Removed 2/5/19- Replaced by JIC per MSMA

CODE OF CONDUCT

(THE 3 R's RESPECT, RESPONSIBILITY AND REFLECTION}

RESPECT

FOR... family, elders, others, self, cultures, environment, life

IT TAKES... tolerance, honesty, manners, PMA (positive mental attitude)

Giving and receiving respect help to elevate self-esteem.

RESPONSIBILITY

FOR... self, environment, doing your best, your job, learning, your behavior, life and living things

IT TAKES... expectations, intrinsic motivation, honesty, PMA

Feeling able and responsible helps to elevate self-esteem.

IN ORDER TO BE A RESPECTFUL AND RESPONSIBLE PERSON, ONE MUST PRACTICE REFLECTION.

CODE

A Grades K-6 school with under 100 students, the Edgecomb Eddy School adopted the concepts of Respect, Responsibility and Reflection in 1994 when they were endorsed by the school committee as the theme for our school. At that time the 3R's were placed on the school sign, in the parent handbook, and included in all written information about the school. The 3 R's have driven the conduct of the students and staff every since. The 3 R's are taught by classroom teachers each year as part of classroom conduct and expectations. The guidance counselor also teaches specific lessons on each of the 3 R' s and related issues to every class. Parents have reported that they have adopted the vocabulary at home as well.

With the exception of behaviorally impaired students, our discipline issues (as evidenced by number of students sent to the office for offences) have dwindled over the years to a low point of only a handful this year. Most issues are easily handled in the classrooms, on the playground, or on the buses by the staff in charge.

Students identified with behavioral impairment are in a self-contained program in the building but adhere to the same value system. They are expected to operate under those values (to the best of their ability} during all aspects of their school experience including classroom integration.

CONSEQUENCES

Every violation is treated as a teachable moment through the Reflection process. Students must reflect on their actions, admit what they did that was inappropriate, and may not lay blame on anyone else. They must accept responsibility . Then they must plan for the future. For students who are able to write, this is done in writing with a copy kept by the classroom teacher and the principal.

First offenses are usually met with a reminder and recognition of the problem. Recesses are taken away and parents called either as offenses increase or as the age of the child increases. Staffings may also occur, which may lead to a referral to special education or a revision of a special education plan. At the staffing level our behavior teacher will take part in the brain storming for solutions. (Parents are part of the team from the start.} By this point if a plan is not already in place, one will be developed.

The plan will identify specific procedures for the staff to follow and may include removal from class, seating arrangements, time out, assignment of education technicians, etc. All plans are developed for the individual needs of the student. Since the 3 R's were implemented, we have not had a suspension . We intervene well before that point. We do, however, have a self-contained behavior program for students whose diagnosis requires that type of placement.

If judged serious enough to qualify by the school's Crisis Action Team, students exhibiting certain behaviors such as, but not limited to: harassment, criminal threatening, criminal mischief, aggravated assault, disorderly conduct, and terrorizing will be reported to local police.

Adopted: 06-03-03