Discipline

Category: School Related

School’s planned approach to classroom management and student discipline.

 

Academic progress can only be made in a school environment with a structured and consistent approach to behavior management. Therefore, administrators, teachers, staff, students and parents at The School will work together to create a positive, nurturing, and safe school environment through the use of a school-wide positive behavioral support system (SWPBS).

 

The School will create a team of administrators, teachers, and parents to develop behavioralexpectations based on the Code of Student Conduct explained in section B as the foundation of the SWPBS. This system’s principal purpose is to create standards of behavior for which students are rewarded or addressed with disciplinary procedures. The School, led by the principal, will track and monitor behavior data on a regular basis, intervening or addressing issues when necessary. When students violate behavioral expectations, clear procedures and consequences will be in place in order to change behavior. Behavioral consequences will be

based on a progressive discipline model as outlined in the Code of Student Conduct referred to in section B. Parents will be elemental in encouraging positive behavior.

 

School’s Code of Conduct, including the school's policies for discipline, suspension, dismissal and recommendation for expulsion.

 

The School will strictly enforce every aspect of the BCPS Code of Student Conduct. In addition, the expectations and policies of the School’s Code of Excellence and the Progressive Disciplinary Plan are fully explained in the School’s Student-Parent Handbook.

 

The School Code of Excellence is a school-wide plan clearly outlining students’ behavioral expectations. The School believes that a safe and orderly learning environment is a primary focus. Each parent and student must take an active role in supporting the Code of Excellence Plan. The School seeks to produce responsible citizens. It is in the School's mission to foster a spirit of respect for life-long learning as well as in the community's (parents, students, and staff)

best interest to work together to ensure a pleasant and safe learning experience. It defines expected behavior and encourages students to serve as role models by promoting respect, honesty, fairness, responsibility, and self-discipline.

 

The following is a brief summary of these expectations and policies:

 

STUDENT CODE OF EXCELLENCE

 

The School believes that a safe and orderly learning environment is essential. When students behave in a respectful, responsible and safe manner, they learn more and develop into responsible adults, the essence of the School’s mission.

 

EXPECTED STUDENT BEHAVIOR

 

1. Treat your peers and authority with respect.

2. Be honest and fair.

3. Be responsible for your actions.

4. Obey all school rules.

5. Always be prepared for class (i.e., complete homework assignments, have your class materials on hand).

6. Be on time to school and to all of your classes.

7. Complete all assigned work.

8. Treat school property with respect.

9. Adhere to school uniform policy.

10. Be a positive role model.

 

Progressive Disciplinary Plan

 

The objective of this plan is to ensure there is consistency in the school-wide disciplinary procedures. Every teacher is held accountable to the stipulations outlined in this plan. The School believes that when students are engaged in the curriculum, student management is made easier. Teachers are prepared to teach and engage their students in the process of higher order and critical thinking skills.

 

The following are unacceptable behaviors leading to disciplinary action, which include minor infractions:

 

1. Classroom tardiness

2. Dishonesty

3. Acting in a manner that interferes with the educational process

4. Failure to carry out directions

5. Failure to comply with the dress code

6. Gum chewing

7. Use of any electronic device(s)

 

Note: Electronic devices are not permitted during school hours, and all cell phones must be completely powered off. Students must understand that turning the cell phone on to vibrate or silent will not be acceptable in classrooms.

 

Classroom Consequences:

 

1st Consequence – Verbal Warning

2nd Consequence – Detention

3rd Consequence – Parent contacted

4th Consequence – Referral to administration

Administrative Consequence(s)

 

Violations of the School’s Code of Excellence will be grouped according to the severity of the violation and students will be disciplined accordingly:

 

Violations

 

GROUP I

General Disruptive Conduct

Use of Provocative Language

Possession of Electronic Devices

Violation of the School´s Dress Code

 

GROUP II

Assault /Threat/Intimidation/Harassment

Cheating

Defiance of School Personnel´s Authority

Gambling

Indecency/Obscenity

Smoking

Vandalism (minor)

 

GROUP III

False Accusation

False Fire Alarm

Fighting

Participation in Non-sanctioned Organizations

Possession, Use, or Sale of Fireworks

Possession of Aerosol/Chemical Weapons

Possession and/or Concealment of a Weapon

Trespassing

Vandalism (Major)

 

GROUP IV

Assault/Battery

Breaking and Entering/Burglary

Disorderly Conduct

Extortion

Grand Theft: (over $300 dollars in value)

Motor Vehicle Theft

Possession/Use of Mood Modifiers or Illegal Drugs

Robbery

 

GROUP V 

Violations

Continuous Disruptive Behavior

Hate Crimes

Other Major Incident

Possession and/or Concealment of Weapons

Possessions/Sale/Distribution of Mood Modifies or Illegal Drugs

Sex Violations

 

GROUP VI

Aggravated Assault/Battery

Armed Robbery

Arson

Homicide (murder, manslaughter)

Kidnapping/Abduction

Making a Threat or False Report

Possession, Use, or Sale of Explosives Firearms

Sexual Battery

 

Group I

 

1st Consequence: - the student will serve a 2-hour detention that will be closely supervised and monitored.

2nd Consequence: - the student will serve Saturday school detention for 4 hours.

3rd Consequence: - the student will serve a mandatory 3-day internal suspension. A formal letter will be mailed out to the guardian of the student addressing the infraction and consequence assigned. Internal suspension has two components:

 

1. Work Detail Assignment - the student(s) will assist in beautifying the school during the first three periods of the daily schedule.

2. Academic Assignment - the student(s) will complete daily classwork during the last three periods of the daily schedule.

 

Internal Suspension objectives (IS)

 

IS a classroom where a student spends the entire day doing work detail and completing written assignments sent by his/her teachers.

IS provides the opportunity for a student to remain in school and receive credit for assignments.

Students receiving IS may not take part in or attend special activities during the school day or extracurricular activities on the day(s) they are assigned IS.

If a student is absent on the day IS is to be served, the missed time will be made up on the first day the student returns to school.

If a student misbehaves in IS, he/she may be dismissed from IS or assigned External Suspension as specified by the School’s Student/Parent Handbook.

Group II and/or 4th consequence

 

The student will be given external suspension (ES).

Profanity, defiance, and skipping will result in immediate suspension from school.

 

1. A student may not attend school or any extra-curricular activities on the day(s) he or she is assigned to ES.

 

2. A student does not receive credit for the assignments he/she missed during the assigned days of ES.

Assignments may be made up, only if child participates in Alternative to Suspension Program.

 

Group III

 

The student will be given external suspension and possible recommendation for expulsion, referral to counseling/local police (as applicable).

 

Group IV-VI

 

The student will be given external suspension, recommendation for expulsion to governing body and reported to local police (as applicable).

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