What happened
On Cool Cat Teacher, Shorewood High School associate principal Amanda Jamerson described her team’s restorative discipline framework and classroom phone policy. The blog cites NASSP’s report of a 69% reduction in office discipline referrals over three years. Jamerson says phones go in classroom caddies across the five-building campus.
Why it matters
For school leaders and teacher trainers, the useful detail is the operating routine, not just the percentage. Jamerson describes explicitly teaching conduct expectations, contacting families before referrals, and making time for teacher-student conversations about harm and next steps. Recurring behavior can still enter the referral process. Her phone-policy account also highlights implementation details: staff and stakeholder involvement, consistent classroom expectations, and a main-office phone for students who need to speak with parents during class.
What to do next
Review whether students and staff have been explicitly taught your conduct expectations before adopting a similar framework. Discuss when teachers should contact families, how follow-up conversations fit into the day, and when administration should become involved. For phone rules, work through storage and parent-contact arrangements with stakeholders. Treat the reported reduction as a local result, not a guaranteed outcome elsewhere. The blog identifies Jamerson’s separate referral counts as recollections, so use the NASSP-attributed figure when summarizing the reported change.
About this briefing
Reviewed by TutorFlow Editorial. We link the primary source, preserve its publication date, and distinguish reported claims from TutorFlow analysis. Our commentary focuses on practical decisions for educators and training teams.
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