RONALD MCNAIR ELEMENTARY SCHOOL Hopkins Road Germantown, Maryland 20874

Transcription

1 RONALD MCNAIR ELEMENTARY SCHOOL Hopkins Road Germantown, Maryland August 27, 2012 Dear Parents, Enclosed, please find the Ronald McNair Discipline Policy. This document was written with input from parents and staff. This policy is intended to create a safe, orderly and inviting climate for the Ronald McNair Elementary School Community. It is my hope that you will review this information with your child in an age-appropriate way. It is also my hope that you will help your child understand the importance of school rules in creating a safe environment for all. I outlined the expectations for implementing the policy with the staff during a meeting before school began. The staff has pledged to be firm, fair and consistent in implementing this policy. Let s work together so that Ronald McNair Elementary will continue to be a safe, secure school for your child. Please discuss the policy with your child with an emphasis on EXPECTATIONS. Kindly return the tear-off form to your child s teacher with feedback by September 7, If you have any questions or concerns, please call me. Sincerely yours, Eileen Macfarlane Principal ================================================================== Please read, sign and return to your child's teacher by September 7, I have discussed the school expectations with my child and will review it regularly. Signatures: Parent: Print Name Child: Print Name Date Grade: A copy of this policy is signed by administration and staff and is available in the front office.

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3 Discipline Policy PHILOSOPHY We believe that the most important function of our school is to promote academic achievement. Our goal is to provide a safe, nurturing and academically stimulating environment.. The purpose of the Discipline Policy is to teach behaviors that will enable each child to be responsible and make appropriate choices so that he/she can learn. McNair s Discipline Policy is designed to enable all students to learn. The policy is intended to reflect a balance between the responsibilities and rights of the individual and the group. It is also intended to inform students, staff, and parents/guardians of the expectations for behavior at school. The staff at Ronald McNair utilizes Positive Behavioral Intervention and Supports (PBIS) processes. PBIS is a process for creating safer and more effective schools. PBIS is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide, and classroom discipline systems. The process focuses on improving a school s ability to teach and support positive behavior for all students. In order to implement the Discipline Policy at Ronald McNair, there are four criteria that must be followed by all members of the community: RESPECT FOR ONESELF Each person will avoid situations that could bring about physical and/or emotional harm to themselves. RESPECT FOR THE RIGHTS OF OTHERS Each person will avoid situations that could bring about physical and/or emotional harm to others. Each person will show respect towards others in words and actions. APPROPRIATE GROUP BEHAVIOR Each person will enable all members of a group to pursue learning without interference. RESPECT FOR PROPERTY Each person will use materials and property in a manner in which they were intended to be used. We considered these statements of respect in developing five school rules: 1. I will respect and follow staff direction. 2. I will keep hands, feet, and objects to myself. 3. I will respect people and their property. 4. I will be where I am supposed to be, when I am supposed to be. 5. I will not have or talk about dangerous items or topics. Ronald McNair Motto Safe Organized Actively Learning Respectful

4 A STATEMENT ON RETALIATION In order to maintain a peaceful school environment, physical retaliation is viewed as an unacceptable response by students at McNair. In the event that students find themselves in a situation that they feel is intimidating or threatening, they are encouraged to do the following: D decide to ignore E exit, walk away B be friendly U use a firm message G get adult help Students engaged in physical retaliation may face consequences listed under fighting and intimidation in the school Discipline Policy, if it is judged that any of the above alternative actions to retaliation could have been taken. RIGHTS AND RESPONSIBILITIES Students: Students have the right to a public school education in an environment conducive to learning. They are expected to do the following: 1. Attend school and classes regularly, to arrive on time, and to fulfill to the best of their abilities the Montgomery County Public Schools (MCPS) objectives. 2. Understand and observe the rules of the school. The MCPS Guide to A Student s Rights and Responsibilities is available in the main office and on the McNair webpage for your review. Parents: Parents have the right to expect that the school will address the learning needs of their children. Parents are expected to do the following: 1. Send their children to school regularly, on time, and prepared to work. 2. Respond to communications from the school pertaining to their children. 3. Understand and support the fair, consistent administration of school rules and policies. Staff: Staff have the right to work in an atmosphere of respect with the support and guidance of the administration in maintaining high professional standards. Staff are expected to do the following: 1. Work with students so they understand the objectives and what they are expected to learn. Encourage and help the students understand and support the rules of the school. 2. Know and consistently enforce the rules and policies of the school. 3. Maintain communication between home and school. Administration: The administration, with the cooperation of staff, students, and parents, will work to achieve the objectives of MCPS and Ronald McNair Elementary. The administrators are expected to do the following: 1. Make known and interpret to students, parents, and staff the MCPS discipline policies and the local school discipline policy. 2. Implement specific plans for effective student, parent, and staff participation in the formulation and review of the local school discipline policy. 3. Guide and support all building personnel in maintaining appropriate and effective discipline. 4. Confer with staff, students, and parents on discipline matters.

