uniqueness with respect
to its unusual perimeter layout as well as the river that runs through the school; the lack of
visibility of large parts of the perimeter fence because of its layout; and the lack of visibility of

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38
the compound itself due the different levels which it lies on. (Dr. Katz, from the VPA Team, was
one such person making this comment during the CEPTED visit). There is said to be a contract
agreement between Ministry of Education (M.O.E.) and M.T.S. where M.O.E. is paying for six
persons (1 Corporal and 5 officers) to be sent to the school. However there have always been
only five security officers assigned to the school (1 Corporal and 4 Officers).
Apart from this, the hours between 7:00 a.m. and 9:00 a.m. are the peak hours when
students are entering the compound. The circumstances of the school have dictated that every
student be searched and scanned before entry on to the compound. In order to facilitate this at the
pedestrian gate and to also control the front gate for entry of vehicles at least two security
officers are needed at the pedestrian gate and one needed for the main front gate. At least 2
officers are needed at the back gate but only one is assigned. This leaves only one officer to
roam. It was therefore not possible to actually fix an officer at the agriculture gate during those
hours. The best that was done was that checks were made as regularly as possible. This however
was not good enough as there were several reports of students still being seen entering the
compound illegally by jumping that particular gate.

RESPONSE
Conflict and Anger Management Program (C.A.M.P.)
The program that was done in term one targeted repeat offenders who were identified
from the school data of the previous year 2008-2009. New students came in September 2009 and
this second program was put in place to cater for these new students who entered the school in
September 2009 and could be identified as repeat offenders of incidents linked to aggressive
behaviour based on the school data from term one. Sixteen students, seven females and eight
males, were identified for this program. The table below shows the attendance of these students
for this program:
NUMBER OF FEMALES: 7
FIRST NAME
AGE
FORM

SESSIONS ATTENDED

% ATTENDANCE

S.S.

14

1

1

20

K.S.

14

1

4

80

A.T.

14

1

5

100

L.W.

13

1

3

60

T.J.

12

1

4

80

J.J.

13

1

5

100

S.D.

12

3

2

40

1

2

40

NUMBER OF MALES: 8
D.H.
13
R.H.

14

1

1

20

M.J.

13

1

5

100

A.L

14

2

4

80

A.S

15

4

0

0

430

39
J.W.

16

4

3

60

K.A.

15

4

2

40

D.J.

16

4

0

0

The C.A.M.P. was facilitated by Families’ in Action (F.I.A.). It was supposed to be
comprised of five student sessions and five parent sessions, the last session being a joint session
with students and their parents. The parents were all contacted and seven parents confirmed that
they would be willing to attend the parent sessions and they were given the dates and times of the
sessions. For the first session, however the parents for one child turned up and the facilitators
cancelled the parent session. For the second session, one parent turned up but the facilitators did
not turn up. When questioned about it, F.I.A. indicated that it was not feasible to send out
facilitators with such a poor turnout. Families in Action volunteered to contact the parents again
and get some kind of feedback from the parents. The telephone numbers were provided and they
contacted the parents. At the third student session the facilitators were asked about the parent
sessions and they indicated that they would not be conducting the parent sessions because they
could only get the parents of two students to commit to the sessions.
The five sessions with the students were still carried out on different days from February
23, 2010 to March 11, 2010. A pretest was not done but a questionnaire at the end of the
sessions was administered by the facilitators. Three of the sessions were held in an airconditioned classroom, one session was held in the general conference room and the final
session, which coincided with the commencement of exams, was held in the Deans’ conference
room.
Some of the sessions began late because of the inadequate number of students at 9:00a.m.
In their report, Families in Action attributed the tardiness of students, to the students not
knowing when and where the sessions were and this was based on what they were told by the
students. It must be noted, however that the students were all informed of the dates of the
sessions as well as the venue. On the two occasions when the usual venue could not be used the
students were informed using the public address system, by going out personally to the various
classes to inform the students and by leaving messages with the specific subject teachers of the
students at that particular time. On the morning of each session, the students were paged on the
P.A. system well in advance of 9:00 a.m. Apart from this, Ms. Cropper, one of the V.P.A. team
leaders, went to the classes to get the students who were paged to the venue and did not respond.
On the one occasion that Ms. Cropper was absent, Ms. Ramdeen ensured that all students who
were present were sent to the session. The students were in fact tardy because some arrived late
to school and also because some were deliberately trying to skip the sessions. On certain days
some of them were in fact intercepted by the Dean on duty “hiding out” and had to be sent to the
session. There were also a few occasions when the facilitators arrived late.
Ms. Cropper sat in four of the five sessions and provided feedback on the program. Her
feedback indicated that the program did not seem to have any significant impact on the students.
A lot of time was spent trying to get the students under control. While there were games and role
play to hold the interest of the students, she felt that more could have been done possibly using
the technology of the multi-media in the presentation of certain ideas and points.
It was felt by both Families in Action and Ms. Cropper that the five sessions were not
sufficient and that individual counseling was needed as well. It was felt that sessions could be
carded on a particular day of the week to avoid students forgetting. The venue should be the

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40
same for all sessions. (This was attempted but due to extenuating circumstances, the venue had
to be changed on two occasions). Another endorsed recommendation from F.I.A. is to have the
first session to be the joint session to set the tone and expectations of the program. This may also
assist in getting the parents to understand the importance of their participation. The difficulty of
getting the parents to make the time available is still anticipated however and another suggestion
is to restructure the program so that parents’ sessions be held once a month. F.I.A. also suggested
that incentives be provided such as stipends, travelling costs, refreshments and child care.
A profile of these students with respect to their attendance, punctuality, academic
performance, discipline, rewards and extra- curricular activities will be done using school data
for term one, which was before the response and compared to a follow up profiles done for term
two, which was the time that response was being implemented, and also for this present term,
which is after the response. These profiles will be examined to determine if there are any
significant changes. The impact of this response will not be fully evaluated until the profiles are
compared.

RESPONSE
Installation of Security Cameras
This response was not implemented.

ASSESSMENT OF RESPONSES
IMPACT EVALUATION
EVALUATION PLAN
DATA USED FOR EVALUATING RESPONSE IMPLEMENTATION
•
•
•
•
•
•

V.P.A. Student Surveys to random student population given each term
V.P.A. Surveys to focus groups given each term
Other Surveys to participants of implemented programs given before and after the
program
V.P.A. Teacher Surveys given each term
Incident Data analysed each term
Student Profiles done before, during and after response implementation
for students participating in response programs

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41

HOW WILL THE IMPACT OF THE RESPONSE BE MEASURED?
Comparison of the results of the V.P.A. surveys and the incident data analysis, done prior to the
response with that to be done after the response, will reveal any changes and give an indication
of whether there was a positive, negative or null impact.
These V.P.A. surveys will be administered each term and so analysis of these surveys as well as
of the incident data each term will also allow for comparison on a term by term basis. This will
possibly allow us to evaluate the impact of the various programs as they will be administered at
different times of the school year.
Also, comparison of other surveys given to participants of the programs before and after the
programs may also reveal whether there was any significant impact on the behaviour of the
participants themselves.

HOW WILL AGGRESSIVE BEHAVIOUR BE MEASURED?
The aggressive behaviour will be measured by analyzing incidents such as fighting, bullying,
robbery, verbal assault using obscene language, disruptive behaviour, gross disrespect, guns,
weapons threats and assault. Although smoking, drugs and gambling cannot be classified as
aggressive behaviour they can lead to aggressive behaviour and it may be useful to also evaluate
whether there was reductions of these incidents as well.

HOW WILL EVALUATION AFFECT YOUR IMPLEMENTATION?
Evaluation will indicate if there was any reduction of aggressive behaviour signifying a positive
effect of the implementation. No significant reduction in aggressive behaviour may suggest that
modification of the responses or of how the responses are implemented may be necessary.

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42

FINDINGS FROM STUDENT SURVEYS
TABLE SHOWS RESULTS OF THE VPA SURVEY ADMINISTERED TO STUDENTS
AT 3 DIFFERENT TIMELINES.

INCIDENTS
PERCEIVED TO
BE A MAJOR
PROBLEM AT
THE SCHOOL
Gambling
Disrespect
Fighting
Loitering
Marijuana use
Disruptive
Behaviour
Gangs
Weapon Possession
Threats/Intimidation
Bullying
Drug Sales
Robbery
Trespassing
Sexual Assault
Taxing
Assault
Guns
Cocaine Use

Malick %
(Survey 1)

Malick %
(Survey 2)

Malick %
(Survey 3)

70.8
64.3
62.8
58.8
56.6
55.2

71
67
62.1
64.1
53.4
57.3

63.9
52.6
47.7
50.3
35.6
54.6

52.7
50.4
47.7
45.9
36.9
36.4
28.8
28.4
27.6
26.6
23
20.8

42.7
41.7
42.7
48.5
28.2
44.7
21.4
26.2
29.1
23.3
16.5
14.5

38.7
34.7
41.5
39.7
20.1
44.9
32.7
20.2
32.5
28.6
14.4
11.7

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43

CHART SHOWS THE PERCENTAGE OF STUDENTS INDICATING THAT
INCIDENTS ARE A MAJOR PROBLEM AT SCHOOLAT 3 DIFFERENT TIMELINES

TIMELINE COMPARISON OF STUDENT SURVEY
Eighteen incidents were chosen for comparison that are linked directly or indirectly to aggressive
behavior. Note that surveys 1 and 2 were administered before the responses were implemented
whilst survey 3 was administered after the response implementation. Lowered values of all
incidents linked to aggressive behavior which are perceived as a major problem in survey 3 is be
an indication that the responses implemented were successful. The results of the student surveys
over the three different timelines indicate that the students’ perception of incidents being a major
problem lowered for 78% of the incidents linked with aggressive behavior but increased for a
22%, which is a good indication that the responses were fairly successful.

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44

FINDINGS FROM TEACHER SURVEYS
TIMELINE COMPARISON OF TEACHER SURVEY
TEACHER VICITIMIZATION

(Survey 1)

Malick
%
(Survey
2)

Malick %
(Survey
3)

65
43
9
3

63.6
41.8
7.9
3.2

52,1
36
22
2

Malick %
Incident
Obscene
Remarks/Gestures
Threats
Physically Attacked
Weapons Pulled

Again, note that surveys 1 and 2 were administered before the responses were implemented
whilst survey 3 was administered after the response implementation. The incidents chosen for
comparison in the Teachers Survey are those that are linked to aggressive behavior of the
students. The results indicate that incidents of obscene remarks, threats and weapons pulled
lowered in survey3, which was after the response. However, it is also to be noted that incident of
teachers being physically attacked increased. Due to the degree of harm connected with this
incident that increased, the success of the responses based solely on this data is debatable.

436

45

Question
1. How much of a problem is
vandalism, personal attacks
and theft in your school?
2. Since school started this
year, how many times did you
hesitate to confront
misbehaving students for fear
of your own safety?
Q1.
Q2.

1=none
1=never

2=a little
2=once/ twice

Malick %
(Survey 1)

Malick %
(Survey 2)

Malick %
(Survey 3)

2.68

4.10

4.07

4.06

2.65

2.17

3=some
3=some

4=fairly much
4=fairly much

5=very much
5=very much

The results indicate that teachers’ perception of vandalism, thefts and personal attacks
increased significantly between survey 1 and survey 2 which were both before the response
implementation, with a slight decrease in survey 3, after the response implementation. This may
suggest some external factor may have occurred initially to change the perception prior to the
response implementation.
The above table also indicates that teachers hesitated to confront a lot less compared to
before the response implementation. However, the values differ greatly between survey 1 and
survey 2. This is also an indicator that there is a factor other than the responses which may be
attributed to this change.

TEACHER PERCEPTION OF SAFETY
Malick
Average

Malick
Average
(Survey
2)
2.15
2.12
2.41
2.41
2.86
3.25
3.23

Location
(Survey 1)
Empty Classrooms
1.62
Toilets
2.13
School grounds
2.24
Hallways/Corridors
2.47
Cafeteria
2.79
School Hall
3.27
Classroom (while
teaching)
3.29
3.59
Parking Lot
3.42
1=very unsafe
2=fairly unsafe
3=average

Malick
Average
(Survey
3)
2.52
2.22
2.43
2.74
3.07
3.41
3.43
3.54
4=fairly safe

5=very safe

437

46

The above indicates that teachers still feel unsafe in certain areas of the school than others with a
slight increase in the perception of safety in all areas except for the parking lot. The increase is
so slight that it may not be significant enough to claim that the responses were successful if it is
based solely on this data.

FINDINGS FROM INCIDENT DATA
TIMELINE COMPARISON OF INCIDENT DATA
Fourteen incidents were identified for comparisons that are linked directly or indirectly to
aggressive behavior. Note that term1 (2008-2009) and term 2 (2008-2009) were administered
before the responses were implemented. Implementation of the responses began in term 1 (20092010).
RESULTS FROM INCIDENT DATA
INCIDENT

Class Breaking
Gross Disrespect
Smoking/drug use
Gambling
Bullying
Obscene Language
Disruptive Behaviour

Number of
incidents
Term 1
2008-2009
67
42
19
25
18
12
73

Number of
incidents
Term 2
2008-2009
50
45
0
12
1
9
22

Number of
incidents
Term 1
2009-2010
23
39
0
9
2
6
28

Number of
incidents
Term2
2009-2010
17
105
2
1
12
6
65

438

47
Threats
Fighting
Robbery
Assault
Vandalism/Malicious
Damage
Other Weapons
Extortion
Total number of
incidents

15
14
3
18
2

10
10
2
3
0

10
12
4
9
0

7
29
8
10
1

1
1
310

2
0
166

0
0
142

0
14
277

INCIDENTS LINKED WITH AGGRESSIVEBEHAVIOUR BEFORE RESPONSE
COMPARISON OF TERM 1(2008-2009) WITH TERM 2(2009-2010)

439

48
It should that when the incidents of term one (2008-2009) are compared to incidents of term two
(2008-2009) which were both before the responses were implemented, there were noticeable
differences (see chart above). This could probably be attributed to seasonality and so, to do any
sort of evaluation using the school data it is best to compare incidents of term one (2008-2009)
with term one (2009-2010). Similarly term 2 (2008-2009) will be compared to term 2 (20092010.

INCIDENTS LINKED WITH AGGRESSIVEBEHAVIOUR
COMPARISON OF TERM 1(2008-2009) WITH TERM 1(2009-2010)

The chart above shows that, with the exception of Robbery where there was a slight increase, all
other incidents linked with aggressive behavior decreased significantly. This means that93% of
the incidents that are linked to aggressive behavior decreased. This may be an indication that the
responses implemented in term one were indeed effective in curbing some of the aggressive

440

49
behavior in students. The responses implemented in this term were the Anger Management and
Coping Skills program and the various types of patrols and even though the group patrols did not
come off with 100% efficiency, it did take place to a certain degree and could still be accredited
for the changes seen above along with the Anger Management & Coping Skills done by Patreece
Cuffie and Associates.

INCIDENTS LINKED WITH AGGRESSIVEBEHAVIOUR
COMPARISON OF TERM 2(2008-2009) WITH TERM 2(2009-2010)

The chart above shows that while there there were decreases in class breaking, gambling, threats
and obscene language, all other incidents depicted significant increases. Alarming increases are
noticed for gross disrespect, disruptive behavior, fighting and extortion.
These results may very well be in keeping with what took place in term 2 with respect to the
responses. The group patrols did not take place and ordinary patrols were done by the
administration, safety officers and some members of Management and staff from time to time,
but clearly it was not enough. Also, the C.A.M.P. program for some of the repeat offenders was
administered this term. This program required the participation of the parents which did not
come off and there were problems with student sessions which probably rendered it ineffective.
When comparing the term one comparison with the term2 comparison, the results
highlight the fact that if the patrols are coordinated properly and a program suitable to the needs

441

50
of the students is carefully chosen and properly implemented, the impact of these responses
could be quite positive.

ANGER MANAGEMENT & COPING SKILLS PROGRAM
COMPARING STUDENTS’ PROFILES
A profile of the students who participated in this program was done for the last academic year
and compared to a follow up profile done for this present academic year to determine any
significant changes.

ATTENDANCE
Attendance Attendance Attendance Attendane Attendance
('08-'09)
('08-'09)
('08-'09)
('09-'10)
('09-'10)
Name
AC
TC
DC
TJ
AT
RW
AA
AB
KB
LB
KC
JG
AH
JJ
AE
KP
AW
MW
MC
HD
CW

Term 1%

Term 2%

Term 3 %

Term 1%

Term 2%

72
84
62
47
80
66
82
70
89
66
67
54
97
98
93
80
66
90
68
86
91

60
70
82
73
84
71
68
70
95
50
59
47
84
82
95
70
56
79
91
91
82

61
90
89
74
80
73
86
56
91
58
66
20
88
70
82
80
48
86
90
74
80

68
76
77
35
79
87
87
72
88
74
90
20
96
71
93
79
50
88
82
87
97

56
83
87
59
90
81
88
63
79
74
70
10
93
67
88
74
39
87
79
93
95

442

51
96
64
96
93
95
93
86
96
74
93
95
96
96
97
97

WA
SA
FB
JF
AF
LG
NJ
SL
DL
DM
EP
RP
BW
KW1
KW2

74
64
94
68
82
59
80
68
91
95
92
84
85
85
89

72
63
94
26
54
88
87
60
46
90
94
52
96
80
82

68
90
97
63
72
68
91
51
96
81
93
70
90
78
82

78
71
93
75
74
53
82
7
38
85
93
84
86
88
88

AC
TC
DC
TJ
AT
RW
AA
AB
KB
LB
KC
JG

39
33
41
10
43
16
15
13
23
32
2
0

27
42
49
25
57
14
17
17
38
40
20
0

Average
Academic
% for the
year '08'09

Average
Academic
% for the
year '09'10

Average
Academic
% for the
year '09'10

Term 1

Term 2

Term 2

Name

Term 1

ACADEMIC PERFORMANCE
Average
Average
Academic
Academic %
% for the
for the year
year '08'08-'09
'09

Term 3

With the exception of JG and SL there are no significant changes or trends that can be identified
from the attendance data.

35
42
45
26
40
15
10
1
25
9
16
10

33
27
31
23
35
9
25
7
31
20
32
18

45
32
50
32
43
21
15
11
23
56
14
6

443

52

AH
JJ
AE
KP
AW
MW
MC
HD
CW
WA
SA
FB
JF
AF
LG
NJ
SL
DL
DM
EP
RP
BW
KW1
KW2

26
16
24
73
4
7
23
48
57
21
13
38
33
23
36
22
29
39
53
39
33
32
19
43

32
22
27
52
23
5
38
38
50
38
18
27
37
20
28
34
18
44
39
30
41
31
50
45

0
0
52
38
5
22
40
44
56
39
9
31
23
22
34
22
32
40
46
27
42
24
37
63

39
21
25
22
5
0
61
58
72
20
15
33
19
29
19
40
0
55
37
21
34
43
27
36

25
31
41
19
10
9
76
55
82
28
10
37
9
40
16
23
0
42
46
42
48
25
34
59

Again there are no significant changes in academic performance that can be attributed to the
responses implemented.

NUMBER OF INCIDENTS WITH AGGRESSIVE BEHAVIOUR
Response
TERM1
TERM2
TERM3
TERM1
NAME
('08-'09)
'09-'09)
('08-'09)
'09-'10)
2
1
0
0
AC
4
3
0
0
TC
3
3
3
0
DC
1
5
5
0
TJ
1
2
0
1
AT
0
1
1
0
RW

TERM2
'09-'10)
0
0
0
0
0
0

444

53
AA
AB
KB
LB
KC
JG
AH
JJ
AE
KP
AW
MW
MC
HD
CW
WA
SA
FB
JF
AF
LG
NJ
SL
DL
DM
EP
RP
BW
KW1
KW2

2
0
4
2
4
1
1
3
0
2
2
0
4
7
0
1
4
0
1
1
0
6
0
1
2
1
0
3
1
1

3
3
4
1
4
2
0
4
3
3
3
3
0
3
2
2
5
2
2
2
9
1
7
4
1
1
4
1
1
0

1
7
3
2
3
1
1
0
3
0
1
2
1
2
2
1
1
1
4
4
2
0
0
3
0
1
3
9
3
4

1
0
0
0
0
2
0
0
0
1
2
0
0
1
1
0
0
0
0
0
1
2
0
1
0
0
0
2
1
0

0
3
0
4
0
3
0
0
3
2
0
1
2
4
2
0
0
0
4
0
3
0
4
2
0
6
0
0
0
0

With the exception of the one student highlighted in red, the results in the table above indicate
that the number of incidents involving aggressive behavior decreased for all students when the
response program was implemented. The seven students highlighted in black showed a reduction
in the aggressive incidents in term 1, 2009-2010, when the response program was being carried
out. These students however displayed an increase in the number of aggressive incidents in term
2, 2009-2010, when the program was already completed. This may be an indication that there
needed to be more continuity with the students and the 8 sessions were not sufficient for these
particular students. Some sort of follow up may be needed.

445

54

NUMBER OF INCIDENTS WITH AGGRESSIVE BEHAVIOUR
(TERMS 1&2 FOR ’08-’09 & ’09-’10)

Group 1

Name
AC
TC
DC
TJ
AT
RW
AA
AB
KB
LB
KC
JG
AH
JJ
AE
KP
AW
MW

Total # of
aggressive
offences
Terms 1&2
2008-2009
3
7
6
6
3
1
5
3
8
3
8
3
1
7
3
5
5
3

Total # of
aggressive
offences
Terms 1&2
2009-2010
0
0
0
0
1
0
1
3
0
4
0
5
0
0
3
3
2
1

Group 2
Name
MC
HD
CW
WA
SA
FB
JF
AF
LG
NJ
SL
DL
DM
EP
RP
BW
KW1
KW2

Total # of
aggressive
offences
Terms 1&2
2008-2009
4
10
2
3
9
2
3
3
9
7
7
5
3
1
4
4
2
1

Total # of
aggressive
offences
Terms 1&2
2009-2010
2
5
3
0
0
0
4
0
4
2
4
3
0
6
0
2
1
0

446

55

NUMBER OF INCIDENTS WITH AGGRESSIVE BEHAVIOUR
(TERMS 1&2 FOR ’08-’09 & ’09-’10)
GROUP 1

It should be noted that the incidents in terms one and two (2008-2009) occurred before
implementation of responses. The data collected in terms one and two (2009-2010) was during
and after response implementation. In the above group, the aggressive behavior of 14 students
decreased significantly. Two students, AB and AE, maintained the same number of incidents
signifying no change, and another 2 students, LB and JG had a significantly greater number of
incidents during and after the response. However this decrease in the aggressive behavior of 78%
of the students is a clear indication that there was considerable success with this program.

447

56

NUMBER OF INCIDENTS WITH AGGRESSIVE BEHAVIOUR
(TERMS 1&2 FOR ’08-’09 & ’09-’10)
GROUP 2

In the second group, 15 students had fewer aggressive incidents during and after the program,
which represents about 83% of the students. Only three students had an increase in the number of
aggressive incidents.
All of the above data seemed to indicate that the program, Anger management and Coping Skills,
done by Patreece Cuffie and Associates, was in fact a successful one.

CONCLUSION
Generally, it is fairly safe to state that the responses which were implemented to address the
problem of aggressive behavior in students were successful. Greater success may be achieved if
these responses are continued with the suggested alterations and improvements made.

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57

SUSTAINABILITY PLAN
In light of the apparent success of this SARA process, we intend to continue collecting
relevant data which can be scanned and analysed to determine future trends and changes in the
problem. We are now equipped to scientifically identify any new problems and can then present
these findings to our various stakeholders to brainstorm for ideas on how to respond. From this
new response plans can be implemented and assessed.
With regard to our current problem of aggressive behaviour in students we feel that the
responses that were implemented should be continued. We hope to appeal to the teachers and
members of Management to attempt the Group patrol again as there was evidence that it did
indeed make a difference. We hope to do a presentation of our assessment of the responses to
substantiate our claim.
The Coping Skills and Anger management program done by Patreece Cuffie and
Associates seemed to have made a positive impact should also be continued with the suggested
improvements. It is hoped that these types of programs suggested in our response plan could be
implemented annually. We also intend to do the Parenting Workshop for the parents of our new
students at the beginning of each academic year.
The main obstacle for continuing these programs on an annual basis is a financial one.
Hopefully, by meeting with the different stakeholders we can explain the SARA process and
demonstrate its success and so get them on board with assisting with continuing the process,
financially or otherwise.

SYSTEMS ALREADY IN PLACE AT THE SCHOOL
•

Student Handbook stating student expectations, school rules and procedures, etc.

•

Student Council

•

Peer Mediating Body – Training done by Families In Action

•

Standardised sanctions for offences – The Matrix

•

Detention System

•

Counseling

•

In-School Suspension Program – Needs further development

449

58
•

Out of School Suspension Programs -using Malick Youth Facility Center attached to
Student Support Services

•

Behavioural Contracts

•

Staff manual giving Ministry policies, internal school policies & procedures,
organizational structure at School level and many other pertinent information – written
and compiled by Vashti Ramdeen ( See Appendix)

•

Dean System – Deans of specific classes, Dean on Call, Deans’ Duty periods, Gate Duty,
Deans’ Referral form, Incident Report form, Incident Record Data sheet

•

Parent Days

•

Annual Achievement Day to reward and honour students for accomplishments both
academically and otherwise in the form of awards, certificates and honourary mention

•

Parent/Teacher Association

•

Local School Board

•

Crisis Management Committee

•

Staff Development Days – More needed to assist teachers with dealing with the difficult
adolescent, classroom management, etc

•

Supervision and Patrol Roster

•

Form teacher periods used to reinforce rules and procedures as well as to motivate
students and assist them with any individual needs and develop camaraderie among
fellow classmates and form teacher.

•

Morning Assemblies used to reinforce rules and procedures and to motivate students

•

School Community Service

•

Extracurricular Activities – football, basketball, judo, badminton. table tennis, cricket,
scrabble, netball

•

Training of the staff, on a volunteer basis, to do remediation in light of the type of student
intake with respect to academic performance is presently being done.

•

Guidance Officer periods with forms 1, 2 and 3

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59

OTHER IDEAS FOR ADDRESSING THE PROBLEM
 Community Involvement
 Expanding existing School Community Service Program by sourcing more volunteers to
supervise it. It should be noted that the Student Council has volunteered to assist in this
program.
 Additional Intervention programmes from Student Support Services or other agencies
 Mentoring programme – presently being offered by M.O.E.
 Assigned Social Worker, Counselors and Psychologist
 The need for more Remedial teachers
 Long-term instead of short-term programmes for certain students: a one year program
which is devoted to working on self esteem, life skills, anger management, coping skills,
etc. This can be compared with what is done at SERVOL in their first year program.
 In-school programmes; making use of internal (physical/human) resources where
available
 Frequent Police patrols in and around the school compound
 Increased Security Personnel (presently insufficient to effectively secure both front and
back gates as well as the unique perimeter of the school).
 Frequent lectures from Community Police and Army personnel to repeat offenders
 Field trips for repeat offenders to Y.T.C. State Prison and St. Judes
 Workshops for teachers on Classroom Management, Dealing with Confrontations,
Conflict Resolution, Dealing with the Difficult Adolescent, etc. – Though M.O.E. is
offering its 2nd Annual Professional Development workshops during the July/August
vacation, more is needed on the above mentioned areas.
 More Staff Development Days to motivate staff and keep them on board with the
school’s mission and vision
 Improved physical environment giving a more comfortable and peaceful setting for the
students
 Addressing Teacher Absenteeism at the Administrative level: School Administrators
need to appeal to teachers to be professional about their leave taking; they need to
highlight the consequences to the school, fellow teachers and to even to themselves

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60
because of the disorder that can be created with high absenteeism; and they need to make
teachers aware that occasional leave is meant for urgent business and not to be simply
taken casually just because one has days available that one can take
 Addressing Teacher Absenteeism at the level of the Ministry: A suggestion is that the
Ministry can give a financial bonus for days not taken at the end of each year as an
incentive. If the equivalent of a day’s pay for each day not taken is granted teachers may
be more hesitant to take leave and would really only take it if there is genuine urgent
business to attend to.

OTHER INFORMATION NEEDED
- Police and court data on students
- Home background, e.g. social, economic, etc.
- Past school data e.g. discipline record
- Guidance Officer Reports

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61

APPENDIX 1
(Double Click on Title Page to open document)

Workshop Report
Leadership and Anger Management Workshop
for Malick Secondary

Prepared for:
Violence Prevention Academy
Malick Secondary School

December 15, 2009

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62

APPENDIX 2
X – original from Ministry

O – internal additions

3

4

5

6
7

8a

8b

9

10

11

12

13

14
15
16
17

18

19
20
21
22

Stealing or borrowing
without authorization any
item or property from
another student, member of
staff or the school
Displaying gang related
behaviour and/or violations
of safe school policy
False alarms, bomb threats
upon or abuse of or
tampering with
safety/emergency
equipment
Inappropriate dress code
Defiance of authority
Repeated disruptive
behaviour
Bringing proscribed
equipment or material to
school
Leaving class or school
premises without
permission, cutting classes
Caught in unauthorized
areas of the school
Rude and disruptive
behaviour, disrespect
Suspended students found
on the school’s compound
Repeat offenders

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

3 offense

X

X

X

X

Confiscation
Of property

5
Days
Suspension

Request for
expulsion

X

4
Day
Suspension

Restitution of
property

X

3
Days
Suspension

Refer to
Counseling

Carrying, bringing, using or
possessing a deadly weapon
Sale, transfer or use or
distribution of a drug or
controlled substance,
gambling
Fighting, assault, battery,
extortion or threat of
physical harm to any
employee
Fighting, violence or threat
of physical harm to any
student
Assault, battery or extortion
to any student
Encouraging fighting or
assault including the use of
insults taunts or challenges
Vandalism, graffiti,
destruction of school
property, destructive pranks
or tampering with
computers
Vandalism, graffiti,
destruction of school
property, destructive pranks
or tampering with
computers
Verbal abuse, including
ethnic slurs or racial slurs,
obscene comments or
swearing to members of
staff
Intentional harassment
including sexual
harassment, display of
pornographic materials

2
Days
Suspension

Refer to
Legal Authority

2

1
Day
Suspension

District
Hearing

Excessive absences and
punctuality offences

Parent
conference

1

Teacher
Discipline

PENALTIES FOR OFFENCES (MATRIX)

X
X

X

O
O

st

nd

1 offense

2 offense

rd

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

2nd offense

X

X

X

X

1st offense

1st offense

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

1st offense

2nd offense

3rd offense

X

X

X

X

X

X

X

X

X

X

1st offense

X

X

X

X

X

X
X

X
X

X
X

X
X

X
X

O
1st offense
warning

2nd offense

O

O
O

1st offense

2nd offense

3rd offense
X
X

X
X

X
X
X

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

X

X

X

X

X

X

O
X
X

X
X
O

O

O

O

O

O

O

O
O

O

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APPENDIX 3

TEACHER’S MANUAL
(2005)

Compiled and written by
Vashti Ramdeen
Acting Dean/Teacher III

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64
Malick Secondary Comprehensive School
APPENDIX 3 CONT’D

TEACHER’S MANUAL
TABLE OF CONTENTS
Introduction --------------------------------------------------------------------------------Our Vision----------------------------------------------------------------------------------Our Mission Statement--------------------------------------------------------------------Background History of School-----------------------------------------------------------School’s Layout----------------------------------------------------------------------------Organizational Chart-----------------------------------------------------------------------SCHOOL PROCEDURES
Signing of the register---------------------------------------------------------------------School Times/Periods---------------------------------------------------------------------Morning Devotion & Morning Assemblies--------------------------------------------General Assemblies-----------------------------------------------------------------------Class Registers & Class Rolls-----------------------------------------------------------Mark Books--------------------------------------------------------------------------------Excuses for Absences--------------------------------------------------------------------Letters for irregularity/unpunctuality of students-------------------------------------Student entry onto compound-----------------------------------------------------------Procedures at the start of a school year------------------------------------------------Orientation Week-------------------------------------------------------------------------I.D. Cards----------------------------------------------------------------------------------Lunch Passes------------------------------------------------------------------------------Corridor Passes---------------------------------------------------------------------------Out of bound areas-----------------------------------------------------------------------Ill students & injuries--------------------------------------------------------------------Permission for students to leave school----------------------------------------------Visitors-----------------------------------------------------------------------------------Patrol/Supervision Periods------------------------------------------------------------Library Supervision--------------------------------------------------------------------Home Room Period--------------------------------------------------------------------Scheme of Work/Forecast------------------------------------------------------------Class Records--------------------------------------------------------------------------Registering students for CXC Exams----------------------------------------------Fire Drills and emergency Evacuation---------------------------------------------Procedures at end of school year----------------------------------------------------Student Registration------------------------------------------------------------------The School Rules---------------------------------------------------------------------Expectations of Students------------------------------------------------------------The School Uniform-----------------------------------------------------------------Rewards---------------------------------------------------------------------------------

1
1
1
1
2
3
4
4
4
5
6
6
7
7
7
7
8
8
9
9
9
9
10
10
10
10
11
11
11
11
12
13
13
14
14
15
17

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APPENDIX 3 CONT’D

TEACHER’S MANUAL
TABLE OF CONTENTS
DISCIPLINE PROCEDURES
Discipline Procedures--------------------------------------------------------------Dean System-------------------------------------------------------------------------Referral to Dean---------------------------------------------------------------------Possible Sanctions-------------------------------------------------------------------Monitoring Forms-------------------------------------------------------------------Calling in of Parents----------------------------------------------------------------Referral to Guidance Officer-----------------------------------------------------Detention System------------------------------------------------------------------Suspensions-------------------------------------------------------------------------Penalties of Offences--------------------------------------------------------------ASSESSMENT & EXAM PROCEDURES
Assessments & Exams-----------------------------------------------------------Assessments----------------------------------------------------------------------End of Term Exams--------------------------------------------------------------Exam Papers----------------------------------------------------------------------Exam Timetable------------------------------------------------------------------Exam Session Supervisor--------------------------------------------------------Supervision Roster----------------------------------------------------------------Duties of Invigilators-------------------------------------------------------------Assessment Files------------------------------------------------------------------Students’ Reports-----------------------------------------------------------------Teachers’ Comments in Reports------------------------------------------------DUTIES & RESPONSIBILITIES
The Class representative----------------------------------------------------------The Prefect--------------------------------------------------------------------------The Form Teacher/Assistant Form Teacher------------------------------------The Subject Teacher---------------------------------------------------------------The Dean----------------------------------------------------------------------------The Head of Department----------------------------------------------------------The Vice Principal------------------------------------------------------------------The Principal------------------------------------------------------------------------The Guidance Officer--------------------------------------------------------------The Librarian------------------------------------------------------------------------The Bursar/ Registrar--------------------------------------------------------------The Management Committee-----------------------------------------------------Security-------------------------------------------------------------------------------

18
18
18
19
19
19
20
20
20
21
22
22
22
22
23
23
23
23
24
25
25
26
26
26
28
29
30
31
33
34
34
34
35
35

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APPENDIX 3 CONT’D

TEACHER’S MANUAL
TABLE OF CONTENTS
GENERAL PROCEDURES
Sick Leave--------------------------------------------------------------------------Occasional leave-------------------------------------------------------------------Maternity Leave-------------------------------------------------------------------Bereavement Leave---------------------------------------------------------------Study Leave------------------------------------------------------------------------Application to leave country-----------------------------------------------------Resumption of Duty---------------------------------------------------------------Time off-----------------------------------------------------------------------------Monthly Returns-------------------------------------------------------------------Removal of Equipment-----------------------------------------------------------Field Trips--------------------------------------------------------------------------Confidential Staff Report---------------------------------------------------------Personal File------------------------------------------------------------------------Salary Slips----------------------------------------------------------------------Requesting Consumables or Equipment---------------------------------------

35
35
35
35
36
36
36
36
36
36
36
37
37
37
37

OTHER GENERAL INFORMATION
Names of Staff & Staff Numbers----------------------------------------------Notices & Messages-------------------------------------------------------------Staff Meetings & Department Meetings--------------------------------------Stores------------------------------------------------------------------------------Bus Tickets-----------------------------------------------------------------------School Feeding-------------------------------------------------------------------P.T.A. -----------------------------------------------------------------------------Parent Day-----------------------------------------------------------------------House System--------------------------------------------------------------------Sports Day------------------------------------------------------------------------Extra Curricular Activities------------------------------------------------------Foundation Day------------------------------------------------------------------Thanksgiving Ceremony for 5th Formers-------------------------------------Achievement Day----------------------------------------------------------------Graduation------------------------------------------------------------------------Guidelines for Classroom Management--------------------------------------Appendix 1-----------------------------------------------------------------------Appendix 2 -----------------------------------------------------------------------

37
38
38
38
38
38
38
39
39
39
39
39
39
40
40
40
41
42

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APPENDIX 4
EXCERPTS FROM STUDENT HANDBOOK

THE SCHOOL RULES
1. Students must be respectful to ALL members of staff.
2. Inappropriate hairstyles and headwear such as caps, headbands, bandanas, coloured hair
accessories, bright hair colours as well as make up and coloured nail polish, will not be
allowed on the school premises. (The Administration reserves the right to decide on the
appropriateness of hairstyles).
3. Jewellery, with the following exceptions, is not allowed and will be confiscated:
i.
ONE pair of small stoppers/sleepers worn on the earlobes for GIRLS ONLY
ii.
One wrist watch
iii. One school ring will be permitted for repeaters and form 6 only
4. The following are not allowed on the school premises and will be confiscated: radios,
cassette/CD players, cell phones, playing cards, cigarettes, hemp and alcohol.
5. a) Staffrooms are out of bounds for ALL students
b) The MALE toilets are out of bounds to the FEMALE students.
c) The FEMALE toilets are out of bounds to the MALE students.
d) Only authorized students are allowed to be in the Technical section of the
School.
6. Obscene language and other forms of verbal abuse must not be used at any time.
7. Sporting type activity (e.g. cricket, football, tennis, etc.) must not be played in the
classrooms, workshops or labs.
8. Smoking and the use of alcoholic drinks by students are strictly prohibited.
9. Any acts that are against the laws of the country are contravening the school rules and
will be referred to the police. This includes theft, fighting, assault, extortion, sexual
harassment, gambling, and the use/possession of prohibited drugs such as marijuana and
cocaine, vandalism (defacing or destruction of private/public property), possession of
scratch bombs. Weapons, firearms, etc.
10. Any items confiscated may be collected at the end of the term by the parents. The school
will not be responsible for any prohibited/confiscated items lost, damaged or stolen.

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APPENDIX 4 CONT’D
EXCERPTS FROM STUDENT HANDBOOK
EXPECTATIONS OF STUDENTS
Students are expected to:
1. Behave in a manner that will not disrupt the school or be damaging to its public image.
2. Wear the uniform properly at all times.
3. Keep their classrooms and the school environment clean and tidy at all times.
4. Come to school prepared (i.e. with books, related equipment, etc.) and attend ALL their
timetabled classes and any other programmed activities.
5. Be punctual for both roll call sessions (am and pm) as well as for their class sessions.
6. Stand up and greet teachers/staff members who enter their classroom. They must remain
standing until told to sit.
7. Stand respectfully when speaking to a teacher/staff member (i.e. facing the person with
hands at the sides and NOT on the hips or folded). Students should never point a finger
threateningly or raise their hands to a teacher or staff member.
8. Stand/Stop and listen when being addressed by a teacher or member of staff. Walking
away from any such adult when being spoken to constitute disrespectful behaviour.
9. Obey instructions from ALL persons in authority including prefects and class
representatives
10. REFRAIN FROM USING OBSCENE LANGUAGE.
11. Avoid sitting or resting feet/legs on tables/desks.
12. Wait for permission from teacher before entering or leaving a classroom.
13. Avoid eating or drinking during class time. All food and drinks should be put away as
classes resume.
14. Address teachers/staff members by their title (using Mr., Mrs., Miss or Sir) and in a
respectful tone of voice.
15. Be polite always. Phrases such as ‘Good Morning’, ‘Good Afternoon’, ‘Excuse me
please’;’ Thank you’ etc. should become standard practice.
16. Remain in the classroom/hall until officially dismissed by the person(s) in charge.
17. Pay attention and avoid talking to friends/others while being addressed by teacher/person
in charge in the classroom/hall. It is impolite to carry on another conversation while
being spoken to.
18. Refrain from making comments, either directly or indirectly, to disrespect a
teacher/fellow student or undermine a teacher’s authority.
19. Avoid conversations with classmates across the classroom as well as with other students
outside of the classroom during a class session.
20. Refrain from shouting or calling out from within a classroom to ANYONE (TEACHER,
OTHER STAFF OR STUDENT) outside of classroom while class is in session.
21. Raise hand to get permission to speak during a class session.
22. Get teacher’s permission before leaving their seats.
23. Avoid any behaviour that will disturb the school or other classes such as drumming on
tables/desks or loud singing/talking.

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69
24. Have respect for the property of others. They should not touch or use another student’s
belongings without first getting permission to do so from the student.
APPENDIX 4 CONT’D
EXCERPTS FROM STUDENT HANDBOOK

REWARDS
Most rewards are distributed at the Achievement Ceremony and the Graduation Ceremony (see
General Information). Other than this, teachers may choose to honour their students during the
course of the year by organizing their own Certificates for their students. The following are some
of the ways in which the School rewards deserving students:
1. Certificates of Recognition for:
i.
Punctuality & Regularity
ii.
Most Improved Student (Academically)
iii. Most Improved Student (Discipline)
iv.
Extra Curricular Activities
v.
Helpful Students
vi.
Exemplary Conduct & Deportment
2. Certificates of Honour for:
i. Most Helpful Student
ii.
Most Disciplined Class
iii. Tidiest Class
3. Certificates of Participation for Extra Curricular Activities
4. Certificates of Academic Achievement for each subject area:
This is usually given to forms 1-4 & L6 during the Achievement Ceremony.
5. Certificate of Best Academic Achievement Overall:
This is usually given to forms 1-4 & L6 during the Achievement Ceremony.
6. Academic Awards (Plaques) for each subject (Form5 &U6 Levels):
For each level (Form 5 or U6), one award for each subject area is given to the student
with the best Achievement in the particular subject area. This is usually given during the
Graduation Ceremony.
7. Frances Boatswain award – for the 5th former who performs best in the Business
Department. This award was instituted to honour the late Frances Boatswain who was a
Business Studies teacher at this school.
8. Ronald Rudder Award – for 5th former who performs best in the Electrical Department.
This award was instituted to honour the late Ronald Rudder who was a teacher in the
Electrical Department at this school.
9. Isabel Carter Award – for the 5th former who best exemplifies the School’s Motto.
10. Alfred Wafe Award – for the upper 6 student who best exemplifies the School Motto.
11. Principal’s Award – for the 5th form student who performs best overall (academically).
12. Sebastian Agard Technical Drawing Scholarship.
13. Testimonials and recommendations.

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APPENDIX 4 CONT’D
EXCERPTS FROM STUDENT HANDBOOK

POSSIBLE SANCTIONS
-

Warnings

-

Parent conference

-

Penance: lines, extra work, physical exercise, etc.

-

School Community service: cleaning up of classrooms/workshops/labs/grounds, painting
of school walls, etc.

-

Suspension of privileges i.e. extracurricular activities

-

Banned from Graduation Ceremony and Ball

-

Detention

-

Restitution: students must pay for damage done to private/public property.

-

In school suspension

-

Suspension

-

Referral to School Supervisor/Ministry of Education

-

Extended Suspension

-

Referral to Legal Authority: Police

-

Referral to Guidance Officer

-

Expulsion

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APPENDIX 5 SCHOOL LAYOUT – UNUSUAL PERIMETER

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72

APPENDIX 6
S.E.A. AND N.C.S.E. RESULTS OF STUDENTS

S.E.A. SCORES 2008
MALICK SECONDARY COMPREHENSIVE
APPROXIMATE

ACTUAL SCORE RANGE

NUMBER OF FORM 1

RAW SCORE %

OF EACH GROUP OF

STUDENTS REGISTERED

STUDENTS

AT MALICK
SECONDARY SCHOOL

Over 70%

>222 000

0

60% - 70%

207 953 – 221 929

10

40% - 60%

186 151 – 206 554

15

30% - 40%

165 383 – 182 704

99

Under 30%

130 722 – 160 359

15

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73

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74

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75

APPENDIX 7
VPA STUDENT SURVEY FORM (PAGE 1)

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76

APPENDIX 7 CONT’D
VPA STUDENT SURVEY FORM (PAGE 2)

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77
APPENDIX 8
VPA TEACHER SURVEY FORM (PAGE 1)

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78
APPENDIX 8 CONT’D
VPA STUDENT SURVEY FORM (PAGE 2)

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79
APPENDIX 9
STUDENT INCIDENT REPORT FORM (PAGE 1)

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80

APPENDIX 9 CONT’D
STUDENT INCIDENT REPORT FORM (PAGE 2)

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APPENDIX 10
WORK PROFILE OF V.P.A. TEAM

ANNMARIE CROPPER (Leader)
-

Responsible for communication between the V.P.A. team members of the school and the
V.P.A. team of the M.O.E

-

In charge of administering and collecting V.P.A. surveys to students and teachers

-

Responsible for designing the Incident Data Form now being used by the school to
facilitate information needed by V.P.A.

-

Assisted with the further scanning and analysis of data for the Report

-

Facilitated a workshop with Staff for the Response Proposal

-

Will be responsible for coordinating the Conflict & Anger management programme

-

Will coordinate Graduation Ceremony for Repeat Offenders

-

Will be responsible for coordinating the Gambling programme, including designing of
surveys for assessment of the programme

-

Assisted with editing the T.T.V.P.A. Report

VASHTI RAMDEEN (Leader)
-

Assisted with the administering and collection of V.P.A. surveys

-

Responsible for collecting Incident Data from all Deans and ensuring its documentation

-

Did further scanning and analysis for Report with Ms. Cropper

-

Created the charts, tables and appendices for the Report

-

Wrote the T.T.V.P.A. Report

-

Facilitated a workshop with Staff for the Response Proposal

-

Facilitated a workshop with the Student Council for the Response Proposal

-

Responsible for contacting and liaising with the different agencies for the various
programmes

-

Responsible for coordinating the Life Skills: Anger Management & Coping Skills
workshop, including designing of surveys for assessment of the programmes

-

Responsible for coordinating Parenting workshop for Parents of Repeat Offenders

-

Responsible for coordinating Parenting workshop for Parents of Form One

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APPENDIX 10 CONT’D
WORK PROFILE OF V.P.A. TEAM

PATRICIA PEREIRA
-

Assisted with contacting Community Police and Dr. Reyes for the Gambling programme

-

Will be responsible for coordinating Parenting Programmes

-

Responsible for brainstorming with the P.T.A. for ideas on the Response Proposal

-

Facilitated a workshop with Staff for the Response Proposal

MAXINE SENHOUSE
-

Will assist in administering surveys for assessment

-

Will assist in Graduation Ceremony of Repeat Offenders after Anger Management &
Coping Skills Program

EARL DALRYMPLE
-

Will assist in creating surveys for assessment of Gambling programme

-

Will assist in administering surveys for assessment

-

Will assist in coordinating the Gambling Programme with Ms. Cropper

ACKNOWLEDGEMENT
The V. P. A. team at Malick Secondary would like to acknowledge Mr. Richard Steele (Dean at
Malick Secondary School) for his assistance in the following areas:
-

Sourcing photo of school’s layout

-

Identifying all the catchment areas of the school

-

Creating the slides for the power point presentation done for the Staff workshop

-

Lending assistance during the V.P. A. Workshop with Staff for the Response
Proposal

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83
BIBLIOGRAPHY

Deosaran, R. Benchmarking Violence and Delinquency in the Secondary
School: Towards Peace and Civility. September 2006

475

TRINIDAD AND TOBAGO VIOLENCE PREVENTION
ACADEMY
MARABELLA NORTH SECONDARY SCHOOL
GUARACARA /TABAQUITE ROAD
MARABELLA
TRINIDAD, WEST INDIES
(ESTABLISHED 1979)
TELEPHONE/FAX: (868) 658-5774
EMAIL: marabellanorthsecondary@govt.net.tt

TEAM MEMBERS
MR.ROGER WATERMAN (Principal Ag.)
MR.NICOL TUITT (Teacher)
MR.LAWERENCE MARCELLE (SSO)
MS. HAZEL CASTRO (Dean/Team Leader)
Contact Information
Telephone No :( 684- 7916) (Mobile)
(657-5447)(Work)
Email :( haznic@yahoo.com)

1

476

CONTENTS

Pages

Table of Contents

2

Introduction

4

1. Background

2. School Background

5

3. The Community

10

4. History of the School’s Problem

11

5. Statement of the Problem

12

6. SARA- Scanning

13

-Analysis
-Response
-Assessment

7. Timeline

23

8. Final Implementation

25

9. Sustainability Plan

28

2

477

10. Conclusion

11. Appendices- Names of participants

29

30

- Graphs
- Code of conduct
- Old and New School Uniform
- School Map
- School Plan
- CPTED Report
- Student/Teacher Surveys
- SIRF Forms

3

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Introduction
Over the last decade Trinidad and Tobago has seen an unprecedented rise in the
number of violent crimes throughout government secondary schools. Some of these
crimes have resulted in the death of some students.

The Ministry of Education, under the leadership of the Minister of Education has
embarked on a training programme designed to help secondary schools address the
problems peculiar to their schools. The aim of the programme is to assist, what the
Ministry of Education refers to as high risk schools, to develop and implement strategies
using school based problem solving methods to help curb the incidents of violent
behavior at these schools.

This report examines the problem of gambling and other problems directly related
or resulting from gambling at the Marabella North Secondary School and the school’s
attempts to eradicate these problems, using the SARA (Scanning, Analysis, Response,
Assessment) model. Finally, the report examines and assesses the effectiveness of the
strategies implemented during the last year.

The purpose of the Trinidad and Tobago Violence Prevention Academy is to train
participants from twenty-five (25) high risk schools across Trinidad and Tobago to
develop and implement a plan to adequately address problems relating to violence at their
schools.

At the conclusion of the programme participants are expected to develop and
implement a school violence prevention plan for their school.

4

479

SCHOOL BACKGROUND
The Marabella Senior Comprehensive School was opened on September 5th 1979,
with an intake of 1,066 students (male and female) entering Form Four classes. The
administration included Mr. Wesley Ramjattan as Principal, Mr. Manzur Baksh as VicePrincipal.
During the period of 1985 to 2000, the school’s student population reached an
unprecedented figure of 1,500 (Form Fours to Form Six). At present, 870 students are
enrolled. There are 408 boys and 462 girls.
The school has a wide ranging prospectus that includes academic and technical
subjects. In addition to English Language and Mathematics, all students pursue subjects
from the following groupings:
Science
Modern Studies
Language Arts
Business
Pre Technician Courses
CVQ
With the introduction of SEMP in 2002, Technology Education and Visual and
Performing Arts were included.
In 1989, students were allowed to pursue Advanced Level Studies in the following
areas:
Mathematics
Chemistry
Physics
Biology
General Paper

5

480

Presently, six A-level classes exist. Three Upper Six classes and three Lower Six
classes are pursuing Modern Studies and Sciences.

STAFF
There are eighty-nine members in the Teaching staff including the Principal and the
Vice Principal. This staff is assisted by thirty members of the Civil Service staff, two
School Safety Officers, four on the Job Trainees (O.J.T.) and eight Maintenance
Technical Services (M.T.S.) staff.

GUIDANCE COUNSELLOR
The School has one resident Guidance Counsellor who has been attached to the school
for just over four years.
PARENT TEACHER ASSOCIATION (PTA)
PTA meetings are held on the third Monday of every month during the term, on the
school’s premises. Traditionally, attendance by both parents and teachers is generally
poor.

LOCAL SCHOOL BOARD
This committee consists of the principal, Teachers Union (TTUTA) representative, a
dean, member of the student council and a member of the school’s PTA. They receive
separate funding that brings some measure of relief by way of projects that may be
difficult to handle by the school’s management.

There is also a School Prefect System, a Student Council and House System in
existence at the school.

6

481

CONCEPTUAL FRAMEWORK
The Ministry of Education (MOE) has as its premise that every child can learn and as
such has developed a policy based on “Education for All” as education is the key to
human resource development. The vision of the Ministry of Education is ‘To be the
pacesetter to the holistic development of an individual through an education system,
which enables meaningful contributions within the global context’.

THE SCHOOL’S STRATEGIC PLAN
The school’s strategic plans have emanated from this vision as well as the mission
and core values of the school. The school therefore is an agent that is geared to
developing the strategic objectives of the Ministry of Education which include
1. Provision of a non-threatening, conducive, heightened learning environment.
2. Improved delivery of relevant curriculum.
3. Delivery of quality education through continuous evaluation.
4. Establishment of high and clear expectations for student learning.
5. Improved performance of the internal stakeholders – students, teachers, civil staff,
security and maintenance.
6. Stringent accountability.

MAJOR ACHIEVEMENTS
The school has integrated its academic programmes with co-curricular programmes
for the holistic development of its students.
Some Major Achievements
2009
Sanfest Finalist in three categories of dance and song

7

482

2008
Winner – Latin Dance at San Fernando Creative Arts Centre

2007
Winner – Latin Dance at San Fernando Creative Arts Centre
2nd Place Winner - Pan Competition at San Fernando Creative Arts Centre

2005
Further Additional National Scholarship Winner in Science – Giselle Pierre
Ministry of Com. Dev. Scholarship in Academic Studies - Cherece Christopher
Typewriting (CXC – Second Place) – Sherry Ramnanan
National Award for Archery – Sarah Jagessar
Southern Games (6 Gold Medals) – Sarah Jagessar

2004
1st Place Integrated Science (Basic) – Allison Chase
3rd Place Integrated Science (Basic) – Crystal Greene
Placed in the Finals of the Trinidad and Tobago Unit Trust Corporation Annual
Investment Game
Central Zone Winners – Football Senior Division TTSFL
2003
Pan in Schools Finalist
Ensemble – Song “The Sweetest Taboo” – Placed 3rd
Duet – Song “Yellow Bird” – Placed 3rd
Duet – Song “Jamaica Farewell” – Placed 6th
National Scholarship Winner (Business) – Karlene Lall
1st Place at CXC Technical Drawing – Mohammed Khan
Champion Secondary Schools Football League, Central Division

8

483

Finalist Secondary Schools Drama Festival

Previous Years
2002 National Scholarship Winner (Science) – Camille Kissoon
1999 National Scholarship Winner (Science) – Stacey John
1992 National Scholarship Winner (Science) – Vanessa Harry

PHYSICAL FRAMEWORK

The Marabella Senior Comprehensive School is situated on fourteen (14) acres. It is
to the north of the Harmony Hall Housing Scheme and west of the Highway Overpass at
Gasparillo.

Students who leave Block E to attend Workshops for Caribbean Vocational Qualifiers
(CVQ) and Science Laboratories are only allowed to leave the rooms accompanied by
their teachers.

The School’s Administration Offices are located in Block L, with many of the
classrooms in Block E. This block also houses the two Safety Officers.

There is only one point for entry and exit, located at the north-eastern corner of the
compound as shown.

The size of the school makes it very difficult to effectively police and this creates
opportunities for students to engage in delinquent activities.

9

484

THE COMMUNITY

The majority of the students who attend our school come from Marabella and its
environs. The community is located in an oil belt that is fuelled by Petrotrin. The wealth
generated by this company does not filter back into the community and ironically many
of the people are involved in menial work. Consequently, the majority of students come
from a lower socio-economic background and this provides many challenges. A number
of our students live in an area called ‘The Train Line.’ This area is known to facilitate
numerous criminal activities that filter into the wider community to which the school is
not immune.

It is against this background that we must operate in order to provide/deliver the
educational needs of the students under our care.

10

485

HISTORY OF SCHOOL PROBLEMS

Marabella North Secondary has been plagued by a number of general behavioural
problems by its students over the years. Of major concern was loitering by students on
the corridors and open walkways on the ground floor of the school. At times there were
over 200 students milling around the school compound with the excuse of having a free
or they have no classroom to be taught in.

This led to other problems such as fights, vandalism, theft, robbery, cell phone use,
disrespect, swearing, uniform problems, defacing school property, assaults on teachers,
gambling, smoking, using and selling of marijuana on the compound, detonating ‘scratch
bombs’ and other explosive devices, which led the school’s administration having to
issue many suspensions and summon the police on several occasions.

This was also compounded by teacher absenteeism which meant that students were
left unsupervised for long periods of time.
The school was also faced with the alarming situation of accepting transferees from the
surrounding schools that were without an upper school as far north as Couva. These
students were not known to us as we knew very little of their background; many of them
already having criminal records and others with cases pending.

11

486

STATEMENT OF PROBLEM

Marabella North Secondary School has a serious problem with respect to gambling.
As such we would like to address this problem in the hope that we can come up with
practical solutions that would, if not eradicate gambling, would greatly reduce it.

Gambling was chosen because of its nexus to other problems such as threats,
fighting, obscene language, stealing, breaking classes and disruptive behaviour. We have
appreciated the fact (based on both teacher and student surveys) that the incidents of
gambling among younger students are increasing. In the past, gambling was practiced
primarily by students in the upper forms but recently it has filtered down to the lower
forms on a regular basis.

As such curbing gambling as an independent act will not only diminish the
incidence of gambling but also curtail the offences directly connected to it.

It is our belief that if the incidence of gambling is reduced we will be better able
to instill values that are in keeping with the school’s vision that is “through commitment
and love, we will develop individuals with a lifelong passion for learning, who will make
valuable contributions to society.” This will no doubt contribute to a safer and healthier
learning environment at the school.

12

487

SCANNING/ANALYSIS/RESPONSE/ASSESSMENT
(SARA)
To analyze the problem of gambling at the school the SARA model of problem
solving was utilized. This model consists of four steps known as scanning, analysis,
response and assessment.

SCANNING
Scanning is the first step in this four step process and it focuses on problem
identification. Scanning aims at identifying and defining a basic problem to determine the
nature and scope of the problem. It also involves establishing baseline measures
depending on the seriousness of the problem.
Scanning typically involves:
•
•
•
•
•
•

Identifying recurring problems of concern to the public and the police
Identifying the consequence of the problem for the community and the police
Prioritizing those problems
Developing broad goals
Confirming that the problem exists.
Determining how frequently the problem occurs and how long it has been taking
place

•

Selecting problems for closer examination.

Observer participation formed the basis of our initial scanning. We observed that a
number of fights, disruptive behaviour and obscene language had its genesis in some
form of gambling. Prior to the Violence Prevention Academy (hereafter VPA) the
school’s Principal and some members of the administrative team had identified gambling
as a major source of disruption at the school.

