Dicipline

Defining Discipline 

The purpose of the NIS discipline plan is to support learning by helping to establish and maintain an orderly environment that is safe, productive, and conducive to high academic achievement. 

Behavior Infractions

Behavior infractions are categorized into four levels based on their severity and impact on the school environment:

• Level 1: Productive Personal Environment: Minor infractions affecting only the student. Examples: Not having appropriate supplies, sleeping, being off task.

• Level 2: Productive Classroom Environment: Infractions disrupting the learning of others. Examples: Talking back to the teacher, horseplay, improper use of equipment.

• Level 3: Orderly Environment: Infractions outside the classroom affecting school operations. Examples: Disruptive behavior in hallways, tardiness, dress code violations.

• Level 4: Safe Environment: Serious infractions causing harm or illegal activities. Examples: Possession of weapons, fighting, bullying, drug use.

Disciplinary Actions

Possible disciplinary actions include verbal warnings, official warnings, daily reports, detentions, parental notices, community service, parental conferences, behavior contracts, in-school suspensions, out-of-school suspensions, and long-term suspensions .

Beliefs and Expectations

The following beliefs and expectations form the foundation of our school-wide discipline plan:

• Respect for All: Everyone in the school community must be treated with respect.

• Awareness of Conduct Standards: Standards of student conduct should be well publicized and known to everyone.

• Consistency and Flexibility: General standards of student conduct should be consistent across the school while allowing individual teachers to have their own classroom expectations.

• Learning Environment: The misbehavior of one student will not be allowed to interfere with the learning opportunities of another student.

• Teaching Environment: The misbehavior of one student will not be allowed to interfere with a teacher’s responsibility to teach all students.

• Behavior Focus: In addressing unacceptable behaviors, all staff must focus on the judgment of the behavior, not the judgment of the student as an individual.

• Continuous Improvement: Changing unacceptable behavior to acceptable behavior takes time and is a continuous process. Students come from diverse backgrounds, and for some, change will be difficult.

• Teaching Opportunities: Every discipline situation is an opportunity to teach an expected behavior.

• Self-Discipline: Successful discipline occurs when students demonstrate self-discipline and make appropriate choices without coercion.

Expectations for All

Staff, faculty, students, and parents are expected, at all times, to:

• Demonstrate self-respect, respect for others, and respect for the educational process and environment.

• Help maintain a positive, safe, and productive environment through the use of self-discipline.

• Handle all conflicts with respect for the rights of all and without the use of violence or threats of violence.

Students are expected to:

• Be on task at all times while in the classroom and during other learning activities.

• Complete all academic tasks.

Parents are expected to:

• Help ensure that their child’s behavior contributes to a positive, safe, and productive environment.

• Support the school staff in the correction of their child’s inappropriate behaviors.

By adhering to these beliefs and expectations, we create a supportive and effective learning environment for all members of our school community.

Policy Enforcement:

The school reserves the right to search all student belongings (bags, lockers, cars, etc.) and test for drugs upon reasonable suspicion. Random drug testing will also be enforced when necessary.