ALDERWOOD ELEMENTARY
Basic Principles of Plan
EXPECTATIONS FOR OUR EDUCATIONAL COMMUNITY
Everyone in Alderwood School is expected to do their best at all times. Staff, students, and parents will all work together to help every person in the school reach their fullest potential. Any behavior or action, which helps us grow and mature as learners will be encouraged. Any behavior or action that interferes with our growth as learners will be discouraged. All of us in the educational community of Alderwood Elementary are expected to help others do their best.
When each of us is doing our best, the school becomes an exciting and warm place where all of us are learning new things every single day. Everyone in the school is encouraged to actively work on the following building goals:
1. Treat others with respect.
2. Use only appropriate physical contact with each other.
3. Respect school and personal property.
4. Follow directions the first time given.
5. Obey school rules.
Everyone connected with the school must understand that discipline is a process, not a product. This policy will not ensure school discipline, but will help facilitate the process. The Alderwood staff must work together with parents to achieve as much consistency as possible. Interventions to improve behavior will progress from friendly reminders to more serious interventions. In 1st Offense= Friendly reminder of the rule.
2nd Offense = Guided practice of the correct behavior.
3rd Offense = Infraction recorded by adult in charge and a copy given to the office. Adult in charge will determine intervention. (See “Guidelines”.) Teacher of student will inform parents.
4th Offense = Infraction recorded by adult in charge and a copy given to the office. Problem Solving form completed by student. Adult in charge will determine consequences. Student’s teacher will call parents. Copy of the form will be sent to parent.
5th Offense =Chronic misbehaviors are referred to the office. Principal will decide appropriate consequences. Parent will be contacted. The parent and student may be asked to develop an action plan for improvement.
Students will follow the teacher’s posted classroom rules. When the student is in another class such as PE or music, the student will follow the rules and expectations of the PE or music teacher. Since every teacher teaches slightly differently, each teacher will communicate precisely how students are expected to behave in each activity. Consequences for misbehavior in the classroom are at the discretion of the teacher. Some possible consequences are outlined under “Overview of Guidelines for Intervention” on page 5. Recognizing good behavior is very important at Alderwood. When students are trying to do their best, the teacher will acknowledge this effort.
Every staff person in the school is an equal and contributing part of the Management Plan. Students will treat all adults with respect. All adults will be involved in the process for solving problems and in setting consequences and interventions for infractions of school rules. This is true for educational assistants, secretaries, bus drivers, custodians, teachers and administrators.
Students will behave in a way that respects the physical safety and the emotional security of themselves and others. Therefore, no students will be allowed to run in the halls, use playground equipment inappropriately, or engage in unkind teasing. Specific guidelines and consequences for halls, playground, cafeteria, and buses are given in this document.
Exceptional misconduct is a violation of District rules of student conduct, which is serious in nature and/or is serious in terms of the disruptive effect upon the operation of the school as to warrant an immediate short-term suspension, long-term suspension, expulsion, or emergency expulsion. Examples of “Exceptional Misconduct” are:
1. Possession, use, or being under the influence of illegal substances; sale, or delivery of any controlled substance not prescribed by a physician; and possession of drug paraphernalia.
2. Consumption, possession, sale, delivery, or being under the influence of alcoholic beverages; presence on school property or at a school sponsored activity following the consumption or use of an alcoholic beverage or controlled substance.
3. Use or possession of tobacco.
4. Profane or vulgar language directed to and in the presence of a staff member.
5. Commission of any criminal act classified as a felony or gross misdemeanor under the laws of the State of Washington, including but not limited to, the following: Arson, Assault/Battery, Harassment, Possession of a Weapon, Theft. (School Board Policy 3200)
Parents are encouraged to participate in the education of their children. Without the cooperation and support of parents, the school cannot effectively help students reach their fullest potential. One of the major roles of parents in discipline is to continually show the children that they are interested and supportive of how their children are doing in school. When the children see that their parents are actively interested in whether they are doing their best, the students are given a real incentive to strive for excellence.
Parents
may be asked to support the teacher in helping the children to learn a particular skill. If parents are asked to help teach a skill of this type, the school staff will provide specific
information on different ways to accomplish this goal.
If there is a severe or recurring problem, parents will be asked to help the school staff teach the students an alternative set of behavior. In such a case, everyone must recognize that the goal is to help the children learn to get along in the school environment. By working together, parents and staff can help the student learn behaviors that will increase his chances of success.
The classroom teacher is at the center of an effective school discipline policy. The teacher will continually emphasize to students the importance of doing their best and helping others do their best. The teacher will help students learn the school goals and will motivate students to reach them. The teacher will put more energy into reinforcing success than into trying to “control” behavior. When there is a behavioral problem (other than a “severe behavior”), the teacher will attempt to teach the student how to behave appropriately by referring to the goals.