In order to address these problems it was decided that we must first improve the
image of the school in the minds of the students. We therefore embarked on a project

13

488

aimed at uplifting the physical environment of the school. It was hoped that once the
physical aesthetics of the school improves the students’ self image and self esteem will
also improve. Consequently, some work was done on Blocks C and E and the
surrounding areas during the last academic year (2008 July/August).The classrooms in
Blocks C and E were painted, metal doors replaced all wooden doors in all of the
classrooms, the trees surrounding the buildings were trimmed and dustbins were placed
in all classrooms and on the corridors in each block. The partitions in Block E were also
replaced, the sewage treatment plant was fenced and eight loads of garbage were
removed. Large classrooms in Block C were fitted with partitions converting three
classrooms into six so that more space was provided to hold all the children. The cost of
these initial implementation amounted to Seventy One Thousand Two Hundred and
Seventy dollars ($71270.00) excluding the cost of the dustbins.

Subsequent to the introduction of the VPA work continued but it became necessary
to confirm our initial observation that gambling was a major problem at the school. Data
from suspensions forms, School Safety Officers (hereafter SSO) reports, student surveys
and teacher and student complaints and teacher interviews were examined. While the data
showed that fighting and disruptive behaviour were serious concerns investigations into
these problems revealed that some fights resulted from gambling or gambling related
activities.
I n order to address the problem of gambling in a holistic manner all possible
stakeholders were identified. These included:- The Principal, Vice Principal and teaching staff
- Civil service staff
- Students
- Parents
-Guidance Officer
-SSO
-Maintenance Training and Security (hereafter MTS
-The Police.

14

489

ANALYSIS

Analysis is the second stage of the problem solving process and its objective is to
develop an understanding of the dynamics of the problem. It is the core of the problem
solving process. Its purpose is to develop an understanding of the limits of the current
responses, establish a correlation with other problems and develop an understanding of
the cause and effect of the problem.
Analysis involves:
•

Identifying and understanding the events and conditions that precede and
accompany the problem

•

Identifying relevant data to be collected

•

Researching what is known about the problem type

•

Taking inventory of how the problem is currently address and the strengths and
limitations of the current response

•

Narrowing the scope of the problem as specifically as possible

•

Identifying a variety of the resources that may be of assistance in developing a
deeper understanding of the problem

•

Developing a working hypothesis about why the problem is occurring.

To evaluate the nature of the school’s gambling problem we examined data from
suspension forms, SSO reports and teacher and student complaints and teacher interviews
for the period September 2007 to May 2009.

15

490

SUSPENSION FORMS

Analysis of the data from the suspension forms revealed that there were twelve (12)
incidents of gambling during the period September 2007 to May 2009.Of the one hundred
and seventy six (176) incidents during the said period twenty (20) were fights, nine (9)
accounted for disruptive behaviour, five (5) were breaking class and fifteen were scratch
bomb related incidents. Assault occurred forty times, while nine were incidents involving
obscene language.

The most popular areas where incidents occurred were in the classrooms and
corridors of Block E and the cafeteria.
The data also revealed profiles of the highest rated offenders and victims.

Offender profiles
1. A.P is 13 years, African male and in form 102
•

Six offences- disorderly conduct, robbery, two assaults involving
weapons (knives) and fighting.

•

Single parent household (father)

•

One of nine children

•

Unstable economic background

2. A.C. is 14 years, African male and in form 304
•

Five offences – detonating an explosive device, selling of scratch bombs,
assaulting a teacher, disruptive behavior and disrespectful conduct.

•

Single parent household (mother)

•

It is alleged he is a product of incest

•

Unstable economic background

3. C.L is 14 years, African female and in form 203

16

491

•

Four offences-fighting, impersonation, gross disrespect, assault and
obscene language

•

Single parent household (father)

•

Moves between parents on a regular basis

•

Father is a Rastafarian who smokes marijuana in her presence

•

Stable economic background

Victim Profile
1. Teachers- members of the teaching staff of African and Indian descent
•

Seventeen offences - assault, obscene language, disruptive behavior,
gross disrespect and provocation.

2.

School Safety Officers and MTS Security Officers- African and Indian descent
• Five offences – obscene language, gross disrespect and assault.

3.

S.E is 14 years, African male and is in form 204
• Victim of two offences – assault and theft.
• Victim was also an offender involving assault.

SCHOOL SAFETY OFFICERS’ REPORT
The SSO report covered the same period as the suspension forms. However, that
report recorded seventeen (17) incidents of gambling.

STUDENT SURVEY DATA
In November of 2008 a survey was issued by the coordinators of the VPA. The
survey was conducted among one hundred and twenty five (125) form five students. The
data showed that seventy eight (78) students thought that gambling was a major problem,
thirty two (32) thought it was a minor problem and sixteen (16) thought it was not a
problem. According to the data fighting appears to be the major concern of students.
Eighty two (82) of them believe that fighting was a major problem, thirty seven (37)
thought it was a minor problem, while six (6) thought it was not a problem. With respect
to disruptive behaviour, seventy one (71) was of the view that it was a major problem,

17

492

forty (40) saw it as a minor problem, while eleven (11) thought it was not a problem at
all.

STUDENTS INTERVIEW DATA
# OF STUDENTS

100
80
60
MAJOR PROBLEM

40

MINOR PROBLEM

20

NO PROBLEM

0
GAMBLING

FIGHTING

DISRUPTIVE
BEHAVIOUR

INCIDENTS

TEACHER INTERVIEWS
Twenty five (25) teachers at the school were randomly selected and interviewed.
They were specifically questioned about the issue of gambling at the school. Seventy five
(75) percent viewed gambling as a major problem, twenty four (24) thought it was a
minor problem and one (1) percent did not know. All the participants believed that most
of the gambling takes place in the classroom.

18

493

GAMBLING
80
70
60
50
40
30
20
10
0

GAMBLING

MAJOR
PROBLEM

MINOR
PROBLEM

NOT SURE

RESPONSES
This third step of the SARA model involves the development and implementation of
strategies to address the specific problem. This is achieved by looking for specific
responses that are broad and uninhibited. According to the US Department of Justice
Office of Community Oriented Policing Services, “the response should follow logically
from the knowledge learned during the analysis and it should be tailored to range
between totally eliminating the problem, substantially reducing the problem, reducing the
amount of harm caused by the problem or improving the quality of community
cohesion.”
Types of activities undertaken in the response phase include:

•
•
•
•
•
•

Brainstorming for new intervention
Searching for what other communities with similar problems have done
Choosing among the alternative intervention
Outlining a response plan and identifying responsible parties
Stating the specific objectives for the response plan
Carrying out the planned activities.

19

494

PHYSICAL INFRUSTRUCTURE

Since the evidence suggests that the classroom was the primary location for
gambling and other deviant behaviour the refurbishing work started last year was
continued. Metal doors with locks were placed in all doorways at the school. During the
Easter vacation all the broken partitions in Block E were removed and replaced with
news ones so that students were no longer able to pass through the broken partitions to
get from one class to another or to evade deans and teachers. Repairs were done in the
girls’ washroom and two hundred and fifty (250) chairs were bought. The purchase of the
new chairs reduced the need for students to be out of class on the pretext that they were
going in search of chairs .This reduced the number of students being out of class during
class time by forty (40) percent. The classrooms were also painted and dustbins placed in
them to improve the aesthetics of the classroom. The trees between Blocks C and E and
all other trees on the school compound were pruned. This resulted in greater visibility and
discouraged students from loitering under the trees. Further, the broken louvers in Blocks
C and E are to be replaced during the 2009 summer vacation. This is imperative to avoid
students climbing out unto the cantilever. The windows will also be reinforced with
burglarproofing. The cost of the burglarproof is approximately Eighty Thousand
($80000.00) dollars.

The playing field is currently under repairs. The cost of these repairs is Fifty Eight
Thousand ($58000.00) dollars. Once it is completed sporting activities will be
reintroduced during the luncheon interval and after school. This is expected to keep
students occupied so that they will have no time to gamble or get into mischief.

Areas in the school that are off limits to students were cordoned off and signs are to
be placed where students are prohibited from entering. The cost of the signs is expected
to be Four Thousand ($4000.00) dollars. A safety alarm was purchased at a cost of
Twenty Three Thousand ($23000.00) dollars and this is expected to be used whenever
there is an emergency at the school.

20

495

The installation of cameras and monitors around the school was discussed. It was
argued that monitors are our best defense in our fight against violence at the school
especially since teacher absenteeism continues to be a serious problem. Although the
logistics are still being calibrated it is expected to cost approximately Eighty Thousand
($ 80000.00) dollars.

At present the total cost of implementation of our intervention plan is approximately
Two Hundred and Forty Five Thousand ($245000.00) dollars.

SUPERVISION
Lack of adult supervision provided the opportunity for students to gamble and
indulge in other forms of deviant behaviour. If these negative activities are to be curtailed
constant teacher supervision is imperative. Consequently, a rigid teacher supervision
roster was implemented so that at least some of the classes with absent teachers could be
supervised. The substitute teacher programme has also proved useful in this respect.
Block supervision by Deans and Heads of Departments compliment teacher supervision.
Regular patrols around the compound by SSO and MTS have been successful in curbing
recalcitrant behaviour during the luncheon interval.

In order to control the unnecessary movement of students during class time,
teachers in the technical areas have been mandated to go to the classroom to collect their
classes. If the teacher does not collect his/her class, the class must remain in its home
room so that there is no unnecessary walking if the teacher is absent from school.

In October of 2008 the form ones were relocated to the top floor of Block E. This
was done to facilitate supervision and to lessen the opportunity for form ones to observe
the negative behavior of some form fours and fives who were relocated to the ground
floor of the said Block. The success of this move is evident in that to date there is no

21

496

graffiti on the walls on the top and middle floors of Block E where the lower forms are
located.

STUDENT INVOLVEMENT
The student council at the school has been reconstituted with a new constitution so
that students are empowered to be more proactive in their affairs. It is envisaged that the
student council will assist in the counseling and supervision of their peers while at the
same time empowering them to make a difference in changing the culture of the school.

More school prefects are being recruited to assist in the supervision of classes. Each
prefect has been assigned a class for which they have the responsibility of reporting any
suspicious activity to the Deans.

SCHOOL RULES COMMITTEE
A committee has been commissioned to evaluate and make changes to the school
rules. It is important to note that while some of the school rules are no longer relevant in
our emerging society some new rules need to be implemented to face the new challenges
we now encounter.

LEGAL EDUCATION
In light of the impending Children’s Act and the commissioning of the Children’s
Authority Board it was suggested that students be sensitized about their rights and
responsibilities and the legal ramifications of their actions.

22

497

CHANGE IN SCHOOL UNIFORM
As part of the total make over of the school and its image, the school uniform like the
school’s name will also be changed. The traditional blue and white for which the school
is known will remain but the style of the skirt and the monogram will change. The
uniform will be embellished with a tie. The students via the student council are expected
to contribute to the final product.

BARRIERS TO IMPLEMENTATION
Most of the responses implemented were welcomed. However, it is anticipated that
the pending installation of cameras around the school will be met with opposition. While
parents are satisfied with this plan, teachers view it with suspicion. The cost of
implementation may also be a hindrance

ASSESSMENT
Assessment is the final stage of the SARA process and it aims at determining if the
response strategies were successful.

A preliminary assessment has revealed a decline in the number of incidents of
gambling and other offences. There have been thirteen incidents recorded during the
period March 2009 to May 2009 none of which was gambling. It is still too early to make
a definitive assessment since some of the responses are not yet implemented.

23

498

TIMELINE
It is difficult at this stage to certify a timeline since our action plan is heavily
dependent on funding. Once funding becomes available implementation should take no
more than three months.

24

499

FINAL IMPLEMENTATION
The financial constraints of the 2009-2010 academic year and the appointment of a
new principal have significantly restricted our implementation. A number of our
responses required capital for implementation and since this was not forthcoming we
focused our attention on those responses that required little or no money.

1. Physical Infrastructure: - The poor state of the physical condition of the school
makes it impossible to effect any major changes. Significant changes will certainly
involve rebuilding the school. Since the CPTED site visit conditions have gotten worse.
Pigeons have since inhabited the roofs of several blocks including blocks E, C and B.
Nevertheless, maintenance of the school’s aesthetics were continued dispite the limited
resources available. (See appendices for CPTED Report)

2. Supervision: - Prior to September 2009 a rigid teacher supervision roster was
implemented. This continued in the new academic year and is expected to remain part of
the natural order of things at the school.

3. Student Involvement: - The student council has been elected and the executive is
still in the process of negotiating with the school’s administration for a permanent room
and a computer. However, since the school is so dilapidated, room is a major problem at
the school. Money is also a problem so the student council is working on a number of
fund raising events to finance its operations.

4. School Rules Committee: - The school rules committee has been defunct since its
commission. The code of conduct sent to schools by the Ministry of Education is being
used as the guideline for dealing with indiscipline. Nevertheless, it must be noted that
some rules need to be changed and new ones implemented to deal with situations that
may be unique to the school. It is hoped that a new committee will take up the challenge.

25

500

5. Legal Education:- Some form four and five classes with at risk students were
identified, and this group were educated on the law with respect to the following
offences:
(a)Gambling
(b)Assault/Fighting
(c)Scratch bomb/Explosives
(d)Theft

These classes were conducted by a Dean who is also an attorney at law. These
sessions were interactive and well received by the students who had a lot of
misconceptions about the law and jail. For the first time these students really
understood how the legal system worked. The session helped to dispel some of these
misconceptions. This was one of the more successful responses implemented.

6. Change In School Uniform: - The new school uniform was implemented at the
beginning of the 2009-2010 academic year. Its intended purpose was achieved in that
it contributed to a significant rise in the self-esteem of the student population. The
students loved the new uniform especially the girls. While the boys generally liked
the new uniform they did not like the idea of wearing a tie. Form teachers were
therefore asked to encourage the students to wear the tie. The aim was to get students
to appreciate why they should wear the tie and to see themselves in the future not
merely as blue collar workers but potential holders of the highest offices in the island.

7. Extra Curricular Activities: - Extra curricular activities like legal education, was
one of the more successful responses implemented. Activities such as small goal,
table tennis and public speaking were organized during the luncheon interval. Cricket,
track and field and folk festival are expected to follow. Unfortunately, because of the
lack of funds and no school field we were limited with respect to the scale of
implementation.

26

501

8. Assessment: - One of the most encouraging and rewarding aspects of this project
was to see actual results. During the period September 2009 to December 2009 the
number of student incidents declined drastically. There were no incidents of
gambling, five (5) incidents of assault, two (2) fights, one (1) incident of theft, scratch
bomb, possession of cigarette/marijuana, and inappropriate behaviour respectively.
No incidents were reported in the other categories.

27

502

SUSTAINABILITY PLAN

The steps to be taken to sustain the SARA model will depend on the attitude of the
current school administration toward the VPA programme. A computerized system has
been set up to continue recording all incidences involving students. The SIRF will
continue to be used. Once these systems remain in place it will be easy to continue to use
the SARA model for identifying, understanding and dealing with violent behavior at
school.

Prior to the change at the helm of administration at the school, key stakeholders
including parents, were buying in to the efforts at the school to keep students safe and in
check and to reduce violent incidents. However, since the change, the VPA has taken a
back seat and no immediate plans have been made to sustain the efforts made by the VPA
team.

Money has been a major barrier to implementation. Lack of funding has paralyzed
efforts at implementation. The poor physical infrastructure of the school also
compounded the problem in that the dilapidated conditions made any changes impossible.
Consequently, lack of financial support has greatly limited our ability to move forward in
a positive and effective manner.

28

503

CONCLUSION

Despite the many challenges faced during the implementation of this programme it was
nonetheless brought to a successful conclusion. This is evidenced in the significant decrease in
the number of incidence during the period September 2007 – December 2009. At the end of the
implementation phase there were no incidents of gambling. While there were still some incidents
of assault the number was greatly reduced.

Further, money problems and the appointment of a new principal significantly stunted the
progress of implementation. The final result being that a number of the intervention strategies
were either partially implemented or not implemented at all. It is hoped that funding will be made
available in the near future so that the school can realize its true potential.

29

504

APPENDICES

TEAM MEMBERS

Hazel Castro- Overall team leader – is responsible for overseeing and documenting the
collection of data, analysis, interpretation and presentation of report and chief liaison
officer of the team.

Nicol Tuitt- Collects information and data.

Lawerenc Marcelle- Investigates incidents.

Roger Waterman- Proof reads documents and assists other team members.

30

505

GRAPHS

# OF STUDENTS

INCIDENT DATA - SEPTEMBER 2007
25
20
15
10
5
0

Serie
s1

INCIDENTS

# OF STUDENTS

INCIDENT DATA - SEPTEMBER 2009- DECEMBER 2009
6
5
4
3
2
1
0

Series1

INCIDENT

31

506

32

507

33

508

TEACHER SURVEY DATA 1
likejob6
satis7
others8
timebad9
noteach10
material11
space12
beyond13
1%
1%
2%
4%

2%

2% 2%

1% 1% 3%

time14
2% 2% 1%

4%

3%

3%

2%

3% 3%

3%

3%
3%

4%

4%
3%

dameless15

3%

3%

3%

4%

2%
2%

3%

2%

2% 2%
3% 2%
2% 2%

dammore16
3%
2%

theftless17
theftmore18
attackdoc19
attkNdoc20
obscen21
threat22
weapon23
vanatt24
fear25
class26
empty27
hall28
cafe29
toilets30
gym31
park32

34

509

35

510

SCHOOL RULES
ATTENDANCE

1.

Students must be in the classroom or at Assembly, as appropriate, at 8: 30 am. Late
coming will NOT be tolerated.

2.

Students are expected to remain on the school compound until school dismissal at
2:35 pm, unless permission is granted by parent/guardian and/ or administration.

3.

Students should attend ALL classes, write all school examinations, and ensure that
report books are submitted to their form teachers each term.

4.

Students should respond promptly to the bell. Movement to and from classrooms,
laboratories and workshops MUST be orderly i.e. in a line, moving quickly and
quietly.

5.

No students should be found sitting on benches, purchasing at the cafeteria loitering
in other areas of the compound during class time.

6.

A student who is absent from school must present to the Form teacher, on
resumption, an excuse dated, written and signed by the parent/guardian.

7.

Excuses for a period in excess of one week must be accompanied by a medical
certificate, in the case of illness, or brought in by parent/guardian.

UNIFORM
8.

Students should be in full uniform at ALL times.

9.

Shirts should be worn in pants and skirts with belts of the same material ONLY.

10. Undershirts MUST be plain white (NO prints or colors).
11. Shoes MUST be plain black in colour and unadorned (NO BOOTS).
12. Socks MUST be navy blue or black in color and visible above ankles.
13. Hairstyles MUST be simple, neat and suitable for school. Dyes, marking and scalp
engravings will NOT be allowed. ONLY Black or navy blue hair accessories are
permitted for girls.

36

511

14. No jewelry (except wristwatches and ONE PAIR of gold stoppers for GIRLS
ONLY) is to be worn with the uniform.
15. BOYS ARE NOT PERMITTED TO WEAR EARRINGS.
16. Make-up is not to be worn and finger nails are to be kept short and clean and
unpolished.
17. Hats and other headwear must not be worn on the compound.
18. Students MUST present written explanations, signed by parent/guardian for any
infringements of the dress code.

PERSONAL CONDUCT
19. Students are required to be courteous to one another and to persons in authority at all
times. Disrespect will NOT be tolerated.
20. Students should conduct themselves in a descent and satisfactory manner both in and
out of school, and especially when in uniform.
21. Students having knowledge of any unlawful activities or materials on the school
compound should make a report to administration.

GENERAL RULES

22. Students MUST have identification Badges at ALL times.
23. No student is allowed to bring to school a radio, walk-man, videogame, cassette
player or any other apparatus that may disturb the orderly functioning of the school.
24. Possession or use of alcoholic beverages, playing cards, incense, fire crackers,
cigarettes and other illegal drugs is strictly forbidden.

37

512

25. Criminal offence such as theft, violence, possession of weapons and illegal drugs
will be referred to the police.
26. Students will be allowed to see visitors (parents/guardians) in the office ONLY. No
visitor will be allowed beyond the office area without the Principal’s or Vice
Principal’s permission.
27. Any student found defacing or damaging school property will bear the full
responsibility of repairing or replacing the said property. Where the offence takes
place in the classroom, laboratory or workshop the offender is NOT identified; the
entire class or group will be expected to share the cost.
28. Students are NOT permitted in the staff room, Laboratories, workshops and pavilion
unless accompanied by teacher.

38

513

39

514

OLD SCHOOL UNIFORM

40

515

NEW SCHOOL UNIFORM (GIRL)

41

516

NEW SCHOOL UNIFORM (BOY)

42

517

N

↑
COURTS

GUARD BOOTH

VISITOR PARKING

STAFF PARKING

B
D

PAVILION

L
H

K

STAFF PARKING

PLAYING FIELD

J

MTS

E

C

O
G

F

A
P

43

518

SCHOOL PLAN
BLOCK
A
B

C
D
E

F

G
H
J
K
L

O
P

FUNCTIONS
MASONRY, PLUMBING, WOODWORK
WORKSHOPS
GROUND FLOOR: INFO. TECH,
LOUNGE, ADMINISTRATION OFFICES
1ST FLOOR: STAFF ROOM,
CLASSROOOMS
CLASSROOMS: GROUND AND 1ST
FLOORS
LIBRARY
CLASSSROOOMS 22 -51
GROUND FLOOR: ROOMS 22 – 31
1ST FLOOR: ROOMS 32 – 41
2ND FLOOR: ROOMS 42 - 51
ROOMS 52 – 67
GROUND FLOOR: DEMO. ROOM ,
BIOLOGY LABS
1ST FLOOR: 57 – 61 CHEMISTRY LABS
2ND FLOOR: PHYSICS LABS
AGRI. SCIENCE ROOM
BOYS AND GIRLS TOILETS
M.T.S., CAFETERIA AND LUNCH
ROOM, (P. E. ROOM )
HALL
GROUND FLOOR: DRESSMAKING,
TAILORING, BEAUTY CULTURE
1ST FLOOR: FOOD & NUTRITION,
HOME MANAGEMENT
WELDING, ELECTRICAL , MACHINE
SHOP, AUTO, M.E.T.
AGRI. SCIENCE ROOM

44

519

45

520

46

521

47

522

48

523

49

524

50

525

51

1

526

Moruga Secondary School TTVPA
Report

2

MORUGA SECONDARY SCHOOL
Trinidad and Tobago
Violence Prevention Academy
Report
June 2010

Ricardo Andrews........ - ndrwzcar@yahoo.com
Sharida Mohamed-Rahaman..... - moruga_composite@yahoo.com
Brenda Cummings.......... -moruga_composite@yahoo.com

Table of Contents

527

3

528

TABLE OF CONTENTS

Mock Media Report.............................................................................................................4
Introduction..........................................................................................................................5
Purpose..........................................................................................................................5-9
The SARA model.................................................................................................................9
The TTVPA........................................................................................................................10

The SARA Process and Methods
A.

Scanning and Analysis.........................................................................................12-21

B. Statement of Problem.............................................................................................21

Strategic Responses..............................................................................................................22-25
Implementation Action Plan.................................................................................................25
Evaluation Plan.....................................................................................................................25
Evaluation.............................................................................................................................26-30
Sustainability Plan.................................................................................................................31
Appendix

4

529

Mock Media Report

Moruga Secondary Responding to School Violence
The Trinidad and Tobago Violence Prevention Academy (TTVPA), as the name
suggest, is geared towards ultimately reducing incidents of violence, ideally the four
participants from the initial 25 schools will include teachers, safety officers and
administrators coming together to formulate evidence-based violence prevention
strategies especially suited to the specific needs of schools.
Moruga Secondary School is one of the schools involved in the TTVPA and presently
have a team of three members, originally four, engaged in the process of analyzing data
to solve problems at the school. Present members are Mrs. Sharida MohamedRahaman (Principal), Ms. Brenda Cummings (Dean, and Food and Nutrition
Teacher) and Mr. Ricardo Andrews (School Safety Officer)
Based on analysis of initial survey data, it was recognized that fighting was the major
problem at the school, and was the focus of the VPA team’s attention.
Several proposals to address and help alleviate the problem of fighting were shortlisted
to be implemented in both the short and long term.
A Conflict and Anger Management Programme (CAMP) was conducted at our school
with some of the “at risk” students from 18th September, 2009 to 23rd October, 2009 for
four Fridays between 12:30 p.m. and 2:30 p.m. Parents/guardians of these students
were expected to take part in the programme as well and was conducted by Families in
Action. The CAMP was specifically targeted towards those students who are habitually
suspended and display deviant behaviour.
An Incentive Awards Program was implemented in February, 2010, an inducement to
encourage students to strive to be individuals who are disciplined, positive thinkers and
role models.
The members of the school’s TTVPA team, recognises the importance of approaching
the issue of school violence head on to deal with the problem. Participation in the
TTVPA has indeed empowered them with the knowledge to apply appropriate
strategies. Although there have been challenges with respect to actual implementation
and whole school buy-in to the concept of the TTVPA, the team will continue to
persevere because of the urgency of the situation.

5

530

Introduction
Purpose

The purpose of this document is to present different strategic responses to the specific
problem of student violence at Moruga Secondary School, towards the realisation of an
environment that is safe and conducive to learning.
In formulating these responses a number of factors were looked at including
effectiveness, implementation time frame and overall impact. The VPA team felt that it
would not be beneficial to just have responses that look good on paper but cannot be
implemented because of bureaucracy, so in an effort to have “workable” responses a
number of strategies were looked at and shortlisted. Eventually those that were felt to
be highly effective and easily implemented were chosen.
It is hoped that through these interventions that, our students will be able to develop
conflict resolution skills, tolerance and respect for others, care and compassion as well
as dispensation for truth, honesty and other positive values.
It is our expectation that at the end of one year, discernible changes must be seen in
students in their personal and social development. At the end of five years, students
must be able to leave the school with admirable characteristics and role modelling
behaviour that could be epitomized.

6

531

A. Community Background
The Moruga district is located at the southern end of Trinidad, in the county of Victoria.
It is historically known as the area where Christopher Columbus landed in 1498 when
he discovered Trinidad. Columbus located abandoned fishing implements which were
clear signs of the Arawaks. It wasn’t until three centuries later that the river was given
the name Moruga.
The members of the community of Moruga mainly depend on agriculture and fishing to
gain an income. There are presently plans to build a Port to facilitate trade with South
America this will lead eventually to further development of the community. The area has
been in the news on numerous occasions because of marijuana cultivation, drug
trafficking, contraband items and human trafficking.

B. School Background
Moruga Secondary School is situated in the village of Basse Terre, Moruga. The school
received its first intake of students on the 6th September, 1982. During the early years
there was a constant turnover of teachers, as teachers were recruited from as far
Sangre Grande, Carenage, Arima and Tacarigua.
The School opened its doors to about three hundred and twenty (320) students. There
were four form one and four form four classes. Students at the form four level came
from the Princes Town and The St. Madeline Junior Secondary Schools. There is
currently an enrolment of 559 students in forms ranging from 1 to 6. The majority of
students come from lower socio-economic backgrounds and seems to be
disadvantaged by this, as such the main focus for a number of them seems to be not on
attaining an education, but on merely getting by on a daily basis. It is very apparent that
for a large number of students the school is less an institution of learning, but more of a
getaway from domestic cares.

C. Students
Fifty percent (50%) of the student population are of African descent, 18% of East Indian
and 32 % of mixed. There are presently 312 males and 247 females enrolled. Students
benefit from a number of government subsidized services including transportation,
school breakfast, lunches, and textbook rental. On most days there are approximately
52 % of the student population in attendance, considering the level of government
subsidies; one has to wonder as to the generally low student attendance. However
there are number of apparent factors which can contribute to the low attendance, like
domestic situations and general disenchantment with school on a whole. A small

532

7

percentage of students do not attend because they have to earn a living for themselves.
Pregnancy and legal issues also contribute to some extent.

FIGURE #1

FIGURE #2

Students by Gender

Student Population
Ethnicity

African

32%

E/Indian

Males

44%

56
%

Mixed

50%

18%

Females

FIGURE #3

Average Daily Student
Attendance
Student Present

48
%

D. Staff

52
%

There is a very low student
attendance at Moruga
Secondary
School.
A
number
of
factors
contribute to this ranging
from domestic situation to
general
disenchantment
with school on a whole.

533

8

There are currently 46 teachers on staff of which 20 are males and 26 females. Thirty
five percent (35%) of the teaching staff are of African descent, fifty nine percent (59%)
are of East Indian and six percent (6%) mixed. On average there is about 25% teacher
absenteeism daily.

FIGURE #4

FIGURE #5

Teachers
Gender

6%
African

35%

43
%

East Indian

59%
mix

Teachers Ethnic
Composition

57
%

Male
Female

The school has two Administrators, Mrs. Sharida Mohamed-Rahaman, Principal, and
Mrs. Maria Dinwell, Acting Vice Principal. The Administrators are assisted by a
middle management team consisting of 5 Heads of Department, H.O.D, and 5 Deans of
Discipline, D.O.D.
In November 2004, there was an introduction of School Safety Officers in the
Government Secondary School System in Trinidad and Tobago. One such Officer was
sent to Moruga Secondary School that same year, and another one in February the
following year.
The School has nine (9) Security Officers assigned to it. Other support staffs include
Lab and Workshop Attendants On the Job Trainees (OJTs) and Maintenance
Personnel.

9

534

E. Local School Board
The School is also served by a Local School Board which comprise of the Principal, The
P.T.A Chairman, The P.T.A Secretary, The Past Student Association President, The
School’s Student Council President, A Staff Representative, and a few Members of the
Community.
G

F. School Code of Conduct
The Administration, in collaboration with the School Safety Officers and Deans of
Discipline has formulated a number of policy documents relative to student discipline
and codes of conduct (*see appendix).

The SARA Model
The acronym SARA was conceptualised by John Eck and Bill Spellman and specifically
refers to a four stage process which consist of Scanning, Analysis, Response and
Assessment. It is the problem solving model of choice for the Trinidad and Tobago
Violence Prevention Academy.
Simply put the SARA model is about analytical problem solving, the questions of Who?
What? When? Where/ and How? are considered with a view towards getting acceptable
answers. The SARA concept is about analysing situations to first and foremost find out
what the problem/s is/are, once you have identified the problems, it is much easier to
solve them, hence the initial approach to problem solving, according to the SARA
model, is Scanning.
Scanning involves pinpointing the problem, basically, and generally the process should
include all stakeholders. The scanning process serves to confirm that a problem exist
the frequency, who it affects etc. Once the problem is identified then it can be dissected
and put under the microscope. Getting to the core of the problem makes the formulation
of responses an easier task.
After the problem has been identified via the scanning phase then the process of
analysis can begin. This process is at the core of problem-solving. In analysing the
problem, a better understanding of the problem is gained as all angles are looked at
closely. Analysis is compulsory for the proper formulation of any response it seeks to
answer the questions of What? Who? When? Why? Why not? How? and Where?

10

535

In-depth analysis of the problem with a view to apply the appropriate response is much
more effective than going on the basis of what one thinks is known.
After the problem has been identified and analysed the appropriate response/s can be
developed and implemented strategically towards solving. The response is specifically
tailored for the identified problem and involves looking at alternative interventions,
planning for implementation and implementation.
The Assessment process seeks to determine the exact results of the response.
Assessment is necessary for the further development or alteration of strategies which
were implemented. Without proper assessment it is likely that the problem may persist
or even become worse because the wrong intervention may have been used.

Trinidad and Tobago Violence Prevention Academy

The Trinidad and Tobago Violence Prevention Academy was launched on Monday 22nd
September 2009 by the Minister of Education, Hon. Esther Le Gendre. The Academy
serves to introduce twenty-five (25) participating schools to the SARA Model (Scanning,
Analysis, Response & Assessment) this involves the following: (a) Identifying problem/s
in schools (b) Developing response/s to problems identified (c) Assessment of
effectiveness of response/s This initiative is aligned with School-Based Management, in
which the twenty-five selected schools will use Problem-solving approach/SARA to
identify and address violence and disorder issues in their schools.
The Violence Prevention Academy, as the name suggest, is geared towards ultimately
reducing incidents of violence, ideally the four participants from the initial 25 schools will
include teachers, safety officers and administrators coming together to formulate
evidence-based violence prevention strategies especially suited to the specific needs of
schools.
The training programme will give the participants the necessary knowledge and skills to
develop, implement and evaluate strategies.
The Moruga Secondary School TTVPA representatives are as follows:
1. Mrs. Sharida Mohamed- Rahaman (Principal) – Mrs. Rahaman has been an
educator for 32 years, The Principal of Moruga Secondary for the past three
years and previously held the position of Vice Principal at Marabella Secondary

11

536

School, she is an excellent orator and loves to communicate, therefore she was
assigned as the teams Communication / Public Relations Officer. As such she is
directly responsible for all aspects of the team’s publicity and communication
matters. Her mandate is to get the word out and encourage “buy in” to the
proposed responses and programs.

2. Mrs. Hardaye Ramsawak (Vice Principal) – Mrs. Ramsawak has been
appointed as Principal at another secondary school as such she is no longer a
part of this school’s VPA TEAM

3. Ms. Brenda Cummings (Dean, and Food and Nutrition Teacher,) – Ms.
Cummings has been teaching for the past 39 years, and a Dean of Discipline for
2 years, she was assigned the team’s Secretary with direct responsibility for
taking of minutes at meetings, documentation of the team’s plans, policies and
relevant dispatching of correspondence.

4. Mr. Ricardo Andrews (School Safety Officer / Project Leader) – Mr. Andrews
has been in the field of Security for eighteen (18) years, and has performed
duties at various schools. Assigned to Moruga Secondary School since February,
2005, he has found the experience as a School Safety Officer to be challenging
but accepts the challenges with a smile. The daunting task of Project Leader has
been placed in the hands of Mr. Andrews; he has overall responsibility for the
team, which includes ensuring that plans, programs and projects that are
undertaken by the team are completed expeditiously and on schedule.

12

537

SARA Process and Methods
A. Scanning and Analysis
Two Student and Teacher surveys were conducted a few months apart.
In November, 2008, the first Student and Teacher Surveys were conducted. The
student survey was given to 56 Form five students who were present on that day. The
breakdown of the students who took the survey is as follows:
• 56 Form 5 students took survey.
• The ages were varied - 2 nineteen year olds, 6 eighteen year olds, 13
seventeen year olds, 28 sixteen year olds, 7 fifteen year olds.
• Ethnic composition – 29 African, 15 described themselves as other, 8 as
Mix (Afro/Indian) and 3 East Indian. One student did not indicate ethnicity.
• 25 females and 28 males, 3 did not indicate sex.
This survey was revealing and gives a good insight about the perceptions of problems
at the school by the students. Fighting and Obscene Language were rated the highest
with 66.1 % each, and Gambling and Arriving to school late rated as the second
highest with 57.1% each. Other areas that were high rated (over 40%) are Marijuana
Use 43%, Disruptive Behaviour, Littering 50 %, and Disrespect 53%. At the other
end of the spectrum, Trespassing, Forgery, Arson, Guns, and Non students wearing
school uniform were all under the 10% mark.
From this data we can deduce that Fighting is the main problem as it has the highest
dispensation for harm based on this initial survey.
The first Student Diagnostic Survey gave an indication of the type of students that
engage in deviant behaviour, the Deans’ disciplinary records support the view that most
of the students who engage in fights are usually the same ones who gamble and use
obscene language, arrive late to school and engage in other deviant behaviour. These
findings were on par with the overall national average with Obscene Language rated as
71.7%, Disrespect 60.1% Littering 57.1 %, and fighting 54.6%. At the other end of the
spectrum, Trespassing, Forgery, Arson, Guns, and Non students wearing school
uniform were all under the 10% mark.

0

Arson
Guns
Forgery
Cocaine use
Tresspassing
Nonstdnt wearing sch. Uniform
Drug sales
Bomb threats
Sexual Assault
Assault
Marijuana use
Cheating
Robbery
Unauthorized abscence
Weapon possession
Threats and intimidation
Inapp. sexual contact bw…
Gangs
Extortion/taxing
Improper uniform
Bullying
Vandalism
Gambling
Stealing
Loitering
Disruptive behaviour
Arriving late
Fighting
Littering
Disrespect
Obscene language

13

FIGURE #6

FIGURE #7

538

Moruga Secondary School Student Diagnostic Survey 1

70

60

50

40

30

20

10

0
Series1

Perceived Issues as a Major Problem

Student Diagnostic Survey 1National Finding

80

70

60

50

40

30

20

10

Series1

There were some significant changes in the second student survey, most of the
changes were decreases. Some of the problems which were at the higher end of the

80
70
60
50
40
30
20
10
0

Nonstdnt wearing…
Guns
Tresspassing
Arson
Cocaine use
Drug sales
Forgery
Bomb threats
Marijuana use
Sexual Assault
Vandalism
Weapon possession
Extortion/taxing
Robbery
Assault
Unauthorized…
Threats and…
Cheating
Stealing
Gangs
Improper uniform
Inapp. sexual…
Loitering
Bullying
Disruptive behaviour
Gambling
Fighting
Littering
Disrespect
Obscene language
Arriving late

80
70
60
50
40
30
20
10
0

Arson
Guns
Bomb threats
Forgery
Cocaine use
Tresspassing
Drug sales
Nonstdnt…
Sexual Assault
Marijuana use
Weapon…
Assault
Robbery
Threats and…
Inapp. sexual…
Gangs
Unauthorized…
Extortion/taxing
Cheating
Improper uniform
Vandalism
Stealing
Bullying
Gambling
Fighting
Loitering
Disruptive…
Littering
Disrespect
Arriving late
Obscene language

14

The third student and teachers diagnostic surveys were conducted in early 2010.

539

scale recorded decreases etc. Obscene language, littering,
fighting, disruptive
behaviour, loitering, and marijuana use. Infact Marijuana use decreased the most by
30%. There were increases in arriving late to school that moved to the highest spot,
bullying, loitering and disrespect also showed increases.

FIGURE#8

Moruga Sec. Sch. Student Diagnostic Survey 2

FIGURE #9

Student Diagnostic Survey2 National Findings

15

540

Forty seven students were given the survey with the breakdown as follows:
•

47students completed the survey

•

The ages were varied - 3 nineteen year olds, 7 eighteen year olds, 22 seventeen
year olds, 15 sixteen year olds

•

Ethnic composition – 20 gave their ethnicity as other, 15 Africans, 6 East Indian
and 6 Afro/Indian

•

23 males and 23 females, 1 student did not indicate their sex

This survey was again quite revealing with some significant changes observed. The
offences above 50% that were perceived by the students as major problems are
cheating on class assignments 100%, late arrival to school 87%, fighting 85%,
obscene language 83%, disrespect 83%, gangs 73%, disruptive behaviour 71%,
loitering 70%, improper uniform 67%, inappropriate sexual contact between
students 64%, littering 63%, stealing 50% and gambling 50%.
FIGURE #10 Moruga Secondary School Student Diagnostic Survey 3
120
100
80
60
40
20

Arson
cocaine
Guns
DrugSales
Trespass
Forgery
Bomb
Marijuana
Extortion
Non-Student Uniform
Weapon
Sexual Assault
Robbery
Assault
Absent
Bully
Cheat
Threat
Vandalism
Gambling
Steal
Littering
Sexual Contact
Uniform
Loitering
Disruptive Behavior
Gangs
Disrespect
Language
Fighting
Late
Test

0

Student Perception of Major Problems
There are significant increase in the percentages in 20 of the 32 offences. What are the
contributing factors to these stark increases? One suggestion is that it is due in part to

541

16

the increase in the levels of violent incidents among students at the school during the
last quarter of 2009. Some of those incidents were highly publicised and even published
on social websites and national newspapers. One of the troubling findings coming out of
the third survey is the extremely high percentage of cheating on class assignments.
This figure obviously represents some recent incident which may have occurred in the
classroom that they students are privy to.
FIGURE #11

Student Diagnostic Survey3 National Findings
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0

69.2
58.0

57.3

55.6

50.1

49.9

46.2

48.7
39.7

FIGURE #12

Student Diagnostic Survey3 National Findings
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0

44.3

39.7

542

17

FIGURE #13

Three time surveys analysis (a)

120
100
80
Time1

60

Time2
40

Time3

20
0
obscene
language

FIGURE #14

fighting

gambling arriving late disrespect

littering

disruptive cheating in
behaviour
test

Three time surveys analysis (b)

80
70
60
50
40

Time1

30

Time2

20

Time3

10
0
gangs

loitering

uniform

sexual
contact

stealing vandalism

threat

bullying

absent

543

18

FIGURE #15

Three time surveys analysis (c)

50
45
40
35
30

Time1

25

Time2

20

Time3

15
10
5
0
assault

FIGURE #16

robbery

sexual assault

weapon

non student

extortion

marijuana

Three time surveys analysis (d)

25
20
15

Time1
Time2

10

Time3
5
0
bomb

forgery

tresspass

drugsales

guns

cocaine

arson

544

19

The first Teacher survey was done by only twelve participants, 6 males and 6 females,
having distributed twenty survey forms. A major contributing factor for the low
participation is the low attendance to school by teachers on the day the survey was
done. In terms of the teachers perception of victimization the survey indicated that
almost 50% of respondents said that they were victims of obscene remarks/gestures,
27% said they were threatened, and 27% also claiming that there was damage to
personal safety less than $60.00. There was 0% of teachers who were physically
attacked and had to see a doctor, however about 8% claimed that they were physically
attacked, no doctor seen.
FIGURE #16

Teacher Diagnostic Survey #1 Victimization Perception

60
50
40
30
20
10
0
Damage to Damage to
personal
personal
property
property
less than more than
$60.
$60.

theft less
than $60

Theft more Physically Physically Obscene
than $60 Attacked to Attacked no remarks/
see doctor
doctor
gestures

Threatened

weapon
pulled

The second survey showed a significant decrease in damage to personal property less
than $60.00, theft less than $60.00, and obscene remarks. Damage to personal
property more than $60.00 and theft more than $60.00 both showed stark increases.
60
50
40
30
20
10
0

FIGURE #17

Teacher Diagnostic Survey #2 Victimization Perception

545

20

Teacher Diagnostic Survey #3 Victimization Perception

FIGURE #18

Do you hesitate to confront misbehaving students…
Had a weapon pulled on me
Was threatened in remarks by a student
Received obscene remarks or gestures from a student
Was physically attacked but did not have to see a…
Was physically attacked and had to see a doctor
Theft of personal property worth more than $60.00
Theft of personal property worth less than $60.00
Damage to personal property worth more than $60
Damage to personal property worth less than $60
0

5

10

15

20

25

30

35

40

Teachers Three Time Survey Analysis

FIGURE #19
60
50
40
30
20
10

time1

0

time2
time3

21

546

While the third Student Diagnostic Survey showed several significant increases in a
number of areas, the teachers’ survey was quite different in that there were decreases.

There were some changes in the second teacher diagnostic survey increase 12%
increase in damage to personal property more than $60.00, theft more than $60.00
increased by 26.7%, physically attacked to see doctor increased by 6.7%, weapon
pulled, also increased by 6.7%.These findings were not in line with the national
averages and were probably due to the increased number of teachers who completed
the survey.
There were decreases in damage to personal property less than $60.00 by 27%, theft
less than $60.00 by 9%, physically attacked no doctor 1.3%, obscene remarks /gestures
16.7%. These findings were more in line with the national averages.
The exposure to the training VPA sessions, revealed the fact that the school’s record
keeping had to be improved for better utilization of the SARA process, to this end a
computerised Offences and Incidents database was created and efforts made to have it
up to date. The Deans’ were provided with a diary that had more fields for specific data
entry.

B. Statement of Problem
From the number of incidents occurring, fighting was identified as the offence which has
the greatest dispensation for harm. A look at the first student survey showed that 66.1%
of the students identified fighting as major offence along with obscene language.
Although there was a decrease in the second student survey, a look at the third survey
shows that the problem persists and indeed seemed to have gotten worst, although
short term interventions may work for a time, it is quite obvious that long term initiatives
need to be implemented to adequately address the issue.
Fights can easily disrupt the normal running of any school and affect the ethos and
climate. Students and staff very often feel threatened and worry about their personal
safety. Fighting in schools also affect the delivery of the curriculum and cause teachers
to take leave so as to be away from a stressful environment, thereby causing a domino
effect as students are left unsupervised, depletion of guardianship will inevitably and
consequently lead to further student disruptive behaviour .

22

547

Strategic Responses

1. Conflict and Anger Management Programme
Approximately 90% of the fights that occur at the Moruga Secondary School amongst
the students are directly related to hearsay and name calling or in local parlance
“backbiting”. An examination of the recorded data of the conflicts among students
shows this consistent pattern of students resorting to solving their differences by violent
means. There is a fundamental need for students to be taught how to resolve conflicts
peacefully.
Troubled students need habilitative services instead of haphazard punishment. A full
continuum of educational, mental health, and other services should be available to
them. Aggressive and violent behaviours do not develop overnight and cannot therefore
be eradicated in short periods of time. The school will be better off when troubled
students are served more appropriately before they become violent.
Because of the significant effects of violence on the psychological and physical wellbeing of youths, programs designed to help them cope with conflict represent a major
priority for school administrators.
The Conflict and Anger Management Programme will serve to equip students with
pro-social tools that will aid them in resisting acts of aggression and lessen their
chances of becoming victims of violence.
Conflict Resolution if systematically attempted should emphatically reduce the overall
incidents of fighting/ violence.

2. Anti-Bullying Program
Another proposed response is an Anti-bullying Program that we feel will greatly
reduce the incidents of fighting at Moruga Secondary School. The Deans’ incident
records clearly show that there is a high percentage of fights that were bully related.
The aim of the program is to ensure the school is a safe and happy environment for all.
To recognize that bullying occurs and that it needs to be dealt with swiftly and with due
thought to procedural fairness, to build a strong supportive culture, so that bullying and
anti social behaviour is not acceptable under any circumstances. The outline of the
program will be as follows:
1. Survey of bullying behaviours.

23

548

2. Bullying brochure with contract to be signed by all students and their
parents stating that Moruga Secondary School has a Zero Tolerance
to Bullying.
3. Clear policy regarding children who display bullying behaviours via a
level system of discipline. Children on a level are removed from
privileges, their parents are notified and counselling received to try
and make positive changes to their behaviour.
4. All reported bullying recorded and monitored - children encouraged
to feel comfortable in reporting bullying.
5. Peer support programs and anti-bullying activities are followed.
Classroom strategies will involve:

3.

•

Discussions, before and after surveys.

•

Class training in anti-bullying strategies.

•

Peer support activities.

Introduction of Cadets

Another proposed response that we feel will be effective is the formation of a Cadet
Battalion at Moruga Secondary presently the closest school with an active Cadet
Battalion is quite a few miles away from the school. It is felt that the introduction of the
Cadets to the area will offer the local youths, especially the males, a positive alternative
to engage them. The introduction of the Cadets at the school is expected to divert the
attention of students to a more positive outlet.

4.

Youth Mentoring Program

In effort to help mould the characters of not only students with deviant behaviour but the
general student population, we propose to implement a Youth Mentoring Program. A
significant number of our students are from single parent households and are not
adequately supervised, hence the reason for a lack of discipline, and proper guidance.
At present our school is in need of a Guidance Officer, which is a serious disadvantage
because there are a lot of students with serious issues that are in need of professional
help. Referrals are usually made to the Student Support Services of The Ministry of
Education for intervention. The Mentoring program will consist of past students who
have excelled and are exemplars also positive members of the community. It will initially

24

549

be geared towards at risk students but will eventually be extended to include other
students.

5.

Incentive Awards Program

An Incentive Awards Program is also proposed as an inducement to encourage
students to strive to be individuals who are disciplined, positive thinkers and role
models. This program is all about encouraging students to excel to discover their true
potential to use their talents to benefit others. It is expected that the program will help
foster an atmosphere of good spirited competitiveness that will spur on the desire for
high achievement by all students.
This program was chosen because more often than not, time is spent on reacting and
punishing those students who engage in deviant behaviour, who are in the minority, and
those students who are well behaved and are achievers do not get recognition and are
taken for granted.
Having a well advertised incentive awards programme that would be projected on
Watson’s Moruga Cable Company, will build interest amongst the student population to
participate in terms of building self discipline, respect for others and achievement. It will
be an opportunity where such values will be caught

6.

Confident Parenting Program

Another proposed response under consideration is a Confident Parenting Program.
We feel that this program is necessary as it will equip parents with some fundamental
knowledge which they can use in dealing with their charges. A number of the students
who engage in deviant behaviour are acting out because of a lack of proper parenting.
When asked what the major is contributing factor for student indiscipline all of the
respondents (School Staff) concluded that lack of proper parenting is the main
contributor.
The program will help parents to:
•

Establish their own style of parenting

•

Understand their children’s behaviour

•

Find alternative methods of discipline

•

Communicate better with children and spouse

25

•

Reflect on how they are relating to their children and caring for themselves

•

Experiment with new skills, which can be applied both within family and

550

working relationships

Implementation Action Plan
**SEE APPENDIX

Evaluation Plan

The proposed responses will be assessed by conducting pre and post intervention
surveys to determine impact and effectiveness as well as form the basis for modification
of responses as necessary. During evaluation a number of factors will be looked at to
conclude whether the problem was eliminated, increased or decreased, or the nature of
incidents altered in any significant way. At the end of Term 1, 2009 all interventions that
were implemented will be assessed and it is expected that such assessment will be
done on a term by term basis

26

551

EVALUATION

Of all the proposed programs, the Conflict Resolution Programme and the Incentive
Awards Programme are the only ones that actually were implemented as proposed thus
far.
CAMP
The CAMP sessions aimed at providing students and their parents with the skills
necessary for minimizing those negative behaviours that inevitably lead to suspension.
Some specific objectives were:
•

•

•
•

•

To increase students’ skills, including their ability to: enhance their feelings of self
worth, enhance their communication skills, improve peer refusal skills and
develop coping and problem solving skills
To increase parents’ skills, including their ability to: discipline effectively,
decrease aggression and behaviour problems and increase child’s confidence
and self esteem
To improve family communication and parent/child time together
To provide a safe and comfortable environment for parents and children to
separately share their experiences and learn and practice skills related to their
own personal development
To create a parent / student support network whereby participants will be able to
share information, give and receive feedback from their peers, forge bonds and
form positive relationships

METHOD
Target population
The conflict and Anger Management Programme (CAMP) was specifically targeted
toward the habitually suspended students of Moruga Secondary School and their
parents. The school’s Administration had selected twenty (20) such students to
participate in the programme and had informed those students, as well as their parents
about its logistics. The sixteen (16) male and four (4) female students who had been
selected to participate in the programme hailed from forms one to four. Since the
parents / guardians of these twenty students had been asked to participate in the
programme, at least twenty parents had also been expected. Despite the school’s best

27

552

intentions however, the programme was only attended by a total of eleven (11) students
- seven males and four females and five parents / guardians - all female.
Programme Format and Content
CAMP was designed to be presented in four two-hour, group sessions for the students
during school hours (12:30p.m – 2:30p.m) and four two-hour group sessions for their
parents(4:30 pm – 6:30 pm) followed by a joint parent-child group session during the
period 4:30 pm to 6:30 pm. These sessions were initially to occur once per week, for
five Fridays over the September 18th – October 16th, 2009. Both students and their
parents were to be exposed to modules which were aimed at facilitating the
development of parent and child skills meant to compliment each other. Five modules –
as follows – were to be covered in the programme.
Modules for Parent’s Sessions
1.
2.
3.
4.
5.

Effective Communication with your child
Developing confidence and peer resistance skills in your child
Stress and Anger Management
Managing Conflicts at Home
Developing Problem Solving Skills and Evaluation

Modules for Student’s Sessions
1.
2.
3.
4.
5.

Developing effective communication for interpersonal success
Developing confidence and peer resistance skills
Coping with feelings- particularly anger and stress
Managing conflicts at home and in school
Developing problem solving skills and evaluation

Inevitably some sessions had to re-schedule because of logistical errors on the schools
part. Given the poor turnout of the parents they were only privy to two of the five
scheduled sessions as follows:
1. Effective communication with your child
2. Developing confidence and peer resistance skills in your child
The four qualified Families in Action facilitators adopted an interactive, participatory
approach in both parents and students aspects of the programme. Participants were
encouraged to share their thoughts and experiences with the group in order to
encourage self-reflection and awareness. Additionally, group discussion, role platys,
games, activities, charts and handouts were used to achieve the programmes
objectives.

28

553

Programme Evaluation
In order to determine whether the objectives of the individual sessions as well as those
of the overall programme that achieved, as well as those aspects of the programme that
were well received by the participants or those that needed to be adjusted, the following
evaluation methods were adopted:
1. Assignment of homework tasks to both parents and students at the end of each
session. Participants were expected to give and receive feedback about
performance of their various tasks at subsequent sessions.
2. Facilitators’ observation of each participant throughout the duration of the
programme.
3. Oral evaluations of individual sessions and the overall programme by
participants.
4. Written evaluation forms administered to some of student participants and one
member of the school’s administration during the final session of the programme
Given the various logistical errors and miscommunication issues, it was inevitable that
the programme would not be as effective and successful as it was expected to. Indeed
this is a lesson for plans of future efforts for similar programmes.
Some of the issues that impacted negatively on the programme are as follows:
1.
2.
3.
4.

Miscommunication with reference to the programmes timing.
Disinterest by students and parents
Whole school buy-in to the programme
Lack of proper accommodation

The original timing of the programme sessions – were for all intents and purposes not
adhered to because of some misunderstanding on the school’s part. So instead of the
parents attending separate sessions in the afternoon with four two hour sessions from
4:30pm to 6:30pm and one joint group session from 4:30pm to 6:30pm, the parents
were told to attend the students’ session from 12:30pm to 2:30pm, which could have
contributed to the low turnout. However overall, the school has always had a very low
turnout by parents to the various events at the school- Parents Day and Parent
Teachers Association meetings are two examples, so this was not too surprising to the
School Administrators.
On the first workshop day, five female parents attended, while two (females) were
present on the second day. For the third and fourth workshop days, no parents were
present; therefore the joint aspect of the programme could not be conducted. It is felt

29

554

that due to the limited interaction with the parents the workshop facilitator was unable to
properly gauge the extent of the learning, if any at all, had taken place.
The school’s VPA participants are of the view that whole school buy-in, of any
programme and the concept of the VPA on a whole is necessary for the successful
implementation of any programme. There are a number of things that will be done
differently should this programme be used again. It is felt that this initial phase was not
entirely successful because of the factors already outlined.

Incentive Awards Programme
The School’s Incentive Award Programme was launched in the month February 2010.
Mission
To create, encourage and nurture an intrinsic desire for acquisition and use of
knowledge by students.
Vision
To implement a system where academic excellence is recognized and encouraged with
minimal tangible rewards.
Action Plan
To introduce and maintain a system of
1.
2.
3.
4.

Commendation letters
Improvement letters
Steady application letters
Subject awards

Criteria
1. Commendation letters/ Awards for academic excellence.
FORMS

% REQUIRED

1,2 AND 3

75% AND OVER

4 AND 5

65% AND OVER

6.1 AND 6.2

65% AND OVER

30

555

2. Improvement letters (not for student receiving commendation letters).Awards
for academic improvement.
FORMS

REQUIREMENTS

1,2 AND 3

An increase by 15% to achieve an overall percentage of 65% and over

4 AND 5

An increase by 15% to achieve an overall percentage of 60% and over

3. Steady application (not for students receiving commendation letters). Awards
for academic consistency over an academic year.
FORMS

% REQUIRED

1,2 AND 3

An average of 70% and over

4 AND 5

An average of 60% and over

4. Special awards
a) For students in form 5 who had achieved the highest average percentile
of 80% or over in a subject area during the previous academic year (three
terms in form 4)
b) For any student at any level who had achieved an overall percentage of
90% or over.
This initial phase of the Incentive Awards Programme will only be issued on strictly
academic performance as reflected on the Mark Sheets and not attitude, behaviour,
extracurricular excellence and discipline. Special consideration will be given to mentally
challenged students.
Another aspect of the programme which will recognise those who excel in other areas
such as sports, attitude, behaviour, extracurricular excellence and discipline will be forth
coming.
An assessment of the impact of this programme is currently on going.

31

556

Sustainability Plan
In order to sustain the school’s TTVA efforts and use of the SARA model, it is absolutely
necessary for the entire school to “get on board”. As has been stated before no
progress will be made if three or four persons from the TTVPA operate in a vacuum and
try to implement measures to solve the school’s problems. Truth is though, it is not an
easy to achieve whole school “buy-in”, however we sincerely believe it can be done.
Some steps which will be taken towards the achievement of this objective are as
follows:
•

Information dissemination – It is vital that all stakeholders receive the accurate
information in order to make intelligent decisions. Relevant information will be
disseminated via school assemblies, staff meetings, and PTA meetings

•

Sustained implementation, monitoring and assessment of proposed strategic
responses - Programmes may look good on paper but if they are not
implemented, monitored and assessed then that is a recipe for failure.

•

Seek assistance – assistance will be sought from key stakeholders to aid in
efforts for an all round improved school

To sustain the school’s effort it is also imperative that the Ministry of Education lend
constant support to initiatives of the school and show continued a willingness to support
their own initiatives, like the TTVPA, by maintaining dialogue and exchange of ideas
through regular meetings and workshops. The Ministry has to be the trendsetter in this
respect and cannot throw out the proverbial “baby with the bath water”. Quite often The
Ministry is guilty of, implementing programmes and not sustaining their efforts.
Although efforts like the TTVPA can be costly initially, once properly structured and
maintained the returns will be priceless.
Ongoing training is also vital to the sustainability of the TTVPA, the application of the
SARA model by itself surely will not be beneficial, other aspects of law enforcement
related, data management structures and programmes for School Safety Officers for
example, will serve to strengthen the school’s capability to effectively deal with not only
violence, but other issues and will undoubtedly reap great rewards.

32

Appendices

557

33

APPENDIX 1

558

MORUGA COMPOSITE SCHOOL
10 Tompierre Trace, Basse Terre, Moruga, Trinidad, West Indies. Tel 656-4014

Moruga Composite School Discipline Policy and Behaviour Guidelines
RATIONALE
The Moruga Composite School mission statement indicates that we are dedicated to the
development of socially responsible and well adjusted citizens.
A strong discipline policy that promotes accountability for actions, together with the support of
committed stakeholders (students, parents, staff, and community) will help us to accomplish
this mission.
Discipline is the foundation of our core values; it is the key ingredient that is essential for the
holistic development of each individual in any modern society, it engenders respect, spirituality,
cooperation, perseverance and responsibility.
The focus of this policy is on the maintenance of discipline and education regarding appropriate
behaviours that will result in a safe, structured and productive learning environment devoted to
excellence.
Specific behaviour guidelines have been established to maintain an orderly and positive school
climate. The development of a written discipline policy by itself cannot achieve anything;
consequently the importance of having all stakeholders involved cannot be over emphasized.
The School’s Discipline Policy shall be communicated to students, staff, administrators, security
personnel and the community.
Behaviour expectations shall be communicated through such means as assemblies, newsletters,
Parents Day and orientation programs for both parents and students, and will be reinforced
with the establishment of a school based Safe School Team.
OVERVIEW OF EXPECTATIONS
Parents and guardians are the first responders with respect to discipline and it is imperative
that they are familiar with the School’s Code of Conduct and behaviour guidelines.
Parents and guardians are expected to have discussions with their children at home to reinforce
the School’s Discipline Policy.
All teachers are expected to familiarize themselves with the policy and periodically discuss and
review them with their charges accordingly.

