Demonstration School Tours
Sound Discipline would like to invite you to join us at one of our partner schools to see our work. We offer tours once per month, at one of three different schools in the Renton School District. Join us for a short presentation, class meeting observations, and hear from a panel of students and school staff about the impact that Sound Discipline’s work has in their school.
Feedback from recent school tour attendees
“I just got back from the Sound Discipline tour of Honey Dew Elementary. This aligns closely with my personal area of interest on childhood trauma & recovery, and I am totally blown away and inspired by what I saw today. I would love to see SD expand further into the community and beyond. After experiencing the tour, I believe this model should be the standard all across the board, for every school.”
– Jennifer Morrissey, Renton parent
“Thank you for fitting our four staff members into the school tour of Lakeridge Elementary today. WOW, did they come back fired up! I see hope all over them. Thank you again. We are so excited to work with Sound Discipline and have the support and guidance we need to create a safe, positive learning environment for ALL of our students.”
– Program Specialist, local school district
Our next tours will be Monday, November 18 and Friday, December 13, 2019.
We look forward to seeing you! Please contact us if you would like to RSVP, receive invitations for future school tours, or would like more information.
Sound Discipline has been working with Lakeridge Elementary, a school in the Renton School District, since 2012. Lakeridge has a team of staff who meet monthly with Sound Discipline to review discipline data, identify patterns and make recommendations that aim to have an impact on improving the school culture and reduce disciplinary problems.
Honey Dew Elementary
Sound Discipline has been working with Honey Dew Elementary, in the Renton School District, since 2016. The Honey Dew staff spent a year researching the kind of program they believed would be most effective for their community and determined that Sound Discipline would meet their needs. They began implementing the Whole School Model in the first year. Every classroom holds class meetings three times a week to solve problems, learn social skills, and build community. They also have monthly school wide class meeting with representatives from each classroom. Representatives from each classroom sit in a circle and use the class meeting structure to work on Whole School issues. They share ideas from their classrooms and then bring the decisions from the larger group back to their class. Last year they used this model to bring student voice to review and revise the school wide hallway expectations. Honey Dew’s data team has a strong leadership role. They identify patterns across the school, propose trauma-informed interventions, communicate plans with the rest of the staff and implement them with fidelity. There is a continuous feedback loop around discipline data to the entire school community. Adults at Honey Dew actively work together to make the school a safe, inclusive and engaging place for students to learn.
Bryn Mawr Elementary
Sound Discipline has been working with Bryn Mawr Elementary, in the Renton School District, since 2015. Every classroom holds class meetings three times a week to solve problems and build community. Principal Jaime Maxie and her staff have created an environment where staff and students work together to develop creative solutions to discipline issues. One example is how playground educators understood the importance of self-regulation and recognized that some students needed a safe place to cool down outside. First, they designed moving “cool-down zones” so students could find a staff member and quietly walk alongside them to self-regulate.
After trying this for a while they realized it was not an ideal situation. As they thought about how they could replicate the structure students used successfully inside in their classrooms, they came up with the idea of painting “cool down clouds” on the playground to serve as places to pause to re-regulate.
Over time, this intentional attention to building skills and making spaces better for students has reduced both the number and severity of incidents on the playground.