Behavior Expectations
Discipline Plan, Bully Prevention, Positive Behavior Supports
Discipline Plan, Bully Prevention, Positive Behavior Supports
JRES is committed to a safe and civil educational environment for all students, employees, and volunteers - free from harassment, intimidation, or bullying.
JRES will follow all policies of the Warren County Board of Education. A complete list of Student Conduct policies may be found in the Warren County School board Student Handbook at www.warrencountyschools.org.
Philosophy Discipline is teaching, not punishment.—T. Berry Brazelton
JRES staff believes that a school-wide discipline plan that teaches students how to make good choices, accept consequences, and become responsible for their actions is essential to the attainment of school unity, pride, and student achievement. We further believe that a discipline plan must contain clear, firm, high expectations, consistent rules, appropriate interventions, consequences that relate to the misbehavior, and the acknowledgement and reward of positive behavior. All of this can and will be done in a respectful manner, with students being encouraged to learn to use reflection as a way of improving areas that need improvement.
The following plan contains rewards, defined roles, and responsibilities for students, parents, staff and clearly stated expectations, interventions, and consequences.
Discipline Plan Goals
To provide a safe school climate where students are encouraged to achieve excellence in all areas.
To implement a consistent discipline plan which requires students to take ownership for their behavior and results in positive change.
To enable students to develop and utilize skills necessary for problem solving, exercising self-control, and enhancing self worth.
To acknowledge and reward positive student behavior.
To implement social skills and character education instruction using these four Guidelines for Success which apply to all areas of our school for all students, staff, and visitors. The Guidelines for Success we follow also are linked to the 7 Habits Leader in Me initiative help our students become Leaders are:
L-E-A-D
Loyal (Habit 4: Think Win-Win, Habit 5: Seek First to Understand, then to be Understood, Habit 6: Synergize)
Educated (Habit 3: Put First Things First, Habit 7: Sharpen the Saw)
Accountable (Habit 1: Be Proactive)
Determined (Habit 2: Begin With the End in Mind)
JRES Motto: “Leaders do the right thing…even when no one is watching.”
Rewards
Acknowledgement and rewarding of positive behavior is critical in helping students to develop and maintain appropriate school behavior. We try to focus on intrinsic motivation more than extrinsic. Praise and encouragement, given verbally and in writing, are stronger motivators for most students. In special instances, classroom rewards for good behavior may include such things as stickers or small prizes.
Our school will also implement the use of “LEAD Slips.” Classroom goals are set to earn LEAD slips which results in a special class reward. To build teamwork, students work together to earn the required slips and celebrate each other’s accomplishments.
Students Roles and Responsibilities
Follow all school wide procedures and expectations taught by our staff. These include the LEAD Guidelines for Success and Leader in Me 7 Habits.
Display appropriate conduct at all times.
Maintain good attendance.
Be prepared for all class work.
Family Roles and Responsibilities
Instill in their child a sense of responsibility and respect for students, faculty, staff, and school property.
Aid their child in understanding and following the disciplinary procedures of the school.
Ensuring their child is attending school regularly, punctually, and is prepared.
Act as a model in establishing positive attitudes toward the school and school personnel.
Instill in their child a personal need for an education.
Respond appropriately and constructively to programs and discipline reports of their child.
Take an active role in the school and the child’s education.
All Staff (including support staff) Roles and Responsibilities
Teach and practice the school-wide procedures so that students understand the expectations for proper behavior.
Proactively monitor classroom and other school-wide areas so that whenever possible, students are redirected before problems arise.
Administer disciplinary measures contained in the plan in order to maintain a positive learning climate.
Act as a positive role model in terms of dress, actions, and behavior.
Communicate to parents specific discipline problems in a timely manner.
Handle classroom disruptions consistently, fairly, firmly, and quickly.
Help to create and maintain a positive school climate, which promotes respect for the rights of all participants in the schooling process.
Administration Roles and Responsibilities
Serve as a support for teachers and staff members, which allow them to administer appropriate discipline measures to ensure a positive learning environment.
Act as a positive role model in terms of dress, actions, and behavior.
Help to create and maintain a positive school climate, which promotes respect for the rights of all participants in the schooling process.
Administer discipline measures (along with the teachers) fairly in accordance with the established discipline plan.
Communicate the school discipline plan to the school community by publication in student handbook on the webpage and hard copy when requested.
Jody Richards Elementary School is committed to a safe and caring educational environment for all students, employees, volunteers and families; free from harassment, intimidation or bullying.
