Progressive Discipline and Promoting Positive Student Behaviour Policy for St. Augustine Catholic School

Transcription

1 Progressive Discipline and Promoting Positive Student Behaviour Policy for St. Augustine Catholic School The goal of this school policy is to support a safe learning and teaching environment in which every student can reach his or her full academic and spiritual potential. St. Augustine Catholic School will consistently take appropriate action to address behaviours that are contrary to the school code of conduct (in compliance to the Board and Provincial Codes of Conduct). Progressive discipline is a whole-school approach that utilizes a continuum of interventions, supports and consequences to address inappropriate student behaviour and builds upon strategies that promote positive behaviours. When inappropriate behavior occurs, our disciplinary measures will be applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive. The staff uses a range of interventions, supports, and consequences that include learning opportunities for reinforcing positive behaviour while helping our students to make good choices. Promoting and Supporting Positive Student Behaviour: St. Augustine Catholic School acknowledges the need to provide a safe and caring school environment, maximizing the learning potential and ensuring a positive school climate for all members of the school community through the implementation of the following proactive, positive practices: 1 program modifications or accommodations; 2 class placement; 3 positive encouragement and reinforcement; 4 individual, peer and group counselling; 5 conflict resolution; 6 mentorship programs; 7 bullying and violence prevention programs; 8 sensitivity programs; 9 student success strategies; 10 school, Board and community support programs A progressive discipline approach includes early and ongoing intervention strategies, opportunities for the student to learn from the choices he/she makes, addressing inappropriate behaviour and parental awareness/involvement. Orientation (Classroom) Relearning All students are taught classroom rules/ School Code of Conduct. School Code of Conduct/class rules are posted for students to review. Bully prevention program is put in place and components of program are taught to students. Students have a chance to practise rules and appropriate behaviour. Staff enforce Code of Conduct for all students. Students are given a chance to practise and review the rules to ensure that

2 (Classroom) Remediation/Restitution Level 1 Intervention/ Remediation (Classroom-based) Level 2 Intervention/Remediation (School-based) Level 3 Intervention/Remediation (Student Services, outside agencies) Level 4 Intervention/ Remediation (External support, they understand and can explain them. (i.e. role-playing, discussions, presentations, art activity, stop and go-back) When addressing inappropriate student behaviour, consideration is given to the particular student and the circumstances, the nature and severity of the behaviour and the impact of the inappropriate behaviour on the school climate. For students with special education needs, disciplinary interventions, supports and consequences need to be consistent with the student s strengths, needs, goals and expectations outlined in the IEP. Responsibility of classroom teacher Warning to student with reminder of rule/rules Opportunity for dialogue (student/student, student/teacher) to discuss incident, feelings and next steps. Time out in classroom to reflect Apology (oral and/or written) Withdrawal of privileges (loss of recess, loss of involvement in group learning experience) Parent/Guardian contact (phone call, note or meeting) Restitution for lost, damaged or stolen material Written Think/Consequence Sheet to provide an opportunity for student to think and write about what happened and what he/she should have done Monitor behaviour (daily tracking, communication books, contracts) Involvement of school principal: Discussion, time-out Lunch detentions Behaviour package related to problem completed during nonteaching time In-school community service Withdrawal of special privileges (trips, special presentations) Alternate learning day at school Withdrawal from classroom (working in office/resource room) Parent/guardian/teacher/administrator student conferences School wide tracking system (information re school yard behaviour) Circle of Friends initiated by resource teacher Peer/staff mentors Involvement of Resource Staff, Principal and Educational Consultant: Referral to Student Services Department: Behaviour Consultant; Social Worker; Psychologist; A-Team; Speech Pathologist Case conferences (school personnel, student services, parents/guardian) Development of IEP (behaviour based) Contact with Community Services (Cumberland Resource Center, CHEO, School Resource Officer) Initiate contact with Crossroads for Parent Home Program Involvement of Educational Assistant Involvement of Principal and Board: Out of school suspension with assigned work Re-entry meeting with parents/guardians Application to Section 23, system class

3 Section 23/CAS/SRO) Expulsion Opportunities for relearning and practise will occur in all stages to help students make positive lasting changes. Opportunities to reinforce and celebrate student behaviour are part of the overall Progressive Discipline Plan. Positive Consequences include: Individual praise and recognition by students and staff Parental contact Individual incentives and rewards Classroom incentives and rewards Special activities Public praise and acknowledgement (i.e morning announcements, certificates, newsletter recognition) Failure to Maintain the Code of Conduct: When a student fails to maintain the Code of Conduct (outlined in the St. Augustine Catholic School Code of Conduct Policy) and inappropriate behaviour occurs, disciplinary measures are applied within a framework that shifts the focus from one that is solely punitive to a focus that is both corrective and supportive. This action may take several forms, determined by the nature and seriousness of the situation. The school applies early and ongoing interventions strategies to help prevent inappropriate behaviours and provide students with appropriate supports. The range of interventions, supports and consequences are developmentally appropriate and provide opportunities for the student to focus on improving their behaviour. Reporting by Staff An employee of the board who becomes aware that a student at a school of the board may have engaged in an activity for which suspension or expulsion must be considered shall report the matter to the principal as soon as reasonably possible. The employee must consider the safety of others and the urgency of the situation in reporting the incident, but, in any case, must report it to the principal no later than the end of the school day. Responding by Staff Board employees who work directly with students including administrators, teachers, and nonteaching staff (including staff in social work, child and youth work, psychology, and related areas, and educational assistants) must respond to any student behaviour that is likely to have a negative impact on the school climate. Such behaviour includes all inappropriate and disrespectful behaviour at any time at school and at any school-related event.