IN GENERAL ALL STUDENTS OF MORUGA COMPOSITE SCHOOL ARE EXPECTED TO…

34

•

Abide by the School Rules and the Code of Conduct for students.

•

Be respectful to all staff members, security personnel, classmates and other students.

•

Attend school regularly and punctually.

•

Attend classes as scheduled regularly and punctually.

•

Interact with other students in a respectful way Verbal abuse, the use of obscene language, lewd comments, racial slurs

559

and any comments of a derogatory nature will not be tolerated.
(SEE DICIPLINE POLICY BEHAVIOURS AND CONSEQUENCES)

•

Refrain from any disruptive behaviour.
Running unnecessarily, shouting, inappropriate physical contact, cursing, plays fighting
and any other act which can be construed as disruptive will not be tolerated.
(SEE DICIPLINE POLICY BEHAVIOURS AND CONSEQUENCES)

•

Respect the religious beliefs of others.

•

Respect school property and the property of others Vandalism, defacement and damage to the school or any person’s property is prohibited.
(SEE DICIPLINE POLICY BEHAVIOURS AND CONSEQUENCES)

•

Remain in school for the entire period of the school day, unless permission is given for
early departure by the Principal.
ONLY the parent or legal guardian is allowed to pickup any student;
parents or guardians will be contacted in cases of illness to make arrangements for the
care of the student.

•

Wear the appropriate school uniform as defined in M.S.S School Rules

35

•

Refrain from loitering on the school compound Idle activity on the corridors at anytime is prohibited.

•

Dispose of garbage in the appropriate garbage bins.

•

Not to engage in any gambling activity.

560

ADDITIONALLY STUDENTS ARE NOT ALLOWED TO BRING TO SCHOOL THE
FOLLOWING:

•

Cell phones WITH CAMERAS, radios, televisions, walkmans, electronic games, any
other portable communication device, pornographic publications, fire crackers and
playing cards.

•

Weapons or any object that looks like a weapon or could be used as a weapon,
including knives, toy guns, water guns etc.
(SEE DICIPLINE POLICY BEHAVIOURS AND CONSEQUENCES)

•

Illegal drugs, controlled substances, alcohol, cigarettes and other intoxicants are strictly
prohibited.
(SEE DICIPLINE POLICY BEHAVIOURS AND CONSEQUENCES)

The Ministry of Education has advised that maximum suspension be imposed for the
following offences:

1. Possession of illicit drugs
2. Possession of arms and or ammunition

36

561

3. The possession of weapons other than firearms
4. Extreme violence to anyone
5. Any form of assault on any member of staff of any school
6. The possession or consumption of alcohol on school compound or on the
way to or from school

ANY CONTRAVENTION OF STATE LAW MAY HAVE SERIOUS LEGAL
IMPLICATIONS AND CAN RESULT IN THE OFFENDER BEING PROSECUTED
ACCORDING TO LAW

562

37
Procedures for dealing with
students fights with or without
weapons in school

If possible get students
to the office

Inform Principal,

Principal/ VP initiates
investigation by SSO, Dean

VP and SSO
Reports collected

Principal and SSO
decide on

Principal/ VP
calls parents
immediately

NO

appropriate action

YES

SSO/Dean

Conference
letter

accompany
Principal / VP

given to parents

Informs parents:
SSO, Dean and
Form Teacher
collate info from
i
ti ti

Form Teacher
Informs the
subject teachers

Suspension,

Conference with student
NO

Request for
continued

Parent, SSO, Dean, Principal,
VP Form Teacher
YES
Suspension letter

Conference with
parent, student,
Dean, Principal/
VP, SSO and
Form teacher

Reports submitted to
Principal for submission
to School Supervisor 111

given to parent

Final Documents signed

Form Teacher
informs the
subject teacher

Suspension letter
given to parent

If /when student
Returns refer to
Guidance Officer

Form Teacher
informs the
subject teachers

Student is
monitored

Relevant info
and photo given
to Security
Offi i h

563

1
APPENDIX 2

No
1

2

MORUGA SECONDARY SCHOOL TTVPA REPORT

INFRACTION
Failure to do
homework

Moruga Sec. Sch. Discipline Matrix page 1

DEFINITION
Homework assignments
not

1ST OFFENCE

2ND OFFENCE

Inquiry/completion of

Referral to Form Teacher

Parental conference

Referral to Form Teacher/ Dean

done and presented

homework by the next

and Dean

with subject teacher, Form

by subject teacher

Teacher and Dean

No excuses for assignments not done

Lack of textbooks and

Textbooks and/or school

school day
Inquiry and warning
by

Referral to Form

Parental conference

Parents called in

school materials

materials not readily

subject teacher

Teacher

with Dean, subject teacher and

No excuses for assignments not

Form Teacher

done

Conference with parents

Record kept by Form Teacher

available when requested

3RD OFFENCE

REMARKS

Teachers to monitor
3

Tardiness

Persistent

Subject Teacher

unpunctuality to class/

inquiry/warning

school

Referral to Form
Teacher

Dean, subject teacher and

and Dean

Dean Informed

Form Teacher

Prefect to take note of late
arrivals to class

4

Persistent irregularity

Irregular pattern of

inquiry/assistance/

Referral to Form

parental conference

a written note by parent/ legal

attendance to school/ class

warning by subject

Teacher and Dean

with Dean, subject teacher

guardian and/ or

and Form Teacher

late slip signed by Dean

Present in school but

Warning by subject

Referral to form teacher

Parental conference

Documentation to enforce

failing to attend class as

teacher

and Dean

teacher/ form Teacher
5

Skipping classes

75% attendance or

timetabled

withdrawal from CXC/CAPE
exams

6

Littering

Indiscriminate disposal
of refuse/garbage on
school

Clean up

School community
service

Meeting with Form

Introduction to school wide anti-

peer conferencing

Teacher/Dean and

litter campaign

parents/ Possible

Environmental Prefect system

grounds

suspension depending on
the nature of the offence
7

Dress code violation

Wearing of jewellery,

Removal/Confiscation

Confiscation

Parental conference

Items should be properly labelled

coloured under-vest,

handled by teachers/

with Dean and Form

and secured (in the office)

nail polish, lip-gloss

Deans

parents informed
via letter handled by
Form

Teacher

Items taken away should be

and other adornments

Teacher and Dean

returned to the parent at the end

contrary to MCS School

of the term

Rules
8

Incorrect school
uniform

School uniform dress code
violation as defined in
MCS

Warning (handled by

Parents called in

In school suspension until

Regular reminders of uniform

subject teacher/ Form

handled by Dean/

in correct uniform

code by Form Teacher

School Rules

Teacher)

Form Teacher

564

2
Immediately corrected
if possible

Moruga Sec. Sch. Discipline Matrix page 2

No
9

INFRACTION
Loitering

DEFINITION
Idle activity on the school

1ST OFFENCE
Verbal warning

compound without

2ND OFFENCE

3RD OFFENCE

Referral to Dean and

In school community service

specific duties assigned

Parental conference

Parental conference with Dean

REMARKS
Exit pass enforced by teachers

proper explanation
10

11

12

13

Possession of cell
phones

Possession and use of cell

Equipment seized until

Confiscation and parents

and other unauthorized

phones, radio, tape player,

the end of the day

called in to collect

electronic equipment

compact disc player or

Cheating in
examinations

Truancy

Keep a book record of items
seized with signatures

Referral to Dean

Record items signed by teacher

similar device during the

and student

normal school hours

student must sign upon receipt

Copying another student's

Removal from

Same as first offence

work or test answers,

examination

Parent called in

giving or receiving

Teacher and Dean informed

Counselling

Further counselling

Zero marks to be obtained

information during a test

Parent informed

leaving home but not

SSO referral

Same as first offence

SSO referral

Documentation

attending school

Matter investigated
Inform Form Teacher /
Dean

Inform Principal

Utilize Community Police

Close monitoring

and Vice Principal

Possible suspension

District Office Informed

Parents called in

Suspension

Unauthorized

Leaving school

Parents are called and

Possible suspension

Form Teachers must remind

departure

compound without written

Parents are called

Referral to Dean

Report to District Office

students to bring in written

permission from authorized

referral to counselling

permission from parents/ legal

personnel, ( Principal / Vice

guardian only or early departure

Principal)

permission slip from the Principal
ONLY parents or legal guardian to
pick up any student

14

15

Chronic Absenteeism

Continuous absenteeism from

SSO to investigate and

Referral to Student

Report to District Office to

Student must visit District Office

`

school for more than 2 weeks

report to Principal/VP

Support Services

see SS 111 depending on the

to see SS 111 in cases of

Insubordination

nature/ details

excessive absenteeism

Refusal to carry out a law-

Warning

Referral to Dean

Parents called in

Incident logged depending on

full request by any member

Inform Form Teacher and

Parents called in

Suspension

severity

of staff, e.g.- include refusal

Dean

In-house suspension

Counselling

to report to the office
when asked to; refusal to

Report District Office

565

3
give one's name; refusal to
cooperate during an
investigation or dishonesty
during an investigation

Moruga Sec. Sch. Discipline Matrix page 3

No

INFRACTION

16

Disruptive

Running unnecessarily,

Warning, handled by

Referral to meeting with

Parents called in

Counselling for student and parent

behaviour

Inappropriate physical
contact, cursing, fake fighting
or

subject teacher, if serious

Form Teacher and Dean

Possible suspension

Documentation

or other disruptive acts on

attention

the school compound

of the Form Teacher

Repeated malicious and

SSO referral

SSO referral

SSO referral

deliberate acts intended to

Warning by Form Teacher

Parents called in by Dean

Short term suspension

hurt another student

Dean informed

Counselling

Students in

Presence in unauthorized

Handled by Dean

Referral to Dean

Parents called in

Enforcement of use of

Unauthorized Areas

areas such as opposite

Warning

Parents called in

possible suspension

teachers exit pass

gender bathrooms or senior

School community service

17

18

Bullying

DEFINITION

1ST OFFENCE

2ND OFFENCE

to be brought to the

3RD OFFENCE

REMARKS

Report to District Office

Sensitization of students

School community work

form students at the lower
form block
19

Trespassing

On school compound while

Handled by Dean

Handled by Dean

Handled by Dean

on suspension or without

SSO referral

SSO referral

SSO referral

Escorted off the compound by
security personnel if necessary

proper authority

Parents informed

Parents informed

Parents informed

Police called depending on the nature
of the infraction

20
21

Forgery
Gambling

Falsification of people's

SSO referral

SSO referral

SSO referral

signature

Parents called in by Dean

Parent conference

Suspension

nature of offence

Any activity/ game of

SSO referral

Parents are called in

Suspension

Incident logged

chance in which

Verbal warning

Referred to SSO/ Dean

SSO referral

something of value is won

Form Teacher and Dean

Suspension

Student Support

lost

informed
Confiscation of
gambling materials or
money involved

Services Intervention

Police called in depending on

566

4
Possible suspension
22

Vandalism

Destruction and/ or,

SSO referral

SSO referral

SSO referral

defacement of the school,

Parents called in

Suspension

Repeated offence-

staff, or other students

Immediate suspension

Police called in for

extended suspension

property

Police called in for

serious cases

Police called in for

serious cases

Incidents recorded/logged

serious cases

Replacement or repair
item

Moruga Sec. Sch. Discipline Matrix page 4

No

INFRACTION

23

False fire alarms and

Activation of false fire alarm

SSO referral

SSO referral

SSO referral

Counselling recommended at all

Bomb Threats

Initiating a bomb threat

Verbal warning by Dean

Suspension

Extended Suspension and

levels

Possible suspension

Parental Conference

Counselling

Taking of property

SSO referral

SSO referral

SSO referral

which belongs to another

Depending on the

Parents called in

Police called in

levels.

person without consent

nature, parent is called

Replacement and

Suspension

Involve M.T.S and Community

from that person

in, also the Police
Replacement and
counselling

Counselling

Student Support

Police

Police called in depending

Services Intervention

Pornographic material

Possession and public

SSO referral

SSO referral

SSO referral

possession/ display

display of any material of

Confiscation, warning

Same as first offence

Suspension

a pornographic nature

Dean informed

Detention- break and

24

25

Stealing/ Larceny

DEFINITION

1ST OFFENCE

2ND OFFENCE

3RD OFFENCE

REMARKS

Counselling recommended at all

Incident recorded/logged

lunch times
Counselling
26

27

Graffiti, tampering
with

The wilful destruction,

SSO referral

SSO referral

SSO referral

Incidents logged

school equipment

tampering with or

Replacement or repair

Parents are called in

Extended Suspension

Police to be involved in severe cases

Malicious Damage

defacement of school

Immediate removal of

Mediation with Dean

Student Support Services

School Supervisor informed

property e.g. water hose,

graffiti or repainting by

Office)

fire extinguishers,

offenders

Suspension

water taps etc.

Parents informed
Counselling for the students and

Verbal abuse, obscene

Use of inappropriate

SSO referral

SSO referral

SSO referral

language, lewd

language directed to any

Written apology by student

Parents to be called in

Parents and Police

parents

comments, racial slurs

member of staff or other

signed by parent/ legal

Written apology signed

called in

Repeated offence- extended

student/students

guardian read in class then

by the parents

Suspension and

suspension

given to Form Teacher to be

Counselling

counselling

Documentation

567

5
filed
28

Extortion

Any act of attempting to

SSO referral

SSO referral

SSO referral

Report to Ministry of Education

secure money, property, or

Police called in depending

Call in parents to

Inform Vice Principal/

Student Support Services

gain from another by use of

on the nature of the

investigate/ Inform Dean

Principal

District Office Informed

force, fear, intimidation or

offence/ Suspension

Police called in

Request for expulsion

threat
29

Extended suspension

Gang or mob like

Any negative behaviour

SSO referral

SSO referral

SSO referral

behaviour

which stems from

Handled by Principal

Same as first offence

Out of school

involvement in gang/ gangs

and Vice Principal

Request for counselling

Request for expulsion

or group

Parents and Police

Extended suspension

Incidents recorded/logged

called in suspension

Moruga Sec. Sch. Discipline Matrix page 5

No
30

31

32

33

INFRACTION
Sexual Offence/
Activity

DEFINITION
Indecent exposure and

1ST OFFENCE
SSO referral

2ND OFFENCE

3RD OFFENCE

SSO referral

Request for extended
Suspension

sexual acts, sexual

Handled by Dean and

Same as first offence

abuse and harassment

Principal

Recommended

Parents called in

Counselling

Short term suspension

Long term suspension

Arson/ Fireworks/

Setting or attempting to set

SSO referral

SSO referral

SSO referral

Explosives

a fire/ use and or possess-

Suspension

Extended Suspension

Request for expulsion

ion of fire crackers or other

Parental Conference

Parental Conference

explosives

Police called depending on

Counselling

the nature of the offence

Police called in

REMARKS
Incident recorded/logged

Incidents logged

Verbal and physical

Attacking any member of

SSO referral

SSO referral

SSO referral

Incident/recorded/ logged

abuse of staff

staff, including MTS

Parents called in

Same as first offence and

Request for expulsion

District Office Informed

personnel in a violent manner

Immediate suspension

recommended counselling

verbally and or physically

Referral to Dean, Vice

extended suspension

Possible Police involvement

Possession and/or

Carrying, possessing,

SSO referral

SSO referral

SSO referral

Incidents logged

use of weapons

handling, using, or storing

Handled by Dean, Vice

Same as first offence

Request for expulsion

Counselling

firearms, knives or any

Principal/Principal

Extended suspension

Community Police

District Office Informed

other implement which

Police called in and

assistance

can be used in a lethal

student escorted out of

Counselling for student

way

school / Suspension

568

6
Parents called in
34

Violent physical

Fighting, violence,

SSO referral

SSO referral

SSO referral

Incident logged/Counselling

attack

threats, physical harm to

Handled by Form Teacher,

Parents and Police called in

Request for extended

Student Support Services

others

Dean, Principal/ V.Principal

Maximum suspension

suspension

Suspension
35

36

involvement
District Office Informed

Possession and / or

Possession, using, or

SSO referral

SSO referral

SSO referral

Student Support Services

use of alcohol and

distribution of any alcoholic

Parents called in

Parental Conference

Parental Conference

involvement

cigarettes

substances and tobacco
products, e.g. cigars,
cigarettes

recommended counselling

Suspension

Student Support Services

Possible Police involvement

Possession and / or

Possession, using, or

SSO referral

SSO referral

SSO referral

Incidents recorded/ logged

use of illegal drugs

distribution of any

Handled by Dean, Principal /

Same as first offence

Request for expulsion

Police investigation

dangerous and illegal drugs

Vice Principal

Extended suspension

recommended counselling

Parents called in
Immediate suspension
Police called in

7

Response#1
Response
#2

Conflict and Anger
Management
Programme
To equip students with
the skills and knowledge
to peacefully resolve
conflicts.

Implementation
Implementation Step
Step
Present report to school
administrators

Date
Date
First week Sept 2009

Responsible
Responsible
Parties
Parties
VPA Team

569

APPENDIX 3

External
ExternalAgency
Agency

Families In Action
National Family
Services

Discuss plan with key school
stakeholders to develop ‘buy
in’ and allow feedback

First week Sept 2009

VPA Team

Implement response

Second week Sept
2009

VPA Team

Check implementation

End of term One
2009

VPA Team

RESPONSE PROPOSAL #2

Cost
Cost
To be funded by
M.O.E
Other resources
$3,000:
Programmes,
refreshments

(MORUGA SEC. SCH. TTVPA REPORT APPENDIX #3)
IMPLEMENTATION ACTION PLAN

570

8

Anti-Bullying

Present report to school
administrators

First week Sept 2009

VPA Team

Discuss plan with key school
stakeholders to develop ‘buy
in’ and allow feedback

First week Sept 2009

VPA Team

Implement response

Second week Sept
2009

VPA Team

Check implementation

End of term One
2009

VPA Team

$3000.00
Resources

Program

NOT YET IMPLEMENTED / TIMELINE TO BE REASSESSED

Response #3

Youth Mentoring
Program

Implementation Step
Present report to school
administrators

Date
First week Sept 2009

Responsible
Parties
VPA Team

External Agency
past students who
have excelled and
are exemplars in
Society and other
positive members

Cost
$2,500
Resources

571

9

Response #4

Award Incentive
Response #6
Program

Confident Parenting
Program

Discuss plan with key school
stakeholders to develop ‘buy
in’ and allow feedback

of the community
First week Sept 2009

Implementation Step

Date

Present
reportresponse
to school
Implement
administrators

Third week Sept
First week
Sept 2009
2009

Implementation Step

RESPONSE PROPOSAL #3

Date

VPA Team

Responsible
Parties

External Agency

Cost

VPATeam
Team
VPA
Responsible
Parties

External Agency

$3,000.00
Cost
Resources

Families In Action
Present
report
school
Discuss
plan
withto
key
school
Check
implementation
administrators
stakeholders
to develop ‘buy
in’ and allow feedback

Implement response
NOT YET IMPLEMENTED / TIMELINE TO BE REASSESSED

Check implementation

End of term One
First week Sept 2009
2009
First week
Sept 2009

VPATeam
Team
VPA
VPA Team

Second week in Sept
2009

VPA Team

Last week of term
one 2009

RESPONSE PROPOSAL #4

$10,000.00
Facilitators
Resources:
booklets

IMPLEMENTED IN FEBRUARY 2010

VPA Team
RESPONSE PROPOSAL #5

572

10

NOT YET IMPLEMENTED /
TIMELINE TO BE
REASSESSED

Discuss plan with key school
stakeholders to develop ‘buy
in’ and allow feedback

4 Sept 2009

VPA Team

Implement response

15th,29th,Sept 2009
6th, 27th Oct 2009

VPA Team

Check implementation

End of term One
2009

VPA Team

th

refreshments
tokens
educational
software/
hardware

573

Morvant Laventille Secondary School
Violence Prevention Project

VPA Team:
Carlan Telesford
Wayne Pierre
Selwyn Farrell

Date May 14, 2010

574

TABLE OF CONTENTS

EXECUTIVE SUMMARY …………………………………………………………………….1
INTRODUCTION……………………………………………………………………………….2
BACKGROUND…………………………………………………………………………………2
IMPLEMENTING THE VIOLENCE PREVENTION PROJECT ………………………….4
SCANINNG ……………………………………………………………………………………...4
ANALYSIS……………………………………………………………………………………….5
FINDINGS………………………………………………………………………….…………….5
STATEMENT OF THE PROBLEM…………………………………………………………...7
RESPONSE………………………………………………………………………………………8
Patrols……. …………………..……………………………………………………………………………8
Supervision of Classes………..……………………………………………………………………………9
Infrastructural Changes…………………………………………………………………………………….9
Discipline Management……….…………………………………………………………………………..10

ASSESSMENT AND IMPACT OF THE PROJECT ……………………………………….11
SUSTAINABILITY…………………………………………………………………………….16
APPENDIX ………………………………………………………………………………….….17
Expenditure Schedule …………………………………………………………………………...17
School Incident Record Form……………………………………………………………………18

ii

575

Mock Media Release
In recognition of the fact that the incidence of violence and indiscipline in schools was ever
increasing and that a one size fit all approach was unsuccessful. The Ministry of Education
introduced the Violence Prevention Academy in September 2008 in an attempt to empower
school based teams to analyse the causes of any violence or indiscipline in their respective
schools and to design solutions. The intervention spanned a period one year, at the inception the
team was trained in identifying and collecting the different types of data pertaining to student
indiscipline. Under the guidance of the facilitators, the team then scanned and analysed the data
using the SARA model in order to ascertain the main incidents of indiscipline and devise
responses to treat with said problems. While fighting was the major issue at Morvant Laventille
Secondary the team chose to address the issue of gambling since it was deemed to be at the core
of most fights and other incidents of student indiscipline. The team recommended and sought to
implement four responses which included patrols, supervision of classes, infrastructural changes
and discipline management. While each response was implemented to different degrees and
resulted in different levels of success the data collected revealed that there was a decline in the
occurrence of almost all major problems of student indiscipline at the school in the post test
period. However, the overarching goal of the initiative was to empower schools to seek solutions
to their specific indiscipline problems rather than pursue fleeting success. Thus the Violence
Prevention initiative was worthwhile and should be encouraged as it compels individual schools
to look inwards for solutions to their problems. In fact, it is implicit that the success of the
initiative does not rely only on a measurable decline in the incidence of student indiscipline nor

1

576

does failure signify the end but rather an opportunity to reevaluate the project as often as
necessary until a satisfactory solution is found.

Introduction
The Trinidad and Tobago Violence Prevention Academy was a response by the Ministry of
Education to address the increasing incidence of violence and indiscipline in schools. The aim of
the programme was to devise and implement a strategy, to transform the problem of violence in
schools to a more desirable situation so that schools could become safe once more.
The Violence Prevention Academy sought to develop comprehensive violence prevention plans
tailored to the specific needs of schools. It recognised that a one size fit all approach cannot be
applied to all schools and therefore required a collaborative effort on the part of school-based
safety officers, teachers and administrators to inculcate a culture of peace in the nation’s schools.
The Academy was structured into four components to be implemented over a school year and
involved a training programme that allowed the school-based team to analyse the causes of any
violence or indiscipline in their respective schools and to design solutions.

Background
Morvant Laventille Secondary was one of the schools selected as part of the Violence Prevention
pilot project. The school is situated in the Port of Spain and environs school district and caters to
students from form one to form five. The original institution, a Junior Secondary School, was
constructed in the heart of Morvant Laventille in 1976. At that time it was one of two Secondary
Institutions in the area. Twelve (12) years later in 1988, the school was de-shifted and re-named
2

577

a Secondary School. The school’s catchment areas are Morvant, Laventille, Barataria, Belmont
and San Juan.
The constituency of Morvant Laventille is comprised mainly of persons of African descent.
Many are either unemployed or hold low-income jobs, so that this area, which was originally
known as a squatter settlement, is now known throughout Trinidad and Tobago as a hot bed of
crime, violence and illicit drugs.
At present the school has a population of approximately six hundred students (600), many of
whom not only come from underprivileged home environments but are functionally illiterate as
seen by their Secondary Entrance Assessment (SEA) scores and the school’s Caribbean
Secondary Examination (CSEC) pass rate. Although the profile of the SEA students entering the
school in Form 1 fall between the 30% and 50% band, the reality is that the final scores of these
students are closer to 30%. In fact in the 2008 intake 29% of the students got less than 30% in
Mathematics.
While the official school dropout rate is low, for the academic year 2007-2008 it was 3.6 %,
students are often absent for long periods of time during the school term and most times refuse to
turn up for final exams. For the 2007 CSEC exam a total of 112 students were entered however
only 82% sat the exam while only 0.2% were successful in 5 or more subjects. What is more, the
school over the years has had to treat with a range of problems of indiscipline from breaking
classes, fighting, gambling and stealing to lesser infractions such as wearing the incorrect school
uniform.

3

578

The staff at the school is comprised of 55 teachers, 2 administrators, 1 Guidance Officer and 6
non teaching support staff. More than 50% of the teachers are untrained and in actuality it is the
first teaching experience for a few. The school operates in conjunction with a School Board, the
Parent and Teacher’s Association (PTA) and a Student Council. The School Board is comprised
of 11persons; 1Union Representative, 1 Teacher, 1 student, the Principal and other stakeholders
in the community. The Board has been effective in assisting with the maintenance of the plant
and school related activities. However, the school’s relationship with parents is at best tenuous as
the PTA has not been functioning, largely due to problems within the executive. Meetings have
been sporadic and in fact whenever they are held the attendance is very low, with a maximum of
15% of the parents present. The Student Council which is comprised of 20 students and 2
teachers in the capacity of advisors has not been very effective. While the aim of the council is to
enhance the school community and quality of education, the students have been unable to initiate
and implement projects on their own.

Implementing the Violence Prevention Project
Three individuals, one safety officer, and two teachers comprised the Violence Prevention team
of the Morvant Laventille Secondary School. They were supported by the school’s
administration and staff to varying degrees. The approach taken by the team required the use of
the SARA problem solving process. The acronym SARA refers to a methodological process of
Scanning, Analysis, Response and Action which aims at effectively identifying and treating with
problems.

4

579

Scanning
Scanning allows problems to be identified. During this process the team examined documented
incidents over a minimum period of two years in order to form groups or clusters of problems.
The team was of the view that the incidence of gambling at the school was increasing. To
confirm that this was indeed a problem, data was sourced from the various internal, as well as,
external stakeholders such as the Principal, the Deans, Guidance and Safety Officers and the
Community Police. A diagnostic student and teacher survey was also administered to the fifth
form students and staff at the school (See Appendix).

Analysis
The analysis phase involved the review of data collected in order to map incidents by time of day
and locations to establish patterns. This served to identify and narrow the scope of the problems
as well as, to develop a working hypothesis as to why the problem was occurring by identifying
the conditions that gave rise to the specific problems. To analyse the school’s gambling problem
the team looked at 3 types of data; official school data, teacher survey data and student survey
data.

Findings
The student and teacher surveys sought to determine the frequency of a range of problems
experienced by both staff and students in order to determine which was most prevalent. Thus, it
looked at a number of variables such as assault, bullying, extortion, fighting, gambling and
littering among others.

5

580

The main problem identified by the diagnostic student survey was fighting. While gambling was
not the main problem, interviews with students revealed that it is one of the major causes of
fights, particularly among male students. Loitering, the use of obscene language and stealing
were also major problems.

6

581

The information obtained from the official school data identified Block ‘B’ as the ‘hot spot’.
Block ‘B’ because of its design and location was the place with the highest rate of incidents. The
building which comprises three floors is designed so that the entrances and classrooms are faced
away from the other buildings. As a result it is easy for students to monitor the comings and
goings of all guardians, this gives them enough time to stop whatever they are doing or to evade
capture.
The data also revealed that P.B., a 17 year old African male in form 4 and ‘Scarface’, a 15 year
old African male in form 3 were the most prevalent offenders. Both were involved in a series of
incidences ranging from possession of alcohol and cigarettes to gambling and assault.

Statement of the Problem
Based on the data captured in the student survey and the incident report, fighting was deemed
the major problem. However, the Violence Prevention team decided to address the issue of
gambling since it leads to other offences such as fighting, the use of obscene language, disruptive
behavior and theft, which were also prevalent at the aforementioned school. It was imperative
that this core problem be addressed as it was expected to result in a reduction in the total number
of incidents thereby leading to a relatively problem free school. More importantly, there would
be a tangible reflection in the general tone of the school making it more conducive to teaching
and learning.

7

582

Response
After careful analysis of the gambling issue and its related problems the Violence Prevention
team recommended four (4) responses. These responses were discussed with the teachers,
administrators and security in preparation for implementation in September 2009.
1. Patrols:
The lunch period which is 45 minutes long was often used by students to gamble since they
were basically unsupervised and could do whatever they wish during this time. Gambling
sometimes erupted in fights at the end of lunch and spilled over after school. In response,
school administrators and staff agreed to adjust the scheduling of the lunch hour for teachers
who are not scheduled for classes after lunch so that they could patrol during the lunch hour
and have lunch later. A similar system was to be implemented for the mid-morning break.
Teachers accompanied by security were also required to patrol the compound at various
times throughout the day. They would be equipped with communication devices so that they
could easily contact the Principal’s office in the event of an incident. Unoccupied classrooms
would also be locked in order to reduce the availability of rooms for gambling and other
illicit activities.
It was expected that this intervention would help to reduce the number of students who break
classes and engage in disruptive behaviour. It also meant that there would be greater
supervision of students during the lunch and break periods and by extension a reduction in
the incidence of undesirable behavior.

8

583

2. Supervision of classes:
In an attempt to reduce the number of unsupervised classes the school administration adopted
a policy whereby the heads of department were required to go through the teacher’s register
at the beginning of the day and assign teachers to man the classes of absent teachers. The aim
of this intervention was to reduce the number of students loitering during class time as a
result of not having a teacher; it was also expected to reduce the availability of classrooms
for gambling and other illicit activities.
3. Infrastructural changes:
While Block ‘B’ was identified as the hot spot; the third floor is where the form three classes
were located and where most of the gambling occurred. A proposal was made to rearrange
the location of classrooms so that the Form ones would be on the top floor and the Form
threes on the ground floor since this floor is in direct view of the staff room. However the
structural design of the building is such that the entryways and corridors are faced away from
the other buildings, as such it was also recommended that a camera be strategically placed on
each floor in order to improve the overall visibility of the block. As a result staff would be
more effective in monitoring the activities of students and responding in a more timely
fashion in curbing undesirable behavior since the form three classrooms would be easily
accessed on the ground floor.
The top floor of Block A was also a hot spot. By and large this floor is unoccupied except for
one form three class since the other rooms are used for specialized classes only.
Consequently the classroom and adjacent stairwell are a haven for gamblers. In order to
9

584

address this problem a proposal was put forth to make the staircases one way. One would be
used for up only and the other down so that both staircases would be in constant use, this
would also serve to increase the flow of traffic across the floor thereby making the classroom
less secluded.
4. Discipline management:
A root cause of many of the problems lay in the fact that the school rules were not clearly
communicated to the student body; in fact there was not a well defined code of conduct. In
recognition of this the staff decided to redo the school’s discipline matrix. The rules were to
be painted at strategic locations around the compound and assemblies would be used to
effectively and continuously reinforce the school’s code of conduct.
In an effort to improve the overall tone of the school and reduce the incidence of student
indiscipline a proper system of documentation was to be implemented. Consequently subject
teachers were to be encouraged to keep comprehensive records for repeat offenders showing
the success or failure of measures taken to curb delinquent behaviour before the case could
be referred to the form teacher who was expected to do likewise before the student could be
sent to the dean or any higher authority. The aim was to encourage teachers to address
unacceptable conduct in a consistent manner; it would also serve to improve the system of
record keeping thereby making information readily available in the event of a tribunal with
Ministry officials.

10

585

Assessment and Impact of the Project
The implementation of the Morvant Laventille Secondary School Based Project was fraught
with challenges from the inception, particularly with regard to the realization of the
responses. A patrol system was most difficult to implement. It proved time consuming
working out the logistics as some teachers were unwilling to give up their non contact
periods, lunch and break time, to patrol. Consequently a roster comprising of Deans, Heads
of Departments and volunteers from the teaching staff was implemented, however only
during class times. While each period of the day except for the first period was covered by
the roster, the reality was that the Deans who were expected to spearhead the patrols were
often caught up dealing with matters of indiscipline and so the system fell down. On a
weekly basis patrols occurred on average twice per week. This was due to the fact that there
were no monitoring systems in place to ensure that the persons scheduled to go on patrols
actually did so. More importantly, the staff was not motivated to initiate patrols without a
Dean present. Communication devices were not provided as there was insufficient funding
for the purchase of said equipment (See Appendix).
The supervision of classes proved to be manageable though not without some challenges.
Each Head of Department was given the responsibility for a specific day of the week. At the
start of the first period they would go through the register to check for the persons, who were
absent and identify their classes for the day, then teachers with non contact periods are
assigned to supervise free classes, however the number of supervisions given out was
dependent on the level of absenteeism. Another short fall of the system is that supervision is
not done for the upper school (Forms 4 and 5) therefore there were always a number of
11

586

students unsupervised throughout the day. Furthermore, like the patrol system there was no
monitoring system in place to ensure that teachers actually supervised the classes.
The proposal to rearrange the location of classrooms so that the Form ones classes were on
the top floor and the Form threes on the ground floor, the one to make the staircases one way
and the suggestion to lock unoccupied classrooms proved impractical as everyone did not
buy into these ideas and therefore they were never implemented. However, there has been a
recommendation to change the point of entry of the ground floor classes on Block B so that
they face the staff room thereby increasing visibility. One Mr. Alphonse of the Education
Facilities Management Division of the Ministry of Education has already been contacted. He
visited the school and is in the process of assessing the feasibility of the renovations.
With respect to the management of the school’s discipline, a core team of six teachers began
to review the school’s code of conduct with a view to implementing a discipline matrix. The
team networked with teachers from different schools and collected copies of their codes of
conduct and discipline matrix to use as a template in developing the school’s code.
However, this response too did not receive the full support and buy in of the relevant
stakeholders, instead it was suggested that the recently issued Code of Conduct by the
Ministry of Education be adopted and adapted to suit the unique circumstances of the school.
While assemblies have indeed been used to reinforce the code of conduct the staff is yet to sit
and adapt the Ministry’s Code of Conduct. Consequently the school rules were not painted
on the walls as suggested.

12

587

The overall aim of the project was to reduce the incidence of gambling since it is one of the
core infractions leading to other offences. A review was completed at the end of the Term II
2010 using the data from the student incident data base to evaluate the success of the
interventions. While the implementation of the responses proved to be challenging the
information from the Student Incident Data base showed that there was a substantial decline
in all of the major problems at the school from the start of the project in 2009 to its review in
2010.

13

588

70
60
50
40
30
20
10
0

2009

ng
Fig
hti

g
ali
n
Ste

Lan
gu
ag
e

Ob
s ce
ne

Dis
res
pe
ct

eri
n
Lo
it

Ga
mb

g

2010

lin
g

Percentage

Graph Showing Major Problems At
Morvant/Laventille Secondary

Major Problems

While gambling, the issue that the VPA team chose to address declined from 54% to 21%;
the most drastic decline was in the area of loitering which declined from 59% to 0% this
would suggest that the implementation of the supervision of classes without teachers did
impact positively on the number of students loitering during class time. This would help to
14

589

explain the reduction in the incidence of gambling as the core problem and the spin off
problems such as stealing and fighting. In fact, based on interviews with students involved in
recent fights it was found that they were not related to gambling but more to personality
differences.
The findings of the Student Incident Data Base were supported by the student survey data
which suggested that there was a measure of change in student perception and behaviour in
the pre test (2008) and post test period (2010).

Student Perception of Major Problems at
Morvant Laventille Secondary
80
70
60
50
40
30
20
10
0

2008
2009
2010
Gambling Loitering Disrespect Obscene Stealing
Language

Fighting

The post test survey indicated that students perceived that there was indeed a decline in all
the major problems at the school except for the use of obscene language which increased
slightly. With the exception of fighting which decreased steadily across the period, and the
use of obscene language which increased, all other major problems increased at the

15

590

beginning of the intervention in 2009 but decreased by the time the post test was
administered in 2010.
While it may be easy, in light of the data collected, to believe that the implementation of the
responses was successful in reducing the incidence of student indiscipline at Morvant
Laventille Secondary School there are other factors that must be examined. For example,
although Block B continued to be the hot spot in the school, there was a reduction in the
amount of gambling taking place in this area. This does not mean that there was an actual
reduction in the incidence of gambling as there were frequent reports from the librarian of
gambling taking place behind the library and from the Physical Education teachers of
incidents of gambling at the back of the school’s auditorium. These areas while not
frequented are open, making it easier for the students to elude capture which may account for
the decline in the documented incidents of gambling.
Furthermore, the overall decline in the occurrence of major problems at Morvant Laventille
Secondary may in actuality not be an accurate representation of the situation owing to the
fact that the discipline matrix is yet to be finalized. Consequently, there is still no consistency
in terms of the action taken for incidents of student indiscipline and thus the possibility exists
that the data collected from the Student Incident Database may be skewed.
At the same time, the project suffered from a major flaw which lay in the fact that it failed to
consider the importance of psychosocial programmes in helping to modify the behaviour of
students. Although the school maintains a close relationship with the Community Policing
Unit of the Morvant Police Station and several students receive counselling on an ongoing
basis, there is need for more structured programmes of this nature.
16

591

Sustainability
Despite the challenges and short comings, the Morvant Laventille Secondary Violence
Prevention Project can by no means be considered a failure. In fact, the findings suggest that
there was a decrease in the incidence of student indiscipline at the school. In light of this it is
imperative that the school learn from its mistakes of the last year and seek to correct them in
the future. One way of doing this would entail the staff and other stakeholders coming
together on an annual basis and applying the SARA model not only to reduce the incidence
of student indiscipline but also to ensure the continuation of this school based initiative
geared to the specific needs of the school rather than reverting to the one size fit all approach
of the Ministry of Education which has already been proven to be unsuccessful.

17

592

APPENDIX
Expenditure Schedule

Quantity Unit
7

Each

Description

Unit Cost

Total

Vandal Proof Day/Night Colour
Cameras

$3667.00

$25669.00

1

Each

19” Flat Screen Monitor

$5825.00

$5825.00

1

Each

XTS 16 Channel DVR Unit

$19670.00

$19670.00

1

Each

16 Channel Power Supply

$2545.00

$2545.00

2

Each

500gb Hard Drive

$750.00

$1500.00

14

Each

Ballums

$240.00

$3360.00

Hardware

$ 2350.00

Cable

$3663.00

Installation

$7125.00

2

Each

Scanner

$1300.00

$2600.00

5

Each

Walkie Talkie

$1000.00

$5000.00

$79 307.00

18

593

19

594

20

595

1

MINISTRY

TITLE:

SCHOOL:

VIOLENCE

MT.

SCHOOL TEAM:

OF

PREVENTION

HOPE

EDUCATION

ACADEMY

SECONDARY

REPORT

SCHOOL

Ms. SABRINA ROCK
Ms. MARLENE EDWARDS
Ms. LUCILLE
BERTRAND: TEAM LEADER
Mr. DANNY
DEEPAN.

DATE: 24th. May, 2010.
SCHOOL TELEPHONE NUMBER: 638- 4997
E-Mail ADDRESS: mounthope. bertrand@gmail.com

596

2

TABLE OF

1. Title page

CONTENTS
Page
1

2. Table of contents

2

3. Mock Media Release

3

4. Introduction

6

5. Background

6

6. Statement of the problem

11

7.

SARA

11

8.

Findings

13

9. Responses

20

10. Assessment

31

11. Conclusion

37

12. Sustainability Plan

38

Process

597

3

MOCK

MEDIA

RELEASE

The Trinidad and Tobago Violence Prevention Academy under the aegis of the
Ministry of Education was designated to assist schools with problems of violence,
negative behavioural tendencies and to advise school administration on the
inherent safety and risk factors of infrastructural plant and surrounding.
Mt. Hope Secondary was one of the schools chosen for this programme. After
research was done by the SARA model- scanning, analysis, response and
assessment - it was concluded that the major problem at Mt. Hope Secondary
was fighting. The research methods utilised were SIRF forms, teachers’ surveys
and students’ surveys. Official books such as the principal’s register, vice-principal
log, Deans’ log and Safety officers’ log were used to gather data.
After research was conducted it was found that all offences except threats were
below the national average which boded well for Mt. Hope Secondary School.
Fighting was linked to other offences such as stealing, threats, robbery and
bullying so responses targeted moral values, counselling, parent-teacher
conferences, posters on fighting, visit to Y.T.C. and a peer mediation programme.
Three NGOs worked with the students: DADI, Arts-in-Action and Families
in- Action in the implementation of responses. These programmes were edifying,
enjoyable and exposed the students to peaceful ways of interacting with other
students and adults.

598

4

Not only was the VPA programme beneficial to students but also to the
members of the team as well. The team members were exposed to the SARA
model of research. The team members also learnt that crime and its elements
(offenders, repeat offenders, victims, repeat victims, hot spots) exist not only in
the community but also in the school. As was said by a psychologist, ‘ the
school is a microcosm of the wider society.’ This can be seen by our findings.
THE SOCIETY AND THE SCHOOL

repeat
offenders………….
offenders……………
hot spots……………..

…………victims
SOCIETY
AND
SCHOOL
…………… repeat victims

Fighting on the school compound has decreased with monitoring of the students
but arguments may occur at times, sometimes getting loud. There is zero tolerance
for fighting; students found guilty of fighting are sent home for a few days,(under
seven days) it depends on the severity of the incident.
The school environment is quieter and more conducive to work because of several
influences: these are the monitoring of students by the safety officers, Deans,
enforcing the school rules; and peer mediators are working around the school.
The students are more knowledgeable on moral issues and other issues pertaining

599

5

to life. Although the influences at home are crucial factors that can improve or
destabilise their lives it is hoped that what is right will always supercede evil.
All students can change when placed in the right environment with the right
influences; but change in students must be seen as a longterm process.
There has been very little improvement in students’ latecoming and absenteeism
but with persistent monitoring of students it is hoped that there will be further
increase in future.
Teachers’ latecoming and early leaving have improved a little with monitoring.
Overall the Violence Prevention Academy workshop was a tremendous, helpful
and worthwhile experience for both students and teachers. Students have become
more knowledgeable about themselves and life. And teachers have become more
knowledgeable about deviant behaviour; its effects on students and the school
environment; and how to alleviate or eliminate this behaviour.

600

6

INTRODUCTION
The Trinidad and Tobago Violence Prevention Academy under the
aegis of the Ministry of Education of Trinidad and Tobago was designated
to examine the existing violence in schools and assist schools in diagnosing
their problems and finding solutions which would foster an atmosphere of
peace and safety in schools in Trinidad and Tobago.Teachers, administrative
personnel and safety officers were invited to participate in this programme
which was comprised of five sessions, each one extending for a period of
one week.

BACKGROUND:
Mt. Hope Secondary School is situated in a small industrial area in Mt. Hope which
lies east of Port-of- Spain along the Eastern Main Road. The school was one of
the twenty-four Junior Secondary schools built in the 1970’s to meet the needs of
the developing industrial sector in Trinidad and Tobago. The subjects offered included
technological- vocational crafts as well as academic subjects. The school, like the
others, operated on two shifts in one day because there was inadequate
accommodation for all students entering the secondary school system through the
entrance examination. Thus with the shift system twice the number of students
was being accepted into secondary school each year. The students, male and female,

601

7

attended the school for three years, at the end of which they do the NCSE
examination and move on to another school to prepare for O’ Level Certificate
Examination in various subject areas.
Mt. Hope Secondary School, like others of its kind, carried a stigma of
inferiority as students selected to attend these schools came from among those
whose scores from the secondary school entrance tests were lower than those
chosen to attend the so-called “ prestige” schools. Most of the students who were
sent to Junior Secondary Schools did not necessarily desire to be there. These
students were considered ill-disciplined when compared to their counterparts in
other schools.

However, many students who attended Junior Secondary Schools

have become successful citizens of Trinidad and Tobago.

With another new thrust in education, “Education for All” (E.F.A.) the government
of Trinidad and Tobago made a decision to send all children to secondary
schools once they reached the last stage of primary education. This meant that
children with scores as low as zero were now being sent to the Mt. Hope
Secondary School. It was expected that remedial work would be done at the
secondary school to improve students’ scores. This decision meant that many
students were now entering secondary schools without basic reading and
mathematical skills that are needed to access secondary education. This caused
a build up of frustration in students who could not cope with the work, and

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8

teachers who were not trained to teach at remedial level.

Additionally, the decision to remove corporal punishment from schools brought
with it a sort of liberation on the part of students which increased their desire to
behave in unacceptable ways. Although corporal punishment was used only as a last
resort, the threat of it being applied forced students to stay in line. Students have
become bolder in their actions now that they understand that they cannot be
whipped.

Trained remedial teachers were eventually sent to the school, and administration
and staff found innovative ways to discipline students. Attempts to address illdisciplined students without corporal punishment posed a challenge, as many of
the students are from broken homes and families. A large group of students is
referred to the Guidance Officer to treat with their emotional outbursts, and
behaviours that lack self control. There is a general lack of respect for adults,
and for each other. Fights erupt from situations which can be handled in more
peaceable ways.

Today, Mount Hope Secondary operates from 7:45a.m.- 2:30p.m. with a student
population of seven hundred and twenty, with three hundred being males and
four hundred and twenty being females. The students are now to attend school

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9

for five years, after which they would do the O’Level certificate examinations.

Most of the students who attend the school function below the level that is required
to fully access their education. However, only four classes receive remedial help.
As recent as one and a half years ago the school was deshifted and converted to a
five year institution. With this change students now stay in the classrooms and teachers
now go to them instead of students going to their teachers as happened previously.
This has resulted in less movement of students, less loitering and less altercations.
In addition, two Safety Officers were assigned to the school and they have made a
difference in lessening opportunities for students’ offences.
There are 56 teachers and 11 remedial Mathematics and Reading teachers on the
staff. Five deans were also appointed in the last year and they now play a part in
dealing with students’ issues. A Guidance Officer is attached to the school as
well, but because of the high percentage of students with problems at the school,
more expertise is needed in this area. A discipline matrix was also created in the
last year so that students and teachers would be aware of the consequences of
committing an offence at school.

Despite these measures, students still display disruptive behaviour in the classroom
and disrespectful behaviour to teachers and other adults on the compound. Many are
involved in fights, gambling, extortion, using obscene language, theft, verbal battles

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10

with teachers and their peers. There has also been a rise in offences both violent and
non-violent, and sexually inappropriate behaviours in recent times. More recently,
there has been an increase in situations where students enlist “outside” support to
deal with school squabbles. In these instances, cell phone calls are made to
friends, some of them adults, who accost students after school and beat and / or
threaten them.

Restlessness among students is also pervading the school’s atmosphere as a new
school is being built on what was previously the playing field of the present school.
Students have very little space, and this causes many altercations among students
who are not involved in enough physical activities to diffuse pent up emotions.

STATEMENT OF THE

PROBLEM

Our problem students come from a variety of backgrounds from the deeply
religious to the criminal, from single parent and nuclear to the extended family of
different types, some students even act as an adult or parent to their siblings in
the home when left to their own volition.
Some of these students

are experiencing problems of all kinds such as abuse-

physical, verbal, emotional, sexual and psychological, and poverty. When they come

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11

with this “baggage” to school and must associate and work with teachers and
students on a daily basis it creates turmoil and distractions, sometimes of a
violent nature, in the classroom and school compound.
Also with the limited space available on the compound with the playingfield
being used for construction of our new school, students are forced to use
the limited space available.
These interactions between staff and students and among students and their
peers cause

situations that erupt into violent fights, disrespectful behaviour,

extortion, assaults and obscenities

SARA PROCESS
When finding solutions to school-based problems, there are four key
stages that must first be identified.
1. The specific problem must be clearly defined through information
gathering.
2. The data must be carefully analyzed to understand the causes of
the problem.

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12

3. A search must be made for solutions to remove the causes of
the problems.
4. Solutions employed must be evaluated in order to determine their
success in dealing with the problem.
These four stages are adequately covered in the S.A.R.A. process, an acronym
formulated by Dr. John Eck and Dr. Bill Spelman which refers to Scanning,
Analysis, Response and Assessment.
Scanning is the process used to identify and confirm that a problem does exist
And it was not just a perception of the stakeholders. This is followed by further
scrutiny to determine the frequency and severity of the problems and how long they
have been a concern. This process allows prioritizing of the problems and
maximizing of the resources to deal with them.
Analysis is a process which identifies conditions that give rise to a problem.
This is done by examining the characteristics of the problem in much detail with
a view to develop a thorough understanding of the problem in order to
determine why the problem is occurring. Initial questions to be answered
during the analysis will be:
What is the problem?
Who is involved?
Where does it happen?

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13

When does it happen?
Why was it done?
How was it done?
Response: this is the creation of solutions and the implementation of the
solutions to resolve the problem.
Assessment : this is the final stage of the SARA model and determines the
impact of the responses.
SIRF forms were completed, teachers’ surveys and students’ surveys were
conducted by members of the VPA team and sent to VPA co-ordinators to
assist in the collating and analysis of the information.
At this school, the main sources of data come from the Principal’s log,
Vice-Principal’s log, Deans’ log, the School Safety officers’ station diaries and
pocket diaries.

FINDINGS
Thorough Scanning and Analysis of data collected for the period September
2007 to July 2008 show the following findings:
FIGURE 1

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14

OFFENCES

40%
35%
30%
25%

Series1
Series2

20%
15%
10%
5%
0%
FIGHTING

DISRESPECT

LOITERING/
TRUANCY

ASSAULT

OTHERS

At Mt. Hope Secondary, our major problem is fighting, 22%. Three other
major problem types are disrespect, loitering/ truancy and assault. Others on
the graph above include offences such as bullying, arson, extortion, drugs,
sex assault, vandalism, weapon use, bomb threats etc.

FIGURE 2
TIME OF THE WEEK / OFFENCES

609

15

30%

25%

20%

Series1
Series2

15%

10%

5%

0%
MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

On Mondays the lowest number of offences took place while on Thursdays
and Fridays the number of offences are the highest; on Thursdays 28% of
the offences took place.
The time of the day in which most of the offences took place was between
10:00a.m. and 10:45a.m. as the data showed that 45% of all offences occurred
during this time.
The Hot Spots are areas in the school where these problems frequently take
place. At this school the hot spots will include:
1. Block B 28%
2. Block E 9%
3. Pre-Fab A

5%

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16

4. Hall
5. Others

5%
53%

Thus indicating the area where most of the offences took place was in
Block B. While 53% of the offences took place in various places all over
the school compound.

C. E.P.T.E. D. Site Visit:
C.E.P.T.E.D. is the acronym for Crime Prevention through
Environmental Design: this is a site visit by facilitators to advise school
administration on issues relevant to the inherent safety and risk factors
of the infrastructural plant and surroundings. The problems that were
identified and needed to be addressed were students’ latecoming and
absenteeism, and absolute freedom of movement around the school;
teachers’ absenteeism and latecoming and early leaving, in addition,
there was also the problem of inadequate school officials (M.T.S.)
to serve the safety needs of the school

during the day and night.

PROFILE OF OFFENDERS AND VICTIMS
1. T.W.

A fourteen - year old African male of Form 111

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17

OFFENCES

RESPONSES

Disrespect to teacher

Written apology

Assault of a student

3-day suspension

Assault of a student

Parent conference and Referral
to the Guidance Officer

Fighting

Medical attention and parent
called in

Loitering

Verbal warning and return to class

2. C.N. A fourteen - year old student of mixed descent of Form 111
OFFENCES
Disrespect to Safety Officer
Loitering

RESPONSES
Written apology
Verbal warning return to class

Disrespect to Safety Officer

Parent conference (grandmother)

Disrespect to Teacher

Parent conference; Two day
suspension.

3. S.P.

A fourteen- year old African male of Form 11
OFFENCES

RESPONSES

Gambling

Parent conference

Possession of a weapon

Police and sister/ guardian called.

Loitering

Verbal warning and return to

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18

class.

OTHER INFORMATION NEEDED FOR ANALYSIS
Geographic / Domestic/ Economic background or situation.
Friends and associates at school and at home.
Primary school records
Religious background
Other interests and hobbies.

PRELIMINARY IDEAS FOR RESPONSES
Conduct interviews with offenders
Re- examination of disciplinary matrix
Encouraging of improved parental and community involvement with regard to
shaping the school rules and policies.

HIGHEST RATED VICTIMS
1. School Safety Officer
2. Art Teacher

MOST FREQUENT VICTIMS
Our most frequent victims are the safety officers who interact with students

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19

on a daily basis. Offending students react to the safety officers’ disciplinary
actions with disrespectful responses and sometimes threats.
The records show that there were nine (9) incidents of disrespect to the
safety officers, three(3) incidents of threats against them and one (1)
incident in which the safety officer was assaulted. The figures also show that
there were two (2) incidents of disrespect towards a teacher by two
students. No repeat incidents were recorded.

TEAM

RESPONSIBILITY:

Use of log book to collect data - Sabrina Rock
Use of safety officers’ log to collect data - Danny Deepan
Use of Deans’ log to collect data - Lucille Bertrand, Marlene Edwards.
Writing of the report - All VPA team members.

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20

POTENTIAL

RESPONSES FOR

FIGHTING

The students at Mt. Hope Secondary School who are involved in anti-social
behaviour (fights) are students who exhibit the following characteristics:
aggressiveness, quick-temperedness, determination and they perform low at
academics. In addition, their backgrounds are usually troubled and most of them
are left for many hours of the day unsupervised.
Fights are linked to other offences such as stealing, threats, robbery and
bullying thus responses will target mainly moral values and life skills which
will help build character and gain knowledge about life. And thus considering
the above the following potential responses were chosen.
1. Rules for the classrooms.
2. Counselling by Deans/ Guidance Officer
3. Parental Involvement / Parent- Teacher conferences

6.

4.

Mentoring programme

5.

Peer Mediation programme

Conflict Resolution Skills programme for teachers

7. Visit to the state prison by students.

RULES / POSTERS FOR THE CLASSROOMS
Many students are not taught how to behave when together as a group. They are

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21

not taught manners, etiquette, respect for each other and the belongings of one
another. Rules/ posters in the classroom will serve as guidelines for standards of
behaviour within the classroom and on the school compound. Students will not be
able to plead ignorance of the rules; it will be on the walls of the classroom and
on the noticeboard. The rules will be written on posters and given to the form
teachers to be stuck on the walls of the classrooms. The form teachers are to
acquaint all students in her /his class with the rules during the form teachers’
period. Teachers are supposed to monitor students and students are also to
monitor their classmates to ensure that the rules are upheld. If all rules are
obeyed there should be a reduction in incidents of a negative nature, including
fights. And the consequences of fights suspensions and expulsions will be
reduced. The posters will also indicate behaviours of a positive nature such as
love for one another, peaceful interaction and other social manners that could
lead to negativity if not adhered.
These rules/ posters will, we hope, develop a sense of love and caring for each
another.

2. Counselling by the

Deans / Guidance Counsellors

Counselling by Deans and Guidance Counsellors is apart of the daily activities
of Deans and Guidance Counsellors. It is one of the initial measures taken to
assist students when they violate conventions on the school compound. Deans

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22

are used when violations are trivial but yet cannot be handled by the form
teachers; sometimes the Deans can refer a matter to the Guidance Counsellor
for

assistance. The Guidance Counsellor is referred to on delicate matters, that

is, when issues that arise that need someone trained in the field of
counselling. Incidents in our school are first referred to form teachers, then
the dean of the relevant form class and then to the Guidance Counsellor if it
warrants specialized attention. There is now a referral form before one can
access her services. This response has been proven through the years to
alleviate incidents that could have been blown out of proportion or
prolonged if not handled by deans or guidance counsellors.

PARENTAL INVOLVEMENT /

PARENT- TEACHER CONFERENCE

Parental Involvement is critical to most incidents that occur in schools. Parental
support, encouragement and information are essential to teachers when incidents
occur. Parents support is needed especially when students come from problem
homes; teachers, deans and guidance officers must have access to information
about students’ personality, environment at home and other personal information
in order to fully understand the nature of the student and obtain an insight
of what might have caused the incident.
When parents are involved in the education of their children any policies, rules

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23

and values initiated in school can be reinforced at home with parents. Parents
with minimum education can assist their children if they attend P.T.A. meetings
and monitor their children’s progress. P.T.A. meetings are held the second
Wednesday every month. Parents are the key to the formation of good
character in their children, especially in their formative years, so teachers
need to be in contact with the home and ensure that parents know all the
rules and policies of the institution so they too can assist the teachers in
upholding these laws. This will aid in the improvement of

school’s

environment and the character of both parent and student.
MENTORING PROGRAM
Students are bombarded with negativity on the television, internet, streets and
even in schools. They attach themselves to negative role models whom they
see being glamourised on the media. Students need to be presented with
positive role models whom they can fashion their lives after. Role models
can assist students in changing their lives. A role model is a mentor. A
mentor can assist students in making the right choices in life.
Mr. Merere Gonzales, a father, father-figure, sport educator and youth
counsellor will be our mentor. He will speak, advise and guide our students
in leading their best lives. He will speak to the students on topics that
include a. Making the Right Choices

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24

b. Responsibility versus Irresponsibility
c. Actions have Consequences
Mr. Gonzales is approachable, enthusiastic and youthful and will be able to
reach the students and change their lives. The students also need someone
who they can confide in, especially if they have domestic problems at home.

CONFLICT RESOLUTION SKILLS PROGRAM FOR TEACHERS
Conflicts arise everyday between teachers and students in the classroom.
Teachers need to be empowered to deal with conflicts positively. The
classroom must be a place free from tension for learning to take place.
Common types of conflicts that escalate into fights are verbal harassments
(name calling, insults), verbal arguments, rumours, loss of property and threats.
Teacher- student conflicts include mostly power struggles and differences in
values and beliefs. The conflict resolution skills program will be taught to
teachers by specialists in the field and the teachers will teach these skills to
the students. Hence, not only teachers will know how to manage conflicts
constructively but also the students. Skills to be taught: Anger and Stress
Management, Social Skills, Empathy training, attitudes about conflicts and
bias awareness.
This program will also aid in the reduction of negative incidents between
teacher and student, student and student, and students and other adults on the

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25

compound, home and in the society.

PEER MEDIATION PROGRAM
A Peer Mediation program was conducted by Families in Action last year,
2008. This program was held over a period of 4 days and about 15 students
from different year group took part in the program. They all received
certificates at the end of the program. Some of the students have moved on to
other institutions and there is need to recruit more mediators. Mediators assist
the Deans and Safety officers in settling and alleviating arguments that
could erupt into fights. Thus students will be given a sense of responsibility
and the opportunity to be more constructive.