5 STATEMENT OF DISCIPLINARY ACTION Discipline is best handled at the level where a change in behavior can be encouraged and documented. In problem solving models and DEBUG strategies, students are expected to make responsible choices that resolve their own conflicts before resorting to adult intervention. Consequences for not following the school rules are listed below. The consequences are flexible and may vary for each situation. Consequences will depend on the severity of the infraction, frequency of occurrence and age of the student. They are listed from the least severe (staff conference) to the most severe (expulsion from school). 1. A conference between the student and the staff member resulting in proactive measures and/or consequences, as appropriate. 2. Student-teacher-parent telephone or in-person conference resulting in consequences, as appropriate (e.g., detention). 3. Referral to an administrator for conference and/or disciplinary action, as appropriate. 4. Parent-administrator conference with staff (and student, as appropriate). 5. Intervention for part or all of the school day. 6. In-school or out-of-school suspension from school for one to ten days. 7. Recommendation for additional five days extended suspension. 8. Recommendation for expulsion. DUE PROCESS All appeals of disciplinary action should begin with the staff member who made the decision. The student has the right to appeal a decision to the principal. The principal shall hear the appeal within three school days and notify the student/parent of his/her decision. The decision of the principal may be appealed to the Associate Superintendent. 1. All appeals of a decision should begin with the staff member making the decision. 2. Students may appeal a decision to the principal. 3. The principal hears the appeal within three school days and notifies the student/parent of his/her decision. 4. The decision of the principal may be appealed to the Associate Superintendent (see Student s Rights and Responsibilities for procedure).

6 EXPECTATIONS for student behavior are listed below: STUDENTS WILL: respect themselves and others treat all property with care follow directions the first time they are given walk quietly and in a line at all times in the building not chew gum remove hats not wear bandanas treat others with fairness and courtesy use appropriate language not bring personal items to school such as electronic toys, IPODS, hand-held games; wheeled toys such as skateboards, scooters, and heelies; make up such as perfume, nail polish, and lipstick. not bring any dangerous items or toys that resemble a weapon use a hallway pass when permission is granted to leave the classroom walk bicycles on school property cross streets and school parking lots only at crosswalks or with adult supervision have written permission from parents to carry a cell phone. IN ADDITION: DRESS CODE: At Ronald McNair Elementary, we want our students to always dress for success. We request that our students dress modestly and appropriately in the school environment. Therefore, we have implemented the following dress code: 1. Students may not wear shorts or skirts that are too short. 2. Shirts with spaghetti straps and/or no back are not allowed. 3. No flip flops. 4. Students may not wear their clothing so that their undergarments are showing. 5. Students may not wear clothing that displays inappropriate language, messages or pictures. Students who are found in violation of our dress for success rules will be required to call their parent for a change of clothing. IN THE LUNCH ROOM STUDENTS WILL: respect lunch room supervisors and follow their directions not share food or touch each other s food enter and leave the cafeteria in an orderly manner, with permission use an indoor voice place all trash carefully into appropriate containers at appropriate time leave the tables and surrounding areas clean walk at all times remain quiet while lights are out ON THE PLAYGROUND STUDENTS WILL: respect recess supervisors and follow their directions resolve differences in a peaceful manner or seek adult help take turns line up at the sound of the whistle

