Behavior

SIGSBEE’S BEHAVIOR PLAN

(Children Learn What They Live)

The SCS Code of Conduct is a shared vision among parents, students, and staff, based on the Discipline with Dignity approach, created by Richard L. Curwin and Allen N. Mendler (1998), and on a Restorative Justice system. Discipline with Dignity is a philosophy and attitude focused on teaching individuals to make responsible choices and helping them learn from the outcomes of their actions. In this model, discipline is based on logical consequences. The cornerstone of the SCS Code of Conduct is that everyone in our school environment will treat each other with respect and dignity at all times.

The principles that guide the behavior plan are as follows:

1. Dealing with student behavior is a shared responsibility. Lessons about behavior, communication, and getting along with others are worthwhile investments of time and leave a lasting impression. At the beginning of the year, the school community will spend ample time developing guidelines, discussing expectations, and identifying structures and routines. Parents will reinforce and support these expectations, and all students must agree to and abide by these rules.

2. The goal of the Code of Conduct is long-term behavioral change, not quick fixes. Changes in thinking and behavior take time. This approach aims to encourage students to act responsibly rather than obediently.

3. Discipline works best when integrated with effective teaching and modeling. When the curriculum is relevant and engaging, behavior problems decrease. When instruction matches students’ ability level, students are less frustrated and make wiser choices. When adults model appropriate behavior, students understand how to act.

4. Rules must make sense. Logical consequences should directly relate to the broken rule, though the consequences do not have to be the same each time. Students can be treated fairly even when they are not treated the same.

5. All stakeholders should be a model of what is expected. At SCS, staff members, parents, Board Members, and students maintain a positive, nurturing demeanor and model appropriate behavior at all times.

All Stakeholders

• Address problems and concerns directly with an individual

• Listen to what others have to say

• Always treat others with respect and dignity

• Follow guidelines to keep our community safe

• Work together toward long-term change

• Proactively engage in the behavior process

• Maintain a culture of empathy and responsibility using restorative justice.

• Stop using ineffective strategies

• Avoid power struggles

• Are proactive and timely when giving input

• Show appreciation for one another by treating each other with courtesy

• Focus on positive action and conflict resolution rather than on accusation or finger-pointing.

Teachers: make learning meaningful and interesting; build relationships with families; create a safe and caring community of learners; teach and support conflict resolution skills.

Students: preserve the integrity of the learning environment for themselves and others; are responsive and engaged in the learning; take responsibility for their actions; learn and apply conflict resolution skills.

Parents/Guardians: support learning and avoid interruptions during instructional time; are present in their child's learning and available to staff; support the school in developing student responsibility; teach and support conflict resolution skills

As a result, students learn...

1. I cause my own outcomes

2. I have more than one alternative behavior in a situation

3. I have the power to choose the best alternative

4. I am part of a caring community that respects me as an individual, even when I make a mistake 

5. Mutual respect leads to positive action

6. Guidelines created collaboratively in the classroom and at home are transferable to real-world situations

7. The adults around me work together to bring out my best.

Behavioral Expectations

Students are expected to comply with the Student Code of Conduct while under the supervision of school staff. This includes during School hours, after-school activities, or any activity in which school staff members are responsible for the students. Specific SCS behavior expectations can be found by clicking HERE

Conflict Resolution Policy

SCS educates all students, regardless of race, sex, religion, nationality, or ethnic background, and helps them to reach their fullest potential intellectually, socially, and physically.

Conflict and grievance resolution begins with the persons directly involved. If resolution cannot be achieved between students or between adults, then a designated school staff member shall become involved up to and including conflict resolution meetings and agreements. No student or staff member will be discriminated against, harassed, or intimidated, or suffer any reprimand for filing a grievance or participating in the investigation and resolution of grievances. Each conflict or grievance will be heard and resolved as quickly as possible. This policy excludes physical harm, vandalism, or potentially illegal behavior.

Steps for Resolution Between Individuals

1. Any complaints or grievances must be described in detail by the person making the complaint or grievance so the School can respond to and investigate them accurately and promptly.

2. The person against whom a grievance is filed shall be notified that a grievance has been filed against them and shall be given the full details and allegations against them.