VISIT TO THE STATE PRISON
Students who were involved in several fights and/ or have a tendency to
be aggressive will be invited to go on a visit to our state prison. At the
prison the conditions and the restrictions subjected to the inmates will
discourage students from getting into serious incidents that will entail
loss of their freedom.
STATE PRISON: Youth Training Centre
Golden Grove Road,
Arouca.

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26

The visit to the prison will be the final resort for students who refuse to
change their lives and co-exist peacefully with their peers and others that
they are in contact with on a daily basis. The visit to the prison will
entail a transport cost of $30.00 per student. We expect about 25-30
students to partake in this program.

ACTION PLAN
IMPLEMENTATION OF RESPONSES
1. Rules/ Posters on Fighting: Designing and Making of rules/ posters and
discipline matrix. Starting on 15th. June, 2009 and
continuing in the new term, September. Rules/ posters
will be put in the classrooms, noticeboard and on the
school compound in the new term. Mr. Deepan will
co-ordinate this project.

2. Counselling by Deans/ Guidance Officer: This is an ongoing project by the
Deans, Ms Bertrand and Mrs. Edwards, and the
Guidance officer, Ms Hislop. It is also the job
description of the Dean. These deans are on the
VPA team.

3. Parent- Teacher conferences / Parents’ Day: Parent- Teacher meetings are held

621

27

on the second Wednesday every month. Parents’ Days
are held at least once for the year or whenever
necessary. In addition, after any major incident
involving a student his/her parents are called in to
discuss the matter. These instances are used to
educate the parents on all matters concerning the
school. All members of the VPA team and the
community will seek to educate parents whenever
necessary.

4. Mentoring Program: Mr. Gonzales is the mentor for the program. An
Orientation program will take place on the 23rd. June, 2009
and sessions would be continued with the students in the new
term. Ms Bertrand will co-ordinate this project.
5. Peer Mediation Program: This program will be revived. All the students who
participated in the last program and are still members of the
school will be asked to join the program again. Families in
Action will be asked to conduct a program with the students
again early in the new term in order to recruit new mediators
for the program. Mrs. Greene Benjamin, the teacher who co-

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28

ordinated the previous program will be asked to assist with the
implementation of the program along with Mrs. Edwards and
Mr. Deepan.

6. Visit to the State prison: A maxi-taxi will be hired to take the students
to the prison. This will be done after permission is granted
from parents and the district supervisor (MOE). This will
be done late in the new term.
7. The Conflict Resolution Skills Programme will be conducted by the Dispute
Resolution Center. Two one(1) day workshop will be done with the teachers;
one workshop on Solving Conflicts and the other on Stress and Anger
Management. This information will be passed on to the students by their
form teachers during their form period.

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29

COSTING FOR RESPONSES/ NEEDS
RESOURCES

ANALYSIS

QUANTITY COST per TOTAL
UNIT

PEER MEDIATION
PROG.

1

$6,000.00

$6,000.00

$5.00

$250.00

PEER MEDIATION
BADGES

50

ARTS-IN-ACTION

1

$33,000.00 $33,000.00

DADI

12

$5,000.00

$60,000.00

POSTERS/RULES

100

$15.00

$1500.00

NOTICEBOARD

1

$2500.00

$2500.00

$30.00

$900.00
$104.150.00

VISIT TO THE
STATE PRISON
TOTAL COST

30

NECESSITIES FOR PROJECT

Posters/ rules will be put in all classrooms. Three or four different posters

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30

will be designed conveying our message of no violence. One of these
posters will contain our most important school rules. These posters will also
be placed on the noticeboard where students can also get all other relevant
information. The noticeboard will be constructed with a lock and key so
that students cannot destroy or deface the articles placed on the board.
The Families-in-Action Programme will aid students in assisting their
teachers in mediating conflicts that arise as they interface with each other
on a daily basis. The peer mediator badges will be given to those students
who have been certified as peer mediators by the Families –in Action group
who will be returning next term to continue the programme and to recruit
new peer mediators. These badges will also give these students a sense of
importance and raise their self esteem. The badges will also serve as mark of
recognition of a mediator.
The Arts-in-Action Programme is expected to build self esteem, mould their
characters and change their negative behaviour patterns.
The Conflict Resolution Skills Program will assist students and teachers to
better manage conflicts that occur everyday that could negatively affect their
anger and stress levels that could lead to serious injury to others and even
death if not properly monitored and controlled.
We also hope that we could get two computers ; one for the safety officers and

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31

the other for the deans’ room. The computer will enable us to store pertinent
information for the VPA programme and also prepare programmes and
lessons for the target group which could help them with their reading problem.
It is also essential for students who still want to engage in negativity
to visit the state prison and see the conditions inmates have to face there
and hear the problems of incarceration.
After these programmes we hope that these students will be transformed in some
way or even open to change. But these students must access the information
in order to be able to choose from the various options. Life is made up of
options; one unfavourable option can lead to a life of misery and even death
for the student.

ACTUAL RESPONSES

IMPLEMENTED/ ASSESSMENT

Although the responses above were set out by the V.P.A. team we were only
able to implement the psycho- social responses because of financial constraints.
But as soon as there is an improvement in our financial position the other
responses will be implemented. DADI was also included to assist us with
the Form one remedial group. They are usually not prepared and mature
enough to undertake secondary education.
The Peer Mediation programme commenced on the 26th. September and

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32

continued on the 27th. September, 2009 by Families-in-Action with thirty-three
students. The two co-ordinators covered topics such as What is peer mediation?,
conflict, communication skills and anger management. They also simulated conflict
situations to enhance their presentation with the assistance of the students.
At the beginning of the programme a pre-test was given and at the end a
post- test was given to the students to determine how much of the programme
was internalised. They were examined on the themes of Anger, Conflict, Qualities,
Communication and Techniques and Procedures in relation to Peer Mediation.
There was an overall increase in knowledge when the pre-test and post-test were
compared. The largest increase was seen in questions related to the themes of
Qualities (29%) and Techniques and Procedures (17%) and smaller increases on
the themes of Communication (10%) and Conflict (5%). On the theme of Anger
there was a decrease of 2% from the pre-test. Although there were increases
in the themes Qualities and Techniques and Procedures the percentages were still
below 60% therefore students will require more training on these themes. The
above statistics were taken from a report by Families in Action on the two day
training.
Families in Action came in November,2009 and conducted a follow
up session. In this follow up session the facilitators reviewed all the themes
with the students and the students updated them on the Peer Mediation Body.

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33

The Peer Mediation Body held elections and appointed the following
executives: President - Matthew Andrews, Vice-President- Nicole Greer and
Secretary- Aquilla Richards. The Peer Mediation body will hold meetings on
Wednesdays

during the Religious Knowledge period.

At the end of November the students received their certificates for successfully
completing the programme. Out of the thirty-three students who started the
programme twenty-three completed the programme and were awarded certificates
in the assembly hall in front of the student body and teachers.
ARTS-IN-ACTION
The Arts-in-Action programme , “Eyes of ,” was administered to Form 2’s
and Form 3’s in three phases:
a. Playback Theatre and interviews.
b. Theatre in Education performance workshop and
c. Youth Arts Apprenticeship sessions.

In the Playback Theatre and Interview sessions the facilitator collected information
on the challenges faced by students such as bullying, threats, fighting, theft, taxing
etc. and how they affect their growth and development. This phase lasted for
two days and the facilitators did five sessions.
In Phase 2, the Theatre in Education, the facilitators engaged students in discussion
and problem-solving in order to elicit from students and address the problems

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34

faced in the first phase. Students actively participated in all these sessions and
twenty-five of the students were chosen to take place in phase three, the
Youth Arts Apprenticeship sessions.
In the Youth Arts Apprenticeship sessions the students will be involved in
creating a response to the issues that were discussed in the previous phases.
This can take the form of a piece of art, a video production, song, poem or
a dance. Students will decide on this response with the assistance of the
facilitators. This phase has begun but must be completed at a later date.
The students enjoyed all these sessions because they were very comical and
entertaining yet inundated with spurts of morals and values related to the issues
that they face in the school and in the society. Arts-in-Action also achieved their
objectives by allowing the students to have a forum to express their views on
the plethora of issues that they face on a daily basis and seeking solutionspeaceable alternatives to these issues.
Strategies utilised: Discussion, Drama and Roleplaying.
Arts-in-Action came once per week to work with the students and in order to
complete their programme they came twice a week for the last two weeks in
February.
DADI: DADI undertook the task of informing and trying to transform the lives
of our some of our remedial students, Form 1.6 and 1.7., about 28 students.

629

35

Their theme for the programme was B.M.W., Best Men and Women. They engaged
the students on topics of respect, who am I, anger management, sexuality,
responsibility, self-esteem, communication, relationships, spirituality, goal setting and
successful living. Topics that would impact on their lives at present and also in
the future. Incentives were given to engender students’ participation and
motivation.
Strategies utilised: Drama, discussion, games, roleplaying and art.
DADI came once per week to work with the students.
MENTORING PROGRAM:
This programme commenced in June, 2009 with Mr. Merere Gonzales as the
mentor and confidante of the young men in Forms 2.5 and 3.5. He addressed them
on topics of respect, responsibility, self-esteem, self-confidence, diligence and
trustworthiness.. Mr. Gonzales continues to be a friend, advisor, teacher and
father figure to these youths.
Our guidance counsellor, Ms. Hislop , counselled these students on a daily
basis. She was / is always available to them if they need/ed someone to talk to.
She also provided reading material on many topics that are of interest to
them in order to motivate them to read. The Deans also provide assistance
to the guidance counsellor ; all serious and/ or sensitive issues are referred to the
guidance counsellor.

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36

C.E.P.T.E.D. Site visit:
Latecoming: Parents of chronic latecomers were called after form teachers
identified the latecomers; the students were also given warning letters to acquaint
parents about this habit because sometimes the parents do not know of their
latecoming since they leave home very early for work.
A Parents’ Day was also initiated to discuss the issue of absenteeism and to
gain the support of the parents on this issue. This was not very successful since
many of the parents did not turn up for the

Parents’ Day since it was a

working day of the week and either parents could not get the time off or they did
not find absenteeism/ latecoming an issue to take timeoff work. Although it was
emphasised that the Parents’ Day was to choose subjects for C.X.C. and the
transition of the Form Three’s to Form Four.
Teachers’ latecoming/ early leaving and absenteeism:
The teachers’ attendance book was removed from outside the vice- principal’s
office every morning at 8:00 a.m.; school commences at 7:50a.m. and teachers are
allowed a grace period of ten minutes during which assembly is takes place in
the hall. Teachers are late after 8:00a.m. and if the teachers’ attendance book is
not moved or monitored teachers tend to sign early.
A teachers’ supervision roster was designed so that students can be supervised at

631

37

all times and not left on their own volition to create mischief in the classrooms
and school.
With the security system located in the principal’s office teachers’ entrance and
exit on and off the compound can be closely monitored, this too has decreased
teachers’ absence from the classroom and teachers’ latecoming and early leaving.

Conclusion
The students were very receptive and cooperative during the implementation of
the various responses. They gained wide and varied knowledge on most of the
topics that influence their lives in the past, present and future. These experiences
were designed to give them the knowledge that they need which could transform
their lives in some way. In fact, these students share the information with other
students in applicable situations. But transformation of a human being hardly happens
in a week or a month especially a student whose life has been engulfed in negativity,
not only in the home but also in the community. These facilitators can only give
them the required knowledge and hope they make the necessary changes. In fact the
facilitators must equip them with the tools, in this case, alternatives to non- violent
behaviours that could lead to more productive and peaceful lives but they must
have the desire to change from within . Loving, caring and considerate individuals
in a society or school make life wonderful for everyone.
The environment is also quieter and more conducive to work with the safety

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38

officers, deans and sometimes peer mediators assisting with the supervision of
students on the corridors, classrooms and school compound.
Fighting has decreased a little especially on the school compound where they
are closely monitored. If students fight now it is usually out of school where
they can not be seen. On the school compound there might be arguments which
may get loud but they rarely get out control.

SUSTAINABILITY PLAN
With knowledge of the SARA process the members of the VPA team can teach
the other members of staff the process so they too can use it as part of their
teaching strategy. Record keeping is also a critical part of the SARA process so
that in the future if the SIRF forms, teacher and student survey forms are not
available to the school they can be replaced by forms designed by members of
the VPA team.
Other members of the staff would be asked to join the VPA members in order to
make the work less burden some for the VPA members and so can be continued for
a longer period or until there is an effective change in the offence/ position.
Suitably qualified resource personnel and most of all finance are needed to sustain
and enhance all efforts of the project.
In order to obtain support for the programme stakeholders could be invited to

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39

a Parents’ Day / concert where parents and other stakeholders are invited to visit
the school where a display of the students’ art and other work will be exhibited.
The peer mediators can also display their skills at mediating in a skit; the drama
group can put on a play and the music department can contribute songs, and play
musical instruments and dance. They would be also told about the longterm
and short term benefits of the programme and shown work/ CD / pictures produced
by the students on the programme . But as in everything there must be a
period of sowing before the harvest and everyone must be apart of the project
in order for things to be successful.

634

40

635

41

636

42

.

637

1

TITLE PAGE
NAME OF SCHOOL:
EAST MUCURAPO SECONDARY (FORMERLY)
MUCURAPO SENIOR COMPREHENSIVE
SCHOOL

NAME OF PARTICIPANTS:
1.

MARLENE P. SMART

2.

LYDIA JACKSON

3.

MACRINA LARA

4.

RICHARD BROWN

DATE: MAY 17, 2010

638

2

TABLE OF CONTENTS

Page/s

MOCK MEDIA REPORT

3

INTRODUCTION SECTION

4-5

SCANNING & ANALYSIS

6-8

STATEMENT OF THE PROBLEM

9

RESPONSES/IMPLEMENTATION/
OUTCOME/CHALLENGES

9-14

ASSESSMENT

15-19

SUSTAINABILITY PLAN

19-20

639

3

MOCK MEDIA REPORT
As part of the VPA Programme, four members of East Mucurapo Secondary,
formerly Mucurapo Senior Comprehensive School, participated in a two year
training organized by the Ministry of Education.
We were taught the SARA Model. We identified the student problems, analyzed
them, collated the data, devised responses to the problems and evaluated the
effectiveness of the responses.
Student and teacher surveys were conducted and the problem of gambling was
identified for analysis. We then proceeded to decide on the appropriate
interventions for the problem and utilized the services of Professional and school
personnel to implement these interventions towards the alleviation of the
problem identified.
As part of the VPA, we learnt the importance of data collection, scanning and
analyzing the data, writing reports and using the results to formulate the suitable
interventions for the problem.
We better understood all about victims and offenders and learnt how to assist
them effectively. We obtained a better understanding of crime theories, CEPTED
and hot spots, guardianship, just to name a few.

Detailed successes:
 A drastic decrease in the incidents of gambling on the compound.
 Greater awareness of teachers on the need for consistent supervision of
the students.
 The improvement of the school approach to problems.
 Greater awareness of the students on the negative consequences of
gambling.
 The motivation of Management and Staff to address the varying student
problems.
 A more organized approach to the identification and solution of student
incidents.
Overall, the use of the SARA model, has opened new avenues for us to handle,
in a more organized and professional manner, the many issues of school
indiscipline that we encounter.

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4

INTRODUCTION SECTION
SCHOOL BACKGROUND
Mucurapo Senior Comprehensive School, now being called East Mucurapo
Secondary, is situated at # 1 Mucurapo Road, St. James. It is listed among the
first nine Comprehensive Schools built in the 1970’s.
It officially came into being on 26th November, 1976, with only Form 4 and Form
5 classes, with a population of fifteen hundred (1500) students and was later
converted to a seven year school in 2007. The population now stands at 850 and
there are ninety-eight (98) teachers and thirty-one (31) Civil Servants.
There are:
 Six (6) Form 1 classes
 Six (6) Form 2 classes
 Six (6) Form 3 classes
 Four (4) Form 4 classes
 Fifteen (15) Form 5 classes
 One (1) Lower 6 class
 One (1) Upper 6 class
The student body is complex and multi-layered comprising of students from
urban working class families, mostly from the western part of the island. Many
of the students experience genuine problems sourcing money for daily needs –
transport, meals, books and sundries.
An ever-growing group among the students comprises those, whose parents
have emigrated- the barrel syndrome- leaving their teenage charges behind with
relatives. Teenagers in such a position are supported by stipends wired to them
from their parents abroad.

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5

Most of the students are low achievers scoring between 40% & 55% at the
Primary School Assessment Examination to enter Secondary School.
At present, the academic range of the students is very wide. The overall
performance range of the Girls and Boys, in five (5) main subjects, is as follows:



English

 Mathematics
 General Science
 Spanish
 Social Studies

Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys

35%
5%
6%
0%
5%
4%
14%
0%
8%
8%

to
“
“
“
“
“
“
“
“
“

88%
85%
72%
59%
57%
51%
83%
57%
85%
74%

The school, however, has had outstanding achievements in the field of sports,
especially football and basketball, drama, music, public speaking and scrabble.
Numerous requests have been made to make the school a magnet school with the
emphasis on Sports. We do not even have a playing field. Again, numerous
requests, oral and written have been made to the Ministry of Education for a
playing field. We are still awaiting the many promises made.

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6
SCANNING & ANALYSIS
In trying to decide our major problems, we looked at student and teacher data
collected from the surveys given.
A SIRF (School Incident Record Form), was administered at the beginning of
the VPA programme, to teachers and students, to scan for the general problems
of the school and to get an idea of the views of teachers and students.
Disrespect, Gambling, Obscene Language, Stealing, Littering, Unpunctuality,
Fighting and Loitering were the major problems highlighted.
The following two charts show some of the responses from the teachers and
students.
CHART A & CHART B
90
80
70
60
50
40
30
20
10
0

Students
Teachers
Other

Obscene

Gambling

Stealing

Disrespect

90
80
70
60
50
40
30
20
10
0

Students
Teachers
Other

Littering

Unpunct.

Fighting

Loitering

643

7

Even though Disrespect, Obscene Language, and Littering were higher than the
Gambling, upon closer examination of the data and after engaging in
discussions with the students and teachers, the general views expressed were
that, the Gambling encouraged the students to use obscene language, fight, steal,
disrespect teachers, loiter and engage in disruptive behaviour.
We then decided to administer surveys on Gambling to students to further
examine and obtain a more comprehensive appreciation of the problem of
gambling.

STUDENT SURVEY ON GAMBLING
NOVEMBER 2008

100
90
80
70
60
50
40
30
20
10
0

Frequency
Percent
Valid %

Gambling

Disrespect Disrup. Bh

Fighting

644

8
STUDENT RESPONSES ON GAMBLING
JANUARY 2009

80
70
60
50

Yes

40
30

No
Not Sure

20
10
0
Problem

No. Times

illegal

Witnessed

TEACHERS RESPONSES ON GAMBLING – JANUARY 2009

100
80
60

Yes
No

40

Not Sure
20
0
Problem

Witness

Intervene

4 & 5 Male

Gambling has been identified as one of the major problems which must be
addressed. It is seen by the students and staff as instrumental in the disruption of
the smooth functioning of the school. Students are gambling more than three
times a week and most of it occurs during and after the lunch period. It is agreed
that the main areas are Block E, the toilet areas and the southern end of the
school. 79.5% of the teachers have witnessed students gambling. It is
encouraging to learn that approximately 45% of the staff has intervened when
they saw students gambling.
The Incident Data, already submitted, indicated the day and time Gambling was
most prevalent, the location of the problem and the repeat offenders and victims.

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9

STATEMENT OF THE PROBLEM
Gambling leads to the use of obscene language, disrespect to peers and
teachers, stealing, truancy, disruptive behaviour and fighting.
Gambling contributes to the disruption of the day to day management of the
school. Gambling also causes the environment to be unproductive and not
conducive to teaching and learning.
JUSTIFICATION
The eradication of gambling will address the related spin-off problems
mentioned above. Teachers and students will feel a greater sense of belonging
because there is a more secure, settled and non-threatening environment,
conducive to effective teaching and learning. The image of the school will be
enhanced.
RESPONSES
The following responses have been identified towards the eradication of the
problem of gambling:
Keep bush at Southern end of the school clear.
A letter will be written to Wendell Stevens, Darwen Ltd. St. James, to
clean the area periodically. The impact is that it will no longer be a
Hotspot. The Deans and Safety Officers can then patrol the area easily.
Increased Guardianship
Increased and more organized patrols are to be conducted by Deans,
Heads of Departments, Safety Officers and School Maintenance Officers in
the hotspots identified by the Surveys – Block E, the Southern end of
school and the toilet areas.
The impact is that this intervention will minimize the gathering of the
students, for the purpose of gambling. There should also be a decrease of
the spin-off problems identified- obscene language, disrespect to peers
and teachers, stealing, truancy, disruptive behaviour and fighting.

646

10
Rapport – Ministry of Health
Rapport will conduct workshops/Lectures for the Form 2 students and
special group sessions with offenders. The topics of focus are:
Self- Awareness
Self- Esteem
Conflict Resolution
Setting Goals
The impact is that students will become more motivated, focused and goal
oriented. They will gain confidence and their self-esteem will be raised. The
acquired conflict resolution skills will decrease violence and the result will be a
more conducive teaching and learning environment.
Arts in Action’s Eyes of…
This is a Forum for students to discuss issues and to raise their consciousness on
issues. It will also expose students to positive choices and exemplars.
The impact is a showcasing of the creative outputs of the students and the
development of a community of students working as active participants in
dialoguing and redressing the challenges that affect them and their peers. It will
also provide the stimulation of the students’ interest in the creative and
performing arts as an avenue for reducing violence.
Families in Action: Forum for Youth Advancement.
This intervention will provide a forum to discuss and determine solutions to
problems and share experiences. It is envisioned to provide positive recreational
activities to replace less desirable activities like gambling, violence and truancy,
increase students’ communication skills, peer refusal skills, coping and problem
solving skills and enhance their feelings of self worth.
The impact is to empower the students to express themselves without fear of
negative feedback or being judged and to expose them to activities and
information that address shortcomings in their social skills.
It will also empower the students to advance their development educationally,
emotionally and mentally.

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11
SERVOL
This intervention- The Adolescent Development Programme - will provide
a forum for students to interact with two Servol teachers stationed at the
school on a daily basis.
They will be able to open up in this setting and talk about their problems. The
hope is that they will gain confidence and their self esteem lifted. There will
be a programme of activities to complement the topics discussed.
RESOURCES & COSTING
RESOURCE

ESTIMATED COST

Darwin Ltd.

Nil

School Patrols

Nil

Rapport

Nil

Servol

Nil

Arts in Action

$95,000.00

Families in Action

$7, 600.00

IMPLEMENTATION OF RESPONSES

1. RAPPORT
This programme commenced on Tuesday 8th September, 2009. Two members
of Rapport came twice per week on a Tuesday and Thursday from 9.00 a.m.
to approximately 2.30 p.m. Sessions were held with all six (6) Form 1 groups.
The topics were:
 SELF AWARENESS/ESTEEM
 IDENTIFYING STRENGTHS &
WEAKNESSES
 PEER PRESSURE
 SETTING GOALS
 CONFLICT RESOLUTION
 EFFECTIVE COMMUNICATION

648

12

The sessions were supervised by Deans, Form teachers and members of the VPA
group. After the sessions, students were asked to write reports. Some of their
comments are as follows:
They learnt about making right choices – self control, confidence,
discovering one’s worth and abilities.
The issue of gambling was discussed and thoroughly explored and they
learnt a lot.
They found that the sessions were conducted in an interactive way
through games and discussions.
They found the sessions meaningful and they learnt a lot to help them
make the right choices.

2. ARTS IN ACTION’S ‘EYES OF…’ PROJECT
These sessions commenced from January 2010 and ended in March 2010.
The Youth Arts Apprenticeship sessions were designed to be a creative response
to the issues of gambling, fighting, disrespect and lack of interest in school work.
The students chose to create a music video through which they could respond
positively to the negative issues that were occurring in the school i.e. gambling,
fighting, lack of interest in school work, disrespectful attitudes of students and
teachers.
OUTCOME
The creative talents of the students were unleashed and thus motivated
them to be a part of this experience.
The students were exposed to a filming process and had “hands on”
experience of the production roles of a director, actor, camera,
boom/sound and make up person.
CHALLENGES
These were the challenges identified by the Arts in Action Group:
The attendance at school of the students was inconsistent. Their absence
resulted in either a delay for the day’s activity or an adjustment of the
roles.

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13
They found that there was a lack of encouragement by some staff
members to those students involved in the programme especially those
who had a negative reputation.
The lack of encouragement by staff members frustrated the buy-in process
and feelings of some of the students.
The members of the VPA group felt that some of the students who were
identified as being the main gambling perpetrators were assigned roles by the
Arts In Action group, that seem to make them appear to be “stars” without
attempting to directly address their negative behaviour. The group also felt that
the Arts in Action Group were too quick to believe the students’ complaints
about the teachers.

3. DARWIN CO. LTD.
Darwin Co. Ltd organized a CEPEP group to clear the areas at the rear of Block
A1 at the southern end of the school. The high bush was removed. This was done
twice for the Christmas vacation term and once for the Easter term. The dry
season prevented the bush from growing back at a rapid rate.
It was easier to monitor the students who tried to go to the southern end of the
school to engage in gambling and smoking.
Patrols were conducted on a staggered basis throughout each school day. These
patrols were done by the following persons:
Principal
Vice-Principal
Heads of Departments (includes VPA member)
Deans (includes VPA member)
Safety Officers (includes VPA member)
Some staff members

4. SERVOL
Servol’s Adolescent Development Programme was conducted with all the Form 3
students from September 2009 – July 2010.
Term 1 - September – December 2009.
The topics discussed were:

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14
 Self Awareness - 9 sessions
 Spirituality
- 5 sessions
 Parenting
- 5 sessions
Term 2 - January – April 2010
The topics discussed were:
 Self Awareness - 12 sessions
 Spirituality
- 6 sessions
 Parenting
- 7 sessions
Term 3 - May – July 2010
The topics discussed were:
 Self Awareness - 9 sessions
 Spirituality
- 6 sessions
 Parenting
- 6 sessions
SERVOL TEACHERS’ COMMENTS
The two Servol teachers indicated that they noticed a change in the students in
attitude and general life situations. The students understood the negatives of
gambling and have become more settled in their classes and less anxious to
become involved in negative and disruptive behaviour.
STUDENTS’ COMMENTS
Some of their comments are:
1.
2.
3.

4.
5.

ADP allowed me to see the light and look forward to the future and think
rationally about myself.
ADP has changed me from my bad ways to good ways. It helped me to
become a better person and it showed me what I need to work on in my
life.
I experienced a lot of changes in life and even in my classroom. We went
on a field trip to YTC (Youth Training Centre) and I discovered that the
life in there is not nice. That trip taught us a lot. Some of us were afraid
and we even saw kids from our school and even friends and family.
In ADP, I learnt that I don’t need to rush life. I also learned that I have to
pay attention in class to get an education.
ADP has been a learning experience for me. I have learnt a lot of things
that can help me later on in life. I learnt that gambling will only get me
into a lot of trouble. I learnt that I must stop wasting time that I will not
get back.

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15
ASSESSMENT
After the sessions, the students were asked to write a short report of what
they experienced and learnt. Their comments have been recorded in the
above Response Section.
The Surveys on gambling that were administered to the teachers and students
in January 2009 were again administered to a sample of teachers and
students.
SURVEY ADMINISTERED TO FORTY(45) TEACHERS – THIRTY-THREE
(33) FEMALES & TWELVE (12) MALES.

40
35
30
25

Yes
No
Not Sure

20
15
10
5
0
Problem

Witnessed

Addressed

4&5 Males

It was noted that twenty-six (26) teachers said that gambling was now a minor
problem and fourteen (14) teachers said that it was a major problem. Another
significant observation was that fifteen (15) teachers indicated that gambling
took place once per week, five (5) that it occurred twice per week. Only two (2)
teachers said everyday and eight (8) indicated that it never occurred.
Twenty-five (25) teachers indicated that if confronted with students gambling,
they would take action for themselves, as compared to sixteen (16) who
indicated that they would call a Dean or Head of Department, five (5) who
would call the Principal or Vice-Principal and three (3) would call the Safety
Officer or MTS. The teachers feel empowered that they could handle the
decreasing problem of gambling.

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16

A Third SIRP survey was administered after the Interventions were
implemented.
Following are some of the results from sixty-three (63) teachers:
•
•
•
•
•
•
•
•
•
•
•
•

Liked job
Loved job
Hated job
Satisfied most of the time
Satisfied some of the time
Satisfied almost never
Confronted with obscene Lang.
Not confronted with obscene Lang.
Threatened
Not threatened
Attacked with weapons
Not attacked

54%
33.3%
1.5%
33.3%
54%
9.5%
1.59%
92.0%
63.5%
30.1%
1.59%
92.0%

RECOMMENDATIONS FROM TEACHERS TO ADDRESS AND
MAINTAIN THE DECLINE OF GAMBLIMG:
1. Students need to be better supervised.
2. More regular patrols.
3. Education of students on gambling and the negative effects of gambling.
4. Installation of surveillance cameras.
5. Forceful discipline and stern consequences, if caught breaking the
rules instituted for gambling.
6. Curbing of teacher absenteeism and tardiness.
7. Locking of classrooms and an area for students to have lunch.
8. Searches of students at the gate and occasional spot checks of bags.
9. Questioning of students as to why they gamble.
10. Counseling of students and the organization of community service, as a
form of punishment.
11. Increase of security officers.

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17

SURVEY ADMINISTERED TO TWENTY-FIVE (25) STUDENTS – THIRTEEN
(13) MALE & TWELVE (12) FEMALE:

25
20
15

Yes
No

10

Other

5
0
Gam.illeg

Gam.Prob

Witnessed

Punished

The students have indicated that they are well aware that Gambling is illegal.
Seven (7) of them, all males, have stated that they have gambled because they
needed money and nearly all of them (24) have indicated that students who are
caught gambling have been punished.
It is interesting to note that when asked what they would do when they saw
students gambling, fifteen (15) of them said that they would tell no one, six (6)
indicated their parents and two (2) said they would tell the Principal/Vice
Principal.
RECOMMENDATIONS FROM STUDENTS TO ADDRESS AND
MAINTAIN THE DECLINE OF GAMBLING:
1. Suspend students who are caught gambling.
2. There should be closer supervision by teachers.
3. Call in parents.
4. Have ongoing discussions/meetings with gamblers about the negatives
of gambling.
5. Send them to the Guidance Counselor.
6. Rigid patrol of the areas where students would want to gamble.

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18

OBSERVATIONS
During Term 2, January – April 2010, it was also noted on the Incident Record
Sheet, that the incidents of gambling had, in fact, decreased.
This can be attributed to the interventions that were conducted and also to the
fact that some of the main perpetrators left the school. Some of them dropped out
and some were sent to alternative programmes such as SERVOL, MUST and
MYLAT (Technical/Vocational programmes organized and run by the
Government.)
The Deans were able to conduct counseling sessions in the Deans Room with
smaller groups of victims and offenders. They found that these small group
sessions were very effective.
Following is a chart to show the decreased incidents of gambling on the school
compound.
INCIDENTS OF GAMBLING- SEPT.2009-MARCH 2010

3
2.5
2
Many
None
Other

1.5
1
0.5
0
Sept/Oct

Nov/Dec

Jan/Feb

Mar/April

Between September and October, there were only three (3) recorded incidents of
gambling taking place on the compound and between January and February,
only two (2) recorded incidents. Between November and December and March
and April, there were no recorded incidents.

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19

SUSTAINABILITY PLAN
1.

Steps to take to sustain efforts to use the SARA Model:
Collection of Data, by the Deans, of incidents by students.
Monitoring of the problem of gambling.
Identification of spin off problems and the emergence of new
problems.
Decision- Making on implementation plans to alleviate new
problems.

2.

Involvement of key stakeholders.
a) Families in Action which is a Non-Governmental Organization,
commenced workshops on Monday 10th May, 2010, with fifteen (15)
students and their respective parents. This target group consists of
students from Form 1, 2 and 4. The programme takes the form of five
(5) individual student training sessions. Each session lasts
approximately two (2) hours, resulting in 10 contact hours per
participant.

OBJECTIVES
 To increase students’ skills including their ability to: enhance their
feelings of self worth, enhance their communication skills, improve
peer refusal skills and develop coping and problem solving skills.
 To provide a safe and comfortable environment for students to share
their experience and learn and practice skills related to their own
personal development.
 To create support whereby participants will be able to share
information, give and receive feedback from their peers, forge bonds
and form positive relationships.
CONTENT
 Developing effective communication skills for interpersonal success.
 Developing confidence and peer resistance skills.

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20
 Coping with feelings – particular anger and stress.
 Managing conflicts at home and in school.
 Developing problem solving skills & Evaluation.
b. Parenting Programme – Ministry of Social Development.
c. Organized Parent Meetings to inform parents of plans to sustain
intervention programmes.
d. Organized Form Period sessions with outside personnel on the
consequences of gambling, obscene language, disrespect and negative
behaviour.
e. Regular meetings with the Students Council to record
suggestions/recommendations of the students.
f. Counseling of students by Guidance Counselor.
g. Continuation of the ADP Programme.
h. Continuation of Teacher and student surveys to get feedback.

3.

Needs of school to sustain efforts:
a. Immediate replacements for teachers who are on sick leave,
maternity leave, special leave, Ministry courses.
b. Immediate replacements of teachers who retire/resign.
c. Consistent support from teachers.
d. A football field especially since the school will become a single sex
(male) school.
e. Heightened patrols by Deans, Heads of Departments, Principal,
Vice-Principal, Safety Officers.
f. Positioning of subjects on time-table to ensure least disruption by
movement of students.
g. More regular programmes/workshops organized by the Student
Support Services.
h. Continued financial support from the Ministry of Education so that
workshops/seminars can be conducted by Professional agencies, in
addition to what the school is doing.

657

MATILDA JUNCTION, PRINCES TOWN
TEL: 655-2319

DATE: FRIDAY 14TH MAY, 2010

658

MOCK MEDIA RELEASE
The Violence Prevention Academy was formed in September 2008, as an initiative by the Ministry of
Education to deal with student violence and misbehavior in secondary school in Trinidad and Tobago.
The V.P.A. has chosen the SARA (Scan, Analysis, Respond and Assess) model of ‘Crime Fighting’ to assist
schools in creating and maintaining safe environments. Princes Town West Secondary was considered
as one of the high risk schools and chosen for this project. A team of four (4) members including the
Vice Principal, one Head of Department, one Dean and one Schools’ Safety Officer was chosen to attend
this program which included the following:
Receiving training over a period of time by members of the Academy.
Implementing a school-based violence prevention plan.
Incorporating stake-holders involvement in the success of this plan.
Continuous monitoring and adjustments of plans to achieve maximum results.
The Violence Prevention Academy has inculcated in us some new measures to be taken:
Importance of good record keeping and proper documentation.
Need for analyzing data to determine trends.
Use of these trends for proper planning.
Strategic planning to deal with repeated offenders and crime hot spots.
Greater team effort needed by all stakeholders involved.
The environment needs to be more student-centered learning friendly and teacher-centered
teaching friendly.
Involvement of external agencies organized by the Ministry of Education to assist in curbing
major discipline problems.
DETAILED SUCCESSES:
Schools’ Safety Officers relocated to Block F.
More visible presence of personnel to monitor crime hot spots.
Preparation of Deans Room so they can also be relocated to Block E.

Improved data keeping.
Overall decrease in violence on school’s compound.
The Violence Prevention Academy is therefore recommended for other schools by sensitizing them,
providing a rationale, methods of implementing plans and critical factors involved for creating a more
harmonious environment for both teaching and learning.

659

VPA TEAM MEMBERS

Mr. Kishan Kumar, Vice Principal, (Promoted to Principal II, Siparia West Secondary School - Phone No
752-9817

Mrs. Sita Bachoo-Ballyram, Head of Department, (Promoted to Vice Principal II, Princes Town West
Secondary School – Phone No. 372-7373
Email: sitaballyram@yahoo.com
Ms. Benetra Mary Garcia, Dean - Phone No. 325-4284

Email:garcia4mary6@homail.com

Mrs. Lutchmin Latchman, Schools’ Safety Officer - Phone No. 731-9335

660

PRINCES TOWN WEST SECONDARY SCHOOL CONTINUALLY SEEKS TO
BE A LEADING EDUCATIONAL INSTITUTE, PROVIDING A SAFE,
SECURE ENVIRONMENT IDEAL FOR EMPOWERING STUDENTS WITH
BOTH ACADEMIC AND NON ACADEMIC SKILLS, TO MEET THE
DEMANDS OF A DYNAMIC GLOBAL SOCIETY.

TO ACHIEVE A LEARNING COMMUNITY IN WHICH A COMMITTED,
CARING, COMPETENT STAFF, IN COLLABORATION WITH ALL
STAKEHOLDERS WILL PROVIDE QUALITY SECONDARY EDUCATION
AND TRAINING, MOULDING OUR STUDENTS INTO BECOMING
CREATIVE, CRITICAL THINKERS EQUIPPED TO DEAL WITH THE
CHALLENGES OF A CONSTANTLY CHANGING WORLD.

661

INTRODUCTION

Creating and maintaining a safe learning environment is paramount to the success of any school.
Princes Town Senior Comprehensive School, now Princes Town West Secondary School takes this
responsibility seriously and is currently working with the Violence Prevention Academy (V.P.A.) to
develop policies, practices and procedures that support this effort.

The V.P.A. was formed in September, 2008 as an initiative by the Ministry of Education to deal
with student violence and misbehavior in Secondary Schools in Trinidad and Tobago. The V.P.A. has
chosen the SARA (Scan, Analyse, Respond and Assess) Model of 'Crime Fighting' to assist schools in
creating and maintaining safe environments.

This interim report reflects the work at the Princes Town West Secondary School as a member
of the V.P.A. during the period September, 2007 to January, 2009.

SCHOOL CONTEXT

The Princes Town West Secondary School is situated about 3 km east of Princes Town proper. It
was opened in 1977 as part of the government’s initiative to expand educational opportunities in an
attempt to provide the human capital for the industrial thrust that was being undertaken. Previously a
Senior Comprehensive school, students entered in form four and left after completing form five. Later,
sixth form classes were added, so that students were able to spend four years at the institution.

662

In September 2008, Princes Town Senior Comprehensive School converted into a Secondary
Comprehensive School with a form one intake based on the Secondary Entrance Assessment and the
transfer of Junior Secondary students into forms two, three and four. Therefore, it means that Forms 1
to 6 are taught at this school.
During the 1980’s and 1990’s the school population was approximately 1800, but with the
opening of more schools and the decline in the national birth rate, the school’s student population is
now about 1000. This figure is expected to be reduced even further due to the conversion.
Most of the students at the school are products of Junior Secondary Schools. Although the vast
majority came from the Princes Town Junior Secondary School located next door, a small number also
came from the Williamsville Junior Secondary and the San Fernando East Junior Secondary Schools.
The majority of the students come from places within a 15km radius which include, Princes
Town, San Fernando, Williamsville, New Grant, Moruga and Barrackpore. A small number also comes
from as far as Rio Claro and Mayaro.
The student population reflects the ethnic composition of the “feeder zone”. There are about
40% students of African descent and about 40% of East Indian descent. The remaining 20% are of mixed
races. The majority of the students come from homes that are of low socio-economic background, which
results in problems such as high absenteeism, unpunctuality, lack of essential school supplies, low
motivation and a low level of academic achievement. Many teachers believe that the years spent at
Junior Secondary School do not adequately prepare students for entry into the school.
The teaching staff is comprised of 96 teachers. A large number are graduates of the University of
the West Indies (60 %), technical vocational teachers (30%) and some trained primary school teachers
(10%). The challenge for teachers has always been to ensure that the expectation of parents is met in

663

terms of students passing examinations. Most teachers feel the frustration of their efforts when the
pass rates at examinations are not as good as they expected.
Student indiscipline has always been a problem at the school. However in recent years, and as is
happening in other schools there seems to be an increase in student delinquency. This is a problem the
school is hoping to solve.
BREAKDOWN OF ACADEMIC SCORES
See attached appendix.

UNIQUE SITUATION CONFRONTING MY SCHOOL
The level of literacy and numeracy problems ranging from forms one (1) to five (5) is very high as
reflected in the academic scores average. However, we are faced with the problem of increasing
numbers of low academic performers, ranging from Form One through to Form Five. Data gathered at
the CSEC level revealed that there is a less than 40% pass rate in 15 out of the 28 subjects. With
Mathematics and English A, a disappointing 13.68% and 27.36% pass rates respectively.

Major

contributing factors:
 Loss of teaching time at the Junior Secondary level due to shift system.
 Insufficient time to complete CSEC syllabus.
 Socio-economic backgrounds of students.
Analysis of data of the 2008 NCSE has shown that over 93% of the students in all subject areas have
either failed or are recommended for remediation. With one year and two terms to complete a five (5)
year syllabus, teachers at Princes Town West Secondary School have been working assiduously to

664

prepare these students for CSEC. Although there are recommendations for remedial teaching, we have
no teachers with specialized training in this area.
UNDERSTANDING OF THE SARA MODEL
The SARA model aims to solve problems/crimes associated with students. The four problem-solving
stages are Scanning, Analysis, Response and Assessment. The analytical process includes collection,
collation, analysis, dissemination and feed-back.
The SARA model helps to ensure that the necessary steps are undertaken in proper sequence, for
example, that solutions are not adopted before an analysis of the problem has been undertaken.
However, depending on the nature of the problem one might jump from scanning to the
implementation of a short-term emergency response to stabilize the problem while further analysis is
undertaken. The important point is that analysis and evaluation are meaningfully incorporated into the
sequence of events.

THE SARA MODEL USED:

Teacher Surverys
Student Surveys
Official School Data:
Deans Record Book
Schools’ Safety Officer’s Log Book

665

FINDINGS FROM SCANNING AND ANALYSIS
SCANNING

On examination of the nature of the deviant behavior at Princes Town West Secondary School during
the period April to December 2009, we found that there was an increase in fights based on the data
collected. Disorderly conduct is still the highest offense committed by our students, based on reports
lodged at the office. However, this is not a true reflection as there are cases that are not reported.

While attending the Violence Prevention Academy, two sets of surveys were administered to teachers
and students. The survey focused on a number of issues in an effort to scan for potential problems
which currently exist in the school. The results of the surveys indicated that disorderly
conduct/disrespect were the most serious issues facing the school.

ANALYSIS

In order to curb this problem of disorderly conduct/disrespect to staff, and fighting among students; the
Deans, Head of Departments, Schools’ Safety Officers and Security Officers, along with Administration
have decided to work together as one unit.

The presence of authority figures on a regular basis providing constant monitoring and supervision
seems to be the most needed response. Rosters have been prepared to ensure the presence of two
Deans and one Head of Department on block supervision. A roster has also been implemented to
monitor late coming at the front entrance. The back gate is now closed at 8.15 am and the front gate at
8.20 am. Students are being scanned more closely at the points of entrance. The school prefect body

666

comprising sixth form prefects has become much more actively involved in assisting in maintain
discipline.

The Safety Officers have been re-located to Block F where they can easily monitor movements on Block
E, which is the main area with the bulk of the student population. In addition, a room is being prepared
for Deans to occupy in Block E in order to curb indiscipline problems at our school, resulting in a better
working and learning environment for all concerned.

RESPONSE

The interviews, surveys and school’s data indicated that disorderly conduct/disrespect to staff occurred
during class time and fighting mainly during the lunch break when the students have one hour for lunch
unsupervised. We believe that during lunch time, students use this opportunity to gang up and plan
their fights. A lot of these fights take place on a Thursday in Block E as seen from data collected. The
School’s Discipline Matrix are used by Deans in order to deal with offenses committed and taking
required action based on offenses.

A program run by Families in Action was held at the school for app. Twenty (20) students from Forms 2
to 5 during Term III of 2009. The students including both males and females are considered student
with discipline problems. The form five students have since left us. We did however see a change in
attitude by some of the remaining students, whilst other did not change.
PURPOSE OF TT VPA
The Academy is an initiative of the Ministry of Education to help curb violence at selected high-risk
schools. This Academy was introduced in September 2008, to train schools’ representatives to

667

implement a school-based violence prevention plan at the respective schools. The routine
recommended methods for success to be achieved are:

•

Identification of the problems

•

Analysis of the problems

•

A response to the problems

•

An evaluation of effectiveness

It is also recommended that stakeholders be involved for the success of this plan. They include:

•

Staff

•

Guidance Officer

•

Parent/Teachers Association (P.T.A.)

•

Local School Board

•

Student Council

•

Prefect Body

PROBLEM STATEMENTS
Disrespect to staff and fighting are the major problems encountered at Princes Town West Secondary
School. Newer members of staff have problems dealing with these issues. However, Deans, Schools
Safety Officers, Principal, Vice Principals and other staff members are working together to try and arrest
the problems.
All the discipline problems arise out of the following factors:

668

•

Poor parenting skills

•

Teacher absenteeism

•

Delay in filling staff vacancies

•

Unenticing school environment

•

Poor self esteem by students

Major problems based on statistics:

Disrespect

73%

Fighting

35%

Gambling

20%

DEGREE OF HARM:
•

These issues result in major disruption of teaching time.

•

The issue of gambling occur as a result of students breaking classes and assembling in hot-spots
to gamble in an organized ring. They have someone look out to say when any authoritative
figure is approaching.

669

PROBLEM 1 - DISORDERLY CONDUCT

This data was collated from the Deans Record Book and Schools Safety Officers’ Station Diary over a
period of nine months. Students are disrespectful to staff during and after class time. This amounted to
73% of crime committed.

EXPLANATION:

•

Students don’t have proper breakfast before they leave home on mornings.

•

Students arrive to school angry due to domestic problems.

•

Literacy and numeracy problems.

•

Social issues that they have to deal with.

•

State of classrooms e.g. missing louvers, broken/no ceiling, walls of classrooms need painting
etc.

POTENTIAL RESPONSES
The problem of disrespect can be eliminated by the following:
Teachers should respond more readily at the beginning of class to set the tone.
Classroom supervision for absent teachers (already in effect).
Substitute teachers for teachers who are away for whatever period of time.
Orientation for teachers who are new in the system to be able to deal with deviant behavior of
students.
Increased guardianship on the entire block at all times.
Cameras should be installed in hot-spots.

670

Families in Action (already done to one group)
Human Resource Department should be more timely in filling vacancies.
Delivery of parenting skills should be placed on a national agenda.
School development plan to include improvement of the school’s environment – classroom,
lighting, furniture, ambiance, toilets etc.
Develop a stratified curriculum to cater for all learning abilities e.g. Remedial Teachers for core
curriculum.
BREAKDOWN OF OFFENSES

APRIL - DECEMBER 2009
Highest Rated Offenses:

Disrespect/Disorderly Conduct

73

Fighting

35

Gambling

20

Obscenity

13

671

80
70
60
50
40

No. of Times

30
20
10
0

Disrespect/
Disorderly
Conduct

Fighting

SECOND HIGHEST OFFENSES
Taxing/robbery

12

Assault

11

Stealing/Larceny

04

Gambling

Obscenity

672

12
10
8
6

Second Highest
Offenses

4
2
0
Taxing/
Robbery

Assault

Stealing/
Larceny

SUSTAINABILITY PLAN
•

Proper recording of data.

•

Continued analysis of data to determine trends.

•

Deans, Schools’ Safety Officers, Guidance Officer to meet regularly to assess trend, make
recommendations and implement new working strategies.

KEY STAKEHOLDERS
Parents
Local School Board
Teachers
Parent/Teachers Association
Business community
Members of the community
In order to sustain school efforts, it is imperative that all stakeholders be empowered and
make meaningful contributions towards implemented plans in a spirit of team work,
co-operation and success. The school should be a place to foster learning and teaching in
an environment that is deemed safe and comfortable by all concerned.

673

ACTION PLAN
TASK

PURPOSE

Block E to be
properly
supervised

To ensure
that students
are
supervised at
all times

ACTIVITIES

RESPONSIBLE
PERSON(S)

TIME FRAME

SUCCESS
INDICATORS

Roster (already
in effect)

Deans, H.O.D’s,
S.S.O’s

During school
hours –
8.00am – 2.30 pm

Improved
students
discipline

Improved
Parenting
Skills

To educate
parents to
improve how
to deal with
their children

Motivational
speakers from
service
organization to
address the
PTA meetings

President – PTA
Other
interested
teachers and
stakeholders

1 calender year

More
educated
parenting
body

Teacher
absenteeism

To motivate
and
encourage
teachers to
come to
work.

Monthly
recognition
reward

Administration

Termly basis

More
teaching staff
on a daily
basis

Staff shortage

To fill
vacancies as
they occur

Human
Resource
Department –
MOE to fill
vacancies

Ministry of
Education H.R.
Department

Whenever there’s
a
vacancy/vacancies

Increased
student
supervision
and
guardianship

Attractive
school
environment

To make
environment
more
conducive for
learning

Planning
already
approved by
MOE for reconstruction

Ministry of
Education

Start now – 5
years

New learning
working and
learning
environment

Poor self
esteem

To improve
students’ self
esteem

Programs by
service
organizations.

Schools’
Guidance
Officer

Termly basis

Students with
a new
outlook on
life.

674

PRINCES TOWN WEST SECONDARY
NCSE CUMULATIVE DATA RECORD SHEETS:
FORM 2- FEMALE EXAM (2009- 2010)
SUBJECT
AREA
Language Arts

TOTAL NO.
OF
STUDENTS
39

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
19

09

06

05

Mathematics

39

37

02

0

0

Physical Edu.

39

28

05

05

01

Integrated Sc.

39

27

07

04

01

Social Studies

39

28

05

04

02

Spanish

39

25

06

04

04

Technical Edu.

39

38

0

01

0

Music

23

23

0

0

0

Visual Arts

16

07

02

04

03

19

19

0

0

0

0

0

0

0

0

39

22

08

07

02

34

30

0

03

01

Drama
Geography
Agricultural Sc.
Literature

675

PRINCES TOWN WEST SECONDARY
NCSE CUMULATIVE DATA RECORD SHEETS:
FORM 2- MALE EXAM (2009- 2010)
SUBJECT
AREA
Language Arts

TOTAL NO.
OF
STUDENTS
69

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
57

04

06

02

Mathematics

69

62

05

02

0

Physical Edu.

69

46

10

08

05

Integrated Sc.

69

46

07

07

02

Social Studies

69

53

09

06

01

Spanish

69

61

06

02

0

Technical Edu.

69

69

0

0

0

Music

23

22

01

0

0

Visual Arts

25

10

01

12

02

27

27

0

0

0

0

0

0

0

0

69

01

06

11

01

56

52

02

02

0

Drama
Geography
Agricultural Sc.
Literature

676

PRINCES TOWN WEST SECONDARY: FORM 3- FEMALE EXAM (2009- 2010)
SUBJECT
AREA
Language Arts

TOTAL NO.
OF
STUDENTS
39

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
19

0

0

0

Mathematics

39

33

06

0

0

Physical Edu.

39

28

08

03

0

Integrated Sc.

39

29

07

03

0

Social Studies

39

25

04

10

0

Spanish

39

38

01

0

0

Technical Edu.

34

34

0

0

0

Music

34

34

0

0

0

Visual Arts

19

12

04

02

01

19

19

0

0

0

0

0

0

0

0

39

26

09

04

0

0

0

0

0

0

01

01

0

0

0

Drama
Geography
Agricultural Sc.
Literature
Technical
Drawing

677

PRINCES TOWN WEST SECONDARY- FORM 3 MALE EXAM 2009-2010
SUBJECT
AREA
Language Arts

TOTAL NO.
OF
STUDENTS
38

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
38

0

0

0

Mathematics

38

33

03

01

01

Physical Edu.

38

33

03

02

0

Integrated Sc.

38

36

0

02

0

Social Studies

38

33

01

04

0

Spanish

38

38

0

0

0

Technical Edu.

22

22

0

0

0

Music

22

22

0

0

0

Visual Arts

10

06

04

0

0

Drama

10

10

0

0

0

Geography

01

0

0

0

0

Agricultural Sc.

38

38

0

0

0

0

0

0

0

0

16

16

0

0

0

Literature
Technical
Drawing

678

PRINCES TOWN WEST SECONDARY
NCSE CUMULATIVE DATA RECORD SHEETS:
FORM 1- FEMALE EXAM (2009- 2010)
SUBJECT
AREA
Language Arts

TOTAL NO.
OF
STUDENTS
58

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
32

12

11

01

Mathematics

58

36

05

12

05

Physical Edu.

58

53

05

0

0

Integrated Sc.

58

45

09

03

01

Social Studies

58

22

16

16

04

Spanish

58

23

18

07

10

Technology
Edu.

58

49

05

04

0

Music

12

11

01

0

0

Visual Arts

58

24

13

13

08

28

28

0

0

0

52

34

11

06

0

58

43

06

05

04

16

16

0

0

0

Drama
Geography
Agricultural Sc.
Literature

679

PRINCES TOWN WEST SECONDARY
NCSE CUMULATIVE DATA RECORD SHEETS:
FORM 1- MALES EXAM (2009- 2010)
SUBJECT
AREA
Language Arts

TOTAL NO.
OF
STUDENTS
94

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
72

16

06

0

Mathematics

94

82

03

07

02

Physical Edu.

94

82

11

01

0

Integrated Sc.

94

86

04

04

0

Social Studies

94

59

22

11

02

Spanish

94

81

07

04

02

Technology
Edu.

94

88

06

0

0

Music

31

31

0

0

0

Visual Arts

94

58

17

14

05

46

46

0

0

0

61

44

14

03

0

94

67

12

12

03

12

12

0

0

0

Drama
Geography
Agricultural Sc.
Literature

680

PRINCES TOWN WEST SECONDARY
FORM- LOWER 6 (BUSINESS STUDIES)
FEMALE EXAM (2009- 2010)
SUBJECT
AREA
History

TOTAL NO.
OF
STUDENTS
05

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
03

01

01

0

MOB

31

22

05

03

01

Economics

27

17

08

01

0

Sociology

17

16

0

01

0

Literature

12

09

03

0

0

Geography

05

03

01

01

0

Food & Nutrition

08

03

0

0

0

Environmental
Sc.

08

01

04

03

0

Information
Tech.

0

0

0

0

0

Communication
St.
Accounts

45

16

28

01

0

18

09

03

04

02

Mathematics

0

0

0

0

0

681

PRINCES TOWN WEST SECONDARY
FORM- LOWER 6 (BUSINESS STUDIES)
MALE EXAM (2009- 2010)
SUBJECT
AREA
History

TOTAL NO.
OF
STUDENTS
04

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
02

0

02

0

MOB

07

05

01

01

0

Economics

06

04

02

0

0

Sociology

09

06

01

0

0

Literature

01

01

0

0

0

Geography

05

04

0

01

0

Food & Nutrition

0

0

0

0

0

Environmental
Sc.

05

01

02

02

0

Information
Tech.

0

0

0

0

0

Communication
St.
Accounts

17

10

07

02

0

04

01

01

01

01

Mathematics

01

0

01

0

0

682

PRINCES TOWN WEST SECONDARY
FORM- LOWER 6 (SCIENCE)
FEMALE EXAM (2009- 2010)
SUBJECT
AREA
Literature

TOTAL NO.
OF
STUDENTS
01

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
01

0

0

0

Mathematics

11

07

02

01

01

Biology

19

14

03

02

0

Chemistry

19

14

03

01

01

Physics

07

07

0

0

0

Geography

01

01

02

0

0

Environmental
Sc.

11

02

05

04

0

Information
Tech.

0

0

0

0

0

Communication
St.

24

01

12

11

0

683

PRINCES TOWN WEST SECONDARY
FORM- LOWER 6 (SCIENCE)
MALE EXAM (2009- 2010)
SUBJECT
AREA
Literature

TOTAL NO.
OF
STUDENTS
01

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
01

0

0

0

Mathematics

12

11

01

0

0

Biology

06

06

0

0

0

Chemistry

13

12

01

0

0

Physics

07

07

0

0

0

Geography

02

0

02

0

0

Environmental
Sc.

04

02

01

01

0

Information
Tech.

0

0

0

0

0

Communication
St.

16

07

07

02

0

684

PRINCES TOWN WEST SECONDARY
SUBJECT AREA

TOTAL # STUDENTS

AVERAGE SCORES (NUMBER OF STUDENTS

NCSE CUMULATIVE DATA RECORD SHEETS:
FORM 4- FEMALE EXAM (2009- 2010)
SUBJECT AREA

TOTAL NO. OF
STUDENTS

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
03
01
0

English

61

57

Mathematics

61

59

0

02

0

Technical Drawing

04

03

01

0

0

Integrated
Science

01

01

0

0

0

Welding Theory

01

01

0

0

0

Machine Shop
Theory

01

01

0

0

0

Social Studies

23

19

03

01

0

Electricity
Installation

01

01

0

0

0

Cosmetology

09

09

0

0

0

Principles of
Business

25

23

02

0

0

Human &
Soc.Biology

36

35

01

0

0

Physics

11

10

01

0

0

Electrical
Technology

03

01

0

0

02

Building
Technology

0

0

0

0

0

M. E.T

01

01

0

0

0

685

<50

50-60

61-75

Biology

15

15

0

0

Geography

13

12

01

0

Physical Education

04

04

0

0

Agricultural Science

05

05

0

0

Food/Nutrition

06

06

0

0

M.N.G.T

05

05

0

0

Music

05

04

01

0

English B

21

20

0

01

Chemistry

08

03

03

02

Computer Literacy

0

0

0

0

Additional Math.

08

08

0

0

Economics

13

07

04

02

Principles of Accounts

13

05

03

05

History

05

04

01

0

Office Administration

14

14

0

0

Visual Arts

04

02

02

0

Spanish

07

06

01

0

Electronic Doc.

05

02

01

02

Info. Technology

14

10

02

02

686

PRINCES TOWN WEST SECONDARY
NCSE CUMULATIVE DATA RECORD SHEETS: FORM 4 MALE EXAM 2009-2010
SUBJECT AREA

TOTAL NO. OF
STUDENTS

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
02
0
0

English

86

84

Mathematics

85

84

01

0

0

Technical
Drawing

34

28

04

01

01

Integrated
Science

31

31

0

0

0

Welding Theory

14

13

01

0

0

Machine Shop
Theory

08

06

02

0

0

Social Studies

46

45

01

0

0

Electricity
Installation

13

06

01

05

01

Cosmetology

0

0

0

0

0

Principles of
Business

30

29

01

0

0

Human &
Soc.Biology

10

09

01

0

0

Physics

24

24

0

0

0

Electrical
Technology

09

02

01

02

04

Building
Technology

07

07

0

0

0

M. E.T

07

07

0

0

0

687

SUBJECT AREA
Biology

TOTAL NO. OF
STUDENTS
09

AVERAGE SCORES (NUMBER OF STUDENTS )
<50
50-60
61-75
>75
0
0
0

09

Geography

06

05

01

0

0

Physical
Education

04

04

0

0

0

Agricultural
Science

04

0

0

0

0

Food/Nutrition

01

01

0

0

0

M.N.G.T

01

01

0

0

0

Music

01

0

01

0

0

English B

12

12

0

0

0

Chemistry

05

05

0

0

0

Computer Literacy

0

0

0

0

0

Additional Math.