7 not bring library books and personal items to recess receive permission from a member of the staff before leaving the playground see an adult on the playground when they have a problem DURING A FIRE DRILL STUDENTS WILL: follow the directions of the adult in charge remain silent stay in line remain in line in designated area outside of school facing away from the building re-enter the building quietly ON THE BUS STUDENTS WILL: walk quietly in the hall on the way to the bus be courteous not eat or drink on the bus keep the bus clean cooperate with the driver listen to the patrols stay in their seat keep heads, hands, feet and objects inside the bus sit in assigned seats if the bus driver assigns seats respect school property ATTENDING AN ASSEMBLY STUDENTS WILL: enter and exit the assembly in a safe, quiet manner as directed by their teacher use respectful and appropriate manners during assemblies sit in their assigned areas obey the signal for all quiet use restrooms before assemblies WALKING IN THE HALL STUDENTS WILL: walk in designated lines not touch items displayed on the walls have eyes forward walk on the right side of the hallway stop at stop signs walk quietly follow staff directions IN THE BATHROOM STUDENTS WILL: remain quiet use toilets/urinals and sinks appropriately wash hands and dry with one (1) paper towel throw trash in trash can report problems to staff members

8 Positive Behavioral Intervention and Supports (PBIS) Processes What is PBIS? PBIS is a process for creating safer and more effective schools. PBIS is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide, and classroom discipline systems. The process focuses on improving a school s ability to teach and support positive behavior for all students. Goals of PBIS Enhance capacity of school teams to provide the best behavioral supports for all students To organize existing school strategies and procedures into an effective program School-wide Systems Approach 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Classroom Settings Systems 1. Classroom-wide positive expectations taught & encouraged 2. Teaching classroom routines & cues taught & encouraged 3. Ratio of 6-8 positive to 1 negative adult-student interaction 4. Active supervision 5. Redirections for minor, infrequent behavior errors 6. Frequent pre-corrections for chronic errors 7. Effective academic instruction & curriculum Individual Student Systems 1. Behavioral competence at school level 2. Function-based behavior support planning 3. Team- & data-based decision making 4. Comprehensive person-centered planning & wraparound processes 5. Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations

9 Procedures for Rule Violations at Ronald McNair Elementary Level One Behaviors (Minor) Definition Examples Procedure Behaviors that: 1. Do not require administrator involvement 2. Do not significantly violate the rights of others 3. Do not appear chronic * Insubordination (refusing to follow directions, complete classwork, etc.) *Disruptive behavior (talking in class, yelling, crying, inappropriate noises, language, etc.) 1. Inform student of rule violated 2. Describe expected behavior 3. Debrief and re-teach school-wide behavioral expectation Level Two Behaviors (Minor) Behaviors that: Definition Examples Procedure 1. Violate the rights of others 2. Put others at risk without the intent to harm 3. Are persistent Level One behaviors * Persistent level 1 behaviors * Arguing with teacher/talking back * Throwing objects without the intent to harm others. * Refusing to follow directions on a regular basis * Continued use of inappropriate language * Cheating/lying * Harassment/teasing/taunting Level Three Behaviors (Major) 1. Inform student of rule violated 2. Describe expected behavior 3. Follow through with at least 3/5 possible consequences 4. Document with Student Action Report 5. Collaborate with staff to develop plan or refer to office Definition Examples Procedure Behaviors that: 1. Violate MCPS policies 2. Violate Maryland policies or laws 3. Are persistent Level One or Two behaviors 4. Require administrator involvement * Chronic or Egregious level 1 or 2 behaviors * Fighting/physical aggression * Throwing objects with the intent to harm * Spitting or biting * Leaving assigned area/running from class * Theft * Vandalism/property damage * Possessing weapon or look-alike weapon 1. Inform student of rule violated 2. Describe expected behavior 3. Complete Office Referral 4. Contact office and have Student Action Report and any relevant documentation forms ready