The role of the principal in discipline is three-fold. First to help monitor, revise, and up-date the discipline policies and procedures. Second, to help staff implement classroom management and school management techniques. Third, to assist staff with handling severe misbehavior, such as physically dangerous situations, disrespect of adult authority, and any recurring problems.
Interventions may include helping students and parents develop a plan for improvement, restriction from activities, or other more severe consequences. The staff in charge will handle minor discipline problems. To maintain effectiveness, office referrals will be used only for severe or recurrent problems.
1. Rules will be posted in each classroom and each common area.
2. Each classroom will sign up for a month to pick up litter on the school grounds.
3. All staff members will teach and review classroom rules and common area rules with their classes, as needed.
4. Staff members are responsible for reinforcing rules with all students.
HARASSMENT
The Bellingham School District is committed to a positive, productive educational and working environment free from gender, racial, and sexual harassment, and free from threats of physical violence. The school district prohibits on going harassment, of any kind, directed at students, employees, and others involved in school district activities.
Harassment is defined as deliberate verbal, visual, and physical advances, or physical violence that is made within the educational setting, and that is unwelcome. When such unwelcome conduct interferes with learning, or creates an intimidating, hostile, or an offensive educational environment, it is harassment.
Alderwood Elementary will take prompt, equitable, and remedial action within its authority on reports, complaints, and grievances alleging sexual harassment, or gender and racially- based harassment that come to the attention of the school, either formally or informally. Harassing will result in disciplinary action and possible police referral. Students are to seek assistance from any staff member if they believe they have been the victims of harassment. Retribution for reports or complaints will be treated as harassment.
Annually each year, there
will be a formal review of the discipline policies and procedures. The form of this process will be:
· A team should review the policy.
· A team should present any suggestions for changes to the entire staff for feedback.
· Based on staff feedback, the plan should be rewritten.
· Each year students will be taught (or re-taught) goals and expectations for each common area.
RESPONSIBILITY FOR INTERVENTIONS
Misbehaviors Handled by Principal or designee
Unexcused absences/habitual tardiness
Chronic infraction of rules
Inappropriate physical contact, such as fighting or physical assault
Harassment
Out of control defiance or disrespect
Skipping school
Leaving supervision of school without permission
Arson
Possession of weapons (or any object used as a weapon)
Possession of alcohol, tobacco, drugs, or drug paraphernalia
Vandalism and criminal activity
Interventions may include, but are not limited to:
· reminder
· guided practice
· problem solving paper with behavior improvement plan
· restitution
· an apology, verbal or written
· restriction to within 5 feet of playground assistant or to a specific area
· loss of recesses
· removal from activity
· contact with parents or guardians by Principal, if intervention involves consequences.
· in school, or out-of-school suspension
· expulsion
Incomplete work
Non-compliance/insubordination
Failure to follow classroom or school rules
Disrespect
Failure to follow directions the first time given
Cheating
Theft
Lying
False witness
Disregard for the safety of others
Aggressive behavior (short of physical assault) and other forms of inappropriate physical contact
Inappropriate, vulgar, or profane language
Intimidation of others
Name-calling
Interventions may include, but are not limited to:
· reminder (warning)
· guided practice of appropriate behavior
· problem solving paper with behavior improvement plan
· change of seating
· time out to alternate classroom
· restitution
· an apology, verbal or written
· restriction to a specific area
· loss of recesses
· removal from activity
· teacher contact with parent
Handled by Playground Assistants initially (if behavior continues, refer to Teacher, then to Principal)
Unsafe play and inappropriate use of play equipment
Disrespect
Inappropriate language
Inappropriate physical contact, short of physical assault
Leaving play area without permission
Failure to follow directions the first time given
Intimidation
Name-calling, derogatory remarks
False witness
Lying
Food or toys at recess
Examples of interventions that may be used:
· reminder of correct behavior
· guided practice of appropriate behavior
· problem solving paper with plan for behavior improvement
· time-out
· removal from activity
· restitution
· behavior improvement plan (copy to parents for signature)
· recess restriction
· referral to teacher or principal
· parent contact
Inappropriate language
Failure to keep hands, feet, and objects to self, and other forms of inappropriate physical contact
Lack of good “company” table manners
Examples of interventions that may be used:
· reminder
· guided practice of appropriate behavior
· problem solving paper
· change seating
· loss of recesses
· referral to office
· parent contact
SCHOOL EXPECTATIONS AND PROCEDURES
I. AREA: COMMON AREAS SHARED SCHOOLWIDE
Alderwood School is a place where students, staff and parents work together to make the maximum use of all available resources. We want all children to realize their potential.
· Treat others with respect.
· Speak politely at the correct voice level for area.
· Use only appropriate physical contact.
· Respect school and personal property.
· Follow directions the first time given.
· Obey school rules.
All students are expected to know the following levels for voice:
0 – No talking at all.
1 – Six-inch voice level, or a whisper.