05

05

0

0

0

Economics

06

04

0

02

0

Principles of
Accounts

07

02

02

0

0

History

02

02

0

0

0

Office
Administration

04

0

0

0

0

Visual Arts

02

01

01

0

0

Spanish

02

02

0

0

0

Electronic Doc.

01

01

0

0

0

Info. Technology

03

01

02

0

0

688

1

Mrs Edmie Friday Principal Secondary (Ret)
Joseph A Bridgewater H O D 349 1843/771 0991
Murchison Flemming (Dean)
Joan K Gittens (Dean)
Raheem Ali (S S O)

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2

Overview
San Fernando East Secondary School is located in Pleasantville, San Fernando. It was one of ten schools
in the first batch to pioneer the Junior Secondary School System. The school is now 35 years old having
been established in 1972.

In September 2006, through Government’s policy on education the school was de-shifted and converted
to a full 5 year quality academic institution. (San Fernando East Secondary)

At San Fernando East Secondary, our staff works assiduously to raise the standards of discipline and
learning. The efforts of the dedicated teachers have already borne fruit over the years given the caliber of
our student population. We can boast of having Doctors, Nurses, Teachers and Ministers of Religion
gracing our corridors as students these past years.

San Fernando East has become an integral part of the Pleasantville Community. The facilities at the
school are utilized by many groups for Educational, Recreational or Cultural Events.

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3

San Fernando East Secondary School
1. Introduction
As educators, we at San Fernando East Secondary School strive in our obligation to the students to be
mindful of the fundamental right of a child – that is the right to an education. One of our major objectives
is to create an atmosphere that is conducive to learning. That task is multifaceted in that it takes into
consideration the many factors that contribute towards effective teaching and learning.
One such factor is motivation. It has been said that no learning can take place without discipline. In every
organization regardless of how informal, there are rules and regulations that make for smooth running and
which promotes harmony. In sports you are aware that the rules of the game must be observed. Our aim is
to make San Fernando East Secondary one of the premier schools in our nation.

2. Background
San Fernando East Secondary School was formally deshifted and converted in 2006. Prior to 2006 the
school operated on shift basis, the students left at the end of form three. The school was not involved in
the delivery of the CSEC programme but rather the NESC programme. Many of the teaching staff were
non graduates. Perhaps it is worth noting that all of the children who were placed in the school came from
the 30% and under performers in the SEA Examination.

3. Educational Programmes
The students of San Fernando East Secondary School are exposed to ten different content areas
from, Mathematics, English, Spanish, Social Studies, General/Integrated Science, Agricultural
Science, P.O.A, P.O.B, Human and Social Biology, Chemistry, E.D.P.M, Technical Education,
Home Economics, Industrial Arts, Physical Education, Music, and Art and Craft. Boys and girls

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4
have the option to select either Home Economics or Industrial Arts. A vibrant Reading,
Mathematics and English remedial programmes were established with the advent of the form one
special students. Programmes involving netball, football, cricket, volleyball and Drama have also
strengthened in the last few years. An abstinence club has been formed within the last year.
Teachers productivity leave much to be desired in some instances as the school has a small but
influential group of delinquent teachers whose actions and inactions subvert the best interest of
all stakeholders. Efforts are exacerbated by the disconnect between the teaching staff population
and the schools population
Plant/MTS
Given the age of the school plant tremendous effort is required to make the environment
habitable and hospitable. However, issues abound and contribute in the making of an unhealthy
environment. A few of these challenges include poor sewer system, inadequate water supply,
poorly maintained grounds, malfunctioning electrical system and poor drainage. The present
layout of the plant provides many “hiding” places for those students who wish to skip classes, or
do misdemeanors. Seldom is the complement of MTS Security up to the full quota of five
officers on any given day. Regularly, the officers are removed from the school and sent to work
in other places by senior officers.
3. Management
A middle management structure has been established with the appointment of Heads of Department and
Deans and the Administrative team is comprised of an appointed Vice-Principal and Principal.
The school is managed by a principal and a vice-principal with assistance from Heads of Departments and
Deans. School starts from 8:05 a.m. and ends at 2:15 p.m. with an intermission period from 10:05 a.m. to

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5
10:20 a.m. and a lunch period from 12: 05 p.m. to 1:05 p.m. There are eight (8) thirty five minutes period
each day.
The present staff is grouped in the following categories:
 1 Principal
 1 Vice-principal
 8 Heads of Department
 6 Deans
 16 Teacher 111
 6 Teacher 11
 10 Teacher 1
 4 Assistant Teacher Secondary
 4 Technical Vocational Teacher 1V
 1 Technical Vocational Teacher 111
 6 Technical Vocational Teacher 11
 3 Technical Vocational Teacher 1
 1 Special Teacher 1
 1 Special Teacher 11
 2 Remedial Teachers – English
 3 Remedial Teachers - Mathematics

The Clerk 111 manages the auxiliary staff. The staff comprises of one secretarial staff, two laboratory
technicians, one librarian, five janitors, two grounds men and two farm attendants. The school also
accommodates on the job trainees (OJT’s) as part of the auxiliary staff. The school is secured by
Maintenance, Training and Security personnel

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6
4. Issue of Indiscipline and Violence
San Fernando East Secondary School has been affected by sporadic outbreak of violence and has not
evaded the seemingly escalating incidents of indiscipline that have plagued the nation’s schools. The
attendant issues tend to be seasonal and wax and wane during the school year. We have no empirical data
to support our assertions but teachers and some members of the community proffered the view that the
school lost its pristine glory and had become one wracked with indiscipline and to a lesser extent
violence. The popular currency is that the school was deemed a high-risk school .The writer is uncertain
how this label came to be attached to the institution since no action research was undertaken at the school
to treat with the issue of violence and indiscipline. Rather there was ready acceptance of the status quo
and knee jerk responses to violence and indiscipline at the school.
These problems were both student and staff oriented. Student oriented problems were:
1.

Indiscipline and delinquency among students caused by poor literacy, negative socio

economic factors, single parent homes, barrel children syndrome and a negative attitude towards
anyone in authority.
2.

Significantly high rates of teenage pregnancy, school drop-outs, drug use and violence.

These problems were primarily caused by parental negligence, lack of proper supervision,
financial hardships and lack of coping skills among the student population.
3.

The shift system gave rise to numerous students who were de-motivated and demoralized

(Junior Secondary Schools received the lower percentile of SEA candidates). Therefore these
students were stigmatized by the Junior Sec label.
Teachers at the school were also de-motivated. There was and has been a deep seated sense of in
transience between two staffs passing each other on the way. There was an absence of ownership and
belongingness even in accountability for classrooms and keys. Nobody seemed to be willing to take
charge of school purpose and school development.
The issue of violence and indiscipline in schools touches a raw nerve and during the last twenty years, we
have had many investigations into this vexatious matter in Trinidad and Tobago. The issue has generated
considerable concern among politicians, law enforcement personnel, the public and school officials.

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7
In 2003 San Fernando East Secondary began taking a more scientific and proactive approach to the issues
of violence and indiscipline at the institution. Programmes directed at both staff and students were
developed and instituted. By this time, we had a cadre of postgraduate qualified teachers who were
seeking to influence the schools environment. It also coincided with the retirement of a number of
teachers who had spent many years at the school but who were largely were non-graduates.
One such programme undertaken at San Fernando East (Junior) Secondary School was named “Zero
Tolerance” following the outbreak of violence and indiscipline at the school. It was held during the

week commencing Monday 17th February 03 – Friday 21st February 03 and had been declared Zero
Tolerance Week. During that period, all stakeholders were invited to engage in actions that would have
enhanced the tone and environment of the school. Zero Tolerance as a concept meant that all stakeholders
would have endeavoured to observe and maintain the good order of the school. Very simply it meant that
that all stakeholders would have done all in their power to ensure that all school rules were observed and
strive to maintain a congenial collegiate atmosphere. For example, for students, it would have implied no
fights, doing assignments, no late coming, and no breaking of classes. Zero Tolerance to teachers, would
have suggested, being at school everyday, improved communication with students, early arrival,
participation at assembly and ensuring the school rules are maintained among other things. Perhaps for
MTS- Security it would have meant greater vigilance on the compound, increase patrols around the
compound and areas where students engaged in mischief. The Administration would have considered
Zero Tolerance to be support for all stakeholders and the non-acceptance of deviation from the acceptable
and agreed school norms. Zero Tolerance meant that we all agreed to maintain and abide by the same

rules for the promotion of San Fernando East Junior Secondary School as one of the best schools
in our beloved Republic.

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8
 The growing incidence of indiscipline among the student body (minority) and the threat
of a major infection among those who are conforming prompt the Committee to embark
on an intervention programme.
 The escalation and resort to physical confrontation by a hardcore group of students
demands the timely intervention of parents and teachers.
 The increasing tardiness, irregularity, and unpunctuality of the student body (minority)
warrant remediation.
 The spiralling and continuous disregard for the school rules and the consequence
breakdown in discipline among students.
 The breakdown in communication between and among students and teachers requires
addressing.
 The increasing teachers despair and fatigue with growing incidence of indiscipline among
students.
 Teacher absenteeism and non performance
Other Programmes
 Life at the Crossroads
 Platinum Mind 1
 Platinum Mind 11
 Male and Female Retreats
 Parent Empowerment Programme
Strategic Intervention
 Guidance Officer
 SSO

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9
 Professional Development
 De shifting and Conversion
 Establishment of Reading and Homework Centre
 Student Council
 LSB
 PTA
5. Violence Prevention Academy
On Monday 15th September 08 the Minister of Education, Honourable Ester Le Gendre launched
the Violence Prevention Academy. The Minister revealed that the establishment of this Violence
Prevention Academy would train school-based officers and school administrators to develop
comprehensive integrated and evidence-based violence prevention plans tailored to the specific
needs of participating schools. Using a combination of face-to-face and online learning, the
training program would enhance the skills of “school violence prevention specialists” and the
capacity of the schools where they work to implement and sustain successful violence prevention
programs. This programme offers strategies and a structured approached in dealing with the
school’s problems. The SARA approach is also helpful in ascertaining levels of indiscipline and
areas of activity which will lead to positive action being taken by the schools VPA programme.
The VPA provides training, information and collaborative approaches to violence prevention in
schools.
The Academy is structured into four specific components including:
 training program
 the development of a school-based violence prevention plan
 implementation of each schools violence prevention plan

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10
 evaluation of the implementation of each schools project.

SARA is a methodical process for problem solving. It is of use to crime reduction practitioners
in any field as applying the process can ensure that a crime problem is effectively identified and
tackled, avoiding any waste of time and resources if only part of the actual problem is identified.
SARA is now commonly used within the police service, so an understanding of the process may
help us in education to tackle local problems.

Its four stages are:
 Scanning – spotting problems using knowledge, basic data and hotspot. Problems
identified in the scanning phase of the process should not be “one-offs”; they should
be problems, which have been recurring for some time, certainly over a period of
months. It makes more sense to spend time and resources on a long-term problem
than on one that would have only lasted for a couple of weeks.
 Analysis – using hunches and information technology to dig deeper into problems’
characteristics and underlying causes. Analysis may involve collecting information
about offenders and victims, the time of occurrence, location and other details of the
physical environment, the history of the current problem, the motivations, gains and
losses of involved parties, the apparent (and hidden) causes and competing interests,
and the results of current responses.
 Response – devising a solution, working with the community, wherever possible.
Response refers to any action taken to try to address a problem. This might vary from
the simple – for example a practitioner advising someone what they should or should
not be doing – to the complex, such as a practitioner involving the community and

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11
local bodies to set up a project to help young people. Work done in the analysis phase
helps to identify or isolate the element that can most easily and effectively be tackled
to try to resolve a problem. Often, responses will combine actions to tackle more than
one aspect of the problem identified during the analysis phase.
 Assessment – looking back to see if the solution worked and what lessons can be
learned. There are three major reasons why the assessment stage is very important:

1. To find out whether a particular problem still exists and requires continuing attention.
This is important in deciding whether to continue to deploy resources to respond
effectively to the problem.
2. To improve problem-solving skills by finding out what seems to work in differing
circumstances. This avoids reinventing the wheel and contributes to the “what works”
knowledgebase and the dissemination of good practice.
3. To enable effective problem solving to be recognised within the school system and
other organizations, acknowledging individuals' efforts.

Scanning and analysis
Nature of the indiscipline

The information collected on incidents that took place during the academic year 2008-2010 was
sorted and carefully scanned to identify issues that are problematic at San Fernando East
Secondary School. The results of both the student and teacher surveys were revisited with more
emphasis being placed on the information derived from the students used to identify our major
problems.
The information collected on incidents that took place during the suggested period was sorted
and carefully scanned to identify problem(s) that are problematic to our school. The results of

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12
both the student and teacher surveys were looked at with more emphasis being placed on the
information from the students being used to identify our problem.
This information provided the following results, the top five offenders, the top five victims, the
hot spots, the hot days, the hottest time of day, the top infractions.
When the surveys were done for a second time, data and survey results were looked at together
to identify if a change had occurred in the environment. It was realized that the problem(s)
remained but there was a change in the offenders and some victims as there was some form of
traffic in and out of the school (some students were either transferred or left the school).
An examination of the SIRF forms for the academic year 2008/2009 revealed the following data.
For the purposes of this report, seven major categories were identified.
Major Categories identified: (see fig 1)

CATEGORIES

Disrespect - 28 cases
Disruptive behaviour -18 cases

10%

10%

Disrespect
Disruptive

26%

Loitering - 14 cases
Fighting - 14 cases
Obscene Language - 12 cases
Weapon Possession - 10 cases
Threats and Intimidation - 10 cases

Day of the Week (see fig 2 )

Loitering

11%
17%

13%
13%

Fighting
Obscene
Weapon
Threats

(Figure 1) Main Categories of Incidents at SFESS

700

13
 Tuesday - 17
 Friday

- 16

 Wednesday - 14
 Monday - 15
 Thursday - 12
18
16
14
12
10
8
6
4
2
0
Monday TuesdayWednesdayThursday Friday

(Figure 2 ) Top Days of the Week

Time of Day
 10.30 am
 1.30 pm
Top Hotspots (see fig 3 )
 Classroom ( while Teachers in Class) - 30
 Hallways and Locker Areas -27
 Other - 20
 Hall -9

701

14

Hall

Other

Hallways

Classroom

0

5

10

15

20

25

30

(Figure 3 ) Hotspots at San Fernando East Secondary School
Main Offenders
 C. L – African Male
1. Assault- threw egg hitting teacher- 7 days suspension Behaviour Contract
2. Fighting(Major altercation)- 7 days suspension, Parent conference, Behaviour Contract signed
Community Police
3. Gross disrespect-failure to comply with instructions- Behaviour Contract signed
4. Breaking classes- Conference with GO
5.

Gambling- Parent conference, Reprimand

6. Aggressive Behaviour towards other students- Stern warning, agreement signed


G. J - African Female

1. Disruptive Behaviour- Parent Conference
2. Disruptive Behaviour, Issuing Threats-G O, Parent conference, Reprimand

35

702

15
3. Fighting(Major altercation-Gang )- 7 days suspension, Parent conference, Behaviour Contract
signed Community Police
4. Issuing Threats - Parent Conference
5. Assaulted another student- 7 days suspension, Behaviour Contract signed

 C R- African Male
1. Gambling- 2 days suspension, Behaviour Contract signed
2. Fighting- Fighting in a group outside school compound, one student injured- Parent Conference,
Behaviour Contract signed
3. Disruptive Behaviour – made to apologized to teacher
4. Fighting in a group, students injured- 7 days suspension, Community Police
5. Assault and Issuing Threats- 7 days suspension, Parent Conference
Victims
 R A – East Indian Male (SSO)


Gross Disrespect -Information recorded, offender warned GO



Gross Disrespect/Threats Parent Conference



Threatened with violence- Information recorded, offender warned



Threatened with violence- Information recorded, offender warned

 J B – African Female


Accosted and threatened- 2 days suspension, Behaviour Contract signed, Parent conference



Gross Disrespect -Information recorded, offender warned GO



Threatened with violence- Information recorded, offender warned

 G O – African Female

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16


Gross Disrespect -Information recorded, offender warned GO



Verbally assaulted - Parent conference, Behaviour Contract signed

Statement
Fighting had been selected as the problem that my school wishes to address. According to the
results of our student survey, this offence accounts for 83.6 % by respondents who saw it as both
major and minor problems.

However, this needs to be revisited as our data reveals that

disrespect is in fact the most prevalent incident at our school.(see figure 1). In the team’s
opinion, disrespect was the factor that drove indiscipline and violence at our school.
WHY?
 Disruption of class - school - tone
 Trauma ( all around) mental and physical
 Protracted (a number of stakeholders involved -parents school admin police S SO GO
MTS)
 Demands external agencies intervention (Police Health)
 Tarnishes image of the school (negative stereotyping)
 Collateral damage
 Teachers reluctance to go to the classrooms aligned to fear for their safety
 Increase in leave taking by teachers to avoid the stressful environment
 Students use the guise of illness to remain at home in an attempt to avoid harm at school.
 Disrupts delivery of the curriculum

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17
IMPORTANCE
 Provision of a safe environment conducive to and promoting the educative process allowing for
the empowerment of all stake holders.
 Conflict resolution skills need to be taught i.e. dialoguing
 Peer mediation skills development among our young people
Other Information Needed


Socio Metric Data



Check peer group



Previous school records



Police records if any



Interests/ hobbies



Drug Use if any

Prelimenary Ideas


Victim sensitization and reaction



Victim interview



Increase guardianship



Creation of a caring environment and improvement of physical security



Programs to change behaviours

Strategic Intervention
 Guidance Councillor’s Intervention –Internal & External
 Male and Female Retreat
 Introduction of Reformed persons
 Alternative Curriculum Programme

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18
 Community Police Programme
 Parent Empowerment Programme
 PTA
 N G O’s
 Corporate Groups
 Identification of Hotspots
 Remodelling of school plant
 Adherence to School Discipline Matrix by all
 Professional Development
 Classroom management skills for teachers

Disrespect
The most common problem at SFESS was that of disrespect to authority. This problem occurred
twenty eight times (2008-2009) and included the following; insolent behaviour, refusal to adhere
to instructions and obscene remarks to authority personnel.
Disrespe
ct
15%
1
2
25%
60%

Disrespect 1
2
3

3
4

Not a problem
Minor problem
Major problem

8
16
35

706

19

1
14%
Not a problem1
3
59%

Minor problem2
2
27%Major problem3

Disrespect
2010

Disruptive Behaviour
The data revealed that this incident occurred eighteen (18) times. These incidents were centred in
classrooms where younger and untrained teachers had classes. We concluded that largely
disrespect prompted the disruptive behaviour. We need to investigate the source of the disrespect
and to come up with programmes to address that growing issue.
Loitering
Loitering (Breaking Classes) cropped up fourteen times in our data. However, the group formed
the view that this incident was under reported or the issue was being dealt with at the subject
teacher level and as consequence did not show in the SIRF with the prevalence, with which we
are familiar.
Fighting

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20
The problem of fighting was identified fourteen times. The majority of the fights (8) had their
genesis in community related matters, which spilled over to the school. There were four (4)
major fights involving male students. Two (2) fights involved the brandishing of cutlasses and
fortunately, quick intervention prevented the spilling of blood.
1%
1 Not a
problem

15%

2 Minor
problem
51%

33%

3 Major
problem
4 No Response

2008

Fighting
1%

1 Not a
problem

15%

2 Minor
problem
51%

33%

3 Major
problem
4 No Response

2010
Analysis of the data gathered during the period 2008 through to 2010 reflects a holding pattern
with respect to students’ perception of fights at school. It becomes necessary to develop an action
plan to reduce fighting at the school.

708

21
Short Term:
All stakeholders are required to assist in preventing as far as possible fights from taking place.
Implementation of and adherence to the schools disciplinary matrix allowing for disciplinary
actions/sanctions which may range from verbal warning, suspension, to being charged by police
officers, can be initiated against the offending students after the matter has been thoroughly
investigated.
Long term
 Referral of students to the guidance officer for counseling if they are repeat
offenders or victims, or depending on the situation or incident.
Measure to reduce fights:
 Locking of classrooms when not in use during lunch period. They are opened and
locked by the safety officer/form teacher.
 Regular patrols of the area are made by the safety officers and security. Random
patrols are made of the entire school and also special patrol made to hot spots on a
journey cycle. These patrols are made by deans and other officers. All teachers
are to be encouraged to walk around the school.
 The back step areas to be burglar proofed to limit access.
 Repeat offenders restricted from certain rooms.
 Erection of perimeter fence to make the compound more secure.
These measures have in fact reduced the number of fights. For this effort to be more effective, it
was suggested that the following responses are implemented to further reduce the problem.
1. Surveillance system throughout the school, targeting Block B and other hot spots such as
entrance to the toilets and tunnel areas with monitors in the Principal’s office. Once

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22
students realize that they are being monitored they tend to display their best behavior.
This can be used for investigative purposes, to quell rising disturbances and to pinpoint
offenders and victims. Although this system would be costly it has become necessary to
keep the students where about a priority. These cameras will not be placed in the toilets
but at the entrance to observe those coming in and going out of the area.
2. Increase the complement of security officers (MTS) on the compound from two to four
officers during school hours which would reduce response time to any incident. This
increase should include a resident Corporal to improve discipline and allow for quicker
decisions to be made when problems arise.
3. An increase in the number of sporting activities or extra curricular activities as an outlet
for excess energy and a way for them to build confidence and self esteem. It was noticed
that the level of indiscipline decreased during the lunch period when football and cricket
competitions were organized and carried out by the CSEC physical education students.
4. Seek professional help for teachers via workshops to help the teachers to better cope with
the situations that may arise. Professional help for students using members of the
protective services such as police, fire and prison services. Members from different
groups such as Family in Action and others can be contacted to speak to the student body
to help them make better choices in situations which are potentially dangerous. We now
have a resident guidance officer so repeat offenders and victims can be referred.
5. Deans equipped with scanners for searches at the gate or in classrooms.
6. Proper fencing of the school compound to prevent students from leaving without
permission and other unauthorized persons from entering.
Evaluation plan

710

23
To measure the impact we implemented the SIRF forms for data collection and chronicled the
number of fights in the period during and following the implementation of our response.
Response to action taken
A program involving NGO – Families in Action was undertaken in peer mediation. We
gleaned from conversations with the students that they were enthused about the programme and
they gave a positive response about the programme in which they were participating.
Looking at the recorded data however, revealed a holding pattern for fights and an increase in the
number of cases of disrespect. There is now a need for a program to assist the teachers in their
management of their classes and of the more aggressive students in those classrooms.
Although the implementation was successful there could have been greater participation by the
members of staff. There probably could have been more interaction with staff members on what
was being done and what they could have done to help with making the situation more real to
everyone.

Steps to be taken to sustain our efforts

1. Ongoing professional development sessions geared towards assisting in building the
confidence of teachers in their classroom management.
2. Development of character skills programmes (this has started and will continue) in
students upon entry at school to build sense of belonging fellowship, team spirit and
friendly competition
3. Regular meetings with stake holders e.g. parents community and police and other
NGOS (Non Governmental Organization) to assist and continually remind them of
their roles in school development as it takes a village to raise a child

711

24
4. Continuous scanning and analysis in each problem area as needed to keep on top of
situations, implement responses, evaluate and recommend new directions and
changes
5. Revisiting hot spots as the need arise, continued

surveillance of

the entire

compound and establish ways to improve the environment to reduce the occurrences
of fights in these areas
6. Continuous inspection of established environmental protection to ensure they are not
vandalized again
7. Continue discussions with all stake holders for assistance in making the institution a
viable place for improved academic and overall behaviors for the community to be
proud of.
8. The introduction of Homework Centre, Reading Club, Maths Club, Scrabble, Art
Club and the revival of the schools Cadet Unit. These are a group of activities
planned to divert student attention from negative behaviors to positive and self
enhancing development

What help does our school need to sustain our efforts?

1.

More trained personnel to deal with the range of human behavior that triggers
violence and at least 4 security officers at all times.

2.

A separate financial allocation to safety officers to carry out their work.

3.

Better facilities for deans and safety and security officers such as rooms, telephone,
computer and a secretary.

4.

Surveillance system for hot spots.

712

25
How to bring on key stake holders

1. Use marketing strategy to get people on board e.g. one on one direct contact.
2. Use of resource personnel to speak at meetings of stake holders.
3. Increase the awareness of the business community on the impact of crime on business
and vice versa. Present and analyze types of partnerships and strategies for forming
partnerships for example business-police partnerships and programs that are known to be
effective.
4. Print brochures that highlight our problem and use of SARA model and include
recommendations for partners that can help us for our future successes in solving our
problems
5. Use of reward and recognition to persons who get involved for their efforts

Conclusion
The issue of indiscipline and violence in schools comes to the national attention due to several
published school incidents, in spite of most acts of violence taking place outside the school.
However given the emotive responses, vociferous outburst, knee jerk responses, the labeling of
institutions, students and communities and the political implications, the need remains for
managing potentially violent situations and indiscipline in school. Often policies and
interventions have been retroactive and simplistic after the “horse has bolted”.
VPA brings a proactive and scientific methodology to treat with violence and indiscipline. The
SARA process allows an effective approach to deal with indiscipline and violence in schools. It
removes the blame game and stereotypical dispositions that abound in our school system. It

713

26
presents a creative pathway for educators and others to intervene depending on the specific needs
of the situation.
VPA presents us with an appropriate starting point for identifying and assessing indiscipline and
violent behaviour. In this way, accurate assessments and interventions that are more effective are
possible. The SARA model allows us to focus on behaviour and risk factors that are amenable to
treatment and intervention such that threatening situations involving students in school settings
can be managed in less punitive manner and more in a treatment- oriented fashion that has the
interests of the victim, perpetrator, student body and the entire school system in mind.
ADVOCACY LETTER
On November 17, 2008, the Honourable Minister of Education launched the Violence Prevention
Academy at the Arthur Lok Jack Graduate School of Business. The philosophy that guided the
establishment of the Violence Prevention Academy (VPA) was the escalating incidents of violence and
indiscipline within the school system. No doubt the intent was to create an environment in which teaching
and learning would be sustained and that all persons within and without the school would feel safe.
Interestingly the school system was subject to periodic outbreak of indiscipline and violence .Over the
ensuing period there would have been numerous reports, investigations, inquiries and commissions. A
plethora of interventions were prescribed none which seem to halt the spirally growth of violence and
indiscipline within the school system. Public discontent grew louder and louder with each reported
incident by the press, which fed of the frenzy of the community. Teachers and students withdrew from
some schools in protest and some parents kept their children away from schools. The death of a student,
the maiming of a student or teacher, the many arson attempts, the theft of personal items triggered
vociferous condemnation by all concern. Strident appeals were made to improve safety for all on the
compound. However given the emotive responses, vociferous outburst, knee jerk responses, the labelling
of institutions, students and communities and the political implications, the need remains for managing

714

27
potentially violent situations and indiscipline in school. Often policies and interventions have been
retroactive and simplistic after the “horse has bolted”.
Consequently the Ministry of Education and school authorities continuously tweaked the system and
introduced initiatives to promote a culture of peace. PTA’s, LSB’s, MTS, SSO’s, GO’s, Heads and
Deans, Student Councils, Prefect System, House System and teacher training were among several
attempts made to reign in indiscipline and violence in the school system. In March 2003 ‘Project Peace’
was launched and later expanded into the Peace Promotion Programme(PPP).The philosophy of the
programme was intended to create a culture of peace in the individual, the family community and the
school .
The Violence Prevention Academy is the logical continuation of that programme as we seek to create an
environment in the school where indiscipline, violence and social deviance wanes. The advent of VPA
and the introduction of the mechanisms therein helps “to remove much of the stereotyping, guess work,
ungrounded impressions and superficial intervention and put in place more specific, well targeted
interventions.
VPA brings a proactive and scientific methodology to treat with violence and indiscipline. The SARA
process allows an effective approach to deal with indiscipline and violence in schools. It removes the
blame game and stereotypical dispositions that abound in our school system. It presents a creative
pathway for educators and others to intervene depending on the specific needs of the situation.
VPA presents us with an appropriate starting point for identifying and assessing indiscipline and violent
behaviour. In this way, accurate assessments and interventions that are more effective are possible. The
SARA model allows us to focus on behaviour and risk factors that are amenable to treatment and
intervention such that threatening situations involving students in school settings can be managed in less
punitive manner and more in a treatment- oriented fashion that has the interests of the victim, perpetrator,
student body and the entire school system in mind.

715

28
The VPA team researched all available records that would have chronicled incidents of indiscipline and
violence from all available sources (Vice Principal’s Diary, Dean’s Log etc) beginning in 2007 to date.

In collaboration with Arizona State University, the VPA team identified patterns of unacceptable behavior
which were at uncomfortable levels at San Fernando East Secondary School. As a follow up, we selected
one major area of concern (fighting/use of violence) and sought to develop an appropriate response to
deal with this problem. The analysis of our school’s data revealed the hot spots, infrastructural
weaknesses, patterns and cycles, offenders and victims and conditions that facilitated the escalation of
indiscipline and violence. Consequently, a number of initiatives were undertaken to minimize fighting
and student misconduct, through greater adult and prefect supervision and vigilance in areas deemed to be
hotspots.

The VPA team, Deans and Heads and in fact all members of the school community continued to examine
our environment in a more focused and informed way in order to identify and analyze our reality. We
were able to then evaluate our responses and with the re-scanning of new data found that a reasonable
level of progress and success had been accomplished through the SARA model. Through the team’s effort
there was standardization of data collection and recording and an insistence on VPA reporting at our
regular staff and deans meetings.

The team highly recommends the use of the VPA model in our school as it gives an accurate statement
on the issues affecting the school and provides the solution through scientific and accurate data scanning,
analysis, response and evaluation.

716

29
Appendix 1
THE LOCATION OF HOTSPOTS AND CAMERAS.
Figure 1

29

30

31

32

25

26

27

28

21

22

23

24

BLOCK B

2
HOME ECONOMICS

Figure

FORM 1

STAFF ROOM

TOILET
F

ART & CRAFT

ADMINISTRATION

TOILET
M

GENERAL SCIENCE

BLOCK A

717

30
AERIAL VIEW OF THE SCHOOL COMPOUND AND THE LOCATION OF BLOCKS A AND B

METAL

WOOD

TECHNICAL

DRIVEWAY

PLAYGROUND

LIBRA

P.E.
TOILETS

MULTI-PURPOSE
HALL

BASKETBALL COURT

BLOCK B

SSO
QUADRANGLE

BLOCK A

718

31

GUARD

FORM ONE/TWO/THREE STUDENTS WILL LINE UP HERE

CARPARK

FORM TEACHERS WILL BE WITH THEIR CLASSES

FORM FIVE CLASSES WILL LINE UP HERE

FORM FOUR CLASSES WILL LINE UP HERE

DRIVEWAY

FORM TEACHERS WILL BE WITH THEIR CLASSES

FORM TEACHERS WILL BE WITH THEIR CLASSES

DRIVEWAY

BOOTH

719

32

LEGEND

Security Cameras

Hot Spots

720

33

721

34

722

35

723

36

724

37

Appendix 3

725

38

726

39

727

40

728

41

729

42

Ser
.
1.

2.

Issues

Comparison of Data

Weapons

Loitering

3. Destruction/Defacing/Vandalis
m of School Property

4.

Fights /Assaults

5.

Punctuality
Regularity

6.

Teacher Absenteeism
Classroom Management

7. Upgrade of Classrooms

Intervention

730

Implementatio
n Period
Implemented
In progress
On going

$7000.00
$ 4000.00
N.A

w.e.f September
09

$ 60
000.00

Signage
Security Cameras
Gates(steps)
G O/ S S 0
Establishment of Clubs

In progress
w.e.f July
2010(MOE
2010)
w.e.f
September 09

See one
above
$ 97
000.00
$30000.0
0

Signage
Security Cameras
Interactive Discussion
Reparation
Community Service at
School
In House Suspension
Community Police
G O/ S S 0
Security Cameras
Signage
Lectures/Interactive
Discussion
Community Police
G O/ S S 0
Peer Mediation
Align to House System
Detention
Signage/
Interactive Discussion

In progress
w.e.f July
2010(MOE
2010)
On going
On going
On going

See one
above

Scanners
Signage
Lectures/Interactive
Discussion
G O/ S S 0
Establishment of Clubs

Alignment to
Confidential
Professional
Development
Interactive Discussion
Adoption of Home
Room
- Repainting

Costing

N.A
N.A

w.e.f July
2010(MOE
2010)
In progress
On going
On going
w.e.f September
09
In progress
On going
In progress
On going

$30
000.00

w.e.f September
09
Subject to MOE

$ 200
000.00

Comparison of Data
8. Upgrade of School grounds

-

Repairs

Subject to MOE

-

Roadway
Drains
Beautification

w.e.f September
09
Subject to
Subject to MOE
MOE
Subject to MOE Subject to
MOE

(Self directed-Whole
School)

9.

731

$5 000
000.00

732

Ministry of Education

Violence Prevention Academy
SAN JUAN NORTH SECONDARY

Report
Team:
B. Bishop/Dean
G. Eve-Jules/Dean
C. Brunton-Kelly/Dean
J. Precilla/School Safety Officer

[

May 2010

]

733

SAN JUAN NORTH SECONDARY SCHOOL

VPA TEAM MEMBERS
BONI BISHOP/ Dean
GERDA EVE-JULES/Dean
CELESTE BRUNTON-KELLY/Dean
JOSEPH PRESCILLA/School Safety Officer

“Treatment of Student Late-coming at San Juan
North Secondary School”

MAY 2010

2

734

TABLE OF CONTENTS
Page #
Mock Media Report

4

Introduction

5

Background

5

Scanning and Analysis

9

Statement of the Problem

11

Response

11

- Initiative
- Initiative
- Initiative
- Initiative
- Initiative
Assessment

1
2
3
4
5

11
12
12
15
19
21

Sustainability Plan

24

Appendices

25

•
•
•
•
•
•
•
•

Letter To Parent / Guardian Re Late-Coming
Survey Student Arrival At School/Questionnaire
Student Survey Data
Awards System
Sample Awards
Letter To Parents
Guidelines For Detention System
Detention Notice
3

735

MOCK MEDIA REPORT
San Juan North Tackles Stubborn Problem of Late Coming
The San Juan North Secondary School joined the Violence Prevention
Academy during the first term of the academic year 2008-2009.
After many years of having several systems in place, to address the
issues of violence among our students (full complement of security
Officers, School Safety Officers, full complement of Deans and Heads of
Departments), the team decided to address the problem of late coming
among students. The entrenched problem of late coming among
students continued to be disruptive to the school environment and
severely limited the impact of teacher-student contact time thereby
reducing learning outcome of students.
This project required the total involvement of all stakeholders, school
administration, staff, parents, public transport providers, Parent
Teachers Association, Student Council and most importantly the
student body.
Following the SARA model, the project began by collecting and
examining data sources from the late-coming log lodged at the security
booth and Students’ School Attendance Register compiled by Form
Teachers.
The project took the approach of seeking to recognize and reward
punctuality among students. In the first distribution of awards at the
end of the academic year 2008-2009 one hundred and forty three
students received punctuality awards. Form one students received
forty-one percent (41%) of the awards distributed. Notwithstanding, the
Problem of late coming continued, which resulted in a two-pronged
approached being adopted. A detention system was initiated in January
2010 to bring about a more immediate impact on the problem. This
system identified an effective deterrent against late-coming and was
supported by the school’s administration.
Feedback was received from two teachers that the detention system had
an immediate impact by reducing the incidence of late coming in their
classes. Students who were subjected to detention related that they
were going to ensure that they would not become eligible for detention
in the future.

4

736

Introduction
Late-coming among students of San Juan North Secondary School continues
to be a major problem for the school. On a daily basis students can be seen
entering the compound well into the second period of the school day. These
students are allowed to proceed to their respective classes once they have
entered their names in the students’ late-coming register kept by the school
security personnel.
School policy requires that Form Teachers submit to the Deans the names of
students who arrived at school late three or more times per week. The Deans
will then inform the parents by letter of the student’s unpunctuality.
These procedures have had little impact on reducing the incidents of latecoming.
Background
San Juan Senior Comprehensive School opened its doors to students on
September 3rd 1979, sharing premises with El Dorado Senior Comprehensive
School. At that time our student population of Form Four students numbered
400 students. By February 18th 1980, a few months later, we moved to our
present location in Bourg Mulatresse. Our School was later renamed San
Juan Secondary Comprehensive School, when intake of students also
included Form One students, in September 1988.
We became a seven-year
school giving students an opportunity to continue their studies at the
Advanced level, in 1997. This was certainly a step in the right direction as we
produced a National Scholarship winner in 2006
Indeed, we have been very successful as we have produced several students
who went on to become university graduates. We have also produced quite a
few entertainment artistes in the music industry and we have participated in
school parang and pan competitions which we have won. We have also won
many football titles and championships and have dominated in this area on
more than one occasion. We have also participated in netball, basketball and
cricket competitions and have been moderately successful.
Our School teaching staff is comprised of 108 teachers who are University
graduates, technical college graduates. The Curriculum of the school spans
from traditional Academics (language, science, modern Studies)
to
technical/Vocational subjects (auto-mechanics, wood-work, electronics, etc).
The administrative Officers of the school (Principal and Vice-Principal) have
been recently appointed to the school, October 2009 and July 2009
respectively.
In October 2009, our school name was changed to San Juan North Secondary
School. Student population is 1000 students. In the future, we expect that
there will be significant reduction of intake of Form Four Students. In
5

737

2008/2009, the intake of Form One students doubled our previous intake
from 105 to 210 Students.
Despite our many achievements, we have our fair share of student
indiscipline which is treated with by the Administration , Deans, Heads of
Departments and teachers and by our Safety Officers and MTS Security
personnel, to the extent that the school has not been featured in the national
press as being involved with violent incidents. At the moment, one of our
greatest challenges lies in finding a solution to the chronic late-coming of
students. Ironically many who engage in this behaviour live quite close to the
school.
There has been an apparent lack of interest among parents and teachers in
sustaining a Parent Teacher Association over the years. Although there are
signs that this might change since the last PTA meeting which was called saw
a 400% increase in attendance of parents.
The late-coming habit of students
a) reflect a disrespect for the rules of the school,
b) reduce the contact time students have with teachers,
c) negatively impact on the chances of students for success at
external examinations,
d) create a very disorganized atmosphere in the school,
e) negatively impact on the reputation of the school as an
institution for instilling discipline among young citizens of
the country.
Some of the initiatives to address this situation are
a) the designation of two Form Teachers per class monitor
and record regularity and unpunctuality of students,
b) letters have been sent to Parents/Guardians of students of
Forms One, Two and Three (400) asking parents to provide
assistance to their children/wards where necessary to ensure
their early arrival at school.
- With reference to the letters, parents were required to indicate
by signing and returning the said document to the school as
having seen it.
- Data with respect to the return of these letters follow in the
response.
c) The distribution of punctuality awards was initiated in
recognition of students who were regularly punctual.
(See figure 9 Appendix 3 point system)

6

738

i.
ii.

d) Student survey of Forms One through Four was conducted
to determine:
causes and circumstances resulting in their late arrival at school
what initiatives would be successful in having them arrive at
school early

These initiatives will be monitored to determine their impact on changing
arrival time of students at school, during the period February and March
2009 in the first instance.

7

739

Scanning and Analysis
In the VPA student survey one (1), one hundred and twelve (112) students
identified late coming as a major problem and fifty-one identified it as a
minor problem. One hundred and sixty three (163) combined recognizing
late-coming as a problem.
Data collected from the student late attendance book at the school gate,
indicated the following:-

Late Attendance by students …data captured from student’s log Term 1,
2007-2008
Figure 1: Bar graph showing incidence of late-coming during the period…
300

279
240

250
200

Series1

150
100
50

40
17

52
17

0
Forms 1 Forms 2 Forms 3 Forms 4 Forms 5 Forms 6

LATE STUDENTS for the period September 2008 January 23rd 2009
Data captured from Form Teacher’s RECORD OF ATTENDANCE

8

740

Figure 2: Incidence of late-coming during the First Four months of academic
year 2008/2009

Figure 3: Percentile distribution of late –coming among form levels

9

741

Figure 4: Incidence of late-coming by form level

Evidently, the form fours and fives are the most chronic in late attendance.
This pattern however would have been bred and nurtured through the early
years of the students’ school-life cycle. It is also worthy to note that a great
number of these students came from other schools and would have been
influenced by other school cultures.
It is now an urgent task to have the new intake of Form One - students
conform to appropriate standards hence the above initiatives being
implemented.

10

742

Statement of the Problem
The entrenched problem of late coming among students continued to be
disruptive to the school environment and severely limited the impact of
teacher-student contact time thereby reducing learning outcome of students.
The late-coming habit of students
a) Reflects a disrespect for the rules of the school,
b) Reduces the contact time students have with teachers,
c) Negatively impacts on the chances of students for success at
external examinations,
d) Creates a very disorganized atmosphere in the school,
e) Negatively impacts on the reputation of the school as an
institution for instilling discipline among young citizens of
the country.

Response
Initiative 1
The appointment of two Form Teachers increased the data collection capacity.
With the assignment of two officers, the responsibility of collecting official
data on students’ regularity and punctuality was shared. It is also believed
that by assigning two Form Teachers there would be an increased probability
of the students in recognizing that there will be a teacher to record
attendance that they will make a greater effort to arrive at school early.

Initiative 2
With respect to the letters sent to parents eliciting their assistance by
ensuring that their children leave home at a reasonable hour in order to
arrive at school by 8:15am, the following was recorded.
-

One-third (131 of 400) letters were returned signed by parents
/ guardian. This rate of return was unsatisfactory, however it
is believed that a greater number of parents saw the letter.

11

743

Figure 5: Return of Letters to parent seeking assistance with the problem
of late-coming

Initiative 3
Two awards presentations were held for the first time in May 2009, where
students throughout the school (upper and lower) attaining less than ten
times late for the term January to April 2009 were recognized for their
punctuality and their regularity. Honour cards were specially designed for
distribution to the students.
The award system combined points being credited to the students’ Houses
as follows:
- Punctuality Award Criteria
• Zero (0) late per term – 10 points
• One (1) late per term – 9 points
• Two (2) late per term - 8 points
• Three (3) late per term- 7 points
• Four (4) late per term - 6 points
• Five (5) late per term - 5 points
At the said award’s ceremonies, awards were presented based on academic
performance during the term and culminating in the End of Term
examinations. These merit awarded were distributed where students scored
Over 55% average in the exam as follows:
55% -59%.........Bronze
60%- 69%........Silver
+70%................Gold

12

744

Following is a table which highlights the fact that female students who
received more punctuality awards also received a greater number of merit
awards.

Figure 6: Students who received both punctuality and merit awards

Figure 7: Students receiving Punctuality Awards by Gender

In Figure 7 showing Students receiving punctuality awards, Forms One
through Four, male students were more punctual as recorded in awards
received.

13

745

Figure 8 : Distribution of Regularity awards by Gender

Among the group of students receiving awards for regularity, there were more
male recipients than female.

Figure 9 Distribution of Merit Awards by Gender

14

746

In Figure 9, more female students received merit awards for school
performance than males.
Initiative 4
Internal Student Survey Data
In May 2009, an instrument was designed to enquire of students of their
views on late-coming. (See Appendix for Instrument)
Preliminary Analysis of Data
i.

Of the 384 students surveyed 181 were males and 203 were females.

ii.

276 of the 384 students live within short travelling/walking distance
to the school (15 minutes)

iii.

Two students were recognised as living in very remote areas (Moruga
& Manzanilla) and who depend on public transport to get to school.

Map of Trinidad
Star points to the location of San Juan North Secondary
Blue stars highlight remote areas students travel to/from school

15

747

Section of Map of Trinidad: highlighting students travel to/from school (red

)

iv.

With respect to chores required to be done before coming to school
116 indicated that the need to help prepare breakfast and 135
indicated they needed to iron their school shirts. The second chore
clearly is an area in which parents can provide assistance by
ensuring that shirts/clothes are prepared from the previous evening.

v.

Question 3 asked students the time they left home for school, given
the fact the majority are living within fifteen minutes from the school
their responses indicate that they are leaving home at a reasonable
hour. 314 of the students stated that they leave home before 8:00am
and therefore under normal circumstances they should be arriving
to school on time. There is clearly need to investigate this
discrepancy further because all evidence indicates that these
students are not arriving on time.

vi.

Question 4 sought to find out how the student travelled to school.
The majority of students at all form levels used maxi taxi to come to
school. Various forms of vehicular transport are available.

16

748

Figure 10 Mode of Transport Used by Students

vii.

The students when asked about their incidence of late arrival at
school, the majority indicated that they arrive late once a week. One
troubling indication among the form one students is that 17
indicated that they arrive late every day.

Figure 11: Students admission of late arrivals at school

viii.

Question six enquired about how the students feel when they arrive
in school late, the majority indicated that they are upset. This
17

749

indicates that the students are aware that arriving late is something
which is not approved by the school.

Figure 12: Students’ emotions re late arrival

ix.
In question 7 the students were asked to indicate what
measures they are more likely to respond positively to in order to
arrive at school earlier. The majority of the students indicated that
the receipt of a prize was the incentive they required to arrive in
school earlier.
Figure13: Students suggestions to help with the problem

18

750

Initiative 3 addressed the desire by the majority of students in the survey
that their efforts at punctuality and regularity be recognized and rewarded in
the award system. Testimony to the appreciation of students of these awards
lies in the fact that the instruments are secured and taken to their homes to
be displayed to their parents/guardians.
The third most popular choices from students re incentives for early arrival
was the award of points. The award system had already designated points to
go to the Houses to which the students belonged.
The Fourth option was that their favorite subject be taught in the first period.
Implementation of this suggestion was not attempted since it would result in
extensive data collection on the favorite subject of each student with massive
implication for the timetable of the school.
Consideration was then given to implementing a detention system in light of
the fact that even with inducements, students continued to arrive late at
school.
Initiative 5
Detention
The detention system was initiated as a whole school activity in the second
term of the school year 2009-2010 (January 2010).
To ensure that all concern were informed of the commencement of this
initiative, parents/guardians were sent a notice informing them of the
initiative. Notices were given to every student and these had to be signed by
the parent/guardian and returned to the school. Students were informed at
an assembly and Teachers were given a memorandum re guidelines for
implementation signed by the Principal.
Detention days were scheduled for three days in the week Tuesday,
Wednesday and Thursday. Form teachers were required to capture the data
from their roll books and enter the names of the late students in the
respective “Detention Book”. The late students were issued a detention slip to
be signed by the parent/guardian and returned to the “Detention Teacher” on
the scheduled day. Two Deans on the VPA programme along with another
teacher volunteered to monitor the detention class for the hour (2:50 – 3:50
pm).
Several teachers embraced the initiative. Many students who were on
detention made a determination not to attend another detention having
19

751

experienced one session. However, there were students who tested the system
and failed to attend the detention class as scheduled.
After four weeks of the implementation of the system, data was collected.
This data is reviewed hereunder.

FIGURE 13:
Number of Late Arrivals among Form 1s and Form
commencement of the detention system January 20th 2010

2s

since

the

In all classes continued to be a problem. Among the form ones, incidence of
late coming in1Z was three times that of 1X and 1Y. 1M’s was twice that of 1X
and 1Y. In form two the highest incidence occurred in 2Y which was five times
that of 2L.

Number of Late Arrivals in three Form 3s since the commencement of the
detention system January 20th 2010

20

752

Figure 14: Late arrivals among Form 3 students from 20/01/10
Data for two Form Threes, available for January 2010 indicated that late
coming continued to be problem in these two classes. Incidence in 3Y being
three times that of 3Z.
Assessment

Figure combining number of late arrivals recorded in Student Attendance
Registers and entries in detention log

21

753

Figure15: Comparison of Late arrivals as per attendance register and entries
in detention log re late coming
In Form one there were three hundred and seventy-two incidences of late
coming, but only seventy-six names were entered in the detention log. Four
out of every five late Form One students were not dealt with in the prescribed
manner.
In Form Two there were four hundred and thirty-one incidents of late-coming,
with one hundred and twenty-seven names recorded in the detention log. So
that two out of every three late Form Two students were not dealt with in the
prescribed manner.
In Form Three there were two hundred and thirty-eight incidents of latecoming, but only nine names were entered in the detention log. Twenty-five
out of every twenty-six students were not dealt with in the prescribed
manner.
This indicates an overwhelming degree of non co-operation on the part of
Form Teachers who are the ones charged with the responsibility for
submitting the names of late students for detention.
Figure 16
Bar chart comparing number of lates in January 2009 and January 2010

Among the Form One students, there was a reduction by fifteen percent (15%)
in the incidence of late-coming from January 2009 to January 2010.
Among the Form Two students, there was an increase of fifty-four percent in
the incidence of late-coming from January 2009 to January 2010.
22

754

Interestingly, the majority of students submitted for detention came from
among the Form Twos.
Among the Form Three students, there was an increase of fifty-six percent
(56%) in the incidence of late coming from January 2009 to January 2010.

Figure 17: Distribution of Punctuality awards
During the period, punctuality awards were distrubuted on three occasions
along with termly merit awards. At the first distribution, the First Formers
were the best performers with respect of punctuality. They received almost six
times the number os awards as Fifth Formers.
At the second distribution, they was a reduction at all levels except the Fifth
Form level. With the Fifth formers receiving half as many awards as the First
Formers. At the third distribution, again a reduction of the number of awards
distributed, with the Fourth Formers receiving slightly more than the Form
Twos and Form Fives.
Explanation for this reduction in the number of punctuality award may lie in
the need for the re-inforcement activities to be done during the term, so that
students are continuously reminded of the need to be punctual.

Major challenges resulted from:
• Variable implementation of the detention guidelines by the Form
Teachers.
- Some teachers exercised discretion in determining late after the
8:20 am bell to start school.
23

755

-

•

•
•

Some teachers allowed students to arrive late a number of times
before submitting the names for detention.
- There were also some inconsistencies in the recording of dates in the
detention book and the date on the notices.
There were Form Teachers who consistently failed to provide notices to
the students who arrived late and therefore these students were never
detained.
Some teachers expressed that opinion that the Deans should have been
the one to process the students for detention.
There was a clear discrepancy between the number of students entering
the compound after 8:20 am and the numbers entered in the detention
book.

SUSTAINABILITY PLAN
The combination of the reward and sanction system will be continued.
It is believed that sufficient time has not been available for the new
initiative to work, given that disregard for punctuality is not a treasured
value among most people in Trinidad and Tobago. On the contrary,
Trinidadians pride themselves in being fashionably late.
The Administration needs to lend support to the implementation of the
detention system, since even though the guidelines were accepted;
teachers were allowed to not record late attendance in the detention log.
So that a clear directive is needed to be given to Form Teachers to
complete the requirements to record and advice students and parents
about the immediate consequence of their late coming.
More teachers in the school should engage in activity which will reinforce
the need for students to value punctuality in their daily.
Respectfully submitted,

…………………………………….
Boni Bishop

………………………………………
Celeste Brunton-Kelly

……………………………………..
Gerda Eve-Jules

………………………………………..
Joseph Prescilla
24

756

Appendices

25

757

26

758

27

759

28

760

SURVEY DATA ON
STUDENT ARRIVAL
FORM 1

MALE
FEMALE

LIVE

CHORES

TIME
LEAVE
HOME

TRANSPORT

Question
3

Question
4

18
29
32
45
20
4

44
30
17
30
21
22

ARRIVAL

EMOTION

INCENTIVE

Question 5

Question
6

Question
7

17
26
38
45

10
100
30
4

34
19
49
28
35
6

MODE

72
75
Response
#

Question
1

1
2
3
4
5
6
7
8
9
10
11
12
13

12
15
1
20
7
34
5
4
3
6
7
3
35

Question 2

46
17
3
8
20
11
9
11
8

761

SURVEY
DATA ON
STUDENT
ARRIVAL

FORM 2

MALE
FEMALE

LIVE

CHORES

TIME
LEAVE
HOME

TRANSPORT

Question
3

Question
4

3
10
21
20
8
2

18
24
5
5
13
5

ARRIVAL

MODE

EMOTION

INCENTIVE

FELT

36
35
Response
#

Question
1

1
2
3
4
5
6
7
8
9
10
11
12
13

10
15
1
11
4
17
4
4
0
0
0
0
15

Question 2

10
37
2
2
2
3
1
6

Question 5

Question
6

Question
7

3
9
32
25

0
23
34
0

8
6
20
8
10
2

30

762

SURVEY
DATA ON
STUDENT
ARRIVAL

FORM 3

MALE
FEMALE

LIVE

CHORES

TIME
LEAVE
HOME

TRANSPORT

Question
3

Question
4

6
13
21
33
15

24
25
6
0
14
18

ARRIVAL

EMOTION

INCENTIVE

Question 5

Question
6

Question
7

7
11
38
27

3
30
35
3

16
2
18
13
14
11

MODE

47
41
Response
#

Question
1

1
2
3
4
5
6
7
8
9
10
11
12
13

12
8
1
6
2
26
5
6
1
1
1
1
19

Question 2

34
37
2
3
5
2
0
1
23

31

763

SURVEY
DATA ON
STUDENT
ARRIVAL
FORM 4

MALE
FEMALE

LIVE

CHORES

TIME
LEAVE
HOME

TRANSPORT

Question
3

Question
4

7
14
23
19
10
2

29
26
6
5
23
12

ARRIVAL

EMOTION

INCENTIVE

Question 5

Question
6

Question
7

7
15
29
25

3
25
32
5

7
2
30
11
17
17

MODE

26
52
Response
#

Question
1

1
2
3
4
5
6
7
8
9
10
11
12
13

5
6
2
7
1
17
7
1
3
2
4
3
18

Question 2

25
44
2
2
9
2
3
4

32

764

765

SAN JUAN NORTH

SECONDARY SCHOOL

Gold

Merit Award
(Average above 70%)

Presented to

___________________________________________

Term/Year ___________ Form__________

__________________________
Principal: Denise Cooper

34

766

SAN JUAN NORTH
SECONDARY SCHOOL

Punctuality
Award
Presented to
_______________________________________
Term/Year ___________ Form__________
___________________________
Principal: Denise Cooper

35

767

LETTER TO PARENTS
February 9th 2009

Dear Parent/Guardian,
The Principal and Staff of our school, San Juan North Secondary have noted a very
disturbing trend among the students of forms 1, 2, and 3, that is the late arrival at school.
We wish to note that late arrival of students severely disturbs the operations of the school and
the student himself/herself loose valuable contact time in the respective subject areas.
Regularity and punctuality are important values to be developed by citizens of our country. It
is in this regard therefore that we ask you to provide further assistance in ensuring that your
child leaves home at a reasonable hour in order to arrive in school by 8:15 am.
We look forward to your cooperation in our task of developing disciplined citizens.
Respectfully

___________________________
Denise Cooper
Principal II Secondary

Please acknowledge having seen this correspondence by signing.

___________________________
Signature … Parent /Guardian

36

768

SAN JUAN NORTH SECONDARY SCHOOL
GUIDELINES FOR THE OPERATIONS OF DETENTION
SYSTEM
1. This sanction will be imposed at this time only to treat with LATE
COMING students.
2. Effective Date of operation – Monday 11th January 2010.
3. Students will no longer be detained at the main gate for late coming.
4. Students satisfying entry requirements i.e. correct uniform and
student identification cards will be allowed to proceed to their class
rooms.
5. Form Teachers are to identify students who are late without a
genuine written excuse from their parent/guardian.
6. By the end of the school day students at (5) above, are to receive a
notice of detention to deliver to their parent or guardian.
7. Form Teachers are to complete the prescribed forms signed by a
Dean.
8. Form Teachers are required to enter the name/s of the student/s in the
respective registers for detention. A register for each detention day is
available and lodged in the administration office.
9. Parents will be given a two-day notice which must be signed and
returned on the designated day of detention to the person supervising
the detention.
10.Detention sessions are scheduled for Tuesdays, Wednesdays, and
Thursdays between 2:50 – 3:50 pm in Room B5/B6.
11.A ten minute break immediately after school is allowed for students
to use the washroom and /or have a snack (no eating will be
permitted in the detention room).
12.During detention students are to cover work which was scheduled for
the first period of the day on which the student was late, or other
home work exercise. Students are to bring the relevant text books to
the Detention room.
13.Subject teachers can assist in making this exercise useful by
providing information on the board re work to be done, by the
students who are late.
37

769

14.The students having served their detention will sign in the designated
column in the detention book.
15.When students are absent from school on their designated day of
detention, said student is to serve their detention on the first
scheduled detention day after their return to school.
16. Students who are present at school and who willfully fail to attend
their detention session will be issued a progress/ discipline letter for
their parent/guardian to visit the school, so that further measures can
be taken.

Denise Cooper
Principal

SAN JUAN NORTH SECONDARY SCHOOL
DETENTION NOTICE
Dear Parent/Guardian
Please be advised that your child / ward of class ............. arrived late on
....................................
Consequently, he/she is scheduled to attend Detention on .................................................
from
2:50 – 3:50 pm. During the detention the student will be engaged in covering work missed
and or homework given.
Kindly sign below to indicate that you have received this advice.
Have your child / ward return this document to the Dean at the “Detention Room” B5 on the
day of detention.
We kindly, ask your cooperation in this initiative to deal with the chronic problem of latecoming at our school.
--------------------------------------------------------DEAN / DATE

----------------------------------------------------PARENT/GUARDIAN

38

770

Team Information:
SCHOOL CONTACT
TEL: 638-3574
FAX 1 868 675-1179
m12sanjuannorsec@gov.tt

B. Bishop/Dean

781-8375 bonibis2002@yahoo.com

G. Eve-Jules/Dean

755-6187 gerds56@gmail.com

C. Brunton-Kelly/Dean

466-8899 celbrunkel@hotmail.com

J. Precilla/School Safety Officer

787-9619

39

771

SAN FERNANDO SECONDARY
COMPREHENSIVE SCHOOL
(SAN FERNANDO WEST SECONDARY
SCHOOL)

V.P.A.—PROJECT 2008-2010
DISRESPECTFUL BEHAVIOUR
TEAM MEMBERS:
R.KAWAL
(PROJECT LEADER, PHONE 794-0238)
K.BRIDGELAL
Y.RAMPERSAD
G.MARTIN

1

772

SAN FERNANDO WEST SECONDARY SCHOOL
SUMMARY - V.P.A. PROJECT

1.

What we did?
As part of the Violence Academy Project we identified Disrespectful Behaviour as the problem that we
would address at our school. We formulated responses and implemented them to address this problem
at our school over a period of time and we then evaluated by internal and also external surveys the
effectiveness of our response implementation.

2.