Bullying, Peer Cruelty, Harassment, Sexual Harassment
Harassment and intimidation can take many forms such as: emotional and physical bullying which include: slurs, rumors, jokes, innuendo’s, demeaning comments, gossiping, drawing cartoons, pranks, gestures, physical attacks and threats, or other written, oral or physical actions. Cyber bullying, which consist of bullying through: e-mails, text messages, instant messaging, or through other forms of technology. Relational Bullying, which is, defined as students trying to control each other’s relationships differs from peer quarreling and cruelty in that there is an imbalance in power, either real or perceived. Victims of bully behavior have difficulty defending themselves and are somewhat helpless against the bully.
Many behaviors that do not rise to the level of harassment, intimidation, or bullying are still prohibited by other building and classroom rules and will be handled with appropriate consequences.
Complaint Process: anyone may report harassment, intimidation, or bullying. The teacher/staff member will establish a system for receiving anonymous complaints (for example: a box by the desk or the student may request to go talk with the counselor).
Reports may be made to any staff member including the administration, teacher, counselor, instructional assistant, or any other staff member.
Complainants should not be promised confidentiality at the beginning of an investigation. However, efforts will be made to increase the confidence and trust of the person making the complaint.
Student complainants may have a parent or trusted adult with them, if requested, during any investigatory activities.
The following process shall be followed:
The teacher will listen to the student’s complaint with specific acts or circumstances that have occurred resulting in harassment, intimidation or bullying.
The teacher will investigate all complaints of harassment, intimidation or bullying, and other information. If a further investigation is required, the teacher will inform the administration of their findings.
The administration will investigate further to resolve the situation following the remedies listed below. If the situation is not resolved to the complainant’s satisfaction, the complainant will be referred to the Central Office.
Corrective measures will be implemented as quickly as possible.
Remedies and Proactive teaching may include:
Restoring a positive climate within the classroom and support for the victim.
Educating students, faculty/staff, and parents on ways to stay bully free. Students will be provided with age-appropriate information on the recognition and prevention of harassment, intimidation or bullying.
The student(s) will be encouraged to tell the person responsible that their actions are unwelcome and inappropriate either in writing or face-to-face if it is a case of peer quarreling or cruelty.
A statement from a teacher/staff member to the perpetrator that the conduct is not appropriate and may lead to an office referral.
A general public statement to the grade levels needed from the administration reviewing harassment, intimidation and bullying policy without identifying the student, parent, or guardian.
Educational programs – “Second Step,” “PATHS” (Promoting Alternative Thinking Strategies), and “Steps to Respect” (research-based) will be used to teach students about bullying.
Guest speakers will be used throughout the school year. For example: Kids on the Block and Hope Harbor presentations.
Both students (complainant and perpetrator) involved in the bullying, harassment, or intimidation will be encouraged to talk with the guidance counselor.
The guidance counselor may wish to begin sessions.
The perpetrator will receive an office referral and consequences appropriate for the offense will be enforced if allegations are true (for example: MBC room, loss of privileges, recess, seating arrangements, parent contacted, etc.)
In severe cases that go beyond school, law enforcement may be contacted.
False reports or retaliation for harassment, intimidation or bullying also constitutes violations of this policy.
A variety of interventions will be used when students display misbehavior.
A wide variety of interventions and consequences are used that are logical in nature, allowing students to learn from their misbehavior and lose a minimum of important instructional minutes.
Staff members, along with the principals, will select interventions that are appropriate for the misbehavior.
These interventions may include:
Increased Positive Interactions
Re-teaching (Practicing the correct behavior)
Correct Behavior Warning/Redirection
Self Reflection forms /Problem Solving Form
Time Out using 123 Magic Timeout System (Cool Off area for older students)
Referral to Guidance Counselor
Change in Seating
Family Contact (phone, note, etc.)
Loss of Privileges/ Activity (e.g. restricted recess, computer time etc.) Loss of Peer Interaction (not sitting with friends at lunch, etc.)
Classroom meeting
Restitution
Student/Teacher Conference
Behavior Improvement Plan
Family Conference
Self-monitoring plan
Apology Letter/Statement
Child Calling Parent
Reimbursement of property
School Community Service
Making Better Choices (MBC) Room Placement
Referral to outside agencies
The MBC room offers an additional intervention method when classroom time-outs and redirections are not working effectively. It may also be used for a more serious in-school suspension.
The principals’ decision to use the MBC Room will occur following the analysis of an office referral form completed by the referring staff member.
Behaviors warranting MBC intervention are repeated misbehaviors and severe infractions.
The MBC Room may also be used as a time-out period for students who just need a quiet place to regroup. These visits may or may not be documented on an office referral form.
The amount of time spent in the MBC Room will be assigned based on the misconduct.
Some students just need a time-out for one class period.
Other more severe or repeated infractions will require more time such as 1/2 to 1 day.
The number of times that a student is referred to the MBC Room will not necessarily affect the length of time required to stay in the MBC Room.