2 – Twelve-inch voice level, or a normal conversation.
3 – Classroom voice, or speaking loud enough for all to hear.
4 – Yelling, used only for emergencies.
· Students will show their pride in Alderwood School by keeping the building and grounds free of litter.
· Appropriate language will be used at Alderwood School.
· Students will show respect for others by following instructions given by staff, and by being considerate of others.
· Taking another’s property by force, or threat of force, will result in short term suspension (School Board Policy 3200).
· Students will walk when going between destinations in the school.
· Students will keep their hands and feet to themselves.
· Food will be eaten in the cafeteria, unless individual teachers have made other arrangements.
· Hats (and sunglasses) will be worn outside of the building, not inside.
· Students will remain under the supervision of adults unless given permission to be in unsupervised areas (such as the bathrooms).
· Use or possession of any tobacco products, including storing or maintaining such products in property of the district or at school-sponsored events, will result in short term suspension (School Board Policy 3200).
· Possessing, selling, using, distributing, or being under the influence of alcohol, drugs, inhalants, or Controlled substances, or in possession of drug paraphernalia will result in long-term suspension (School Board Policy 3200).
· The district has a No Tolerance policy for weapons. Possession or using weapons and explosives, including “fake” weapons that will represented as “real” weapons, will result in immediate expulsion (School Policy 3200).
Alderwood classrooms will be a safe and caring place where students and staff work together to learn in order to reach their fullest potential.
1. Each classroom will collaboratively establish classroom expectations, rules, and consequences.
2. The class rules/expectations will be posted in the classroom.
3. Classroom rules/expectations will be communicated to parents
4. Classroom rules/expectations will be taught and re-taught when necessary. The rules will be reviewed periodically.
5. As new students enroll, classroom buddies will be assigned to teach the class rules and review schoolwide rules.
1. Teachers will determine their own classroom consequences for misbehavior; however, consequences should follow the concept of progressive discipline steps. We want to encourage students to learn appropriate behavior so that we can provide the best structure for learning.
2. Classroom specific procedures, behavior contracts, and parent communication on an on-going basis are encouraged.
3. Occasionally, time-out procedures outside of the classroom may be necessary. Students may be sent with a referral form to the library or office. Work for the student must be sent to the library or office. Do not use the hallways or other unsupervised areas for time-out spots.
The lunchroom will function as a pleasant, clean, and safe eating environment.
1. Put recess equipment in your class lunch box.
2. Wait in the lunch line quietly.
3. Use polite manners and use a Level 2 voice at your table.
4. Raise hand to put trays, sack lunches and trash away and then return to seat.
5. Wait at your table to be excused to go to recess.
6. Leave lunchroom using the parking lot door.
LUNCHROOM CONSEQUENCES:
1. If students use the wrong procedure, they’ll be sent back to practice the correct procedure.
2. If students litter the floor or table, or throw food, they will be required to clean up their mess and pick up litter.
3.
Children, who frequently disrupt lunchtime
for others, may be removed from the lunchroom,
moved
to another table, or asked to help in the cafeteria.
Staff on duty and Instructional Assistant
Classroom teacher will bring students to the cafeteria to practice the lunchroom procedures. Lunchroom rules will be posted.
On sunny days teachers, cooks and instructional assistants may agree that students can eat outside.
Lunches may be eaten outside on the grass and along play area. Lunches must be picked up and put away by 12:15 for 2nd lunch and 12:50 for 3rd lunch. Any student still eating will go to the grass. Assigned students will bring in the lunch carts for their classroom. No playground equipment will be used until the duty is outside.
Information as to who qualifies for free and reduced meals is not public information. This is in accordance with the family right to privacy act. If a child needs food, we will see that he/she is fed. The cooks will make calls to families about qualifying for free or reduced lunch. If a child is not eating, let the principal know.
We do not use withholding of lunch or making a student eat lunch later as a consequence. Food is a basic need. When students are made to complete work or make up time during their lunchtime, the student’s basic need (food) is being withheld. No quality learning takes place and the consequence inhibits learning instead of promoting learning.
Only students who are loading and unloading the dishwasher will be allowed in the kitchen and food preparation area. Students can wash hands by the lavatories and not use the sink in the kitchen.
Please remind students that they will be excused to put away trays and sacks when their areas are clean. That means that food particles and pieces are picked up. This includes table area, seat, and the floor where a student is sitting. If there are spills, a wet mop and cloth are available for the student to use to clean up the mess.
If students are done eating before the dismissal time, they may be excused to put lunch garbage and lunch pails away. Then they are to return to their seat.
The instructional assistant will excuse students at 12:15 and 12:50. She will inspect to see that their table is clean. Students, who need more time to eat, may stay 10 extra minutes. Then they will be asked to leave at 12:25 and 12:55. This helps us to get the cafeteria ready for the next group or activity.