What we learnt from the V.P.A. Project?
Statistics are not absolute but rather fluid with time and that there are too many variables that impact on
the veracity of the situation being probed and analyzed.
The process reinforced some of the normal practices of guardianship at our school and highlighted the
point that if we address situations that give opportunities for indiscipline, then we will be able to reduce
the occurrence of these incidents.

3.

What were the successes of the project?
Although in our internal survey, both teachers and students did not acknowledge the project as a success.
The V.P.A. team believes that the project did have an impact. Making everyone aware of our major
problems and by addressing the problem of disrespect, we had a ripple effect on reducing incidents of
indiscipline in other areas as the V.P.A. survey indicated. The project also highlighted the fact that our
teaching staff felt very much unappreciated and a review of our policies are currently being undertaken
to address this situation.

4.

What steps can be taken to sustain this project?
Sustainability requires a commitment from the Ministry and Principals of both physical and human
resources dedicated on a timely basis towards doing periodically statistical analysis and assessment so
that review and adjustments to existing policies can be made on a timely basis. Human resource issues
of equity, fairness and rewards need to be resolved before sustainability can be achieved.

5.

What would you say to encourage others to get involved in the V.P.A. project?
It is important to get involved in a project of this type, because it allows you to remove a great deal of
subjectivity and the opportunity to scan, analyze, assess and evaluate based on statistics, the problems
affecting your school. If this method is applied and sustained, it will allow you to monitor, review and
adjust your policies to effectively manage the needs of your school to have a safer, secure and conducive
environment for teacher, students and the wider community.

2

773

TEAM MEMBERS---- AREAS OF RESPONSIBILITIES
R.KAWAL: PROJECT LEADER—RESPONSIBILITIES
a) Creating and updating school incident database
b) School background
c) Analysis of surveys
d) Assistance in response development
e) Compilation of project
Y.RAMPERSAD and G.MARTIN: RESPONSIBILITIES
a) Assist in response development
b) Implementation of responses
K.BRIDGELAL: RESPONSIBILITIES
a) Assist in response development
b) Evaluation of responses implemented

TABLE OF CONTENTS
PAGE#

3

774

INTRODUCTION

5

METHODOLOGY & TIMELINE

7,8

SCHOOL BACKGROUND & MAP

9-11

SCANNING & ANALYSIS:
1. FIRST STUDENT SURVEY DATA

12-14

2. OFFICAL SCHOOL INCIDENT DATA

15-24

3. SECOND STUDENT SURVEY DATA

22-27

4. FIRST TEACHER’S SURVEY DATA

28

5. SECOND TEACHER’ SURVEY DATA

29

6. STUDENT SURVEY ON DISRESPECT

30,31

7. TEACHER’S SURVEY ON DISRESPECT

30,32

PROBLEM STATEMENT

33-37

RESPONSES

38-48

ACTION PLAN & RELATED DOCUMENTS

49-55

RESOURCES NEEDED/ COST

56,57

EVALUATION OF RESPONSES

58-75

OBSERVED CHANGES

60,61

CONCLUSIONS

76,77

FINAL COMMENTS

78,79

APPENDIX

80

4

775

INTRODUCTION

The Violence Prevention Academy is a project of the Ministry of Education,
which was launched on the 15th September 2008. It is a project aimed at
training a team of teachers from twenty-five secondary schools in Trinidad&
Tobago; in using the S.A.R.A. model (Scanning, Analysis, Response, and
Assessment) as a means of instituting programs to reduce the incidents of
violence and indiscipline in schools.

This is a statistics driven model where programs are developed based on
analysis of factual data, thereby reducing the level of subjectivity in
addressing problems in schools. It is hoped that this process would be able to
be adapted and used in other developmental projects in the school
environment, with the overall objective being the creation of a safe, secure,
and peaceful school community for all stakeholders involved, but more
importantly for the students and staff.

5

776

•SCANNING
•ANALYSIS
•RESPONSE
•ASSESSMENT

6

777

METHODOLOGY AND TIMELINE
1. A five day workshop introducing the S.A.R.A model to be used in
addressing problems relating to violence and indiscipline in schools.
ITEM

DATE

1.Creating Common Database

Sept.15th--- Sept.19th 2008

2.Conducting First Student Survey

Oct.23rd 2008

3.Conducting First Teacher’s
Survey

Oct. 23rd 2008

2. A five day workshop doing analysis of database created and survey of
students and teachers conducted - Date: Nov 17th – 21st 2008
3. A survey of form four students on disrespectful behaviour
-Date: Nov 26th 2008
4. A survey of teacher’s on disrespectful behaviour -Date: Nov 28th 2008
5. COMMUNICATIONS:
a. A power point presentation was made to administration and teaching
staff on the aims and objectives of the V.P.A. program, and also the
findings based on analysis as of Nov 21st 2008
b. A power point presentation was also made to the Local School Board.
Present at this meeting were also the head of the M.T.S. security and
maintenance, the head of the student council, a representative for the
civil service staff and the librarian. The head or the Parent Teachers
Association was invited but was not present. Date: Jan 20th 2009
c. All stakeholders identified above were given one question to offer a
written response. “How can their staff or department assist in
reducing the number of incidents of disrespectful behaviour in school.

7

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6. A second student survey was conducted on Jan 22nd 2009
7. A second teacher’s survey was conducted on Jan 27th 2009
8. A two day work shop doing analysis of second student and teachers
Survey March 23rd and 24th

9. A visit to the school was conducted by V.P.A. professor Dr.Todd
Armstrong on March 27th 2009

10. A meeting of V.P.A. team to discuss and formulate responses April 1st 2009
11. A meeting with administration to present responses developed and seeks
administration assistance in implementation – Date: April 2nd 2009
12. Responses one to five were implemented from May to July 09
13. Response six to eight were implemented from Sept. to Nov.09
14. Internal school survey of students and teachers conducted in Nov.09
15. Third V.P.A. student and teacher’s survey conducted in Feb.10
16. Final V.P.A. session on evaluation: April 12TH and 13TH 2010
17. Submission of final report: May 14TH 2010

8

779

OUR SCHOOL: SAN FERNANDO SECONDARY COMPREHENSIVE
LOCATION:
The school is located at Farah Street in San Fernando and is situated in close proximity
to three other secondary schools and two primary schools.
SIZE:
The school has a student population of 830 with a teaching staff of 55 (2008—2009)
This changed to a student population of 650 and a teaching staff of 48(2009-2010)
REASON FOR EXISTENCE:
The school was opened in September 1980, in buildings that were originally built in the
1950’s to house the San Fernando Technical Institute. In 1980 when the technical
institute moved to a new compound, the government decided to open a secondary
school in the abandoned facilities.
TYPE OF SCHOOL:
1980-1996 A comprehensive school having only form four and five classes
A co-ed school with 15—17 year old students
1997-2009 A Secondary School, having classes from form one to form five
A co-ed school with 11—17 year old students
CURRICULUM:
1980-1986. Comprehensive schools were established to cater to the needs of students
leaving the Junior secondary school for both academic and craft subjects. In our school
unfortunately we did not have the majority of craft area subjects and as such what we
had to offer was mainly an academic based curriculum. This mismatch between our
curriculum offered and the expectations of incoming students was one of the major
factors impacting on our high rate of indiscipline and low pass rate during this period,
and was also the major impetus in changing the school to a five year secondary.
1997—2009. As a five year secondary school our curriculum still remains mainly
academic based however our student pass rate at the form five level has improved
greatly when compared to being a comprehensive school, and when we are given a
higher ability level student intake at the form one level, our pass rate at form five is
significantly higher.
DISCIPLINE:
With the change from a comprehensive to a secondary school, our discipline problems
have also shifted from mainly fighting and alcohol problems to now being confrontation
between form levels as students attempt to establish their identities as to who have
rank, who are the bad boys and girls in each form level. Also as the alcohol and cigarette
problems of years ago are decreasing, we are seeing an increase in marijuana and
gambling, which unfortunately has started to bring back small groups that can be seen
9

780

as gangs. Unfortunately, this is a reflection of what is happening in the society and the
school being a microcosm of the society, the problem is being handled the same as in
the society. Those in authority feel sorry for the wrongdoer’s and cover-up situations on
the basis of either race or in order not to make the school look bad. These actions make
the indiscipline students embolden, gives them rank and make them gang leaders in the
school.
ADMINISTRATION:
Administration has been relatively unstable over the last ten years, with mostly senior
teachers acting in positions of principal and vice principal. When we did get a principal
in 2004—2007, his management style created more problems than progress for the
school. We are presently back to the vice principal acting as principal and senior teacher
as vice principal.

STUDENT SUPPORT SERVICES:
There is no guidance officer presently assigned to the school. From past experience this
is seen as a positive thing. Previous guidance officers felt they were an authority onto
themselves and that no one should question their actions, which in most cases
encouraged the wrongdoer and blamed the victim. On several occasions these actions
are predicated on the basis of the race of the perpetrator and the victim.
LIMITATIONS:
1. Lack of surrounding community being a stakeholder, as school was never opened
to serve surrounding community
2. Poor P.T.A. interest in affairs of the school. P.T.A. exist as a political party group
with the same core people for over ten years, and only about twenty parents
attending meetings.
3. A local school board , whose positive accomplishments are difficult to ascertain
4. Lack of facilities and properly qualified and structured physical education
program for students

CONCLUSION:
Our school seems to be trapped in a cycle, as we progress towards advancement,
something occurs to destroy all the gains made and we have to start all over again. (e.g.,
fire burnt down half the school in April 2008)
The phrase that would aptly characterize our school over the last twenty-eight years is:
“THE MORE THINGS CHANGE, THE MORE THEY REMAIN THE SAME”

10

781

11

782

ANALYSIS OF FIRST STUDENTS SURVEY (OCT 08)
What is the biggest problem according to the students?
The biggest factors identified as the major problem in the school are
1. Littering at 70%
2. Obscene Language at 67%
3. Disrespect at 61%
4. Loitering at 56%
5. Disruptive Behaviour at 55%
However when you include those students who indicated factors as being a minor
problem along with the major problem statistics the following emerge:
1. Disrespect at 96%
2. Littering at 94%
3. Obscene Language 92%
4. Loitering 88%
5. Disruptive Behaviour 87%
Prioritize Based on Relative Harm:
1. Disrespectful Behaviour
2. Disruptive Behaviour
3. Obscene Language
4. Loitering
5. Littering
What might influence the problem?
a.

The age and gender difference between students in form one intake egg. Boys in
form one at 13 yrs. and 14 yrs of age with girls at 11 yrs.

b.

In a co ed schools – all boys in a class usually results in serious discipline
problems from that class.

Streaming of students which results in students of low ability or those viewed as
problem students being placed in one class. Students are quick to realize that they are in
the so called “dunce class” and behave accordingly.

How do we get more information about the potential problem?
12

783

1. Surveying other stakeholders on compound – teachers, administration, security,
maintenance workers.
2. Scan and Analyze Discipline records.
3. Survey residents living adjacent to school.
GROUP REPORT
-

The top problem identified at our school based solely on the student survey is
Disrespectful Behaviour.
We looked at the statistics individually in terms of what students viewed as the
major problem and also the statistics of what were considered minor problems.
We decided on the top problem by combining the above two statistics to get an
overall view of percentages of students viewing a factor as a problem.
We consider the degree of the problem of disrespect to be high as it can often be
the spark that leads to what many consider to be dangerous consequences
Disrespect > Disruptive Behaviour > Obscene Language > Assault > Fighting.

How are the problems interrelated?
Loitering usually results when students are unsupervised due to absence of teachers
and others. With nothing constructive to do, this often leads to a national pastime of
troubling people egg. Other students or teachers who may be passing on corridors. This
begins disrespectful comments and attitudes which escalate into disruptive behaviour
and as students become agitated obscene language begin which then causes
confrontation which leads to assault occurring and end result can be a fight.

13

784

DISRESPECT - DEFINITION OF
TO NOT HAVE CONSIDERATION FOR OTHERS
SUCH THAT ONE DISPLAYS BAD MANNERS
AND IS DISCOURTEOUS AND IMPOLITE
IN THIER INTERACTIONS WITH OTHER PERSON

A DISRESPECTFUL PERSON WOULD SAY OR DO
THINGS THAT WOULD HARM OR OFFEND OTHERS

14

785

15

786

16

787

ANALYSIS OF INCIDENT DATABASE
Problem to focus: Disrespect – Identifying Hot Spots
Hot Spots:
1. Block D corridor
2. Block D classrooms
Why these areas developed as hot spots?
1. Majority of classes located in block D
2. Overcrowding in classrooms which lead to spill over of students into corridors when
there are no teachers.
3. Teacher absenteeism or lateness to class which often leads to students coming out on
corridor.
4. Absence of outdoor facilities or recreational areas so students basically converge in
corridor or classrooms.

From the statistics it was evidenced that disrespect in the corridor was directed towards
Deans who were attempting to deal with indiscipline by students.
Disrespect in the classroom was mainly directed towards subject teachers.
SOLUTIONS
1. Reduce the overcrowding in classrooms, so that students and teachers are
comfortable.
2. Improve response time of teachers to classes.
3. Introduce supervision of corridors during break, lunch and class time.
4. Promote a culture of respect for all persons in the school.
5. Conduct training sessions with teachers towards improving their interactions with
students.
6. Enforcing sanctions with regards to school rules.
7. Provide facilities.

17

788

TEMPORAL SIGNATURE – DISRESPECT
1. The main time when disrespectful behaviour occurs are between 8.30 am –
9.00am (5 occasions) and then again spikes between 12.30pm -1.00pm (4
occasions)
2. Explanation for spike in occurrence of disrespect :
AM:
(a) Late arrival of students to school and therefore to class which may lead to
confrontation with teacher. Teacher not aware of what kind of morning or
what conditions student have been through arriving to school.
(b) Although not late to school, students arriving to class after teacher. This
causes confrontation which can lead to disrespect.
PM:
(c) The starting of school after lunch again late arrival of students to class
confrontation which can lead to disrespectful behaviour.
(d) Teachers arriving late to class then wanting to discipline students who arrive
late to class. This can lead to disrespectful behaviour.
3. Possible Solutions
(a) Getting form teacher’s to attend to class on time for roll call and interacting
with their students.
(b) Getting subject teachers to their classes promptly after roll call in am. And
pm. Sessions
(c) Form teachers using their form periods to interact with their students, getting
to know as much as they can about each student. Dean or Safety Officer to
greet students arriving late to assess, if students need time out or cooling down
period before going to class.

18

789

NO. OF TIMES DISRESPECT
6

5

4

3

2

NO. OF TIMES
DISRESPECT

1

0

19

790

DISRESPECT
PHYSICAL FACILITATORS:
1. LACK OF RESOURCES TO PROMOTE POLICY OF RESPECT
2. PHYSICAL DESIGN OF SCHOOL
SOCIAL FACILITATORS
1. LACK OF PATROLLING OF COMPOUND
2. LACK OF SUPERVISION DURING BREAK, LUNCH, AND CLASS TIME
3. SECURITY GOING THROUGH THE MOTION, SUPERFICIAL SEARCHES,
WILL NOT CORRECT STUDENTS ABOUT IMPROPER UNIFORM, ALLOW
STUDENTS TO WALK IN SCHOOL DRESSED LIKE GANGSTER
4. ABSENT TEACHERS
5. HUMAN RESOURCE MANAGEMENT PROBLEM
DISRESPECTFUL BEHAVIOUR CONTRIBUTING FACTORS:
1. SOCIETAL INFLUENCE
2. PARENTAL – HOME INFLUENCE
3. AT GATE- SECURITY INTERACTIONS
4. ADMINISTRATION—ACTIONS OR INACTIONS
5. TEACHER’S—ACTIONS
6. MEDIA—T.V., MUSIC
STUDENT DISPLAYING DISRESPECTFUL BEHAVIOUR TO OTHER
STUDENTSLEADS TO FIGHTSEND RESULT SUSPENSION
DISRESPECT TO TEACHER1. SENT OUT OF CLASSORAL AND WRITTEN
APOLOGY
2.SENDFORPARENTSCONFERENCE& WARNING
3. SUSPENSION

20

791

REPEAT OFFENDERS
The three main repeat offenders are:
1. S.M. 2) M.R. 3) M.C.

PROFILE AND DATA:
1. S.M.
A form five male student of east Indian origin, who comes from a upper middle
class family and they own a business ,as such money is not a problem for this
student. The student consistently break school rules regarding uniform and his
behavior is condoned by his parents, who on two occasions used their influence to
get student out of serious trouble.
OFFENCES:
06/09/07 1st offence—Assault--victim T.S., settled between
parents
11/09/07 2nd offence—Breaking Class-- conference with
father
13/05/08 3rd offence – Theft- took teacher’s cell phone
and sent money to his phone. 7
day suspension
th
06/04/08 4 offence—Sexual Misconduct—found in
female toilet with female student.
7day suspension
24/10/08 5th offence— Cigarette—possession of a box of
cigarette. 7 day suspension

21

792

2. M.R.
A form four male student of East Indian origin, who comes from a broken home.
Student was staying with mother, however was giving too much trouble and was
sent to stay with brother, who leaves home early on mornings and returns home
late at nights. Student is basically on his own, he displays very little training in
behavior and manners.
OFFENCES:
25/10/07 1st offence—Selling firecrackers—to form 1and 2
7 day suspension
01/02/08 2nd offence— Vandalism—pulled white board off
wall and threw it out window,
7 day suspension.
rd
15/09/08 3 offence— Theft—stole money and phones
from student’s bags In unattended
class, Police made him return
everything.
02/10/08 4th offence— Disruptive behavior—disrupting
conduct of test despite several
warnings—conference with sister

22

793

3. M.C.
A form four male student of African descent, who comes from a home where
parents are very religious and strict and if student goes anywhere, they receive
reports from neighbours and friends. In conference it came out that the students
feels like he is in a jail, he has no freedom as people are always spying on him.
Mother indicates that she is concerned for the safety of her child and that when he
is given freedom, he is always getting into trouble.
OFFENCES:
29/09/07 1ST offence—Disrespect—offensive language to
a teacher— Conference and
warning
nd
25/10/07 2 offence—Firecracker—selling to form 1’s and
2’s, 7 day suspension
rd
17/01/08 3 offence-- Assault—
went to victims class
had confrontation And slapped
him
th
26/04/08 4 offence—Disruptive Behaviour—disrupting
conduct of class Conference with
mother
4. WHAT OTHER INFORMATION WOULD YOU LIKE TO KNOW TO
BETTER UNDERSTAND PATTERN?
a. Student’s history from primary school to try and pinpoint if possible when
students misbehavior began or may have been noticeable.
b. More background information on student home/social environment to see
if triggers to misbehavior can be identified
5. POSSIBLE SOLUTIONS FOR ADDRESSING PROBLEMS:
a. Professional counseling for both parents and students
b. Through communications develop a non judgmental dialogue with student
such that, no matter what trouble student is in, they will come to you, even
when they are angry.
c. Get student to understand that everybody is not against him, that there are
others in this world in similar situations or even worst, and give some
examples and advise on how to cope
d. Sharing of non confidential information with staff, that student has some
issues and that we are counselling and that teacher input would be
appreciated.
e. The need for a PROFESSIONAL guidance officer in school
f. Inconsistency in sanctions for bad behavior, depending on who handles
the situation. This encourages the repeat of negative behavior. There is a
need for a co-ordinated approach in applying sanctions
23

794

24

795

ANALYSIS OF SECOND STUDENT SURVEY
(JAN.09)
1. What is the biggest problem according to students?
The biggest factors identified as the major problem in the school are:
1.Obscene Language
2.Disrespect
3.Disruptive Behaviour
4.Cheating on Class Assignment
5.Littering
6.Loitering

73%
64.9%
57%
55.7%
49.5%
44.3%

However when you include those students who indicated factors as being a minor
problem along with the major problem statistics, the following emerges:
1.Obscene Language

90%

2.Arriving Late To School

90%

3.Disrespect

89.6%

4.Disruptive Behaviour

85.3%

5.Cheating On Assignment

80.9%

6.Loitering

85.5%

7.Littering

84.5%

NOTABLE CHANGES BETWEEN FIRST AND SECOND SURVEY:
There was an increase in the percentage of students who indicated the following are
major problems:
a) Obscene Language a 6% increase
b) Disrespect a 3.9% increase
c) Disruptive Behaviour 2% increase
There were two factors which students indicated had decreased as problems in the school:
a) Littering a 20% decrease
b) Loitering a 11.7% decrease

Cheating on class assignments did not appear as one of the top five major problems in the
first survey, however in the second student survey, it appeared as the fourth major
problem in the school with a percentage of 55.7, which is a 15.7% increase from the
statistics in the first survey.
25

796

When analyzing both surveys for the statistics combining the percentage of students who
viewed the factor as a minor problem along with the major problem statistics, the
following emerge in the second survey:
a) There was a decrease in overall percentages of the top five problems identified in
the first survey.
b) Two new factors were identified within the top five problems; namely, arriving
late to school at 90%, an increase of 5.7% and cheating on class assignment at
80.9%, an increase of 5.1%
POSSIBLE REASONS FOR CHANGES
The large decrease in littering may be due to larger and more bins being placed on
corridors , parents of one class being brought in to view for themselves how students
litter the class, teachers refusing to teach in nasty classrooms, and locking in of students
in classroom they littered for an entire afternoon.
The decrease in loitering may be due to the fact that in January the principal or the viceprincipal came on the corridors to coax (coerce) teachers to get to their classes on time
after break and lunch. Principal also came out on afternoon session to check if teachers
went to do their supervision.
The above action worked well in January but administration was not able to sustain the
policy into February.
The percentage increase in obscene language, disrespect and disruptive behaviour may be
due to the fact the students realize these items carry weak sanctions and many times
teachers simply ignore these incidents, unless they are directed to them.
The 15% increase in students viewing cheating on class assignments as a major problem
is possibly due to crowded classrooms or poor supervision techniques of teachers at the
December end of term exams which allowed for copying during exams.
The increase in students viewing arriving late as a major problem is probably due to the
fact that students realize very little is being done about late coming as the sanctions are
weak and the facilities and will to impose stronger sanctions are not there due to the
many factors that have to be considered.( home situations, distance, traffic)

26

797

V.P.A.STUDENTS
SURVEY

VPA STUDENTS
SURVEY

27

798

ANALYSIS OF FIRST TEACHER’S SURVEY (OCT.09)
1. Where do teachers in our school feel unsafe?
(a) Toilets used by students - 60%
(b) Empty classrooms
- 53%
(c) Halls
- 44%
2. What are the three most unsafe places in your school in relation to
national average?
Unable to determine - lack of data provided.
3. The three most common type of teacher victimization occurring in
our school and relation to National Average.
SCHOOL NATIONAL AVG.
1. Obscene Remarks
50%
45.6%
Higher than
Nat. Avg.
2. Threatening Remarks
24%
26.9%
Lower than
Nat. Avg.
3. Physical Attack N.D.
11%
7.3%
Higher than
Nat. Avg.
4. The above represents the three types of teacher victimization based on
harm.
5. The teacher and student survey do show some areas of commonality
in terms of obscene language which obviously can be viewed as
disrespect and consideration threatening remarks. The two surveys
differed somewhat as the focus of the questions were fundamentally
different.
6. To get additional information to analyze the problem:
(a) Survey teacher’s at periodic intervals
(b) Survey Administration
(c) Do a common survey of all stakeholders

ANALYSIS OF SECOND TEACHER’S SURVEY
28

799

The places where teachers indicated that they felt unsafe remained
unchanged
1. The toilets used by students
2. Empty Classrooms
3. Halls
The above locations are also comparative to the three most unsafe places
according to the national averages
The most common type of teacher victimization occurring in our school and
relation to national average:
SCHOOL VICTIMIZATION NATIONAL STATUS
AVERAGE
31%
14.3%
4.8%
4.8%
4.8%

1. Obscene
Language
2.Threatening
Remarks
3.Physical
attack(doctor)
4.Damage to
property≤ $60
5. Damage to
property≥$60

41.1%
23.4%
.9%
4.0%
5.8%

Lower than
nat.avg.
Lower than
nat.avg.
Higher than
nat. avg.
Higher than
nat. avg.
Lower than
nat. avg.

Comparison with first teacher’s survey is not practical as first teacher’s
survey was severely compromised by inaccurate data submitted between
Ministry of Education and V.P.A. team.

29

800

INTERNAL SCHOOL SURVEY:
ANALYSIS OF STUDENT SURVEY DONE ON DISRESPECTFUL BEHAVIOUR (DEC.08)
A survey of 104 form four students was conducted on the topic of disrespectful
behaviour. (Sample of survey in appendix)
From the survey students indicated that the majority of disrespectful behaviour
occurred during the lunch hour and after school. Students viewed the cause of
disrespectful behaviour to be mainly due to lack of training, being provoked by a
student or teacher. The location where incidents of disrespectful behaviour occurred
was fairly evenly spread among the corridor, unattended classes and during teaching
time. The majority of students surveyed stated that they would respond with violence
towards disrespectful behaviour.

(See following graph labeled survey of form four students)
ANALYSIS OF TEACHER’S
BEHAVIOUR (DEC.08)

SURVEY

ON

DISRESPECTFUL

From the survey the majority of teachers indicated that they have been
victims of disrespect by students in the classrooms on many occasions. The
main form of disrespectful behaviour being students’ refusal to carry out
instructions given. A few teachers indicated that it is possible that their
actions may have contributed to the students’ disrespectful behaviour.
(See following graph labeled internal survey of teachers on disrespect)

30

801

INTERNAL SCHOOL SURVEY OF FORM FOUR STUDENTS—(DEC.08)

WHY STUDENTS ARE
DISRESPECTFUL

WHEN INCIDENTS OF DISRESPECT
OCCURED
40
30
20
10

Series1

0
LUNCH AFTER DURING BREAK BEFORE BLANK
SCHOOL CLASS
START OF
SCH.

Series1
LACK OF PROVOKED PROVOKED OTHER
BY
PARENTAL
BY A
TRAINING ANOTHER TEACHER
STUDENT

WHERE INCIDENTS OF DISRESPECT
OCCURED
30
25
20
15
10
5
0

40
35
30
25
20
15
10
5
0
BLANK

RESPONSE TO DISRESPECT

40
35
30
25
20
15
Series1 10
5
0

Series1

RESPOND REPORT IGNORE THE RESPOND OTHER
WITH INCIDENT DISRESPECT WITH
VIOLENCE
DISRESPECT

31

802

INTERNAL SCHOOL SURVEY OF TEACHERS – DEC.08

TEACHERS AS VICTIMS OF
DISRESPECT
18
16
14
12
10
8
6
4
2
0

DID TEACHER ACTION CONTRIBUTE
TO STUDENT DISRESPECT
30
25
20
Series1

15

Series1

10
5
0
never

more than 5 times

YES

LOCATION DISRESPECT
OCCURED

30

NO

REASON FOR DISRESPECT
12

25

10

20

8

15

6

10

Series1

5

4

Series1

2
0

0
CLASS

CORRIDOR

CAFE

BOTH CLASS
&CORRIDOR

REPRIMANDING REFUSE TO
STUDENT
CARRY OUT
INSTRUCTION

PROVOKE BY
STUDENT

OTHER

32

803

STATEMENT OF PROBLEM
The problem our school selected to address is that of Disrespectful
Behaviour.
We will focus on students disrespect towards teachers, other students and
also towards other persons on the compound.

WHY WE SELECTED THIS PROBLEM
In the student survey 67% of students indicated disrespect as a major
problem and when combined with students who viewed it as a minor
problem, disrespect emerges as the number one problem at 96%.
In the teacher’s survey obscene language and threatening remarks
emerged as the number one and two types of teacher victimization (74%)
and this can be viewed as a form of disrespect.
In our incident database, disrespect also emerged as the number one
problem at the school.

WHY IS IT IMPORTANT TO ADDRESS THIS PROBLEM
1. It is important to address this problem because disrespectful
comments and attitudes leads to disruptive behavior and as students
become agitated, obscene language may begin, which then causes
further confrontation, which can lead to assault and finally result in
fighting. We believe disrespect to be the spark that leads to what
many consider to be dangerous consequences.
DisrespectDisruptivebehaviorObsceneLanguageAssaultFighting
If Disrespect is not dealt with seriously, it can lead to copy cat behavior.
2. Disrespectful behavior does not acknowledge the importance of other
people rights.
VISION
33

804

BY ADDRESSING THE PROBLEM OF DISRESPECT, WE
HOPE TO REDUCE OR PREVENT MORE SERIOUS
INCIDENTS. TO CREATE A SCHOOL WHERE THERE IS A
PEACEFUL ENVIRONMENT AND THE POSITIVE GOALS
AND ASPIRATIONS OF ALL STAKEHOLDERS ARE
ALLOWED TO FLOURISH. A SCHOOL WHERE STUDENTS
AND TEACHERS DEVELOP A SENSE OF BELONGING AND
LOOK FORWARD TO COMING TO SCHOOL EVERYDAY.

34

805

RESPECT
TO HAVE
CONSIDERATION FOR
OTHERS, SUCH THAT
ONE DISPLAYS GOOD
MANNERS AND IS
COURTEOUS AND
POLITE IN YOUR
INTERACTIONS WITH
ALL PERSONS

35

806

36

807

RESPECT YOURSELF
RESPECT YOUR
PARENTS
RESPECT YOUR ELDERS
RESPECT YOUR
TEACHERS
RESPECT EVERY PERSON
YOU MEET

37

808

VIOLENCE PREVENTION
ACADEMY
RESPONSE PLAN OF ACTION ON
DISRESPECT
SAN FERNANDO SECONDARY
COMPREHENSIVE SCHOOL

38

809

RE S PONS E # 1

Implementation
S tep

1)HAVE M.T .S S E C UR IT Y G R E E T
E AC H S T UDE NT WIT H G OOD
MOR NING AS T HE Y E NT E R T HE
C OMPOUND. S T UDE NT T O
R E S POND

IMME DIAT E
1)C ONF E R E NC E WIT H
ADMIN. AND HE AD OF
S E C UR IT Y T O
AP PR IS E OF
PLAN,ALLOW F OR
INPUT AND
F E E DBAC K.
2)DIS C US S PLAN
WITH S T AF F AT S T AF F
ME E T ING , S E E K ING
INPUT AND F E E DBAC K
3)IMPLE ME NT

2) HAVE ALL T E AC HE R S G R E E T
S T UDE NT S APPR OPR IAT E LY
E VE R Y T IME T HE Y E NT E R A
C LAS S , S T UDE NT S T O
R E S POND.
3) WHILE WALKING ON
C OR R IDOR S , G R E E T S T UDE NT S
AND OT HE R S APPR OP R IAT E LY .
S T R E S S T HAT IT IS BAD
MANNE R S NOT T O R E S POND T O
A G R E E T ING . T HIS NE E DS T O BE
S T R E S S E D T O T E AC HE R S ALS O.

Date Who

V.P.A.T E AM
AP R IL
1 st/09

APR IL
2nd/09

PR INC IP AL
C OR POR AL
PR INC IP AL

Objective

PR AC TIC ING
R E S PE C TFUL
BE HAVIOUR
FR OM THE
G ATE TO THE
C LAS S R OOM

APR IL
2Oth/0 C OR POR AL
9

ADMIN.
S T AF F .

J US TIFIC ATION:
This response was selected as a starting point in the
transformation towards respectful behaviour. If simple
manners have not been taught or practiced in the
home, it must start at the school gate.
This response should have an impact on reducing
disrespectful behaviour, as it is inclusive of everyone
on the compound and demonstrates a policy of mutual
respect in interactions

39

810

Implementatio Date
Objec tive
Who
n
tep DIATE
OR AL AND
1) AS S E MBL Y ON SIMME
IMP OR TANC E P R E S E NT P O L IC Y MAR C H31 V.P .A.TE AM WR ITTE N
st/09
T O ADMIN.
R E MINDE R S ON
OF BE ING
IMP OR TANC E OF
R E S P E C TF UL . AD MIN. D IS C US S
P R INC IP AL
RES PECT
S HOUL D BE W IT H S T AF F .
AP R IL
nd/09
2
THE THE ME
THAT
C ONNE C TS
2) O NG O ING
AL L
R .K AWAL
AS S E MBL Y .
ONG O ING
J US TIFIC ATION:
This response was selected to educate students on a
2) P L AC ING
NOTIC E S ON
continuous basis, the importance of conducting oneself in a
IMP OR TANC E respectful manner.
OF BE ING
R E S P E C TF UL This response should have an impact on reducing
ON NOTIC E
disrespectful behaviour as it serves to educate and reinforce
BOAR D.
in students the importance of being respectful in their
interactions.
R E S PONS E # 2

40

811

R E S PONS E # 3 Implementation Date
S tep

/09

1)S T UDE NT S WHO
AR R IVE L AT E T O
C L AS S , MUS T K NO C K
O N DO O R AND W AIT
O N T E AC HE R T O
AL L OW T HE M T O
E NT E R . T E AC HE R
S HO UL D R E QUE S T A
R E AS O N F O R
L AT E NE S S
2) S T UDE NT MUS T
S E E K T E AC H E R ’S
P E R MIS S IO N T O
L E AVE C L AS S
3) T E AC HE R S W HO
AR R IVE L AT E T O
C L AS S MUS T O F F E R
AND AP O L O G Y AND
R E AS O N F O R BE ING
L AT E

Who

IMME DIATE
P R E S E NT P O L IC Y
T O ADMIN
AD MIN. D IS C US S
W IT H S T AF F

MAR C H
31 st/09

P R INC IP AL
AP R IL
2 nd/09

INF O R M S T UDE NT S
IMP L E ME NT

V.P .A.T E AM

AP R IL
20 th/09

P R INC IP AL &
S T AF F

Objec tive

E NF OR C ING
R UL E S OF
R E S P E C T F OR
E NTE R ING AND
L E AVING C L AS S
S E TTING THE
E X AMP L E F OR
S TUDE NTS

AP R IL
20 th/09

J US TIFIC ATION:
This response was selected to educate and demonstrate
respectful interactions in a classroom setting.
This response should have an impact on reducing disrespectful
behaviour as it provides an opportunity to practice respectful
interactions.

41

812

R E S PONS E # 4

Implementatio Date
n
S tep

IN DE ALING WITH
INC IDE NTS
INVOLVING
DIS R E S PE C TF UL
BE HAVIOUR,
R OLE PLAY ING--R OLE
R E VE R S AL.
HAVE S TUDE NTS
PUT
THE MS E LVE S IN
THE OTHE R
PE R S ONS
POS ITION

IMME DIATE
PR E S E NT POLIC Y
TO ADMIN./DE ANS
ADMIN DIS C US S
WITH S T AF F

MAR C H31
st/09

Who

V.P.A . T E AM
PR INC IP AL

AP R IL
2 nd/09

IMPLE ME NT

DE ANS

Objective

G E TTING
S TUDE NTS TO
UNDE R S TAND
THE IMPAC T OF
DIS R E S PE C T ON A
PE R S ON

AP R IL
20 th/09

J US TIFIC ATION:
This response was selected to provide students an
opportunity to understand disrespectful behaviour from the
viewpoint of the victim.
This response should have an impact on reducing
disrespectful behaviour as it provides the student an
opportunity to understand the negative impacts of
disrespectful behaviour on a person.

42

813

RE S PONS E # 5 Implementatio Date
n
S tep
1)HAVE
IMME DIATE
S TUDE NTS LINE PR E S E NT POLIC Y
TO ADMIN.
UP AND BE
ADMIN.DIS C US S
HANDE D THE IR WITH S T AFF
BR E AKFAS T AND ADMIN T O PUT
LUNC H.S TUDE NT S Y S T E MS IN
PLAC E
S TO S AY THANK
Y OU AFTE R
IMPLE ME NT AT ION
R E C E IVING

MAR C H
31 st/09

Who

V.P.A.TE AM
PR INC IPAL

APR IL
2 nd/09

Objective

R E INFOR CING
BAS IC MANNE R S
OF R E S PE C T AND
C ONDUC T

O.J .T., S .S .O.
VOLUNTE E R S

E AS TE R
VAC ATION
APR IL
20 th/09

J US TIFIC ATION:
This response was selected to allow students an opportunity
to practice basic manners and respectful conduct.
This response should have an impact on reducing
disrespectful behaviour as it allows students to practice
respectful behaviour.

43

814

RE S PONS E # 6 Implementatio Date
n
S tep

Who

PR OFE S S IONAL
T R AINING S E MINAR
ON :
HOW T E AC HE R S
AC T IONS C AN
C ONT R IBUT E T O
DIS R E S P E C T FUL
BE HAVIOUR BY
S T UDE NT S , AND
POS S IBL E
S UGGE S T IONS T O
R E DUC E T HE S E
AC T IONS

V.P.A.TE A PR OFE S S IONAL
M
DE VE LOPME NT

2) AS K T E AC HE R S T O
LE AD BY E XAMPL E IN
DE VE LOP ING A
R E S PE C T FUL
E NVIR ONME NT

PR E S E NT POLIC Y
TO ADMIN.
ADMIN DIS C US S
WITH S T AFF
PR OFE S S IONAL
DE VE LOP ME NT
DAY

MAR C H
31 st/09

APR IL
2 nd/09

MAY/09

IMPLE ME NT
NE XT
TE R M

Objective

PR INC IP AL
PR INC IP AL
PR INC IP AL

J US TIFIC ATION:
This response was selected to assist teachers in realizing that
in their interaction with students, they may have contributed to
a response of disrespectful behaviour by students.
This response should have an impact on reducing
disrespectful behaviour as it provides for a more
knowledgeable and professional teacher.

44

815

RE S PONS E # 7

Implementatio Date
n
S tep

1) INS T R UC T IONAL
PR OG R AM ON
DE VE LOP ING
R E LAT IONS HIP S
F OR S T UDE NT S :
A– F OR MAL
INT E R AC T IONS
B– INF OR MAL
INT E R AC T IONS

LONG TE R M
PR E S E NT POLIC Y
TO ADMIN.
ADMIN DIS C US S
WITH S T AF F

AP R IL
2 nd/09

INHOUS E
DE VE LOP ME NT

WHAT IS
OUT S IDE
AC C E PT ABLE AND AS S IS T ANC E
WHAT IS NOT
2) INT R ODUC T ION
OF PR OG R AM ON
C IVIC S
E DUC AT ION

MAR C H
31 st/09

IMPLE ME NT

AP R --J UN./09
AP R .--WHE N
OR GANIZ
ED

Who

Objective

V.P.A. T E AM

TR AINING IN
R E S PE C TFUL
INTE R AC TIONS

PR INC IP AL
S T AF F
C OMMIT T E E
C UR R IC UL M
OF F IC E R S ,
S E R VIC E
OR G .
PR INC IP AL

J US TIFIC ATION:
This response was selected as it is believed that the
traditional family unit has become so fragmented that a formal
education program is now needed to do what was considered
family responsibilities a generation ago.
This response should have an impact on reducing
disrespectful behaviour as students would now have been
educated as to what is acceptable behaviour and what is not.
45

816

R E S PONS E # 8

Implementatio
n
S tep

P R OG R AM TO
DE VE LOP A
C ULTUR E OF
R E S P E C T IN
C LAS S R OOM

ME DIUM TE R M

Date

Who

Objec tive

F OR M
TE AC HE R

DE VE LOPING
VALUE S

DE VE LOP BY MAY 09
ADMIN.AND
DE ANS
P R E S E NT TO MAY 09
S TAF F
IMP LE ME NT
S E P T.
BY FOR M
09
TE AC HE R S
J US TIFIC ATION:
This response was selected as it is believed that the culture
and values of respect was dominant in the society has been
lost over the last two generations.
This response should have an impact on reducing
disrespectful behaviour as it allows what was taught in
response #7 to be practiced in the classroom

46

817

RE S PONS E # 9

Implementatio Date
n
S tep

Who

Objective

IMPR OVE DAT A
C OLLE C T ION BY
INT R ODUC T ION OF
MIS DE ME ANOUR
S HE E T F OR E AC H
C LAS S . T O C APT UR E
DAT A T HAT IS NOT
NOW AVAIL ABL E

AG R E E ON
APR IL
BE HAVIOUR S
WHIC H S HOULD
BE INC LUDE D
INT R ODUC E T O
APR IL
PR INC IP AL & S T AF F 21st

V.P.A. T E AM

DATA US E D TO
R EWAR D NON
OFFE NDE R S AND
S ANC TION
OFFE NDE R S

IMPLE ME NT AT ION

MAY 1st

R EWAR D NON
OF F E NDE R S

J UNE

V.P.A.T E AM
&PR INC IP AL
C LAS S
T E AC HE R S
F OR M
T E AC HE R S

J US TIFIC ATION:
This response was selected to improve the incident database,
where many misdemeanours in the classroom are not
reported.
This response should have an impact on reducing
disrespectful behaviour as it would be used to reward
respectful behaviour and sanction negative behaviour

47

818

RE S PONS E # 10 Implementatio Date
n
S tep

Who

DE VE LOP
DIS C IPLINE
MATR IX

V.P.A T E AM UNIFOR MITY IN
DE ALING WITH
DIS C IPLINE
DE ANS
MATTE R S
,F OR M

PR E S E NT
APR IL 09
C ONC E PT T O
PR INC IP AL
BE HAVIOUR S AND MAY 09
S ANC T IONS T O BE
AG R E E D BY
C ONS E NS US OF
DE ANS AND S T AF F
C OMMIT T E E
J UNE 09
F OR ME D T O WOR K
OUT LOG IS T IC S
IMPLE ME NT AT ION

Objective

T E AC HE R S
&S T AF F
V.P.A.&VOLU
NT E E R S
F R OM S T AF F

S E PT .09

J US TIFIC ATION:
This response was selected to reduce accusations of
prejudice, racism and inequality of treatment in handling
discipline matters.
This response should have an impact on reducing
disrespectful behaviour as it allows for equality of treatment.

48

819

ACTION PLAN
All the major stakeholders were apprised of the processes, findings and objectives of the
Violence Prevention Academy, and were consulted in developing the responses. Ten responses
were formulated and the V.P.A. team and administration agreed to implement three of the
responses at the start of the third term of the academic year (April 09 to July 09) and that
preparatory work would be conducted with the view of implementing as many of the other
responses as possible in the next academic year September2009 to July 2010.

RESPONSE #1: Status  IMPLEMENTED
On the 20/04/09 at a staff meeting the principal reminded teachers to implement
this response and students were reminded at assembly about respectful conduct and
response. Mr. Kawal liaised with the head of M.T.S. security to have his officers
implement policy.
RESPONSE #2: Status  IMPLEMENTED
This response was implemented with effect from 20/04/09. (See sample of
assembly roster and copy of lecture given, at end of response section.) Articles
posted on notice boards when keys for access were provided on 30/04/09.
RESPONSE #3: Status  IMPLEMENTED
Although teachers have been asked to implement this response, there appears to be
a degree of apathy on the part of some teachers, who have given up their authority
in the classroom by arriving late to class constantly, and also those who allow
students to walk in and out of class at will.
RESPONSE #4: Status  IMPLEMENTED
This response has been implemented by the Deans, Safety Officers and
Administration in dealing with discipline matters. One problem noted with this
response is the length of time it takes to complete handling one incident. It hinders
school personnel in other activities that require their attention.
RESPONSE #5: Status  PENDING RESOURCES
The safety officer supervises students collecting the school lunches from the
supplier containers. There is little, supervision of distribution of breakfast. It is
recommended that an O.J.T., or some member of the clerical or support staff be
given this responsibility as part of their job specification, as most people asked
respond that it is not their job. A breakfast/ lunchroom is needed for students.

49

820

RESPONSE #6: Status  PENDING APPROVAL AND RESOURCE
PERSONNEL
The administration initially agreed to implement this response inMay2009,
however for some reason is now hesitant to implement this response. The
professional training seminar in May will now be on stress in the workplace. Any
attempt to effect change usually result in increase stress levels
RESPONSE #7: Status  NOT IMPLEMENTED (Time and Human
Resource)
This response requires long term planning and development at the level of
curriculum officers at the Ministry of Education, and may require input from
private consultants. (See newspaper article at end of response section)
RESPONSE #8: Status  ATTEMPTED (Human Resource Issues to be
Resolved)
This response is dependant to some extent on the implementation of response #7;
however an attempt was made to introduce this response in the form one classes,
by giving each class a theme (e.g. Peace Discipline, Tolerance) around which they
were to research and produce posters and articles to be placed on the walls of the
classrooms. The success of this response is dependent to a large extent on the
degree of enthusiasm of the form teacher, again due to a level of apathy or other
reasons on the part of form teachers, this attempt at implementation was not as
successful as hoped. A comprehensive review is needed on the policy for selecting
form teachers as some teachers feel that they are always selected to be form
teachers because they are diligent in their duties, while others are rewarded by not
being chosen as form teachers due to lack of diligence or displaying incompetence.
A system of rotation based on equity and possibly payment of a stipend to form
teachers need to be explored or additional duties be assigned to non form teachers
to compensate for additional workload of form teachers.
RESPONSE #9: Status  NOT IMPLEMENTED
This response was abandoned for two reasons
1. Matters raised in response #8 relating to form teachers.
2. The amount of teaching time that would be lost during class time.
RESPONSE #10: Status  Developmental Stage
Mrs Rampersad and a team of teachers are in the process of developing a discipline
matrix for introduction in September 2009.
50

821

51

822

Monday, April 27, 2009
ASSEMBLY
TOPIC: Comportment and Mannerisms
Good morning students. The assemblies for this term are based on the findings of surveys which
were done during the year, and which identified ‘Disrespect’ as the major problem in this school.
Both students and teachers agreed that the most prevalent problem was Disrespect.
Today’s assembly is supposed to focus on Comportment but I will instead deal with Deportment
which is more relevant.
Do you know what the word Deportment means? When many of the teachers here were
little, Deportment was taught as a subject in Primary school. It relates to politeness, manners,
one’s personal appearance and pleasant demeanour, all of which leads to success.
We can identify two forms of this kind of training:
(1)
(2)

home training
school training

However, there are many other aspects of deportment.
Home training is an aspect of culture; we refer to it locally as ‘broughtupcy’, and should
be learnt by every child before they begin school life. It includes how to dress, how to speak,
how to behave in various situations. For example, we will agree that how someone dresses or
behaves at a party will be very different from how he / she dresses or behaves at a church,
mosque or mandir.
Deportment also focuses on the use of certain key words such as words of greeting, Good
morning etc, please, thank you, pardon, excuse me, May I, I’m sorry.
Do you know how to use these words? More importantly, do you use them in your
everyday interactions?
How about body functions such as coughing, sneezing, belching and passing gas? Do
you know what you should do?
All of the above behaviours are usually instilled in people before they reach school age.
However, in the school there are other aspects of deportment which are accepted as the norms in
each school in Trinidad and Tobago. These rules and guidelines which are set down by the
school for the proper guidance of all. This is, as students interact with each other, or with their
52

823

teachers, or other members of staff on the compound, these norms or conventions of behaviour
must be followed.
Some of you may have heard adults say “I am not your friend” what they mean by that
expression is that they expect to be treated differently from how students treat their peers.
One of the areas I would like to focus on is cell or telephone etiquette. The Ministry of
Education allows students to have a cell phone in the school because it recognizes that security
and safety can be enhanced by its use. However, with every privilege comes a responsibility.
Do you act responsibly when in possession of a phone on the compound? Do you respect the
rules of the school regarding its use? When a phone rings in the classroom, who is affected?
Certainly the user of the phone is distracted, but so too are the other students in the class and the
teacher.
Deportment and Respect are important if any society is to survive. If these values do not
exist, society will degenerate into chaos and confusion. For a school to function well, all persons
on the compound must behave in such a manner that they respect themselves, their school, and
their society and by extension, their spirituality. We are all children of God and we need to
recognize in each other, God’s Divinity.
Ninety (90) % of the students of this school are respectful and well-behaved, but they
remain passive quite often, and allow the small group of miscreants to influence their behaviour.
If you have identified Disrespect as the major problem in this school, and you know that ‘Old
Tech’ has a negative reputation in the society, are you willing to change? You make up the
majority of the school population, if there is to be culture change, are you willing to change?
It is often said that good manners and good character open doors that the greatest wealth
and the highest education cannot.
Think about that. Thank you, have a nice day.

YASMIN RAMPERSAD

53

824

CONFLICT AND FRIENDSHIP
ASSEMBLY - MAY 09
Good Morning Everyone:
This morning, I would like to speak to you briefly on Conflict and Friendship. Very often we
form relationships with other persons considering them to be friends, that is, persons whom you
like interacting and talking too, or whose company you appreciate.
Friends usually share common interests and therefore they usually have a lot to talk about and so
in communicating, they often share a lot of information about themselves to others they trust and
consider friends.
What happens when conflict arise among friends? that is, for whatever reason, you and the other
person no longer share common interest, are no longer on speaking terms, you no longer display
care and appreciation for the other person.
If you should find yourself in this situation at any point in time, how should you react?
The normal reaction of people in conflict situations like above is to start bad talking their former
friends, calling them names, spreading lies and disclosing things about their former friends that
were confided to them in a spirit of trust. This students, is not the correct response or way to
handle conflict among friends.
President Obama demonstrated how one must react with others, especially where there is
conflict, when he said.
“There is simply engagement based upon mutual respect, common interest and shared
values”.
The correct approach students, is to be respectful in how you handle conflict. Respect the trust,
the friendship, the individual who you once considered your friend, and do what you can to make
peace with that person and with yourself. Life is too short for bad mind, hate, anger, revenge, as
President Obama said, search for common interest and shared values where you can
communicate based on mutual respect.
Thank you.

R. Kawal

ASSEMBLY 11/09/09

54

825

RESPECT FOR TIME
Good Morning Everyone,
Last term we started a project on respectful behavior and since then we have had assemblies on
the theme of being respectful in our interactions towards others, towards our school,
environment, our anthem and our country. In addition to this Mrs. Martin started a program
during the vacation period on social skills – behaviours that are acceptable and those that are not,
the overall objective being to develop a more peaceful school where there is mutual respect
among all persons on the compound. Teachers also attended a seminar on improving
communications with students, all in an effort to assist in developing greater co-operation and
respect in their interaction with students.
Today, I want to mention one aspect that we may have overlooked in our program and that is
respect for time.
Time is a unit of measurement, time is what basically puts order in our lives, but more
importantly by operating on a timely manner you display respect for those whom you are
interacting with.
We all know what is called Trinidad time, you have an appointment or arrange to meet someone
and you arrive two hours late and expect the person to be waiting for you. This attitude students
is another one of the reasons for your country’s moral and spiritual decline, with this type of
attitude, you are not only disrespecting the people you are interacting with, but you are also
sending the message of selfishness, indicating that you alone are important and that everyone
else must wait on you. When you develop this type of attitude, you have no regards for others or
even life, which leads to senseless violence and crime. A simple thing as being on time when
you are interacting with others sends a message of respect, one of care and concern for the time
that you are sharing with them. Being on time is an acknowledgement that you appreciate and
value the other person with whom you are interacting.
No one likes being told that they are wasting their time or that they are a waste of time. So let us
all try our best to respect each other and the time we spend interacting on a daily basis.
Thank you.

R. Kawal

55

826

RESOURCES/COST
RESOURCES NEEDED

COST

RESPONSES

#1

#2
#3
#4

#5

#6

Full complement of security officers, present for the entire
day and not reporting to the school and then being taken away
an hour later. Preferably the same officers being assigned to
the school, so that they can develop a professional
relationship with students. Officers assigned to schools
should have a minimum education level of five subjects.
Officers should report for duty to the Principal and be under
his direct control.
Secured notice board strategically placed, so information can
be displayed for students. 3needed
Fixed public address system for effective communication at
assembly
Doors in all classrooms, air condition to be fixed and
maintained in block D
Copies of relevant laws and Ministry of Education circulars
for Deans room to educate students through role playing what
the legal implications/sanctions are of their actions.
A general assistant with clerical /data entry skills. To assist as
directed by principal with inputting data for school incident
database and also with receiving and distribution of breakfast
and lunches.
Source a lecturer from Faculty of Education U.W.I., or from
U.T.T. or from the Ministry of Education

Already
being paid
for by
ministry.
M.T.S. not
honouring
their
contract..
$9000.

$3000.
$1200.

O.J.T.
$2000
MONTHLY
Fee for
lecturer

Ministry of Education to take initiative in developing this
response for implementation. May require sourcing private
sector.
Computer access for teachers and students with internet
access. Bristol board ,markers, tape

BEING
SOURCED

#9

Response abandoned at this point in time

.

#10

Office typist to type completed document.

NIL.

#7
#8

56

827

RESOURCES/COST
ADDITIONAL NEEDS
Computer, printer, scanner and photo copier for Deans room to centralize
data collection and provide resources for form teachers to utilize in assisting
in implementation of responses that require their input.

COST
$25000.

A dean’s room with storage facilities to assist form teachers with place to
store roll books, student report books, prefect roll.
A public address system that connects the Principal/ general office to all
classrooms and staffroom
A physical education room and teachers who are qualified to teach student to
examination level. Also a music teacher who is qualified to teach students to
examination level. Equipment for P.E. and Music.
A room to assist with discipline matters,(late coming, detention,)
An alternative to a physical education room would be construction of a
MULTI –PURPOSE FACILITY for assemblies ,exams, school functions
and physical education

57

828

VIOLENCE PREVENTION
ACADEMY
EVALUATION OF
RESPONSE PLAN
SAN FERNANDO
SECONDARY
COMPREHENSIVE SCHOOL

58

829

EVALUATION
1. A survey instrument will be used to collect statistics from the form four
students who were previously surveyed.
2. Analysis of student incident database to determine changes if any to the
number of incidents of disrespect occurring.
3. Analysis of dean’s incident records to determine number of repeat offenders
for disrespectful behaviour
4. Monitoring student’s response to assembly.
5. Checking the number of classes actively participating in culture of respect
project.

59

830

OBSERVED CHANGES and COMMENTS
With regards to response #1, Interactions, the following were noted:
a) Students were responding more positively and with less
confrontation when spoken to by some security officers.
b) Students complained that teachers need to smile more often
c) Students complained that teachers were coming to class with issues
and taking out their frustration on them.
With regards to response #2, Assemblies on Respectful Behaviour, the
following were noted:
a) An overall improvement in student attention and deportment at
assemblies
b) Students applauded at the completion of the assembly on their own
on three occasions.
c) Students were very attentive on two occasions
d) Students misbehaved on one occasion. The message delivered was
mainly negative.
With regards to response #3, respect in classroom setting, the following
was noted.
a) This response was not effective, as too many teachers have given
up their authority in the classroom to students and some prefer
students to walk out and leave the class. It is difficult to regain lost
authority

60

831

With regards to response #4, role playing, the following was noted:
a) There has been a decrease in the number of incidents of
disrespectful behaviour in the school incident database for the
April--- July 09 term so far
With regards to response #5, distribution of food, the following was
noted:
a) There has been a marked improvement in the distribution of
lunches, as students are forming a single line and awaiting their
turn, unlike the pushing and shoving that occurred previously.
b) There has been a spin off effect in that the compound is not being
littered as badly as before during the lunch hour. Students are using
the bins more.

UPDATE OF ACTION PLAN SEPT ‘09 – DEC ’09
61

832

Response #6 Professional Training Seminar – Aug 28th 8:30 a.m. – 12.00 p.m.

Facilitators: Ms. John, Mr. Spence
A non-governmental organization Families in Action was contacted by the Principal to
conduct a Seminar to staff on verbal and non-verbal communications in the classroom and
barriers that can prevent positive interactions.
The overall objective of the Seminar was to heighten teachers’ awareness of how their
non-verbal and verbal communication can contribute to students responding in a disrespectful
manner and suggestions were given on how teachers can improve their interaction with students.
Through the use of group activities and role playing which teachers actively participated
and resulted in lively discussion, it was suggested that teachers should have training in
Psychology and Sociology of human behavior, as this would go a long way in effective
communication.

Response # 7 – Instructional Program Social Skills
A voluntary program on social skills training was conducted during the July vacation
period for incoming form one students. The program was conducted by Safety Officer, Ms.

62

833

Martin and included teachers and retired teachers as facilitators. Approximately 15 students
attended the program. Follow up monitoring of students will determine success / failure of
program (see program outline in Appendix).

Response # 8 – Formal Structured Program
Families in Action, a non-governmental organization was contracted to implement a
formal program entitled “Building and Earning Respect” to four selected classes over a seven
week period (see report details and analysis in Appendix). The conclusion reached by the
facilitators of this program, was that until the serious psychological and social problems faced by
these students on a daily basis are addressed, a program of this nature would yield little success.

Response # 9 – Misdemeanor Report by Subject / Class Basis
Status remains not implemented for reasons previously identified.

Response # 10 – Discipline Matrix
Preliminary work was done, however the Ministry of Education introduced a National
Code of Conduct outlining sanctions for various acts of indiscipline and this was therefore
adopted as part of National Standards throughout the country.

EVALUATION OF RESPONSE IMPLEMENTED
A survey of Teachers and Form V students was conducted in November 2009 in order to gauge
teachers and students perception of the impact of some of the responses implemented and the
overall project.

63

834

ANALYSIS OF INTERNAL STUDENTS SURVEY ON RESPONSES
IMPLEMENTED (Nov ‘09)
From the survey, a minority of students (30%) indicated improvement in their interaction with
the security guards; also a minority of students (40%) noticed an improvement in teachers’
attitude towards students. The students surveyed also indicated that a majority of teachers did
not support response #3. In the final analysis 72% of students indicated that this project was not
successful in reducing incidents of disrespectful behavior. (See following graphs labeled
Students Survey Nov ‘09).

ANALYSIS OF INTERNAL TEACHERS’ SURVEY ON RESPONSES
IMPLEMENTED (Nov ’09)
From the survey, the majority of teachers (58%) indicated that the Professional Development
Seminar was not helpful, and also 65% of teachers indicated that students attitude towards
teachers had gotten worse this term (Sept ‘09– Dec ’09). In the final analysis, 92% of teachers
indicated that this project was not successful in reducing incidents of disrespectful behavior (see
following graph labeled Teacher’s Survey Nov ’09).

INTERNAL SCHOOL

Student Survey - November 2009

Question 1
Student interaction with security
response 1
response 2

improved from last
term
gotten worse

29.80%
8.50%

64

835

response 3

no change noticable

Question 2
Teachers attitude towards student
response 1
Improved this term
response 2
Gotten worse
response 3
Not changed

INTERNAL SCHOOL Student survey
Question 3
Teachers set rules for entering or leaving class
response 1
All teachers
response 2
Most teachers
response 3
A few teachers

61.70%

40.40%
19.20%
40.40%

NOV.09

11.70%
23.40%
59.60%

65

836

Response 4

None

Question 4
Has the project assisted in reducing disrespectful
behaviour
response 1
YES
response 2
NO

INTERNAL SCHOOL

Teachers Survey

5.30%

27.70%
72.30%

Nov-09

Question 1
Professional development seminar

66

837

response 1
response 2
response 3

Helpful
Not helpful
A waste of time

Question 2
Students attitude towards teachers
response 1
response 2
response 3

INTERNAL SCHOOL

33.30%
58.30%
8.40%

Improved this term
Gotten worse this
term
Not changed

3.90%
65.40%
30.70%

Teachers Survey

NOV.09

Question 3
Has the project assisted in reducing disrespectful behaviour

67

838

response 1
response 2

YES
NO

8%
92%

68

839

69

840

V.P.A. STUDENT SURVEY
Topic: Disrespectful Behaviour

In comparison with the three V.P.A. Students’ Survey, (Nov 2008, Feb 2009, Feb 2010) over the
duration of the Violence Prevention Academy programme, there has been a steady decline in the
problem (disrespect) that our school focused on and implemental responses. (See graph
following).