3. A designated staff member or the Principal shall meet with the person the grievance is filed against and the complainant, separately, to determine (1) whether the grievance has merit and (2) whether any remedial actions can be taken to rectify the complainant's allegations. If the above procedures have been completed and the situation remains unresolved, the issue should be brought to a staff member at the School to arrange mediation or other measures, as determined by School leadership.

Removal of Students from Class

A student’s behavior may require that he or she be removed from a class to ensure the continued academic growth of other students or the health, safety, or welfare of everyone involved. Should a situation arise in which a student requires removal from class, the student may be issued a 10–15-minute temporary removal. The student will be placed in the school counselor’s office until they can return to class safely and cooperatively. If necessary, the student may meet with the Principal, Behavior Specialist, or Counselor to discuss the concern and ways of remedying the situation. If necessary, staff may meet with other students, involved or uninvolved, and/or the teacher(s) to identify ways to rectify the situation. Parents will receive a notification by telephone and/or in writing if a child is removed from class due to serious or repeated behavioral concerns.

Communication of Behavior

Students who require consistent behavioral interventions will be referred to the behavior specialist. A formal intervention plan will be created and shared with the parent before implementation with the student.

At the beginning of the year, students will be instructed on the procedural implementations of the behavior policies. At Back to School Night, caregivers will receive written information regarding the grade-level expectations and procedures.

THREE STRIKE POLICY

The development and implementation of the Three Strike Policy are intended to outline procedures to support students in making safe, kind, responsible choices and in developing problem-solving skills at school. The policy is designed with a focus on constructive teaching methods, using logical consequences, and restorative practices that support students in contributing to a safe learning environment.

Students are expected to consistently follow school rules:

Be Safe. Be Kind.

Be Responsible.

Infractions that repeatedly disrupt the learning environment, target the emotional or physical well-being of other students or staff members, or jeopardize the student’s own safety and well-being will result in a strike being recorded. Repeated or serious incidents of infractions will be documented and presented to the Behavior Intervention and Counseling team to determine appropriate interventions to address the behavior. Parents will be notified by the homeroom teacher when a student has been issued a strike and any subsequent strikes. If a student obtains two strikes within a quarter, a meeting with the student, teacher, Behavior/Counseling team, and parent(s) will be scheduled to develop a more formalized intervention to address the behavior. In the event that a student obtains three strikes in a quarter, parents will be notified by the homeroom teacher of consequences, including the loss of privilege to participate in extracurricular activities, including enrichment, sports, field trips, and/or any special events, for the remainder of the quarter and/or until the student consistently demonstrates behavior consistent with school expectations.

Examples of inappropriate behavior include, but are not limited to the following:

Unsafe Behavior

• Fighting

• Physical Contact or Physical Aggression

Unkind Behavior

• Classroom Disruptions

• Repeated defiant or disrespectful behavior

• Inappropriate or aggressive language

• Teasing/Taunting others

• Harassment/Hate Speech

Irresponsible Behavior

• Inappropriate location

• Property Destruction

Three Strikes System

Strike 1

The student meets with the staff member to discuss the strike and determine a plan to prevent further incidents. Depending on the severity of the infraction, a written referral may be registered in FOCUS. The parents will be notified by the homeroom teacher via phone dialogue or conference by the end of the school day.

Strike 2

The student meets in person with a staff member, the behavior/counseling team, and a parent. A behavior intervention plan is developed. A written referral is registered in FOCUS.

Strike 3

The student loses privileges, including participation in field trips, special events, sports, and K-5 enrichment, for the remainder of the quarter or until evidence of improved behavior is provided.

Behavior Interventions for Field Trips

Expectations for participation in field trips and extracurricular activities are stated HERE in our policies. If a student has demonstrated an inability to control their behavior in School:

• The school reserves the right to require parents or guardians of some students to attend the field trip to supervise their child. In such cases, if a parent cannot attend, the student must remain at school.

• If a student has received a referral or has demonstrated unsafe behavior, the student’s parent or guardian may be required to attend as a chaperone.  If the student demonstrates disrespectful or unsafe behavior during the trip, the parent or guardian may be required to pick up the child from the location. 

• Class field trips are reserved for students who show responsibility during the school year and meet school expectations. Students who have been issued a suspension during the year may be disallowed from attending the end-of-the-year field trip.