East Rockaway administrators outline programs to boost student social-emotional learning and tighten discipline

Administrators at the East Rockaway Board of Education meeting Jan. 14 described steps the district has taken to reinforce positive behavior, expand noncompetitive lunch and recess options, and make discipline more consistent and developmentally appropriate.

Elementary and high-school administrators presented a three-part approach: clear expectations communicated districtwide, positive-reinforcement programs, and a progressive-discipline process when students fall short of expectations. An elementary presenter said the district revised the code of conduct into a "student-friendly" document and rolled it out to students and families at the start of the school year so everyone understands potential consequences.

On social-emotional learning, an elementary administrator described the districts first year of RULER implementation and regular morning meetings that use a "Mood Meter" to help students name feelings and self-regulate. "We start off the day with our teachers ... using a positive prompt or a question where the teachers and the students engage in conversations to really kind of guide themselves through the day," the administrator said. Classrooms have student-created charters and monthly recognition programs such as a "recess awards" focus on empathy.

Two sixth graders who appeared in a classroom video told the board the lunch-and-recess arts program helps them "express ourselves" and feel calm. "I like to come to the lunch and recess instead of going outside because I feel that I have more time to do, like, artworks," one student said.

High-school administrators described flexible lunch spaces, games and activities behind the cafeteria and inside during cold weather. They said a stricter cell-phone policyin which administrators confiscate phones if students use them in class and parents may be notifiedhas reduced classroom distractions. "If they have their phones out, administrators are called. We do take their phones," said Pager, a high-school administrator.

On discipline, Schaffer summarized the districts progressive approach: certain offenses carry automatic consequences, but discipline is paired with support services (counselors, social workers, peer mediation) and decisions consider age, severity and context. "We cannot share the particulars of the actions that we take with anyone but a student's direct parents or guardians," Schaffer said, emphasizing confidentiality.

Board members asked whether students sign up for alternative programs and whether outcomes (for example, grade changes) were observed; administrators said results vary by student but noted some reported improved grades and reduced social-media incidents. Several trustees praised the presentation and recognized staff contributions to the programs.

Next steps: administrators will continue implementation and monitoring of RULER and recess interventions; the transcript records no new policy changes requiring formal board action at this meeting.