Disrespectful Behaviour
98.0%

96.0%

96.0%
94.0%
92.0%

89.6%

T1- Nov 08

90.0%

T2 - Feb 09

88.0%
84.5%

86.0%

T3 - Feb 10

84.0%
82.0%
80.0%
78.0%

Also according to students the other major factors that were considered problems at our school
(littering, obscene language, loitering and disruptive behaviour) also declined. (See graphs
following).

Littering
94.0%
95.0%
90.0%

T1- Nov 08
84.5%

85.0%
80.0%
75.0%

T2 - Feb 09
82.3%

T3 - Feb 10

70

841

Obscene Language
92.0%
92.0%
91.0%

90.0%
T1- Nov 08

90.0%
89.0%

87.9%

88.0%

T2 - Feb 09
T3 - Feb 10

87.0%
86.0%
85.0%

Loitering
88.0%
88.0%

85.5%

86.0%
84.0%

T1- Nov 08

82.0%
80.0%
78.0%

T2 - Feb 09
77.9%

T3 - Feb 10

76.0%
74.0%
72.0%

71

842

Disruptive behaviour
88.0%

87.0%

87.0%
86.0%
85.0%
84.0%

85.3%

T1- Nov 08
83.6%

T2 - Feb 09
T3 - Feb 10

83.0%
82.0%
81.0%

72

843

Possible Response Justification for the overall decline noted with regards to disrespectful
behaviour:

(1)

Sustained focus on respectful conduct and behaviour in assemblies for entire term by
different teachers had a positive impact.

(2)

The Professional Training Seminar did have a positive impact in changing some teachers’
attitude and approach to students and classes despite teachers’ view that the Seminar was
not helpful.

(3)

The Social Skills programme and the Formal Structured programme both assisted in
reducing incidents of disrespectful behaviour as students viewed the programs as the
school caring for them and were
providing an opportunity for them to interact and express their feelings without anyone
being judgemental.

(4)

The decline in the other major problems, justifies our assertion on why it was important
to address the problem of disrespectful behaviour.
“It is important to address this problem because disrespectful comments
and attitudes leads to disruptive behaviour and as students become agitated,
obscene language may begin, which then causes further confrontation,
which can lead to assault and finally result in fighting. We believe disrespect
to be the spark that leads to what many consider to be dangerous consequences.”

Possible Alternative for Decline in Incidents of Disrespectful Behaviour and other major
problems identified in our School
(1)

On November 4th 2009, there was a major incident involving five (5) students who after
consuming alcohol and smoking marijuana assaulted the Safety Officer and male and
female Security Guards. These students were placed on Extended Suspension for three
(3) months and two (2) of these students were not allowed to return to school, but were
placed in a special program at Servol for troubled students. The length of suspension and
the fact that two students were denied the opportunity to return to school sent a message
to the rest of the students that the school can take strong action on students’ behaviour
and conduct generally improved. (Shock Reaction). It should be noted that the above
incident had no impact on the behaviour of the form ones who are new to the school and
came in with many negative behviours from the primary school.

(2)

Enforcement of the law with regards to possession of marijuana. We now have two
students before the Courts on charges. Students are now aware that the school is willing
to enforce the laws of the country and it is having an impact on their behaviour.

73

844

74

845

(3)

The Vice Principal walks the corridor almost every period and will call parents of
students on corridor to come for them if they do not go to their classes. Four (4) students
were suspended for three days for refusal to obey instructions to go to their class. This
sent the message that the school was willing to take strong action. This was different to
what students normally expected and had an impact on the behaviour of some students.

(4)

The internal school surveys over the two years were conducted with the same group of
students, whereas the external V.P.A. surveys were conducted with two different groups
of students (the Form Fives 2008-09 who have left the school and the Form Fours who
are now presently in Form 5 2009-10). The fact that the third V.P.A. survey was done by
a different group of students than the first two surveys could impact on comparative
analysis.

75

846

76

847

V.P.A. TEACHER SURVEY CHANGES OVER PERIOD

With regards to our V.P.A. Teacher Survey (Nov 08, Feb 09, Feb 10) there was a 19% decrease
in obscene language and 10% decrease in threatening remarks directed towards teachers between
the first and the second survey, however between the second and third survey there was a 28%
increase in obscene language directed towards teachers and a 24% increase in threatening
remarks directed towards teachers (see graph following).

Obscene Language
59.2%
60.0%

50.0%

50.0%
40.0%

31.0%

30.0%

T1- Nov 08
T2 - Feb 09
T3 - Feb 10

20.0%
10.0%
0.0%

Threatening Remarks
38.4%
40.0%
35.0%
30.0%

24.0%

25.0%
20.0%
15.0%

T1- Nov 08
T2 - Feb 09

14.3%

T3 - Feb 10

10.0%
5.0%
0.0%

77

848

Possible Explanations for the decrease and ensuing increase.
(1)

Decrease could have been as a result of implementation of some aspects of our responses
in our project from May 09 and also due to the incident of November 4th 2009 previously
identified in this report. (Possible Alternatives……).

(2)

The increase in obscene language and threatening remarks between the second and third
survey is quite possible due to the timing of the survey in the weeks before the Carnival
celebrations when there is usually a spike in this type of behaviour by students. Another
contributing factor for the increase would also be the negative behaviour of the form ones
who are new to the school.

78

849

CONCLUSION BASED ON INTERNAL SCHOOL SURVEYS

Although both teachers (92%) and students (72%) indicated that this project was not
successful in reducing the incidents of disrespectful behavior among students in school, I do
believe that the school gained invaluable insight into the many variables that are involved in
attempting to address one aspect of behavior that has a domino effect on indiscipline in the
school environment.

The success of this project is actually its failure to achieve its stated objective, as what
was revealed by those who wish to see or analyze the truth, will give invaluable insight as to the
serious issues that must be addressed before one can even start to work on solving the problem of
indiscipline in the school.

In the final analysis, the solution being proposed as the cure may actually be the main
cause. The question then is, where does this leave us? Are we simply going around in circles
unable to find the beginning or the end? The answer to this question is not within the grasp of
those who only see what they want to see, but, rather with those who can think “outside of the
box” or as Albert Einstein indicated
“You can never solve a problem with the same type of thinking that created the problem
in the first place”.

CONCLUSION BASED ON VIOLENCE PREVENTION ACADEMY SURVEYS

79

850

Although an internal school survey of both teachers and staff indicated that our project a
Disrespectful Behaviour was not successful, our three Violence Prevention Academy survey over
the duration of the project indicate that there was also a steady decline in the number of incidents
of disrespect over the period of time. In addition the V.P.A. surveys also indicate that there was
also a steady decline in the four other factors that were identified as major problems at our
school during the conduct of our project.
The question that arises is how we reconcile the findings of the two different surveys.
One indicating the project a success and the other the project as a failure.
The V.P.A. team is of the opinion that our internal survey which indicated the project as a
failure reflects more an opinion at the point in time and may have been impacted by specific
incidents occurring in the school.
The V.P.A. survey which is a standardized survey that collected data based on the same
questions over three different time periods would reflect a more objective view of what is
occurring and as such gives a more accurate reflection of what is occurring in the school. This is
illustrated by the following graph with regards to our Pre intervention and Post intervention
period.

Change in Incidents of Disrespectful Behaviour

3

2.6

2.5
1.8
2
Average no of Incidents per
100 students

1.5
1
0.5
0
Sep08 -Apr 09
Pre Intervention

sep 09 - Apr 10 Post
Intervention

In the final analysis statistics are not absolute but rather fluid with time and that there are too
many variables that impact on the veracity of the situation being probed and analyzed.

80

851

FINAL COMMENTS – RELATING TO STUDY
This project was doomed to fail from the start at our school for the following reasons:

(1)

There was a blatant attempt at sabotage at the start of the project when discipline
information submitted was altered.

(2)

Incorrect statistics for our school were submitted to the Professor, such that the analysis
we received was useless and we had to sit through two days unable to do any work, until
the correct information was relayed.

(3)

A mischievous call was made to SEMP officials to inform them that the Principal had
loaned the group a laptop to use for the project. SEMP sent two of their most bad
‘pothounds’ to harass, such that their laptop was returned and a teacher’s personal laptop
was used to complete this project.

(4)

Project handed in at the first stage was sanitized, as Professor comments for
improvement, were already in the project handed in, but was not in copy forwarded to
Professor. Copy of original project was then handed directly to Professor.

(5)

Many staff viewed the project with suspicion and saw it as being for personal benefit of
the group involved and of no use to them. Lack of support.

(6)

Failure of Deans to submit discipline records.
81

852

(7)

Disrespectful action by Ministry of Education, having team prepare presentation for
Minister, postpone it and then cancelling it the evening before presentation. No
presentation made at all. Disrespect towards teachers.

(8)

Ministry decision to allow all students to sign up for exams free with no need to qualifyteacher input removed. Why should students have respect or listen to teachers when they
will be signed up for subjects regardless of effort?

82

853

APPENDIX

I.

School Incident Data Base ----- September 07 – July 08

II.

School Incident Data Base ----- September 08 – April 09

III.

Sample of Student Survey Instrument

IV.

Sample of Teacher’s Survey Instrument

V.

Sample of Student Survey on Disrespect

VI.
VII.
VIII.
IX.
X.
XI.

Sample of Teacher’s Survey on Disrespect
Copy of Instrument to Source Input from Stakeholders
Copy of School Rules
Copy of Crisis Management and Evacuation Plan
Copy of Visitors Policy
Copy of School Development Plan

XII.

Related Documents, Newspaper Articles

XIII.

Site Visit Report—Dr. Todd Armstrong

XIV.

Social Skills Program

XV.

Student Survey Nov.09

XVI.

Teacher’s Survey Nov.09

XVII.

Families In Action Report

XVIII.

School Incident Data Base – Sept.—Dec. 09

83

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936

Violence Prevention Academy
Report on Siparia Secondary East

Compiled by:
Ms. V. Thomas (Acting Vice Principal and Team Leader)
Mr. C. Ramphal (Dean)
Mr. J. Kadir (Teacher)
Mrs. L Robinson (Safety Officer)

937

Table of Contents:
Introduction: School Background

Scanning and Analysis: Tables

Findings:

Statement of Problem:

Response:
Assessment: Explanation of the assessment to evaluate to success
/failure
Suitability Plan:
Mock Media Release:

938

Participant School:
SIPARIA EAST SECONDARY SCHOOL
La Brea Trace Siparia

Violence Prevention Academy Participants:

• Lisa Robinson
• Vicky Thomas

939

• Christendeo Ramphal
• Jehangir Kadir

Introduction
VIOLENCE PREVENTION has become a critical issue in schools in Trinidad and Tobago. It
is the view of many analysts (professors, sociologist, politician, priests) that the schools today
mirror the larger society. The mind boggling statistics of criminal activities (an increase of 41%
in the murder rate) is cause for serious concern by all citizens but more so for those in the
education system.
Since schools are the formal training ground for future leaders and citizens in general, it
is imperative that methods and systems be developed to combat this constantly evolving
menace. Corporal punishment was for decades used as corrective device for addressing
indiscipline in schools. In 1998, the Ministry of Education advised educators that it will no
longer support this device as an educational tool for ensuring discipline. Teachers In particular
were advised to discontinue the use of the “rod”. No immediate recommendations were made
to replace this now regarded obsolete system. In the last five years, the Ministry of Education
has attempted through the School Guidance Unit and other non governmental Organisations to
address the issue of violence in schools. As the years passed, it became clear that the “new
approach” was failing since the statistics revealed a disturbing upsurge in violence in schools.
Our school, Siparia East Secondary is regarded as a sub-urban, but its catchment area is
mainly rural. It is located in Quarry Village, which is close to the town of Siparia. We have
witnessed an increase in violence by students in the last ten years. There are certain peculiar
circumstances that one must be aware, of before determining any corrective action. They are:

1. A new school is being constructed presently on the same compound. This has had the
effect of leaving students, teachers and all other personnel to operate in cramped
conditions. For example, there is a shortage of classroom space and no playing field.
2. The school was de-shifted four years ago in a most disorganised way. Many of the
promises made by the Ministry of Education remain unfulfilled.
3. The school continues to receive underperformers in the S.E.A exam. (A high percentage
is remedial).

940

4. The support systems are woefully inadequate (Guidance, Health, Police, etc)
5. There are few opportunities for in-service training and upgrade.
6. The teachers are committed to ensuring that students succeed.

School History
The establishment of Siparia East Secondary School (formerly called Siparia Junior Secondary
School) was part of the government’s thrust in the 1970’s to make Junior Secondary Level
education available on a double shift system, to all students who merited such a placement
after writing the Secondary Examination Assessment. (Previously called Common Entrance
Examination)
In 1972, a few pilot schools were opened with one in the county of St Patrick at Penal. In
order to accommodate most of the students, in the area while another building was being
constructed in Siparia, in September 1973, the students of Siparia were housed in the ground
floor of Block B of the Penal school. There were six hundred and forty (640) Form 1 students
with a Principal, and a staff comprising of two Vice Principalsand thirty (30) teachers. At the
completion of the school building in September 1974, the staff and students were moved over.
The Siparia East Secondary School presently a new vision in the educational context of
Secondary Schools in the area offering subjects such as Music, Agricultural Science, Art and
Craft, Physical Education, Home Economics, Social Studies and Industrial Arts, which were not
on the curriculum of the other two secondary schools in the area. It was a showpiece in South
Trinidad. Its teaching staff, non teaching staff, students and parents were dedicated to ensuring
a high standard of excellence.
Throughout the years, the students and staff excelled in various areas. In 2004, the
school recorded its highest academic achievement of a graduate when Marciline Fitzwilliam
attained her doctorate of philosophy in Pharmacology (??). It is safe to conclude that Siparia
East Secondary School has been in the forefront in sports, winning medals and cups and
producing outstanding sportsman and women. Success in the cultural field has also been
phenomenal.
Today, the school staff (teaching) is sixty three (63) while the student enrollment is six
hundred and twenty four (624).

941

Scanning and Analysis
The Violence Prevention Academy (VPA) was designed and implemented by the Ministry
of Education (MOE in an attempt to curtail the increasing incidents of school violence).
Twenty five Secondary Schools targeted as high risk schools for violence were identified
to attend workshop sessions over a period of 1 year. At the end, it is hoped that these
schools would be better equipped to deal with violence and prevent its occurrence.
The process employed by the Violence Prevention academy was the SARA process. This
process entails the scanning of the target population through various means to gather
information pertaining to different areas of study, in this instance, school disruptions.
This data is then analyzed to look for trends and appropriate responses or remediation
methods employed to arrest the problems identified. These responses are then reviewed
to see whether the expected effect was achieved or if further work is necessary.
The data collected for the SARA process was by means of the schools’ incident log
where misdemeanors and cases of indiscipline were reported. four surveys were also
given to the school, two targeting the students’ view on the schools indiscipline
problems while the other two tested the teachers’ view. The surveys for each group were
given separately over a time period of 6 months, to compare changes if any in the views
over time.
These three forms of data were analyzed separately, with each undergoing simple
statistical analysis to formulate major and common parameters from each data set.
These parameters were the most common forms of indiscipline, the top offenders, the
top victims, the top offenses, the hotspot areas in the school for indiscipline and the
times for most cases of offenses in each school. These results were compared to each
other as they represented how the views of the students contrasted with the views of
the teachers and how these two compared to the facts given by the student incident
data.

942

Results
See appendix for data sheets
From the generated data sheets, we were able to identify:
Teacher survey (1)
1) 3 most unsafe areas (teacher perception)
The assembly area
Empty classrooms
Parking lot
2) 3 highest teacher victimization
Weapons pulled (10%)
Threats and Obscene remarks (10%)
Physical attacks with doctor (7.8%)

Student survey (1)
Findings (examples)
Problem type
The major offenses for Siparia Secondary are obscene language, disrespect, littering,
fighting, disruptive behaviour and gambling. Of these offenses loitering, disrespect,
fighting and disruptive behaviour were deemed to be the most important for immediate
remediation.
Time of day

943

Not applicable from school incident data sheet.

Location of problem
The main areas for misconduct are the corridors, auditorium and empty classrooms. This
was determined from the student incident data and it did show some similarity to the
teacher survey data.

Repeat offenders
The main repeat offenders are:
Ian Gaspard for cases of theft (repeatedly), incendiary devices, fighting (repeatedly),
disorderly conduct and obscene language.
Fane Scipio for cases of fighting (repeatedly), disorderly conduct (repeatedly), and sexual
offenses.
Mickel Bazzey for cases of gambling (repeatedly), physical violence, assault, fighting and
disorderly conduct.
Kareem Duntin for assault, theft, obscene language (repeatedly) and disorderly conduct
Repeat victims
Not applicable from incident data sheet.

Problem statement
In determining the major problems in Siparia Secondary East, the level of
incidence as well as the level of harm by that particular incident was used. The surveys
showed that there is very good reason to believe that the school is burdened by violent
and disruptive behaviour that will affect the proper running of school activities. It was
also determined however that there are only a small proportion of the student body that
can be called problem cases due to the regularity and seriousness of their offenses.
For further assistance in the curtailing of the escalating disorderly behaviour by
students of Siparia Secondary it was deemed that in the cases of some of the students

944

who appear to be impossible to control further information and assistance are
necessary. This information is any medical history of the individual as well as criminal
records. A family background of these students is also necessary to help in
understanding why the child behaves as he or she does. It is also necessary that other
agencies show full support for this endeavor. Some of these agencies are the Police
Service and Social Security Services.

Responses and Implementations
1) Greater effort in patrols by Deans and Safety Officers on hotspot areas during
peak times, based on survey results.
2) Efforts to paint over areas with very obscene graffiti.
3) Clearing of thick vegetation to promote visibility.
4) Cutting down of trees where students congregated without constant monitoring.
5) Gateways built over back stairwell.
6) Use of Government programs for students more inclined in non academic
activities, example MUST, HYPE and SERVOL.
7) Placement of safety signs and non littering signs on compound.
8) Implementation and use of electronic scanning devices on hotspot areas and
access areas.
Impacts. Impacts were difficult to discern without substantial assessment of data. The
last student and teacher survey were not done, neither were the results of the second
survey released. This resulted in these impacts being more or less decided on overall
reports of Deans and Safety Officers records.
1) The program itself had a greater awareness on the importance of record keeping
of incidents. As a result a more consistent and scientific approach was developed
for intervention.
2) Cutting down of vegetation and trees at main congregating points had a positive
effect with regard to loitering and thereby fighting and disorderly conduct.
However, after some time the students found new areas to congregate.
3) The use of HYPE, MUST and SERVOL resulted in removal of key gang leaders
from the school which had a great effect on reducing overall school incidents of

945

fighting and disrespect. Unfortunately, new blood has quickly begun to take the
place of those removed.
4) The increased efforts of the Deans and Safety Officers did result in reduced
loitering of students and as a result reduced fighting and disrespect.

Limitations and Shortcomings.
1) The program overall resulted in a reduction in school incidents and also an
awareness of most of the Deans and Safety Officers. Unfortunately, internally
there was a lack of substantive effort to get the entire program onboard to Staff
by the Administration. If this was done, a greater positive result might have been
the outcome.
2) The program would have been better managed by the supervision of the School
Supervisors during various stages. This was supposed to be the initial plan, but in
our case the Supervisors presence was lacking throughout. This made it difficult
to “sell” the program to the Staff and the Administration as the team members
lacked the authority to dictate meetings and responses.
3) The failure of the VPA team to provide the results of the second survey as well as
releasing the third survey to assess the impact of the responses made by the
school weakened the overall scientific approach to the program that was initially
begun. This led to disenchantment of the overall team in the sustainability of the
program. This can be seen in the submittal of 13 out of 25 school reports at the
last meeting.
4) With respect to the recommendation by the VPA site visitor on Safety drills and
evacuation procedures, it was found that due to overall construction of the
school there was no possible muster point. This problem persists today despite
repeated requests with EFCL representatives.

946

5)

Sustainability Plan
In our effort to sustain the V.P.A programme at our school, we intend to do the
following:
1. Encourage other school personnel to join the team.
2. Hold training sessions and regular meetings.
3. Slightly modify the student /teacher questionnaires and administer as required.

To attract other stakeholders, we plan to issue advisory inviting persons to join the V.P.A team,
to be either trained in the model, to render computer –related expertise, to assist in the
analysis of data or to assist in any way possible. Through our Parents’ Day, one of which is held
every term, we hope to sensitize parents on a phased basis, as well as hold consultations with
the Local School Board.
To support our effort at sustainability, we expect the Ministry of Education to continue to
endorse the Academy so that stakeholders, especially those the school may have been unable
to reach, are fully informed eg. through the Media.
For the programme to attract the importance and significance it deserves, it must be given a
high level of prominence in the Ministry’s promotional thrust.
We also feel that School Supervisors, who had been invited to the launch, should be part of the
monitoring of its sustainability. Otherwise, there is a strong possibility it may collapse.
Additionally, we would welcome the assistance of the Student Support

Services, in developing a Response that could target some of the issues faced by repeat
offenders.
The team also recommends that an OJT with advanced Computer Skills or the Schools ICT
Technician be an integral member of the V.P.A team in future.

947

It is our further recommendation that the foreign consultants or the appropriate Unit at the
Ministry of Education prepare a module on the SARA model for use in schools as well as a
standardized booklet for recording disciplinary incidents, be issued to every school.
This booklet it is expected will be structured along the lines of the data required by the SARA
model.

Appendix
Student Incident Data
ID

Date

Time

Location/Offender

14.01.08

Classroom

15.01.08

Classroom

17.01.08

Classroom

17.01.08

Corridor

18.01.08

Classroom

21.01.08

Auditorium

Victim
K.
Duntin

K.
Duntin

Offender

Form

Injury

Response

J. Cooper

4.6

Theft

Parent Visit

D. Saunders

3.5

Disor. Beh.

Reprimand

Y. Phillip

4.6

Obs. Lang.

Parent Visit

D. Hope

4.6

Viol. Bah.

Parent Visit

R. Sanchez

2.2

Gambling

Reprimand

A. Marcelle

2.2

Gambling

Reprimand

A. Lara

2.2

Gambling

Reprimand

R. Beepath

4.5

Obs. Lang.

Reprimand

948

21.01.08

Classroom

R. Allen

3.5

Viol. Threat

Warning

21.01.08

Auditorium

I. Gaspard

3.1

Theft

Cautioned

22.01.08

Quadrangle

E. Williams

3.2

Fight

Parent Visit

v. Harnarine

3.2

Fight

Parent Visit

22.01.08

Corridor

M. Critchlow

2.3

Phy. Intef.

Cautioned

22.01.08

Classroom

R. Thomas

5.5

Disr. Beh.

Cautioned

23.01.08

Classroom

I. Gaspard

3.1

Theft

Parent Visit

23.01.08

Classroom

D. Saunders

3.5

Disor. Beh.

Cautioned

24.01.08

Classroom

N. Sookdai

2.1

Break Class

Parent Visit

25.01.08

Auditorium

B. Ramlochan

3.1

Fight

Police Called In

s. Joseph

4.6

Theft

Police

D. Alexander

4.6

Theft

Police

D. Smith

1.3

Vandalising

Restoration

D. Greene

1.3

Vandalising

Restoration

S. Ramkaran

1.3

Vandalising

Restoration

Offender

Form

Injury

Response

K. Waldropt

3.5

Disor. Beh.

Parent Visit

S. Castle

3.5

Disor. Beh.

Parent Visit

Classroom

T. Villafana

1.2

Disor. Beh.

Cautioned

Classroom

K. White

1.1

Disor. Beh.

Cautioned

Classroom

K. Hazel

1.1

Disor. Beh.

Cautioned

Classroom

A. Alexader

1.1

Disor. Beh.

Cautioned

Classroom

M. Autin

1.1

Disor. Beh.

Cautioned

Toilet

I. Gaspard

3.1

Inc. Dev.

Reprimanded

D. Bedassie

1.1

Inc. Dev.

Reprimanded

Bullying

Parent Visit

A. Surujbally
25.01.08

Classroom

25.01.08

ID

Date
25.01.08
29.01.08

30.01.08

Classroom

Time

Location/Offender
Classroom

Victim

30.01.08

Classroom

S. Singh

30.01.08

Auditorium

J. Mc Knight

1.4

Disor. Beh.

Cautioned

31.01.08

Classroom

A. Flemming

4.1

Disor. Beh.

Cautioned

31.01.08

Classroom

D. Alexander

4.6

Int. Rel .

Parent Visit

C. Saqui

1.3

Int. Rel.

J. Fraser

4.6

Theft

06.02.08

Classroom

Parent Visit

949

11.02.08

Auditorium

11.02.08

Classroom

12.01.08

Auditorium

13.02.08

ID

Date

Toilet Area

Time

Victim

4.6

Fight

Parent Visit

4.6

Fight

Parent Visit

D. Ramsey

1.5

Fight

Parent Visit

A. Roach

3.3

Fight

Parent Visit

R. Sanchez

2.2

Gambling

Cautioned

M. Bazzey

2.2

Gambling

Cautioned

J. Fraser

4.6

Fight

Parent Visit

K. Samuel

2.3

Fight

R. Lalchan

1.2

Loitering

Cautioned

Offender

Form

Injury

Response

13.02.08

Corridor

D. Ramnath

1.3

Loitering

Cautioned

13.02.08

Corridor

M. Bazzey

2.2

Phy. Viol.

Parent Visit

13.02.08

Classroom

U. Mc Clarence

2.1

Fight

Cautioned

F. Scipio

2.1

Fight

Cautioned

14.02.08

Classroom

F. Scipio

2.1

Set. Int.

Parent Visit

15.02.08

Classroom

L. Persad

2.1

Disor. Beh.

Parent Visit

15.02.08

Classroom

A. Pope

4.4

Loitering

Parent Visit

18.02.08

Street

A. Rajbally

1.5

Loitering

Parent Visit

R. Lalchan

1.2

Loitering

Parent Visit

I. Gaspard

3.1

Fight

Ref. to Form T

O. Taylor

2.1

Fight

Ref. to Form T

A. Fonrose

2.3

Disor. Beh.

Cautioned

18.02.08

ID

Location/Offender

J. Shepherd
D. Montano

Auditorium

19.02.08

Auditorium

J. Clement

5.1

Disor. Beh.

Parent Visit

19.02.08

Auditorium

H. Hospedales

5.5

Obs. Lang.

Cautioned

19.02.08

Auditorium

K. Douglas

5.5

Gambling

Cautioned

19.02.08

Classroom

H. Hospedales

4.4

Gambling

Cautioned

A. Modeste

4.4

Gambling

Cautioned

A. Vincent

4.4

Gambling

Cautioned

A. Joseph

4.4

Gambling

Cautioned

A. Pope

4.4

Gambling

Cautioned

19.02.08

Auditorium

A. Wharwood

5.2

Loitering

Cautioned

19.02.08

Classroom

R. Sanchez

2.2

Theft

Police

20.02.08

Corridor

A. Pope

4.5

Disor. Beh.

Parent Visit

20.02.08

Classroom

V. Joseph

1.4

Obs. Lang.

Parent Visit

Offender

Form

Injury

Response
Cautioned

Date

Time

Location/Offender

Victim

20.02.08

Classroom

S. Singh

1.4

Obs. Lang.

20.02.08

Classroom

S. Smith

1.4

Graffitti

950

ID

21.02.08

Classroom

K. Duntin

4.6

Assault

Parent Visit

20.02.08

Auditorium

d. Saunders

4.6

Disor. Beh.

Cautioned

26.02.08

Corridor

K. Samuel

2.3

Assault

Parent Visit

26.02.06

Classroom

S. Ramroop

1.3

Fight

Parent Visit

27.02.08

Classroom

C. Saqui

1.3

Fight

Parent Visit

27.02.08

Classroom

V. Joseph

1.4

Obs. Lnag.

Cautioned

27.02.08

Corridor

K. Douglas

4.6

Obs. Lnag.

Cautioned

27.02.08

Classroom

O. Taylor

2.1

Theft

Parent Visit

27.02.08

Corridor

K. Seetaran

1.3

Loitering

Cautioned

27.02.08

Toilet

A. Surujbally

1.5

Smoking

Parent Visit

27.02.08

Toilet

A. Julien

4.6

Smoking

Parent Visit

27.02.08

Sip. Sen. Comp.

R. Sanchez

2.2

Theft

Police

27.02.08

Sip. Sen. Comp.

M. Bazzey

2.2

Theft

Police

29.02.08

Loitering

D. Ramnath

2.2

Loitering

Cautioned

03.03.08

Classroom

A. Sylvan

5.1

Disor. Beh.

Cautioned

04.03.08

Road

A. Baksh

1.2

Fight

Parent Visit

T. Baptiste

3.4

Fight

Parent Visit

R. Harrypersad

3.2

Fight

Parent Visit

F. Charles

2.2

Fight

Parent Visit

05.03.08

Coridor/Step

K. Samuel

2.3

Obs. Lang.

Cautioned

05.03.08

Step

K. Wilson

1.5

Sex. Off.

Parent Visit

05.03.08

Classroom

R. Lalchan

1.2

Sex. Off.

Parent Visit

Offender

Form

Injury

Response

A. Surujbally

1.5

Trafficking

Police

S. Allen

1.5

Marijuana

Police

Date
05.03.08

Time

Location/Offender
Toilet

Victim

06.03.08

Classroom

T. Jagan

1.2

Vandalism

Parent Visit

06.03.08

Auditorium

M. Bazzey

2.2

Assault

Parent Visit

10.03.08

Classroom

L. Sparks

4.6

Assault

Parent Visit

10.03.08

Office

A. Whardwood

5.2

Threat

Parent Visit

10.03.08

Corridor

A. Modeste

4.2

Obs. Lang.

Police

14.03.08

Classroom

S. Garcia

2.2

Vandalism

Police

R. Bal

2.2

Vandalism

Pay-Restoration

N. Julien

2.2

Vandalism

Pay-Restoration

K. Castle

Vandalism

Pay-Restoration

C. Charles

Vandalism

Pay-Restoration

Vandalism

Pay-Restoration

M. Austin

Vandalism

Pay-Restoration

S. Seeratan

Vandalism

Pay-Restoration

Dis. Con.

Police

18.03.08

Classroom

T. Villafana

11.04.08

Office

K. Castle

1.2

1.4

951

11.04.08

ID

ID

Quadrangle

J. Rampersad

5.4

Loitering

Cautioned

A. Lewis

5.4

Loitering

Cautioned

K. Bartolomew

4.5

Loitering

Cautioned

14.04.08

Classroom

D. Reedhi

3.4

Dis. Con.

Cautioned

14.04.08

Classroom

K. Duntin

4.6

Theft

Parent Visit

15.04.08

Classroom

M. Bazzey

2.2

Fight

Parent Visit

15.04.08

Classroom

D. Montano

3.4

Assault

Parent Visit

15.04.08

Classroom

D. Bedassie

3.6

Dis. Con.

Police

Offender

Form

Injury

Response

Date

Time

Location/Offender

Victim

14.04.08

Classroom

F. Scipio

2.1

Dis. Con.

Cautioned

15.04.08

Classroom

S. Singh

1.4

Obs. Lang.

Parent Visit

16.04.08

Office

I. Gaspard

3.1

Dis. Con.

Cautioned

16.04.08

Corridor

L. Wellington

4.2

Vandalism

Suspended

16.04.08

Classroom

J. Edwards

1.2

Dis. Con.

Parent Visit

17.04.08

Back of School

C. Teesdale

4.3

Smoking

Parent Visit

S. Joseph

4.6

Smoking

Parent Visit

18.04.08

Classroom

K. Samuel

2.3

Dis. Con.

Parent Visit

21.04.08

Toilet Area

H. Julien

2.2

Assault

Parent Visit

22.04.08

Corridor

T. Peters

2.2

Dis. Con.

Cautioned

23.04.08

Classroom

S. Ramkissoon

4.5

Dis. Con.

Suspended

25.04.08

Auditorium

K. Isaac

1.4

Dis. Con.

Cautioned

25.04.08

Classroom

S. Garcia

2.2

Set. Off

Parent Visit

01.05.08

Classroom

A. Gibson

4.3

Threat

Cautioned

01.05.08

Classroom

A. Forde

4.2

Obs. Lang.

Parent Visit

03.05.08

Classroom

V. Joseph

1.4

Obs. Lang.

Cautioned

03.05.08

Corridor

K. Charles

3.1

Theft

Police

03.05.08

Classroom

D. Miller

2.2

Dis. Con.

Parent Visit

05.05.08

Classroom

M. Bazzey

2.2

Gambling

Parent Visit

05.05.08

Classroom

R. Garcia

4.6

Fight

Police

A. Roach

3.3

Fight

Police

Fight

Apology

07.05.08

Classroom

S. Nicholas

3.2

S. Sankar

3.2

Fight

Apology

12.05.08

Auditorium

A. Maharaj

4.6

Dis. Con.

Cautioned

Offender

Form

Injury

Response

Date

Time

Location/Offender

Victim

21.05.08

School Wall

K. Isaac

1.4

Graffitti

Parent Visit

21.05.08

Auditorium

N. Bachoon

1.5

Obs. Lang.

Cautioned

21.05.08

Classroom

T. Thompson

1.4

Threats

Cautioned

952

ID

K. Mahabir

1.4

Threats

Cautioned

B. Jeanville

1.4

Threats

Cautioned

23.05.08

Corridor

K. Hazel

1.1

Obs. Lang.

Cautioned

23.05.08

Toilet Area

A. Thomas

2.1

Loitering

Cautioned

23.05.08

Toilet Area

A. Singh

3.2

Loitering

Cautioned

23.05.08

Toilet Area

C. Drayton

2.3

Fight

Parent Visit

D. Fortune

3.2

Fight

Parent Visit

28.05.08

Corridor

R. Garcia

4.6

Vandalism

Parent Visit

R. Sookram

4.6

Vandalism

Parent Visit

28.05.08

Back Step

N. Bachoon

1.5

Loitering

Cautioned

D. Garcia

1.5

Loitering

Cautioned

S. Ramroop

1.3

Loitering

Cautioned

02.06.08

Car Park

K. Duntin

4.6

Obs. Lang.

Suspended

04.06.08

Classroom

K. Samuel

2.3

Obs. Lang.

Parent Visit

04.06.08

Classroom

K. Duntin

4.6

Obs. Lang.

Suspended

05.06.08

Classroom

M. Bazzey

2.2

Dis. Con.

Parent Visit

06.06.08

Auditorium

R. Sookram

4.6

Dis. Con.

Cautioned

11.06.08

Classroom

S. Ramroop

1.3

Dis. Con.

Cautioned

A. Theodore

1.3

Dis. Con.

Cautioned

C. Sackee

1.3

Dis. Con.

Cautioned

T. Seeratan

1.3

Dis. Con.

Cautioned

Offender

Form

Injury

Response

D. Alexander

4.6

Obs. Lang.

Cautioned

Date

Time

Location/Offender

Victim

18.06.08

Classroom

L. Austin

4.6

Obs. Lang.

Cautioned

24.06.08

Classroom

A. Pope

4.5

Dis. Con.

Cautioned

26.06.08

Corridor

D. Ramnath

1.3

Obs. Lang.

Cautioned

953

ID

Offender

Form

Injury

Response

09.08.08

Date

Time

Classroom

K. White

2.1

Disor. Cond.

Cautioned

10.09.08

Office

X. Francis

4.3

Disor. Cond.

Parent Visit

10.09.08

Quadrangle

A.Julien

5

Disor. Cond.

Parent Visit

11.09.08

Classroom

X. Francis

4.3

Disor. Cond.

Cautioned

11.09.08

Classroom

A.Crawford

2.1

Disor. Cond.

Cautioned

Classroom

F. Cipio

3.1

Disor. Cond.

Cautioned

Classroom

S.Garcia

3.3

Disor. Cond.

Cautioned

Classroom

M. Baptiste

1.3

Disor. Cond.

Parent Visit

B. Jobity

5.1

Disor. Cond.

Parent Visit

11.09.08

Location/Offender

Victim

12.09.08

Classroom

S.Philandez

2.3

Weap. Poss.

Cautioned

19.09.08

Classroom

M. Baptiste

1.3

Fighting

Parent Visit

16.09.08

Corridor

M. Chrichlow

Obs. Lang.

Cautioned

16.09.08

Classroom

K. Samuel

3.3

Disor. Cond.

Parent Visit

16.09.08

Classroom

K. Hazel

1.4

Fighting

Parent Visit

16.09.08

Classroom

K. Chandler

3.3

Disor. Cond.

Cautioned

17.09.08

Auditorium

3.3

Disor. Cond.

Cautioned

3.3

Disor. Cond.

Cautioned

N. George

3.3

Disor. Cond.

Cautioned

F. Cipio

3.1

Fighting

Parent Visit

K. John

2.1

Fighting

Parent Visit

18.09.08

Classroom

D. Alexander

2.3

Obs. Lang.

Parent Visit

18.09.08

Classroom

J. Herrera

4.4

Obs. Lang.

Parent Visit

18.09.08

Road/Street

18.09.08

ID

C.Bayne
A. Kissoon

Date
18.09.08

Time

Location/Offender
Toilet Area

Victim

C. Ramjit

2.8

Weap. Poss.

Parent Visit

A. Thomas

2.5

Threat

Parent Visit

Offender

Form

Injury

Response

T. Taitt

4.4

Loitering

Parent Visit

S.Sanchez

4.4

Loitering

Parent Visit

2.1

Vandalism

Cautioned

Fighting

Suspension

18.09.08

Hallway

A.Mahadeo

19.09.08

Auditorium

D.Spencer

954

T. Andrews
22.09.08

Toilet Area

Fighting

Suspension

A. Farfan

4.2

Alcohol Cons.

Parent Visit

R. Harripersad

4.2

Alcohol Cons.

J.Williams

4.2

Alcohol Cons.

M. Delpeche

4.5

Alcohol Cons.

V. Charles

4.4

Alcohol Cons.

S. Logie

1.3

Fighting

Parent Visit

22.09.08

Auditorium

A. Aberdeen

1.1

Fighting

Parent Visit

23.09.08

Corridor

P. Rawlins

5

Dis. Cond.

Cautioned

23.09.08

Office

I . Gaspard

Obs. Lang.

Cautioned

23.09.08

Back Step

P. Rawlins

5.6

Dis. Cond.

Suspension

B. Nelson

4.5

Dis. Cond.

Suspension

K. Hazel

2.1

Dis. Cond.

Suspension

F. Scipio

3.1

Dis. Cond.

Suspension

1.3

Loitering

Parent Visit

Fighting

Police

23.09.08

Quadrangle

M. Baptiste

25.09.08

Auditorium

V. Charles

26.09.08

Corridor

26.09.08

Corridor

V. Joseph

2.3

Dis. Cond.

Cautioned

K. Chandler

3.3

Dis. Cond.

Cautioned

S. Smith

2.4

Fighting

Parent Visit

I . Gaspard

4.4

Fighting

Parent Visit

955

956

957

Summary
We at the Siparia East Secondary, feel strongly that the Violence
Prevention Academy is an initiative, once implemented properly,
could have tremendous benefits and achieve its ultimate goal of
significantly reducing the level of violence and indiscipline in our
school, as well as schools throughout the country.
The SARA Model, which we were professionally trained,
highlighted not only the importance of the systematic recording
of incidents, but also the critical trends that could be identified
when such data is analyzed. Armed with this kind of information,
the task of implementing a response is made easier and more
meaningful.
We realized also, that the student’s voice, which we sometimes
take for granted, is extremely critical, especially when the
programme is aimed at enhancing their own personal well-being
and that of their school.
What also became crystal clear to us is their Co-operation is a key
component to the success of any venture .In fact the more
personnel on board, the more enjoyable the task and the greater
the level of success.
The execution of the programme called for the consultation and
communication among team members , to get different tasks

958

accomplished ,which included sensitizing staff , distributing
Questionnaires ,Completing the SIRF form, implementing the
responses , doing the statistical analysis utilizing other and
computer skills.
We feel confident that the implementation of the V.P.A
programme at our school has resulted in tangible improvement.
The overall tone of the school is better and there is an air of
peacefulness generally, which is broken only at very irregular
intervals.
Both teachers and students feel safer and more secure through
increased guardianship and other initiatives we believe that the
V.P.A had a positive impact at our school and we wish to support
the Ministry’s move to have all schools exposed to the SARA
model, as one of the strategies in dealing with indiscipline and
violence in schools.
In closing, we wish to express our view regarding the
sustainability of the V.P.A programme. We believe that its long –
term success will depend heavily on the extent to which it is
institutionalized, to the point where all stakeholders know that a
Violence Prevention Academy exists in the Secondary School
system of Trinidad and Tobago.

959

Siparia West
Secondary
School
(Formerly
Siparia
Comprehensive School)

Senior

Key personnel:-

Co – leader
Co – leader
School Safety Officer
Vice Principal
DATE

Donna N. Dhanie
762-7701
Margot Herbert –Maharajh 657-0735
Mr. Andy Aziz
Mrs. Sabita Maharaj
May 23rd, 2010.

960

2

ACKNOWLEDGEMENTS

The members of the V.P.A. would like to thank the members of staff of Siparia West
Secondary for their willingness to participate in the collection of data and their
generosity

to

assist

where

necessary.

We would also like to thank the students who contributed willingly to give of their
opinions and time in data collection. The members of the V.P.A. expresses sincere
gratitude to all members of the Student Council who gave valuable suggestions that were
used to complete this report. Above all else, we thank God Almighty for the strength,
patience and guidance given to us, to better understand our students, colleagues, work
environment and ultimately, ourselves.

961

3

TABLE OF CONTENTS
Topic

Page

Acknowledgement

2

Introduction

4

Press Release

5

Background of Siparia West Secondary School

7

The Violence Prevention Academy

8

Scanning and Analysis

9

Interviews with Teachers

11

Summary of Findings

12

Analysis of Student Survey

18

Analysis of Teacher Survey

19

Problem Statement

21

Response Development

22

Response Implementation

24

Evaluation

28

Recommendations for Sustainability

32

Conclusion

35

Appendices

36-45

962

4

INTRODUCTION

This report is based on the findings of a statistical analysis of indiscipline at
Siparia West Secondary School, utilizing the S.A.R.A. (Scanning Analysis Response
Assessment) process. The statistics used in the study were taken during an eight month
period, spanning September 2007 to May 2010, during which time, the participants
attended the Violence Prevention Academy.

963

5

PRESS RELEASE:
SIPARIA WEST SECONDARY SCHOOL

In September, 2007, the Ministry of Education launched the Violence Prevention
Academy at the Arthur Lok Jack Institute of Business. This initiative was taken to help
develop strategies to curb and deal with violence within the secondary school system.
Twenty four schools were involved, with each school having a team of four to five
members. The participants were both hopeful but skeptical, that this team of facilitators
head by Dr. Katz had the solutions. After all, how can a team of criminologists from the
United States of America instruct teachers from the Caribbean on dealing with
indiscipline? However, Dr. Katz and his team set out over the next two years to do just
that.
Participants of the programme were exposed to the SARA process, which involved
data collection, analysis of said data, formulating a response and then assessing the
outcome of implementation of the response. By utilizing this process, participants were
able to focus on problems rather than symptoms. Solutions and responses could then be
tailored to meet the needs of the school.
Schools were instructed to focus on one major problem and to suggest strategies that
may be used to alleviate the problem. Then by using surveys and collecting data, officials
were able to evaluate the success of their interventions and make recommendations to
improve their results. At Siparia West Secondary School, the lack of official data on
indiscipline was evident, as it is now realized how important such a tool is.
It became apparent that such a system was invaluable to schools, especially as it
enabled school officials to keep track of “deviant” students and to identify hot spots
within the school compound. The team of facilitators listened attentively, shared
experiences and humbly offered solutions. However, they acknowledged that strategies
that may be useful in their environment, may be difficult to implement in our schools,
due to the different nature of our educational system.
The last two years have been a rewarding educational experience for all participants.
The shortcomings in our system were highlighted, and it became apparent that educators

964

6
must be proactive in finding solutions to the challenges that we all face in maintaining
discipline in our nation’s schools.

.

965

7

BACKGROUND OF SIPARIA WEST SECONDARY SCHOOL
Siparia West Secondary School is a seven year, coeducational institution located
at La Brea Trace, Siparia, south Trinidad. The school is housed on a large, sprawling
compound comprising of sixteen acres of land, and thirteen well spaced buildings. See
appendix I for plan.
There are one hundred and four members of teaching staff which includes six
remedial teachers, five deans of discipline and nine heads of department.
There are six hundred and thirty seven students registered, of which 52% are
Afro-Trinidadian, 49% Indo-Trinidadian and 9% mixed. These students attend school
from forms one to six. The forms one to five are largely housed in a single three story
building, whilst the forms six students are housed elsewhere. The students do not have a
separate gym or an enclosed cafeteria. Most of the students entering are remedial, based
on their low scores at S.E.A., i.e. below 30%. Many students enter form one at fifteen
years of age, whilst a few start school at seventeen years old. This disparity in age among
students results in situations of conflict.
Our students originate from Siparia, Penal, Palo Seco and Point Fortin. They are
predominantly from the lower socio-economic bracket. A significant percentage of our
students are from single parent families or under guardianship. Statistics indicate that the
students are low performers and lower achievers consequently our CXC examination
results show a ten percent pass or less.
There is a deviant subculture that exists in this school, due to an inability of
students to cope with academic offerings. These ‘problem’ students try to earn respect
from peers by fighting, disrespecting teachers as well as their fellow students, and
breaking classes. Issues of indiscipline are dealt with a disciplinary matrix with can be
seen in appendix II.

966

8

THE VIOLENCE PREVENTION ACADEMY (V. P. A.)
Our school was first introduced to the V. P. A. as an initiative by the Ministry of
Education to curb violence at chosen high risk secondary schools.
The program sought to empower and train members to develop and implement a
Violence Prevention plan, which was tailor made to suit their individual schools. This
plan required the involvement of all the stakeholders to be cost effective, realistic and
relatively easy to implement.
This problem solving plan utilized the S.A.R.A. process that is Scanning,
Analysis, Response and Assessment. Scanning involved collecting data from Vice
Principal’s Diary, S.S.O. diary, interviews with staff and students as well as two rounds
of surveys from both staff and students.
The data collected was analyzed to determine the frequency of fights, “hot spots”,
repeat victims as well as repeat offenders. This information was helpful in order to
develop responses.
The responses that were developed targeted the specific problem of fighting,
while at the same time, focusing on “hot spots” in an effort to increase guardianship of
these specific areas. It is hoped that by increasing the risk of being caught, offenders will
defer from committing these acts.
The agreed upon strategies had a time frame to allow for the last stage of SARA,
that is, implementation and assessment, During this time, the effectiveness of the
intervention was assessed as well as any problems dealt with.
It is hoped that by empowering the members of staff with a workable problem
solving strategy, acts of violence such as fights, would reduce. The desired result is that
our school will be a safer and more productive work environment for all stakeholders
involved.
Members of the Violence Prevention Academy are:

Co – leader
Co – leader
School Safety Officer
Vice Principal

Donna N. Dhanie
Margot Herbert –Maharajh
Mr. Andy Aziz
Mrs. Sabita Maharaj

967

9

SCANNING AND ANALYSIS
Time Frames
Assembly 8:10 am – 8:30 am
Period
1. 8:30 – 9:10
2. 9:10 – 9:50

Mid Morning Break: 9:50

–

10:10

11:30 –

12:30

3. 10:10 – 10:50
4. 10:50 – 11:30
5. 12:30 – 1:10

Lunch:

6. 1:10 – 1:50
7. 1:50

–

2:30

Time Frames Fights Occur Most Often
1:50 - 2:30
1:30 - 1:50
12:30 - 1:10
11:30 - 12:30
10:50 - 11:30
10:10 - 10:50
9:50 - 10:10
9:10 - 9:50
8:30 - 9:10
8:10 - 8:30
Missing/Unclear Data

18%

Type of fights

13%
10%
20%
2%
3%
15%
5%
6%
3%
5%
0%

10%

20%

No. of fights

30%

968

10
The highest percentage of fights occurred during the lunch and mid morning
breaks and peaked again between the last period and the end of school. This was
probably due to the high concentration of students with low or no guardians present.
Last period before school ends students breaking class and hiding in groups seek to
disrupt classes.
Fights occur most often in Block E and the classroom area because there is a
higher concentration of students there. More of the deviant students are also located
in this area.

Areas of Frequency Where Fights Occur

Other Area

4%
14%

Parking Lot

Area

12%

Field
25%

Block E Area

7%

Student Toilets
17%

Cafeteria
21%

0%

10%

20%

No. of Fights

Block E Classrooms
30%

969

11

INTERVIEWS WITH THE TEACHERS REVEALED THE
FOLLOWING POINTS:-

Number of teachers interviewed – 20.
•

They agreed that fighting was a major problem

•

That incidents of fighting was handled in a timely manner

•

That fighting disrupted classes and valuable teaching time lost

•

However a major concern was that pockets of deviant students were
constantly disrupting the smooth operation of classes on a daily basis

•

Looking at the statistics disruptive behavior is not often reported and properly
documented

•

It was difficult to catch the offenders and teachers were not willing to write
reports about these students for the following reasons:-

•

New teachers and teachers who re-entered the system often felt threatened by
these students

•

Parents and Guardians of the offenders seldom came to Parent-Teacher
conferences

•

The system does not deal effectively with these students who are usually in
trouble for more than one offence

•

When these deviants break classes the teacher feels more confident and in
control of their classes

•

The school has implemented and taught several programs aimed to help
difficult students adjust. Still the pockets of deviant students continue to
disrupt school

•

Male teachers seldom report deviant behavior to the office

•

A high degree of absenteeism among teachers occurred on Thursday with the
highest percentage on Friday. (Information obtained from the teacher registrar
book)

970

12
•

Friday was the day most interruptions occurred (Programs and functions are
now being scheduled for Monday or Wednesday in the hope of breaking this
culture)

•

Student population falls before and after holidays with deviant students more
likely to attend school and engage in illicit activities on these days

SUMMARY OF FINDINGS
Time Frame:

Y

M

D

2007

09

04

 261

Incidents contained in Database

 304

Students listed as offenders

 77

Victims – students

 34

Victims – teachers

 51

Repeat offenders

 7

Repeat victims

 15

Victims who were once offenders

 7

Incidents where deans were victims

----

Y

M

D

2008

03

05

Temporal Analysis

– Majority of fights occurred during lunch time.

Spatial Analysis

- Most fights occurred on ground Floor block E.

Repeat Offenders

Female – C. M. was responsible for 13% of incidents during 8 month period.

Male – A. J. was responsible for 8% of incidents during 8 month period.

971

13
Repeat Victims -

Male – A. S.
D. M. (both were victims three times)

PROBLEM TYPE

The Top problems

-

Disrespect

83%

Fighting

74.5%

Bullying

68.2%

This information was collated from data derived from student surveys.

Degree of harm –

1) These issues resulted in the most disruption of teaching time.
2) The high student percentages.
3) They are deep seated issues that result in violence.

Interrelation - These issues are interrelated since bullying and Disrespect can lead to
fighting (Physical Confrontation).

Other data needed –


Student interviews



Data collection from forms 1-4, that a wider cross section of the student
population.

Benefits –

1) Student input will provide valuable information to assist in dealing with the
problem.

972

14
2) Broader picture to better evaluate the situation

TIME OF DAY
PROBLEM

-

Fighting

Temporal Signature
During the eight month period, forty six fights were recorded. When the time was
broken up into one (1) hour blocks, it was following data was recorded.

Most fights occurred lunchtime.
Explanations for Temporal Analysis
1.

7:30 – 8:30 - a) Students arrive to school angry due to domestic situation.
b) Students settle arguments from day before.
c) Not many teachers present.
2.
9:30 – 10:30 - During break, there are a concentration of students with
minimal supervision.
3.

11:30 – 12:30 - High concentration of students with minimal supervision at
lunch Time.

4.

1:30 – 2:30

- a) Sometimes no teacher present in class.
b) To settle a grudge before home time.

Solutions For: Temporal Patterns
1. Increase guardianship during times of most fights.
2. Cameras on Block E.
3. Patrols to ensure no class is unsupervised.
4. Change the timetable – five periods in the morning session and two periods in the
evening session. This will hopefully alleviate the problem of too many
unsupervised classes in the afternoon session of teacher take a half day.

973

15

LOCATION OF PROBLEM
PROBLEM – Fighting

Spatial Concentration
•

Block E ground floor

•

Toilets

•

Cafeteria

•

“Hot Spots” are classrooms E29, E49, E39

Majority of fights occurred in Block E.

Reasons:-

1. Highest concentration of students
2. Too many unsupervised classes
3. Late arrival of teachers causes students to break class
4. Poor layout of buildings makes monitoring difficult
5. Not enough patrols by security officers.

Solutions:-

1. Deans and Heads timetabled to supervise Block E at both ends.
2. Teachers are registered for classroom supervision
3. Heads monitor to ensure classes are not supervised

974

16
4. Cameras in “Hot Spots”
5. Communication devices distributed to deans, to allow communication.
6. No cafeteria sales during class time
7. Increased patrols on block

REPEAT OFFENDERS
OFFENDER: A. P.

AGE: 17YRS

OFFENCES: Out Of Class

SEX: M

(3)

Gambling

(1)

Fighting

(2)

Sexual Misconduct

(1)

LOCATIONS:
 Out of class Hiding on the Compound
 Gambling Top floor block E classroom 46
 Sexual misconduct Block E Classroom 46 At 3:00

Action Taken: Parental Request Had Police Officer Speak To Student Suspension.

Solution: Counseling for student
 Increased presence of Community Police on compound
 Parental request and conference with Principal
 Suspension

Problems:-

975

17
 Unavailability of problems
 Indifference of the student
 Little recourse other than suspension

VICTIM PROFILE
Incidents

– Fighting (1) / Assault with a Weapon (2)

Occasions

- 1 Reported Fight
2 Assault With weapon

No Serious Injury Sustained

Victim –

Student Name:

Age –

15 years

Sex –

F

Locations –

Assaults in the toilet

C. M.

Fights in classroom Block E Room 43 Top Floor

Description:

1st Assault with a piece of wood, took money from student – 3 Girls Form
5/5
2nd assault in the toilet by 1 girl form 5
Fight with - 3 girls Form 5/5

Solution:
 Counseling for student
 Parent conference to appraise parents about situation
 Student spoken to about avoidance of tense situations

976

18

ANALYSIS OF STUDENT SURVEY
Comparison of Student survey 1 and Student survey 3 (March 2010)
See appendix II
1. Student’s views on disrespect changed slightly from time
Time 1
Time 3
2.6
2.74
(1-not a problem 2-minor problem 3 -major problem)
• This change could be attributed to different students answering the surveys after
the two year gap between surveys.
• An increase in disrespect could be due to new, inexperienced teachers in the
classroom.

2. Disruptive behavior in the classroom.
Time 1
Time 3
2.7
2.65
(1-not a problem 2-minor problem 3-major problem)
•

Student’s views about disruptive behavior remained the same.

3. Fighting which was viewed as the major issue affecting students showed a slight
decline
Time 1
Time 3
2.5
2.47
(1-not a problem 2-minor problem 3-major problem)
•
•

This slight decrease in fighting could be due to withdrawal of problem students by
parents who then pursue alternate paths of education
This minor change could also be due to different students answering survey

977

19

ANALYSIS OF TEACHER SURVEY
– A comparison of survey one (October 2008) to survey two (December) and
survey three (March 2010)
See appendix III
1. Victimization reduced from 12% to 6.7% - a difference of 5.3%
This could be due to the car park being fenced which resulted in damage
to personal property.
2. Fear of attacks reduced from
2%

0%

9%
2.3%
→ This could be due to regular offenders being identified at this point and
disciplinary actions being put in place, e.g. suspensions, personal talks,
and parental requests.
→ Another reason could be that after a year with teacher, student gain
trust of teacher, therefore leading to less confrontation.
3. Perceptions of Safety Rating.
Teacher perception of safety increased slightly from fairly unsafe to
average.
Example:
→ Perception of safety at cafeteria increased from 3.0% to 3.13 %.
→ Perception of safety in classroom increased from 2.19% to 2.53%.
→ Perception of safety in the parking lot increased from 2.78% to 3.28%.
This could be due to increased fencing and increased attention by MTS
officer to parking lot.
4. Disruptive behavior
There was a marginal increase in the time spent in dealing with disruptive
behavior.
o Time 1
Time 2
Time 3
o 2.60
2.74
2.9
→ This could be because disruptive behavior within classroom has
increased as students have made new friends within classes and are
also more familiar with teacher.

978

20
→ Students probably realize that being disruptive may allow them to
escape class with no major consequences. (negative rewards)
→ Disruptive behavior increased during class increased at time 3
possibly due to a rapid turnover of staff as a number of older heads
retired. This resulted in an increase in the number of young,
untrained members of staff. Therefore there was a change in
disciplinary measures within the class as well as an inability to
deal with stressful situations in the classroom.

5. Time spent in classroom reducing teaching time.
There was no change
o Time 1
Time 2
o 1.94
1.94

Time 3
1.95

This may be the results of students being put out of class for being
disruptive.
6. Perception of vandalism, personal attacks and theft in school.
The perception of problem increased from
o Time 1
Time 2
Time 3
o 2.77
3.91
2
This could be due to increased abuse to furniture and blackboards of
students due to a lack of guardianship.
This figure dropped in survey 3 due to fencing of the car park as well as
increased vigilance of teachers with regards to personal effects.
7. Other
There was a major decrease in teacher perception of safety when
confronting students.
o Time 1
Time 2
Time 3
o 4.21
2.70
3.8

This could be due to increased familiarity between teachers and students.
Teachers feel safer to confront students that they now know and have a
better knowledge of student and behavior.
This value rose at the time of the third survey possibly because new
teachers were completing the survey, many of who were untrained and
inexperienced.

979

21

PROBLEM STATEMENT

Fighting is intrinsically intertwined with disrespect and bullying. These physical
confrontations impact negatively on the teaching and learning experiences.
Fighting was chosen as our main problem, due to the fact that it was highlighted
by both student and teacher surveys as a major concern. The incident data revealed that
the school’s percentage is higher than the national average. We have felt it caused the
most harm, not only physically, but psychologically as well.
We believe that all shareholders within the school are affected on a daily basis
and that everyone involved is committed to finding solutions to improve the school’s
environment. In this essay deans, security and safety officers can focus on the more
challenging and serious forms of student conduct. Once this is achieved, it is hoped that
our school would be more conducive to learning and that the school culture would
encompass positive values such as honesty, integrity, compassion and discipline.