4 Progressive Discipline at St. Augustine Catholic School The continuum of interventions in our progressive discipline model begins at the classroom level between the teacher and the student and then includes the student s parent/guardian. Interventions may include but are not limited to: Teacher-student meeting Contact with parents Conflict mediation Peer mentoring Written reflective assignments Problem-solving activity Meeting with parent Time-out Quiet area to work Meeting with parent/student/admin. Removal from class Withdrawal of classroom privileges Update call to parent Restitution for damages Office referral/detentions Restorative practices Home consequences Verbal reminders Withdrawal of outdoor privileges Other interventions deemed appropriate The next steps involve the Administration/Student/Teacher/Parent: Update call to parent Withdrawal of school privileges Meeting with parent Restorative practices Withdrawal from class Reflection activities Meeting with student and teacher Restitution for damages Alternative to suspension Referral to support staff Referral to community agency Conflict Mediation Community Service St. Augustine Catholic School Progressive Discipline Implementation Strategy: Ongoing Dialogue & Communication: Ongoing dialogue with parents on student achievement and behaviour occurs through every step of our progressive discipline continuum. It begins with the student s classroom teacher and progresses to the school administration if needed. 1. Student agenda -expectations and key information is outlined in the opening pages of our school agenda and parents are directed to that information so that they understand the operation of the school and the rights and responsibilities of the each member of the school community, particularly the student 2. School Newsletters-sent at the beginning of each month outlining key events and information necessary to keep parents and students informed 3. School WebSite- frequently updated to act as a key information and communication tool for parents and all members of our school community 4. Phone Calls-teachers are accessible through phone calls and parents are encouraged to leave a message for the teacher they wish to speak to so that their call can be returned outside of class time 5. Report Cards and Parent/Teacher Interviews 6. Face to Face Meetings can be arranged with the school staff responsible for

5 your child s program each year (and may include resource staff and administration as well as classroom teachers) 7. School Events, Open Houses, Program Night, Sporting Events, School 8. Performance Events, etc. Leadership Opportunities for students: St. Augustine Catholic School actively promotes and supports appropriate and positive student behaviours that contribute to and sustain a safe learning and teaching environment in which every student can reach his or her full potential. The following initiatives are currently available to provide leadership opportunities to our student population: Interscholastic Sports Clubs Peer Mediators Positive School Climate and Student Empowerment Programs: A positive school climate is a crucial component of prevention; it is the sum total of all of the personal relationships within a school. When these relationships are founded in mutual acceptance and inclusion, and modeled by all, a culture of respect becomes the norm. To support a positive school environment where all members of the school community feel safe, comfortable, and accepted, school-wide prevention programs and strategies have been implemented at St. Augustine Catholic School: Differentiated Instruction Program Accommodations and Modifications Student Success Programs and Strategies Bullying and Violence Prevention Programs Conflict Resolution Sensitivity Programs Student Leadership Programs Safety and Behaviour Management Healthy Lifestyles School, Board and Community Support Program Activities leading to suspension A principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate: 1. Uttering threats to inflict serious bodily harm 2. Possessing alcohol or restricted drugs 3. Being under the influence of alcohol

6 4. Swearing at persons in position of authority 5. Committing an act of vandalism 6. Bullying 7. Acts considered by principal as injurious to moral tone of school 8. Acts considered by principal to be injurious to the physical or mental wellbeing of the community 9. Acts considered by principal to be contrary to the Board or school Code of Conduct Factors principal must consider In considering whether to suspend a pupil for engaging in an activity described above, a principal shall take into account any mitigating or other factors prescribed by the regulations. Activities leading to suspension A principal shall suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate: 1. Possessing a weapon, including possessing a firearm 2. Using a weapon to cause or to threaten bodily harm to another person 3. Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner 4. Committing sexual assault 5. Trafficking in weapons or in illegal drugs 6. Committing robbery 7. Giving alcohol to a minor 8. Any other activity that, under a policy of a board, is an activity for which a principal must suspend a pupil and, therefore conduct an investigation to determine whether to recommend to the Board that the pupil be expelled Duration of suspension: A principal may suspend a pupil under this section from 1 to 20 school days and, in considering how long the suspension should be, the principal shall take into account any mitigating or other factors prescribed by the regulations.. Mitigating Factors: 1. The pupil does not have the ability to control his or her behaviour 2. The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour 3. The pupil s continuing presence in the school does not create an unacceptable risk to the safety of any person Other Factors: 1. The student s academic, discipline and personal history

7 2. Whether a progressive discipline approach has been attempted with the student, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure 3. Whether the activity for which the pupil may be or is being suspended or expelled was related to any harassment of the pupil because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or harassment for any other reason 4. How the suspension or expulsion would affect the pupil s ongoing education 5. The age of the pupil Special Education Needs: For students with special education needs, interventions, supports, and consequences must be consistent with the student s strengths, needs, goals, and expectations contained in his or her Individual Education Plan (IEP). 1. Whether the behaviour was a manifestation of the pupil s exceptionality 2. Whether appropriate individualized accommodation has been provided 3. Whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil s behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct. Note: If a pupil is suspended under this section he/she is suspended from his or her school and from engaging in all school-related activities. Building Partnerships: Policies and programs that promote a positive school environment and support the progressive discipline continuum at St. Augustine Catholic School have been developed and established by building positive relationships that engage the whole school community and our partners. Partnerships that promote the positive school climate at St. Augustine Catholic School this school year are: Ottawa Police Services Local Community Centres