Discipline Policy

Waite Middle School Discipline Policy

 

School-Wide Student Discipline Policy: PBIS & Progressive Discipline

At Waite Middle School, we are pleased to share the features of the Positive Behavior Intervention and Supports (PBIS) framework with you. The goal of this framework is to increase our school’s capacity to address the behavioral support needs of all students and staff effectively and efficiently.

 

When it is necessary to take disciplinary action, administrators and staff will take into consideration the severity of the behavior, the student’s disciplinary history, the age of the student, and other relevant factors. Students will receive a series of consequences (i.e. warning, change of seat, sent to work silently in another classroom or “think space”) before referrals are made to the office. The goal of our discipline policy is to have students take responsibility for their behavior and change negative behaviors before they are punished; therefore, our discipline policy encourages students to rethink their behaviors before more serious disciplinary action is imposed.

 

Positive Behavioral Interventions and Supports (PBIS) is an approach to teaching and supporting positive behaviors and meeting the needs of ALL students. This school-wide approach to discipline focuses on building a safe and positive environment in which all students can learn.

 

Students are expected to learn and model Waite Middle School PBIS Expectations, follow all school and classroom rules, and demonstrate appropriate social skills when interacting with adults and peers. When behavioral expectations are not met, the student is expected to work to improve behavior in alignment with our 3 pillars; the foundation of PBIS at our school is built on school-wide expectations:

 

BE SAFE

 

• I treat others the way I want to be treated.
• I engage in activities that are safe.
• I help maintain a clean and safe campus that is free of graffiti, weapons, and drugs.
• I report any bullying or harassment.
• I avoid conflict and physical or verbal violence.

 

BE RESPECTFUL

 

• I treat others the way I want to be treated.
• I respect school rules.
• I treat people fairly and respect their rights.
• I respect private and school property.
• I avoid spreading rumors or gossip.
• I respect each person’s right to be different and loo for the good in others.

 

BE RESPONSIBLE

 

• I take responsibility for my own actions.
• I choose how to respond to others.
• I give my best in everything that I do.

• I come to school daily, on time and ready to learn

• I help create a positive school environment

 

 

Discipline Plan

SCHOOL-WIDE STUDENT INTERVENTION PLAN

Waite Middle School promotes the Positive Behavioral Intervention and Supports (PBIS) approach.  “PBIS is a systemic method to proactive, school-wide behavior based on a Response to Intervention (RtI) model. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture.

 

Our goal is to help each student become a positive and responsible citizen. We know that the majority of students will work toward this goal by respecting the rights of others, respecting personal and school property, and by practicing acceptable behavior. The following rules and regulations are in effect on or near school grounds, off campus during school hours, at school-sponsored functions, bus stops, and while on the way to or from school or school activities.

  

All administrative decisions regarding student behavior and resulting consequence(s) are administered within strict adherence to California State Education Code and NLMUSD Board Policy. 

 

Waite MS is not responsible for damaged, lost, or stolen items that a student has brought from home.  Administration and staff will investigate incidents involving these items at their discretion.  Parents may be asked to personally retrieve confiscated items.

 

INTERVENTIONS AND PROGRESSIVE DISCIPLINE  

Waite Middle School follows a system that includes positive interventions and progressive discipline where the severity of the consequence depends on the severity of the behavior and/or pattern of behaviors a student exhibits. All interventions are at the discretion of the school administration and consider individual student needs and the circumstances of each incident. 

 

When multiple interventions are listed in the Student Log Entries, administration will determine the appropriate consequence depending on the severity of the infraction. 

 

INTERVENTIONS:

 

Positive Reinforcements:	Incentives, both verbal and tangible, when achieving and exceeding school-wide expectations.
Classroom Interventions:	Teachers will assign the consequence in accordance to their classroom discipline plan and document incident on Behavior Tracker per grade level.
Counseling:	Meeting with the school-site counselor or intervention counselor, referral to community resources, conflict mediation, etc.
Parent Conference:	Meeting with parents, teachers, student and other appropriate personnel wherein the team discusses student challenges and possible interventions.
Student Study Team: (CAPSS)	A meeting with parents, teachers, student and other appropriate personnel to create a plan for intervention strategies and supports for student success both behaviorally and academically.
Community Service:	Student will participate in community service as determined in a local guidance meeting with student, parent/guardian and administration.
Referral:	The student’s behavior is documented and reviewed by an administrator.  The administrator determines the appropriate intervention based on the student’s progressive discipline status.
Class Suspension:	Students will be suspended from class for the period indicated and supervised on campus.
Behavior Contract:	If a student’s behavior pattern continues, administration will place student on a Behavior Contract appropriate to help improve the student’s behavior.
Reversed Suspension:	A parent or guardian will attend all or part of the school day as determined appropriate by the administrator.
Suspension:	Student is excluded from school and school activities for the duration of the suspension.
Local/District Guidance:	Student is referred to local and/or district guidance as needed and in accordance with violation of California Education Code and Board Policy.
Involuntary Transfer:	Revoke Intra or Inter-District Permit.

 

 

In addition to our behavior expectations, PBIS is supported by the following components:

• A behavior matrix which explains behavior expectations in each school setting

• Direct teaching of the behavior expectations

   

In addition to our behavior expectations, PBIS is supported by the following components:

• A behavior matrix which explains behavior expectations in each school setting

• Direct teaching of the expectations

• PBIS celebrations assemblies/events

• Student of the Month Celebration - Character Traits

• Gold Card - Use of a points system as reward for positive behavior which allows students to “shop” our reward store from their bank of points

Our staff members have been educated and have developed school-wide behavioral expectations and an acknowledgement system. This framework is designed to be implemented consistently across all settings. We strive to assist our student population in reaching their educational, social-emotional and behavioral potential!

 

A School-Wide Positive Behavior Support system is a set of strategies and systems created to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors. It consists of:

•  Clearly defined outcomes

•  Research-validated practices

•  Supportive administrative systems

•  Use of information for problem solving

 

Features of School-Wide Positive Behavior Support:

•  Establish regular, predictable, and positive learning & teaching environments

•  Train adults & peers to serve as positive models

•  Teach and model behavioral expectations

•  Create systems for providing regular positive feedback

•  Acknowledge students when they are “doing the right thing”

•  Improve social-emotional competence

•  Develop environments that support academic success

 

The school rules will be covered during the first week of school, and throughout the school year. Refer to our school’s PBIS Matrix for more details on these expectations.