980

22

RESPONSE DEVELOPMENT
Potential Responses -

These responses were collated from staff meetings and

meetings of the student council.

1. Restructuring timetable – scheduling five periods in the a.m. session and two
periods in the p.m. session.
Justification
This will harness the most productive time of the day which is the a.m. session, at
the same time shorten the p.m. session thus lessening the opportunity for disruptive
behavior. Easy to implement.

2. Disciplinary Detention – to be conducted during the luncheon period, supervised
by teacher, with a program of work being done by students. This will deter
students from problem behavior.
Justification
This is sanction to be imposed on student in an effort to cut down on fights and other
negative behaviors. Easy to implement.

3. Locked classrooms when they are unoccupied. This will decrease opportunities
for vandalism and deviant behavior.
Justification
This reduces the opportunity for illicit behavior by student.

4. Floor supervision – In addition to classroom supervision, each floor should be
monitored by two teachers at both ends.
Justification
This would dissuade students from loitering on the corridor of Block E, harassing
other students in class and assembling on the corners of Block E for disruptive behavior.

981

23

5. Construction of a fence behind Blocks L, E, F and C, thus separating “up the hill
from down the hill.” This will require an increased effort to engage in targeted
behavior.
Justification
This would eliminate the movement of students from “up the hill to down the hill” for
illicit activities. This is a manageable cost that has maximum benefits.

6. Stronger regulation of the cafeteria hours by the office.
Justification
The sale of food during class hours has led to the cafeteria to be a hot spot for fighting
and taxing stronger regulation is needed. Easy to implement with no cost.

7. Construction/Conversion of a dean’s room close to Block E.
Justification
This increases guardianship over the entire block at all times. The lost of this
construction will have maximum benefit.

8. Lunchtime supervision by S.S.O.
Justification
Again, this leads to increased guardianship by a different authority at no cost.

9. Cameras to be installed in strategic hot spots. Increase the risk involved in
committing a crime.
Justification
Cameras increase guardianship and effective monitoring at all times therefore
reducing opportunity for disruptive behavior. In this modern era, the use of
technology should be maximized.

982

24

RESPONSE IMPLEMENTATION

Response Implementation

Date

Step
1. Restructuring of
timetable

Person’s

Responsible
12th May, 2009

Members of VPA.

19th May, 2009

Principal

3rd June, 2009

Principal

1st September, 2009

Principal

Monthly

Deans

12th May, 2009

Members of VPA

19th May, 2009

Principal

8th June, 2009

Principal

1. Present policy to Administration

2. Present to key personnel, heads of
department and deans.

3. Present to members of staff

4. Implement policy

5. Monitor implementation

2.

Disciplinary

Detention

1. Present to Administration

2. Present to key personnel – Heads of
department and deans

3. Present to members of staff

983

25
1st September, 2009

Principal

Date

Person’s

4. Implement policy

Response Implementation
Step
5. Monitor implementation

3.

Floor 1. Present to administration

Responsible
Monthly

Deans

12th May, 2009

Members of VPA

Supervision
2. Present to key personnel – Heads of 19th May, 2009

Principal

department and deans

4.

3. Present to members of staff

26th May, 2009

4. Implement Policy

1st June

5. Monitor Implementation

Monthly

Deans

12th May, 2009

Members of VPA

15th May, 2009

Principal

Weekly

Deans

12th May, 2009

Members of VPA

15th May, 2009

Principal

Stronger

regulation

Heads of department and D

of 1. Present policy to administration

cafeteria hours

2. Administration approaching cafeteria
manager

3. Monitoring

5.

Lunchtime

Supervision

by 1. Present policy to administration

S.S.O.

2. Policy presented to key personnel

984

26
18th May, 2009

S.S.O.

Date

Person’s

3. Policy implemented

Response Implementation
Step

Responsible

6. Cameras

12th May, 2009

Members of VPA

19th May, 2009

Principal

8th June, 2009

Principal

1. Ideas presented to administration
Fence
Re-location of - 2. Administration present ideas to key
Deans Office

personnel

–

deans

and

heads

of

department

3. Suggestions presented to staff
4.

implementation

of

suggestions

dependant on cost

COSTING
RESOURCES NEEDED

ESTIMATED COST

Fencing-Materials and labor

$20,000.00

Construction of Pre-fabricated Dean’s Room

$90,000.00-$95,000.00

Camera-Material
technologies)

and

labor(Refer

to

OPNET $295,000.00

985

27

RESPONSE IMPLEMENTATION
•

The School timetable was restructured in September 2009 to allow five periods
before lunch and two periods after lunch.

•

Cafeteria hours are being monitored more stringently by Deans and Vice
Principal.

•

Floor supervision was implemented in September 2009, as well as class
supervision. This has continued, once there is sufficient staff available.

•

Disciplinary detention was implemented in September 2009; however it was
discontinued after two months. This proved ineffective as a means of disciplinary
action due to a lack of availability of a suitable room, to house students on
lunchtime, as well as due to the large amount of time wasted looking for the
students who are supposed to be in detention. The author feels that Detention is a
worthwhile instrument in maintaining discipline and administration needs to
revisit this idea and revise it in the future.

•

Financial constraints have prevented the implementation of cameras and the
relocation of the Deans’ office. It is hoped, however, that when the funds are
made available with the authorization of the Ministry of Education, these changes
can be made.

986

28

EVALUATION
During the period May 2009, until January 2010, a number of responses have been
implemented and their success evaluated. It was not possible, however, to implement a
number of the suggested responses, due to a number of factors.

During the period May 2009, until January, 2010, Siparia West Secondary School
(formerly Siparia Senior Comprehensive School) underwent a number of changes:
• The retirement of two Deans and the promotion of one.
• The retirement of the Principal, which left this position vacant until December
2009.
• The transfer of a number of senior teachers during this time frame.
• Presently there are no appointed Deans on the compound, but five (5) acting
Deans.
These events contributed to the unsettling of the students and disallowed the continuity of
implementing and monitoring responses.

This is evidenced by the data collected from SIRF Survey which was collected for
December 2009 to March 2010. This is represented graphically hereunder.

987

29

Graph showing a comparison of School Indicipline for the years
2008/2009 – 2009/2010

988

30

Graph showing Incidents of School Indicipline for the years
2008/2009

Graph showing Incidents of School Indicipline for the years
2009/2010

989

31
Most observable, is the number of incidents of indiscipline overall, decreased by
half. This could be attributed to attempts to increase supervision as well as the shortening
of the afternoon session. However there was actually an increase in the number of fights.
This can again be due to the rapid turnover of staff which led to a lack of continuity in
implementing measures. Presently at Siparia West Secondary School, there are a
number of young, untrained and inexperienced members of staff who are unable to deal
with indiscipline in the classroom.

There are two responses that have been put in place, and they were evaluated by
means of a teacher’s and a student’s survey that are included in the appendix. The results
of the teacher’s survey indicated that 64% of teachers felt that the change in timetable
was instrumental in alleviating discipline since students were allowed less time for
restlessness. 35% felt that change in timetable had no effect in lowering indiscipline. It
must be noted, however, that most teachers felt that it was too soon to properly evaluate
the worthiness of this intervention. All of the teachers thought that block supervision was
an effective tool, but many felt it should include class room supervision and must be
consistent in its utilization.

The results of the student’s survey were very revealing. They approved of the
timetable change and block supervision. It was felt that the shortening of the P.M. session
curbed restlessness and allowed more work to be done. The students also approved of the
presence of more teachers on the block during block supervision.
Student suggestions for further reduction in indiscipline include:
•

Increased involvement by parents and community police

•

Supervised lunchtime activities

•

Detention

•

Periodic uniform checks

The Violence Prevention Programme was partly successful in Siparia West
Secondary as evidenced by a marked decrease in incidents of indiscipline. However, this
success was hindered by a lack of continuity in implementation of measures. The true

990

32

success came from a realization by the administration that there is a need for School data
base. The value of research tools such as surveys and questionnaires was also evident and
can be used in the future to evaluate other responses.

It is hoped that with the appointment of a Principal, and a second Vice Principal,
many of the disciplinary measures already outlined in this report will have continuity. It
is recognized, however, that exemplary discipline cannot happen overnight and it is
actually a process of trial and error to discover a disciplinary plan that works for each
school. Persistence, hard work and consistency are also required to achieve this goal. In
the end, having a well disciplined, orderly school that produces productive, polite citizens
will be worth the effort.

991

33

RECOMMENDATIONS FOR SUSTAINABILITY
•

The program has highlighted the importance of collecting and updating data on a
continuous basis. This database can be used to:
 Store student information
 Track deviant behavior amongst students
 To format data that would be easy to read and useful for statistical analysis
However this process is very time consuming and difficult for the teachers to
continuously update information, especially with a class timetable; and it is
therefore felt that a data entry clerk can be appointed to schools to ensure that the
school’s database is updated.

•

It can be noted that many persons volunteer to act in vacant positions of Deans or
Heads of Departments in schools while carrying out their other official duties.
This affords teachers the opportunity to gain experience and exposure to what
these posts entails whilst filling the void left by vacant posts. It is felt that these
teachers should be rewarded with monetary compensation for their efforts to
ensure discipline whilst maintaining guardianship of the students on a continuous
basis.

•

Cameras are a necessity on a school compound especially in a very large school
compound. The school is impossible to monitor by a handful of Deans and school
safety officers.

•

The Principal is embarking upon a series of programs in the new academic year in
an attempt to improve discipline:
 Peer Mentoring for teachers-This is where new teachers are assigned a
mentor teacher to help them deal with classroom situations.

992

34
 Values Education Class- This is primarily aimed at form ones, to change
behaviors as they enter school.

993

35

CONCLUSION
Fighting is a major problem because of the high degree of harm that can occur.
However, the information from data collected, revealed that the majority of disruptions
were caused by small pockets of deviant students. These students indulged in illicit
activities on a regular basis. The activities are difficult to detect, require a great deal of
investigation and sometimes, stress a system that is already heavily burden.

Overall, it is felt that if systems are put in place to deal with this small percentage
of the student population, that we can achieve the vision that we would like for our
school – a vision where each student is equipped with life-long skills and education, in a
safe school environment.

994

36

APPENDIX I

995

37

APPENDIX II

996

38

APPENDEX III
Violence Prevention Academy
Teacher’s Survey
1) Do you think the change in timetable (two afternoon sessions, five morning
sessions) helped in lowering incidents of indiscipline amongst students?
If yes, state reason: ________________________________________________
If no, state reason: _________________________________________________
2) Do you think floor supervision assisted in lowering incidents of indiscipline
amongst student?
If yes, state reason: _________________________________________________
If no, state reason: _________________________________________________

3) Suggestions to curb indiscipline amongst students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________

997

39

APPENDEX IV
Violence Prevention Academy
Student’s Survey
1) Do you think the change in timetable (two afternoon sessions, five morning
sessions) helped in lowering incidents of indiscipline amongst students?
If yes, state reason: ________________________________________________
If no, state reason: _________________________________________________
2) Do you think floor supervision assisted in lowering incidents of indiscipline
amongst student?
If yes, state reason: _________________________________________________
If no, state reason: _________________________________________________

3) Suggestions to curb indiscipline amongst students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________

998

SUCCESS LAVENTILL SECONDARY SCHOOL

VIOLENCE PREVENTION ACADEMY REPORT

INTRODUCTION

The Trinidad and Tobago Violence Prevention Academy is a response by the Ministry of
Education to address the increasing incidents of violence and indiscipline in schools. The
aim of the programme is to devise and implement a strategy, either to find a solution to,
or to transform the problem of violence in schools to a more desirable situation so that
schools would become safe once more.

The Violence Prevention Academy was conceptualized by the Ministry of Education to
develop a comprehensive violence prevention plan tailored to the specific needs of
schools in Trinidad and Tobago. It recognized that a one size fits all approach cannot be
applied and therefore requires a collaborative effort on the part of administration,
teachers, deans, safety officers, security and all responsible “guardians” to promote a
culture of peace in our nation’s secondary schools.

The Academy is structured into four components which are to be implemented over a
school year and involves a training programme that allows the school-based team to
analyze the causes of violence and indiscipline and to design solutions for their respective
schools.

1

999

SCHOOL BACKGROUND

In 1983, Success Laventille Secondary School which was formerly known as Success
Laventille Composite School was established in Laventille in the village of Prizgar
Lands.

The school was built for not only an academic based curriculum but was

vocational in nature as well, where the less academically inclined students were taught
skills such as Woodwork and Wielding. The subjects being offered on the school’s
curriculum are English Language, Mathematics, English Literature, Biology, Human and
Social Biology, Chemistry, Physics, Spanish, French, Information Technology, Social
Studies, Agricultural Science, Integrated Science, Food Technology, Art, Sewing, Music,
Pan, Principles of Business, Principles of Accounts, Geography, Physical Education,
Office Procedures and History. The ratio of student to teacher is approximately 12:01.

Success Laventille Secondary School is a unique school with unique problems that is
inherited from the community. The school is caught in the middle of warring gang and
drug elements which our children have to face everyday, some of whom belong to
families which are part of these warring fractions, posing an additional threat to their
safety and well being as well as that of the entire school population. Regardless of all the
constraints and negativity that are faced, the school have managed to survive and produce
students high in excellence, in academics, sports and cultural achievements that can be
measured amongst the best in the country.

2

1000

The school is surrounded by the villages of Success Laventille, the Beetham Gardens,
Picton, Prizgar Lands and Quarry Village. The school’s catchment area includes
Morvant, Laventille, Belmont, San Juan and Port-of-Spain and Environs. Some of these
areas are plagued by issues of violence, single parent families and a culture that does not
always support education. There are interested parents, who want to assist but are unable
to cope with pressing life issues and many find disciplining their own children a
challenging thing. There is much dependence on teachers and the school community to
discipline for them. Success Laventille represents a beacon of hope for all the depressed
communities that surrounds it, and is known as “The Light on the Hill” to her
stakeholders

The Constituency of Success Laventille comprises mainly of persons of African descent
originating mainly from the smaller Caribbean islands such as St Vincent and Grenada.
Many hold low-income jobs or are on government funded programs such as CEPEP and
URP, which are programs designed to alleviate unemployment and poverty in these low
income areas.

At present the school has a population of just over eight hundred (800) students, many of
whom not only come from an underprivileged home environment but statistically one in
ten students could attest to knowing a close (relative) who has been murdered,
incarcerated or a gang member.

3

1001

The staff of the school is comprised of sixty (60) teachers which includes eight (8) deans,
some of whom have been teaching at the school since its inception more that twenty-five
years ago. The Current Principal is one of the many teachers who taught at the school
and could be said to be one of the founding members of the teaching staff. The turnover
rate of the teaching staff is not very high with a fair mixture of both African and East
Indian teachers. There are however, more female teachers than their male counterparts.
Three (3) administrators, one (1) Guidance Officer, four (4) School Safety Officers and
approximately ten (10) non teaching support staff, which includes On-the-Job Trainees
completes the School population. The school operates in conjunction with a School
Board and the Parent Teachers Association (PTA).

The School is involved in many extra curricular activities such as football, cricket,
netball, volleyball, Pan Festivals and Music festivals, Carnival Competitions as well as
Drama where we have achieved at the highest level.

To instill discipline, honor and

service to country, the school with the assistance of the School’s Safety Officers have
established a chapter of the Cadet Force where both male and female students are
involved. The School boasts of winning many Junior Carnival Competitions and Junior
Panorama finals over the years and is one of the schools, if not the only school in
Trinidad and Tobago where the Carnival mas’ costumes are made by the students
themselves. On entering the Administration Office, the many trophies and plaques on
display would attest to our sports and cultural achievements.

Our School Song

“Reaching for Success” was written by one of our Art Teachers and sung by students of

4

1002

the school. This song poignantly tells the listener what Success Laventille Secondary
School is about – where we came from and where we are going.

The school’s motto: Education: The Key to Success which is supported by the mission
statement - To create in collaboration with our social partners a positive secure learner centered
environment which inspires and empowers students to achieve their fullest potential and assist in
the positive transformation their communities on a global and national level.

Information from founding Administration suggests that Success/Laventille Composite
School was established as a Junior Secondary School. In the early years from 1983-2003
onward there were 1,100 students.

Space became an issue and that figure has

considerably been lessened. There is no playing field, only a hard court, which is in
contention with the villagers, and a multipurpose hall. Fifteen classes are based in Block
B which can become a noisy conflict area. Proximity of classrooms makes class control
difficult. This crowding of students makes for a noisy, restless climate which is not
always conducive to peace, tranquility and the required focus.
The students sit the CXC Examinations at the end of form 5 and many of them have to
go and seek their chances to get into an Advance level programme at the seven year
schools. Those that are unsuccessful either enter the world of work, or enter other
tertiary institutions.

5

1003

IMPLEMENTING THE VIOLENCE PREVENTION PROJECT

The Principal, two teachers which includes a Dean and one School Safety Officer are the
members that comprise the Violence Prevention Team at Success Laventille Secondary
School. The approach taken by the team requires the use of the SARA problem solving
process. The acronym SARA refers to a methodological process of Scanning, Analysis,
Response and Action which aims at effectively identifying problems and finding
solutions to these problems.

6

1004

SCANNING AND ANALYSIS

Problems are identified during the scanning phase. The team examined documented
incidents over a specified period of time in order to assess groups or clusters of similar
incidents. Fighting, disrespect and disruptive behavior stood out as the major issues that
were being encountered by both the staff and student population.

Data for the

confirmation of these issues were gathered from the school’s suspension records, incident
reports from the School Safety Officers as well as reports from Deans and Subject
Teachers. Student and Teacher surveys were also conducted

FINDINGS

A review of the data collected was done in order to map incidents by the time of day they
occurred, the location in order to establish patterns. This identified and narrowed the
scope of the problem as well as developed ideas as to why certain situations occurred and
under what specific conditions. The school looked at three types of data; official school
data, teacher surveys and student surveys.
The student and teacher surveys sought to determine the frequency of a range of
problems experienced by both staff and students to determine the type of incident that
was more prevalent.

A number of variables such as fighting, bullying, disrespect,

disruptive behavior and assault among others were looked at.

7

1005

Verbal Abuse

Weapon Possession

Verbal Threats

Throwing Stones

Spitting on student

Rudeness

Obscene note to student

Inappropriate touching

Habitual Tardiness

Fraud

Fighting

Evading Class

Disrespect

Bullying

Breaking Cell Phone Rules

(Aiding and Abetting)

50
45
40
35
30
25
20
15
10
5
0

Possession of illegal…

Number of times Incident occured

Number of times Incident
occured

Fighting was identified as the main problem. The data revealed that most incidents
occurred in the classroom, in most instances when teachers are absent from the
classrooms for whatever reason and students are left unsupervised.

Incidents also

occurred between periods when students are moving from one class to another.
JP, a 15year old male of mixed decent in form 3 and KD a 14 year old male of African
decent also of form 3 were the most prevalent offenders. Both were involved in a series
of incidents, including fights disruptive and disrespectful behaviour.

8

1006

Number of times Incident occured at
location
90
80
70
60
50
40
30
20

Number of times Incident
occured at location

10
0

STATEMENT OF THE PROBLEM

Based on the data captured in the incident report, fighting has been deemed as the major
problem. Disrespect and disruptive behaviour will be also addressed by the Violence
Prevention team since they ultimately lead to the more serious offence of fighting being
perpetrated. The team found it imperative to address these three major issues, since it
will result in a reduction and an alleviation of these incidents thereby leading to an
environment which is more conducive to teaching and learning, where the curriculum
could be delivered in an efficient and effective manner.

9

1007

RESPONSE

After analyzing the issue of fighting and its related problems, the Violence Prevention
Team came up with the following responses which were discussed by all stakeholders in
preparation for the academic year beginning September 2009.

PATROLS

Deans, Safety Officers and MTS personnel are mandated to patrol during the Break and
the Lunch Time period since in most instances fights break out during these periods when
students are unsupervised. Block B which house the lower forms of 1-3, has been
identified as the location for most incidents occurring, during school sessions and at
break and lunch time. Safety Officers, Deans and MTS personnel are sensitized to these
occurrences.

These “guardians” are to patrol periodically in order to prevent these

situations from occurring and to deter potential offenders.

ASSESSMENT

The methods of patrolling have worked to a large extent.

Students are sent back

immediately to their classes when they are seen loitering along the corridors or wanting
to go to the washroom room areas without obtaining permission to do so from their
teachers.

Teachers have also been advised not to send students to the washroom

immediately after break or lunch since some students use this as an excuse to be out of

10

1008

classes, and sometimes get into situations with other students. Only in cases of extreme
emergency are students allowed to leave the classroom. With the increase in patrols
especially at break time and lunch periods, the fights and small skirmishes has lessen a
great deal as the data would show. We need to work as a coercive team, monitor and
revise this method in an effort to completely wipe out the unwanted behaviors.

SUPERVISION OF CLASSES

The School Administration has adopted a policy whereby an Administrator is assigned to
go through the Teacher’s Register at the beginning of the day and assign teachers to man
the classes of teachers that are absent or late for whatever reason. This has prevented
students from being left unsupervised and in so doing prevent incidents from occurring,
since in most instances, situations occur when teachers are away from the classroom.
This method has worked to some extent, but some teachers are of the view, that because
they are always regular and punctual, they are given more supervisions that those
teachers who are seldom on time. In some instances as well, teachers who are given
supervision, either don’t go in a timely manner and this defeats the whole purpose of the
supervision, because by the time the teacher reaches the class, the classroom is
completely chaotic. More time is then needed to quell situations which could have been
avoided.

Administration has taken new approaches and measures in order to alleviate

this type of behavior in a more favorable manner to the benefit of all.

11

1009

INTERVENTION SEMINARS AT ALL LEVELS

Students are exposed to seminars where they are taught self-esteem, self development
and are expose to conflict and anger management skills. Peer mediation work shops were
introduced to students for them to develop skills in handling and neutralizing adverse
situations between their peer groups. The Student Council is constantly being developed
and enhance so that students can have their views heard.

DEANS MEET WITH CLASS TEACHERS

Classroom Management has been identified as one of the major causes of disruptive and
disrespectful behaviour which sometimes lead to fights during the class while the teacher
is present.

The underlying factor to most of the fights is disruptive behaviors and

disrespect which starts in the classroom by somebody calling somebody a name or telling
the other person something that the other person does not like. In most instances, if the
situation is not diffused by the teacher in a firm and timely manner, the situation could
eventually mushroom either during the class while the teacher is present or when the
teacher leaves the class. Teachers are mentored by their Deans and Head of Departments
about ways to deal with difficult situations and ways to quell disturbances in the
classroom. The Administration has mandated that Deans meet with their form teachers to
discuss problems and find solution to these problems that occur.

In addition new

teachers, as well as teachers who are weak in classroom management are monitored and

12

1010

observed on an on going basis and are assisted by their Head of Department. This
response is working, but there are still some teachers who need to buy in to the idea.
Also some of the older teachers are set in their methods of handling situations. This is an
ongoing process that would eventually have full support by all.

THE USE OF CCTV CAMERAS

Stakeholders and responsible “guardians” cannot be all the places all the time, and also
because of the layout of the school compound there are blind spots where illicit and
unwanted activities can be carried out and stopped before a guardian arrives on the scene.
Students have their “lookout” to inform them when a guardian is approaching, and all
activities are stopped until the guardian is out of sight. The Administration took the
decision to install cameras at strategic locations around the school. The rationale behind
the installation of these cameras is that although guardians are in place, they cannot see
all the situations that occur all the time.

Students have “lookouts,” who inform them of

the whereabouts of the guardians which give them enough time to stop whatever they are
doing to avoid being caught. Students will be aware that they are being monitored
without seeing who is monitoring them.

Initially, the school installed two CCTV

cameras with the monitoring system placed in the principal’s office. Although these
cameras covered a wide area, there were still some blind spots that need to be monitored.
The school has since acquired three more cameras with another monitoring system to be
placed at a strategic location, so that the premises would be thoroughly monitored. The
intervention of this device has reduced some petty offences from occurring and has

13

1011

deterred students from engaging in illicit and unwanted behaviors. This has acted as a
deterrent to committing offences.

DISCIPLINE MATRIX

The School’s Discipline Matrix has been introduced with clear guidelines as to the
discipline procedures for each offence and the frequency of such offences.

In an effort to improve the overall tone of the school and reduce the incidents of
indiscipline, a proper system of documentation has been implemented. Having been
exposed to the Violence Prevention Academy, and realizing the importance of data
collection and efficient record keeping methods, Administration have encouraged
teachers to adopt proper recording keeping practices. Teachers have been encouraged to
keep records for all offenders and fill out the Incident Report Forms and to report matters
to the Form teachers who will then report to the Dean or higher authority as necessary.
This has encouraged teachers to address unacceptable behaviour in a consistent manner
and has also improved the system of record keeping thereby making the system work
more efficiently and effectively.

The Discipline Matrix stipulates the offences and the

punishment that should be meted out for the offences and the frequency of these offences
This has worked very well since teachers would know exactly what punishment is needed
for whatever offence that is committed.

14

1012

ASSESSMENT

In evaluating and assessing the systems that were put in place by the team, we are of the
view that the methods we used worked and are working well. Issues of disruptive
behavior, disrespect and fighting have decreased as shown by the data from the inception
of the program to when all the systems were implemented.

Challenges have been

encountered, but gradually they are being overcome as the benefits of putting proper
procedures in place are being seen as rewarding to all stakeholders. We still have some
work to do, since we need everyone to accept the systems that are in place and we need to
monitor and evaluate it to derive maximum befits from what we have learnt.

15

1013

SUSTAINABILITY PLAN

With greater involvement from Administration and the school Supervisory level, the plan
will get greater involvement from staff at all levels when the understand the benefits that
are derived from the program.

The systems that are currently in place are working well. Through the weekly meetings
with the deans, they will be brought on board as well as through staff meetings the staff
will be sensitized to the workings of the plan. With monitoring and constant evaluation
of the plan, we know that it will work.

Gathering the information and presenting the data to show relations between what
situations are occurring less because of certain interventions that are taking place will
effectively allow stakeholders to buy-in to the plan and understand the workings of the
plan in favorable terms.

16

1014

Valencia Secondary School
Violence Prevention Report

Team members

Francois Ottley

(Principal )

Kevin Cummings

(Dean)

Arlene Barnett (Dean)
Ramesh Sookram (Safety Officer / Project leader)

1

VIRTUE SIGNALS SUCCESS

1015

TABLE OF CONTENTS
•

Page 1

Media Report

•

Page 2

Introduction

•

Page 3

School Background

•

Page 4

The SARA Model

•

Page 5

Findings

•

Page 6

Problem Statement

•

Page 7

Preliminary Ideas

•

Page 8

Strategies put in place

•

Page 9

Assessment

•

Page 10

Sustainability Plan

•

Page 11

Appendix

VIRTUE SIGNALS SUCCESS

1016

MEDIA REPORT
Our participation in the Violence Prevention Academy exposed the team to a
greater awareness and understanding of the factors that influence deviant
behaviour in our school and enabled us to systematically keep a track of this
type of behaviour and in addition formulate strategies to treat the various
problems and put long-term measures to effectively reduce instances of
deviant behaviour.
During our training we attained an understanding of the ‘Crime
Triangle’ and the various factors that contributed to an instance of deviant
behaviour. We were shown computer software that can be used to accurately
record occurrences of various types of deviant behaviours, from which
‘Temporal Analysis’ can be taken to check for patterns or clusters of certain
elements connected to negative activity.
The training received enabled the team to evaluate the school’s
physical layout and identify particular areas that were prone to deviant
behaviour and the various times of the day that certain negative activities
occurred. This allowed us to put certain strategies in place such as increased
guardianship (School Safety Officers, Deans & MTS Security Officers) in
certain areas and at certain times, increased lighting in poorly lit areas and
workshops for all teachers that were geared at effective Classroom
Management.

1

Valencia Secondary 1017
School

Introduction
The Violence Prevention Academy Team is a group of persons assigned the responsibility to collect, store
and analyse data related to problems occurring in the Valencia Secondary School, as well as to develop
responses to such problems. This was due to of the recent upsurge of violence among the student population
in the nation’s secondary schools.
The Violence Prevention Academy has been very instrumental in providing a systematic method of dealing
with problems in terms of identifying contributing factors and means of reduction of such problems. By
exposure to the SARA model of scanning, analysis, response and assessment we have been able to attain a
greater idea of the nature of problems occurring on our compound, in terms of their frequency, location, the
perpetrators, victims and times. Other helpful information such gender, age, class is also obtained to further
add to the data. From the SARA process we have been able to venture somewhat into the psychology of
crime and identify the conditions on our compound that encourage criminal activity. In addition we have
also been able to formulate measures to reduce the impact of the influencing factors, and make long term
plans to deal with individuals and create a safer environment for learning.
2

Valencia Secondary 1018
School

School Background
The Valencia High School was established in October 2000 on Oropouche Road, Valencia. It began with a staff
of 14 teachers and approximately 459 students. The catchment area goes as far east as Sangre Grande and as far
west as Arima and there have been minor instances of students coming from area outside of the catchment zone
such as Manzanilla, La Horquetta, Malabar, Matura, Maloney and Tamana. The physical orientation and the
spacious layout 1 of the compound combined with the insufficient staffing led to frequent incidents of fighting,
assaults and general disrespect. By 2008, the teaching staff had grown to a compliment of 49, while the student
population increased. In 2005 our initial batch of 15 classes graduated, and we have had inconsistent student
intake amounts in the years following 2000. The average intake amount over the last six years has been over
150 students and at present we have approximately 600 students and 25 classes.
Based on the data recorded from the beginning of the year 2008, violence was cited as the major
problem ranging from ‘perpetrator on victim assaults’ to ‘student on student’ fighting. Fighting made up 32%
of violence and disruption on the school’s compound.2
At the Valencia High School, this is a pattern that repeats itself when an incident of violence
begins, in spite of the presence of teachers in the immediate vicinity. The teachers in the classes can only
maintain a minimum level of control of their respective classes as the noise and the confusion escalate well
above the normal threshold. Temporal Analysis of the data revealed concentrations of activity in certain areas
of the school’s compound 3. Further observation of these concentrations cited the physical structure as a major
contributor to the problem.
1 See

Graphic 1 A1 and Graphic 2 A2
See Graph 1 A4
6 See Graph 3 A6
2

3

Valencia Secondary 1019
School

The SARA Model
The SARA Model refers to the processes of Scanning, Analysis, Response and
Assessment. Through these processes the VPA Team was able to identify problems
and pinpoint particular incidents that may appear as isolated, but share certain
characteristics such as common pattern, victim or geographic location.
It also led to the acknowledgment of the ‘Crime Triangle’ – the linkage between victim,
perpetrator and location which provided information that would be useful in
understanding the influencing factors or conditions, developing and implementing
solutions and determining the impact of the responses.

4

Valencia Secondary 1020
School

Findings
From the scanning and analysis processes, the VPA Team was able to ascertain
the following:
• The acts of deviance that were prevalent 4
• The areas of the compound where there were concentrations of deviant acts 5
• The times of the day that certain acts were being committed 6
• The teachers’ opinion on personal safety7
• Victimization of teachers by students 8
• The repeat offenders 9

4 See

Graph 1 A4
See Graph 3 A6
6 See Graph 2 A5
7 See Graph 4 A7
8 See Graph 5 A8
9 See Graph 6 A9
5

5

Valencia Secondary 1021
School

Statement of Problem
The assessment of the records of incidents led the VPA team to focus on the
problem of Fighting as this type of deviant behaviour was more prevalent than
the other negative activities that were occurring during the recorded periods 10 .
During the period 2008 – 2009, the problem of Fighting amounted to 32% of all the
recorded incidents of deviant behaviour. This problem was chosen because of its
potential for long-term disruption on the school’s environment. When a fight breaks
Out on the compound, the learning atmosphere is destabilized as students usually
leave their classrooms to get first-hand view of the combatants. The noise-level
increases significantly as the spectators cheer and shouts thereby getting the attention
of students who are in classrooms that are further away from the site of the
disturbance. As more students pour into the scene of the fight, the state of the
spectating crowd elevates at times to that of a mob that completely throws off the
balance of the teaching period. In addition to the disruption of the school day,
differences are sometimes settled after school outside the compound and usually take
the form of street-fights that at times re-occur for several days.

10 See

Graph 1 A4

6

Valencia Secondary 1022
School

Preliminary Ideas for addressing the problem of Repeat
Offending

• Incident Data Forms/Deans’ log/Safety officers log
•Proper Cumulative Records from the Primary Schools.
•Background information from the community.
•Police Records.
•Judiciary Records.
•Information from Guidance Counselors and other professionals who have
prior dealings with student.
•Teachers’ Records: Roll books/Subject rolls
•Increased Guardianship
•Alternative programs apart from the pure Academic Curriculum
•Increased Guidance Unit involvement
•Programs that target Parents: parenting course
• Follow-up interviews with Offenders
•Student progress forms
7

Valencia Secondary 1023
School

Strategies Put In Place
With the students’ and teachers’ safety being one of the key elements to the successive
operation of the plant, the following strategies have been put into place:
(1) Structured supervision rosters. From scanning we have noticed that the
after-lunch periods usually have the most amounts of incidents. The
Teachers’ Roll is checked daily to identify absent teachers so that teachers
who are present and without teachings periods can supervise the classes
without a teacher.
(2) Structured patrol rosters. In addition to the continuous patrols carried out by the School
Safety Officers and MTS Security Officers, teachers who do not have any afternoon
teaching periods are rostered to patrol along identified areas of the
compound 11. This enables an increased presence of ‘guardians’ along the
corridors and other areas which are hot spots for students prone to deviant behavior.
11

8
See Graphic 3 A3

Valencia Secondary 1024
School

Assessment
Having implemented the previously mentioned strategies, the team began to devise an
instrument of assessment. It was decided that we scan the records to tally the amount of
reported fights on a monthly basis in order to determine if the number or occurrences will
decrease, which would of course mean that the systems put in place were indeed being
effective.
From a thorough scanning of the records after the measures were put in place it was
discovered that the number of fights was reduced. Following the first month after the
systems came into effect, the team saw a steady decline of fighting. however, the decline of
this problem saw the rise of another. In an attempt to avoid breaching the rules or being
discovered by the various guardians, many students opted to wait until after the school day
had ended at 2.15 pm to settle their differences outside of the compound. The VPA Team
discovered a dramatic increase in street fights and reports from the Police and neighbouring
community of brawls involving our students in the roadways after school.

9

Valencia Secondary 1025
School

SUSTAINABILITY PLAN
To ensure that the use of the SARA Model is sustained, the VPA Team is going to expose all
of the Deans (volunteers) to the process of recording , scanning and analyzing for quicker
discovery of potential problems. The Team is also conducting minor sessions that are
geared at sensitizing all of members of staff to the factors that influence deviant behaviours.
Within the recent months we have been working with the officers of the Valencia Police
Post and the Sangre Grande Community Police, businessmen and women and other
members of the wider community in the Valencia region in an attempt to foster the spirit of
‘One Community’. We have held several meetings with the key stakeholders to gather ideas
from and to encourage a greater involvement of the community. Events such as ‘Career
Day’ and ‘Health Fairs’ are being used to get the community to realize the potential that the
student population has and the need to foster and preserve positive school habits.

10

1026

APPENDIX

Graphic 1

A1

11

1027

APPENDIX

Graphic 2

A2

12

1028

APPENDIX

Graphic 3

A3

Teacher Patrol

School Safety Officer
observing

MTS Security Patrol
13

1029

APPENDIX

Graph 1

A4

Incident Occurance for Valencia Secondary School
2008 - 2009
Issuing Disorderly Conduct Improper Uniform
Vandalism Threat
6%
6%
3%
3%
Disrespect
Theft
3%
6%
Gambling
9%
Obscene Language
12%
Physical Assault
11%
Truancy
9%

Fighting
32%

14

1030

APPENDIX

Graph 2

A5

Incidents by Time of Day
Morning Period before school starts

2%
11%

12%

Classtime before recess 08:15 - 09:00
9%

17%

Recess break 09:45 - 10:00

12%

Classtime before lunch 10:00 - 11:30
Lunch break 11:30 - 12:00

18%
19%

Classtime up to 7th period 12:00 - 13:30
Classtime before end of school- 7th period 13:30 14:15
After school 14:15 -

15

1031

APPENDIX

Graph 3

A6

Incidents by Location
Transport Vehicle
Southern staircase
Physics Lab

Music Room
Library
Front Gate
Dean's Office
Corridor 4
Corridor 2
Form 5 Block
Form 3 Block
1st Floor Washroom
Form 1 Block
0

2

4

6

8

10

12

14

16

18

16

1032

APPENDIX

Graph 4

A7

4
3.5
3
2.5
2
1.5
1

Valencia %

0.5

National %

0
Your
Empty
Hallways &
classroom
classrooms
locker
while
areas
teaching

The
cafeteria

The toilets
used by
students

The gym

Parking lot

The School
Hall /
Auditorium

Elsewhere
outside on
school
grounds

17

1033

APPENDIX

Graph 5

A8

50
45
40
35
30
25

Valencia %
20

National %

15
10
5
0
Damage to Damage to
personal
personal
property
property
less than more than
$60
$60

Theft less
than $60

Theft more Physically Physically
Obscene Threatened
than $60 attacked & attacked & remarks or
had to see a no doctor
gestures
doctor

Weapon
pulled

18

1034

APPENDIX

Graph 6

A9

No. of offences
12

10

8

No. of offences

6

4

2

0
IL

MF

NP

JB

MS

DT

TM

LC

GW

DS

STUDENTS

DB

SS

SF

CM

JV

BF

AC

19

1035

Mock Media Release
Williamsville Secondary was a proud participant in the pilot programme of
violence prevention in schools at the Arthur Lok Jack Graduate School of
Business. This programme was launched on November 17 2008 by the
Honourable Minister of Education Esther LeGendre.
Using the SARA model the team process, much data was collected from all
available sources (Vice Principal’s Diary, Dean’s Log etc) as far back as 2007 to
date.
Subsequently, this information was supplied to the VPA team for further
analysis through computer technology at Arizona State University. This led to the
identification of patterns of behavior which were at high and unacceptable levels at
Williamsville. Through this method we were able to isolate one major area of
concern (fighting/use of violence) and to begin a response to deal with this
problem. An investigation into the physical plant (hot spots, infrastructural
weakness etc) resulted in the installation of gates to prevent unauthorized access as
well as in the locking of empty classrooms to minimize vandalism and student
misconduct. Adult supervision and vigilance were increased in areas which
appeared to be hotspots.
Having done this we continued to examine our environment in a more
focused and informed way in order to identify and analyze our reality. We were
able to then evaluate our responses and with the re-scanning of new data found that
a reasonable level of progress and success had been accomplished through the
SARA model
We the team highly recommend to the use of the model in our schools as it
gives an accurate statement on the issues affecting the school and provides the
solution through scientific and accurate data sourcing, analysis, response and
evaluation

1

1036

Team Members

Nadia Samsundar

School Principal

Celestine Ram

Dean

Charlene C. Woods

Dean (Ag), PE Teacher

Harold Gillead

School Safety Officer

celestine_ram@hotmail.com

ccw1411@hotmail.com

haroldgillead@yahoo.com

November 17th 2008 – April 13th 2010

2

1037

Table of Content

Page

Introduction

4

School Background

5

History of Problems

6-9

SARA Process

10

Scanning and Analysis

10 - 12

Problem Statement

13

Responses

14 - 17

Sustainability Plan

18 - 19

Appendix

20 - 31

3

1038

Introduction
Williamsville Secondary School, formerly Williamsville Junior Secondary
School was de-shifted and converted in September 2006. The change process was
accompanied by a host of challenges such as increased student indiscipline and
violence, teacher resistance to change, inadequate infrastructure and a generally
high level of unpreparedness among stakeholders.
A middle management structure has been established with the appointment
of Heads of Department and Deans and the Administrative team is comprised of an
appointed Vice-Principal and Principal.
In spite of these overwhelming challenges, the school was able to prepare its
first CXC candidates to write exams in 2008. Subsequent results were extremely
gratifying to teachers and students.
The school culture is being transformed from one of transience to one of
stability and consistency. Since this school is the only secondary school in the area
its vision encompasses the desire to provide a more comprehensive and more
relevant secondary school education to the community.

4

1039

School Background
Williamsville Junior Secondary is situated on a hill in Kumar Village
Williamsville. Its doors were opened on the 6th September 1976, with a
complement of five (5) teachers, two (2) Vice-Principals & one (1) Principal Mr.
James Tuitt. It was one of two (2) B type Junior Secondary Schools (Schools that
are smaller than the A type Junior Secondary schools, with two storey buildings
instead of three storey’s) in the island. In these early days the school was on shift
with Ste Madeleine Junior (WJSS on the pm shift). When Ste Madeleine left for
their own school, Williamsville got its full complement of 1440 students (720 per
shift). The school remained on shift system until September 2006 when we became
a five year secondary school (whole day school).
During the time the school was on the shift system a between shift rivalry
developed. Most of the fights took place between shifts and at the end of the school
day. With the de-shifting process ‘fighters’ from the morning shift were now
placed in classrooms with ‘fighters’ from the evening shift causing added tension
to an already tense situation.
Although there was a large enough ratio of teachers to students in the year
after de-shifting (60 teachers to 636 students) there were problems faced by both
teachers and students which manifested in the numerous fights seen.
When the VPA was introduced our staff had reduced somewhat with
teachers retiring or being transferred. We went from sixty (60) members on the
teaching staff to fifty one (51) to fifty three (53) at present. The student population

5

1040

was also reduced from six hundred and thirty six (636) to three hundred and eighty
eight (388) and then to three hundred and ninety six (396) presently.
All five levels (Forms one to Forms five) are taught at the school. Although
the Caribbean Examination Council (CXC) classes were not previously taught our
teachers rose to the occasion and were able to have a measure of success at exams.
Our teachers are working hard with the students sent to us from the Secondary
Entrance Assessment Exams (SEA) to get them ready for CXC.

History of problems
The school was de-shifted and converted by the Ministry of Education in
2006. However, this process did not mean that problems long associated with the
Junior Secondary School system would simply disappear or even become less
critical.
These problems were both student and staff oriented. Student oriented
problems were:
1. Indiscipline and delinquency among students caused by poor literacy,
negative socio economic factors, single parent homes, barrel children
syndrome and a negative attitude towards anyone in authority.
2. Significantly high rates of teenage pregnancy, school drop-outs, drug use
and violence. These problems were primarily caused by parental negligence,
lack of proper supervision, financial hardships and lack of coping skills
among the student population.
3. The shift system gave rise to numerous students who were de-motivated and
demoralized (Junior Secondary Schools received the lower percentile of

6

1041

SEA candidates). Therefore these students were stigmatized by the Junior
Sec label.
Teachers at the school were also de-motivated. There was and has been a deep
seated sense of in transience between two staffs passing each other on the way.
There was an absence of ownership and belongingness even in accountability for
classrooms and keys. Nobody seemed to be willing to take charge of school
purpose and school development.
Now that the school is a full secondary school, there is a great need for and
intervention such as VPA.
This programme offers strategies and a structured approached in dealing with
the school’s problems. The SARA approach is also helpful in ascertaining levels of
indiscipline and areas of activity which will lead to positive action being taken by
the schools VPA programme.
The VPA provides training, information and collaborative approaches to
violence prevention in schools.

50%
40%
30%
B 2007

20%

B 2008

10%
0%
Agricultural
Science

B
Language
Arts

Social
Studies

2009

Visual &
Performing
Arts

7

1042

NCSE results for the years 2007, 2008, 2009
Subject

Code

A

B

Code

2007 2007
Agricultural

A

B

Code A

2008 2008

B

2009 2009

A500 188

23%

A500 135

12%

H500 96

39%

H500 62

16%

Industrial Arts

I500

92

4%

I500

73

12%

Language Arts

L400

188

22%

L400

145

32%

L400 112

21%

Mathematics

M510 188

10%

M510 145

4%

M51 112

6%

Science
Home
Economics

0
Physical

P796

188

5%

P796

145

43%

P796 112

37%

Social Studies

S300

188

18%

S300

145

16%

S300 112

4%

Spanish

S468

188

24%

S468

145

8%

S468 112

5%

Science

S500

188

15%

S500

145

14%

S500 112

9%

Visual &

V700 188

24%

V700 136

6%

V70

112

11%

Performing Arts

0

Technology

T607 112

47%

Education

Education

A – Students Entered`1
B – Students Passed

8

1043

CXC result for 2009
Subject

Number Number

Grades’ Grades’

entered

1-3

4-6

(pass)

(fail)

sat

Agricultural Science

21

18

18

0

Biology

14

12

9

3

Caribbean History

9

3

0

3

Chemistry

14

12

8

4

English A

111

99

34

65

English B

10

10

0

10

Food and Nutrition

13

12

12

0

Integrated Science

6

5

5

0

Mathematics

111

100

13

87

Music

9

8

2

6

Principles of Account

33

29

3

26

Principles of Business

39

32

20

12

Social Studies

28

25

16

9

Spanish

101

61

2

59

Technical Drawing

20

11

2

9

Visual Arts

8

7

2

5

Physical Education

12

11

11

0

Human and Social Biology

34

29

11

18

Building Tech. (woods) Technical

8

5

1

4

Information Technology

15

15

8

7

Mechanical Engineering

11

8

6

2

9

1044

Scanning and Analysis
The information collected (from the Vice Principals book) on incidents that
took place during the suggested period was sorted and carefully scanned to identify
problem(s) that are problematic to our school. The results of both the student and
teacher surveys were looked at with more emphasis being placed on the
information from the students being used to identify our problem.
This information provided the following results, which will be displayed in
the appendix: the top five offenders, the top five victims, the hot spots, the hot
days, the hottest time of day, the top infractions.
When the surveys were done for a second time, data and survey results were
looked at together to identify if a change had occurred in the environment. It was
realized that the problem(s) remained but there was a change in the offenders and
some victims as there was some form of traffic in and out of the school (some
students were either transferred or left the school).

DESCRIPTION OF THE SARA MODEL
This programme began with exposing us (teams from 25 schools in
Trinidad and Tobago) to a new strategic response to crime approach. This program
exposed us to a new way of thinking, to avoid the traditional ways we used to
prevent crimes at schools. It allowed us to respect the process and respond with a
deeper thinking process known as THE SARA MODEL [SCANNING ANALYSIS
RESPONSE AND ASSESSMENT] and applying this to situational crime
prevention in our school.
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1045

SCANNING
This involves the process of collecting data of incidents that occur on a
daily basis and identifying recurring problems at our school. This process demands
that we look closely at the problem in a systematic and scientific way. This process
exposed us to a more in-depth and precise way of recording the information on
each act of indiscipline.
ANALYSIS
The data collected were stored on the computer spreadsheet. This allowed us
to use the process of temporal analysis to sort each act into different categories
e.g. time, place, repeated victims, repeated offenders, race, etc for a closer
examination of the problems. We were walked through processes like Rational
Choice Theory, and Routine Activity theory and the Crime Pattern Theory.
We were also exposed to using the crime analysis triangle to become a crime
expert in environmental criminology. Here we looked at reasons for the incident to
occur, incident cluster, cluster criminals and the 80/20 rule and hot spots.
RESPONSE
This aspect is about finding solutions to the identified problem(s). Solutions
that would help us deal with the issue in a strategic way. How the students respond
to these responses would determine the success or failure of the response.
ASSESSMENT
This part of the process deals with the rate of success or failure. It is the
process of evaluating our outcomes from the applied responses.
11

1046

This will give us the who, the why, the what, the when, the where and the
how of incidents occurring at our school.
We will see whether our projects fail or succeed, if our responses were
accurate or not and how to identify our flaws, and more importantly we can see
whether the incidents were exported to another area of the school or whether the
problems were stopped.

12

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PROBLEM STATEMENT
After analyzing the incident data report for the school year September 2007
to July 2008, it has been realized that the problem of assaults has been prevalent.
When this was compared to the students’ survey and the teachers’ survey done we
saw a similarity. As such we feel that it is necessary for us to address this problem.
It is important for us to address this problem to:
- Improve the general standard of the school.
- reduce the level of fear being experienced by students and Teachers
- improve the working conditions for both staff and students of the school
Further analysis of incidents that occurred during the period September 2008 to
July 2009 showed that although there was a decrease in the number of fights and
assaults there is still room for change. What was also seen was the increased
number of students being absent from the classroom.

Graph: Students survey

13

1048

Potential Responses
Immediate response:
• All personnel available will go to the scene stopping the fight and clearing
the area of all spectators. Disciplinary actions which may range from verbal
warning, suspension to being charged by police officers will be taken against
the offending students after the matter has been thoroughly investigated.

Long term
• Students are referred to the guidance officer for counseling if they are repeat
offenders or victims, or depending on the situation or incident.

System to prevent fights:
Since most of the fights take place at or near block B on the compound
during the lunch time or break intervals the following measures were put in place.
1. Several classrooms are locked when not being used sometimes during the
lunch period. They are opened by the safety officer when the need arises.
2. Regular patrols of the area are made by the safety officers and security.
Random patrols are made of the entire school and also special patrol made to
hot spots on a journey cycle. These patrols are made by deans and other
officers
3. The back step was burglar proofed to limit access.
4. Repeat offenders restricted from certain rooms.
5. Holes in the fence were mended to make the compound more secure.

14

1049

These measures have in fact reduced the number of fights in that area. For this
effort to be more effective, it was suggested that the following responses are
implemented to further reduce the problem.
1. Surveillance system at Block B and other hot spots such as entrance to the
toilets and locker areas with monitors in the V.P. office and/ or the safety
officers’ room. With this system it may be necessary to have around the
clock supervision of these monitors. Once students realize that they are
being monitored they tend to display their best behavior. This can be used
for investigative purposes, to quell rising disturbances and to pinpoint
offenders and victims. Although this system would be costly it has become
necessary to keep the students where about a priority. These cameras will
not be placed in the toilets but at the entrance to observe those coming in to
the area.
2. Increase the complement of security officers on the compound from two to
four officers during school hours which would reduce response time to any
incident. This increase should include a resident corporal to improve
discipline and allow for quicker decisions to be made when problems arise.
3. An increase in the number of sporting activities or extra curricular activities
as an outlet for excess energy and a way for them to build confidence and
self esteem. It was noticed that the level of indiscipline decreased during the
lunch period when football and cricket competitions were organized and
carried out by the CSEC physical education students.
4. Seek professional help for teachers via workshops to help the teachers to
better cope with the situations that may arise. Professional help for students
using members of the protective services such as police, fire and prison
services. Members from different groups such as Family in Action and
others can be contacted to speak to the student body to help them make
15

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better choices in situations which are potentially dangerous. We now have a
resident guidance officer so repeat offenders and victims can be referred.
5. Deans equipped with scanners for searches at the gate or in classrooms.
6. Proper fencing of the school compound to prevent students from leaving
without permission and other unauthorized persons from entering.

Evaluation plan
To measure the impact we looked at the Vice Principal’s book at the number
of fights in the period during and following the implementation of our response.
This book was used to originally identify the major problem the school was
having.

Response to action taken
A six week program involving NGO – The Network Community
Organization led by Lutalo Masimba (Bro. Resistance) was done with the Form
Three’s and Forms Four’s approximately one hundred and thirty (130) students
altogether. During the time of this program there were conversations with the
students who gave a positive response to the programme in which they were
participating.
Looking at the recorded data there seems to be a 75 % decrease in the
number of fights taking place. Although there was a decrease in the number of
16

1051

fights there seemed to be an increase in the number of cases of disrespect. There is
now a need for a program to assist the teachers in their management of their classes
and of the more aggressive students in those classrooms.
Although the implementation was successful there could have been greater
participation by the members of staff. There probably could have been more
interaction with staff members on what was being done and what they could have
done to help with making the situation more real to everyone.

17

1052

Sustainability Plan
Steps to be taken to sustain our efforts
1. Ongoing professional development sessions geared towards assisting in
building the confidence of teachers in their classroom management.
2. Development of character skills programmes (this has started and will
continue) in students upon entry at school to build sense of belonging
fellowship, team spirit and friendly competition
3. Regular meetings with stake holders e.g. parents community and police
and other NGOS (Non Governmental Organization) to assist and
continually remind them of their roles in school development as it takes a
village to raise a child
4. Continuous scanning and analysis in each problem area as needed to keep
on top of situations, implement responses, evaluate and recommend new
directions and changes
5. Revisiting hot spots as the need arise, continued surveillance of the
entire compound and establish ways to improve the environment to
reduce the occurrences of fights in these areas
6. Continuous inspection of established environmental protection to ensure
they are not vandalized again
7. Continue discussions with all stake holders for assistance in making the
institution a viable place for improved academic and overall behaviors
for the community to be proud of.
8. The introduction of WASP (Williamsville After School Program), READ
and the Restoration of the field. These are a group of activities planned to
divert student attention from negative behaviors to positive and self
enhancing development

What help does our school need to sustain our efforts?
1. More trained personnel in dealing with the range of human behavior that triggers
violence and at least 4 security officers at all times.
2. A separate financial allocation to safety officers to carry out their work.
3. Better facilities for deans and safety and security officers such as rooms,
telephone, computer and a secretary.
4. Surveillance system for Block B as main hot spot.

18

1053

How to bring on key stake holders
1. Use marketing strategy to get people on board e.g. one on one direct
contact.
2. Use of resource personnel to speak at meetings of stake holders.
3. Increase the awareness of the business community on the impact of crime on
business and vice versa. Present and analyze types of partnerships and
strategies for forming partnerships for example business-police partnerships
and programs that are known to be effective.
4. Print brochures that highlight our problem and use of SARA model and
include recommendations for partners that can help us for our future
successes in solving our problems
5. Use of reward and recognition to persons who get involved for their efforts

19

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APPENDIX

Top Five (5)
Offenders

LF
JG
NC
ER
BS

Top Five (5)
Victims

Mr. A. H
Mrs. P. L
KR
Mr. V. R
Mr. H

Hot Spots

Back Steps of Block A
Hall area
Rm 27
Rm 28
Washroom

Hot Days

Wednesday
Friday
Monday
Tuesday

Time of day

Before start of day (day starts at 8.20am)
Before break( break 9.50 - 10.10am)
Before lunch (11.30 am - 12.10pm)
After school (school ends at 2.30pm)
20

1055

Top incident

Fight
Teacher disrespect
Vandalism
Class breaking
Drug use (alcohol consumption)

A profile of the top offenders and victims was compiled as follows:
OFFENDERS
1. L.F- 14 year old African Female
a. Fighting – after heated argument L.F fought with another student causing injury
to the area above left eye – Parental Request (PR), 7 days suspension
b. Fighting – clothes of the other student damaged PR, 5 days suspension.
c. Obscene Language – directed towards the dean PR, cautioned
d. Obscene Language - cursed a teacher before exams was not allowed to write the
exam
e. Rudeness and obscene language –in a group shouting at the teacher cursing being
rude
f. Vandalism- emptied bin in classroom
g. Vandalism - scattered paper around bin refusing to pick it up
h. Assault – struck Webber in ‘defense’ said he tried to kiss her
i. Assault – threw water on a teacher and refusing to answer questions
j. Pornography on phone – phone taken during assembly 5 days suspension.

2. J.B – 14 year old East Indian male
a. Scratch bomb – bursting scratch bomb in class on two (2) occasions and selling
on one occasion PR, 3 days suspension.

21

1056

b. Class breaking – broke 2nd and 7th period classes in one day PR issued.
c. Truancy - left school through a hole in the fence suspended.
d. No data provided but the student was suspended

3. N.C 14 year old African Female
a. Class breaking – not going to English classes (once so far)
b. Fighting – fighting during lunch, 7 days suspension.
c.

Verbal abuse of teacher – PR issued.

d.

Alcohol consumption – consumed on compound, PR issued, 5 days suspension.

e.

Extortion – threatened students and took away their money, PR issued, money
returned.

f. Disrespectful to teacher when cautioned on disruptive behavior

Other information that we feel will be needed
Address of offenders (to check for gang relation)
Socio economic background information
Community service records (if any)
Primary school records (to make comparison)
Preliminary Ideas
Servol program (has already started)
Trip to YTC (done week of November 10th to 14th)
Parental Request,

22

1057

Suspension,

VICTIMS
1. V. R – East Indian Male Teacher 5 incidents
a. Disrespect
b. Threats to break windscreen
c. Disobedience refusal to hand over items they should not have and to leave area

2. A. H – East Indian male Teacher 4 incidents
a. Obscene language
b. Threat – piece of wood pointed in face.
c. Abuse – water thrown on him
d. Disobedience on number of occasions

3. P.L – East Indian Female Teacher 3 incidents
a. Disrespect – inappropriate remarks and obscene gestures, asked if stupid
b. Disobedient – to instructions

With the collection of new data for the school year 2008 – 2009 it was realized that there
was a decrease in the number of fights and extortion incident but an increase in the number of
students breaking class and alcohol and cigarette use.

23

1058

24

1059

Graph showing Teacher Survey Results

CEPTED SUMMARY REPORT – ISSUES ARISING
25

1060

Problem

# Schools

Issues arising

Student
tardiness/absenteeism
Teacher
tardiness/absenteeism

7

Makes continuity of student supervision difficult.

19

Classrooms/Classes unsupervised.

MTS absenteeism & staffing

11

Gaps in security.

MTS not adequately trained

6

Unsecure premises, especially at night.

Need to increase practical
application type courses

5

Graffiti & Vandalism

14

Poor Signage

7

Old/Broken equipment on
site

7

No monitoring of traffic onto
site

2

School layout (low visibility)

15

Students not engaged in courses available as they see
little or no relevance to them/their future.
Leads to an environment that is conducive to
disorderly student behaviour.
No (or unclear) marking of emergency evacuation
routes.
Unclean/Disorderly image for the school.
Items can be used during outbreaks of violence.
Free flow of traffic through gates and onto site.
Potentially harmful visitors unchecked.
Difficult student supervision.
Many areas of school suitable for anti-social
behaviours.

Inadequate supervision &
communication

18

Lack of technology (CCTV, Convex Mirrors,
Walkie- talkies) lead to reduced supervision and
communication of issues.

Trees to be trimmed

7

Reduced supervision of students.

Inconsistent discipline

3

Reduced efficacy of disciplinary policies.

11

Creates areas and opportunity for misbehaviour.

Classrooms unlocked/
unsupervised and broken
classroom doors
No public phone to contact
emergency services
Poor perimeter fencing

2
10

Multiple points of entry onto compound
Outsiders and students can come and go without

26

1061

being seen.
Unwanted night visitors are undeterred.

Lighting needs to be
improved

7

Classroom deterioration

6

Leads to student generated disorder.

Unsafe school conditions

3

Health and safety of school population at risk.

No adequate lunch seating

2

Unsupervised students during the lunch period.

Shared physical site

1

Conflicts between students of the ‘sharing’ schools.

Poor after-school transport

1

Students vulnerable to victimization.

Students live in violent
community/school situated in
violent community

1

Security unwilling to patrol at night.

Need for Social Workers to deal with students’
ongoing exposure to violence.

27

1062

28

1063

29

1064

30

1065

31