The mission of Creekside Elementary is Learning First! Our approach to school-wide discipline is to be preventative. We want our students to come to school, feel safe, and be ready to learn. It is our expectation that students will demonstrate the characteristics of a great leader and incorporate the 7 Habits to create a safe learning environment.
1. Follow directions the first time given
a. Look at the person, say OK, and do it.
2. Use a listening body
a. Hands down, feet down, Brain is thinking about what the person is saying
3. Stay on task
a. Eyes and materials on the task
4. Keep your hands, feet, mouth, objects to yourself
a. (To include swearing, spitting, biting, etc.…)
5. Raise your hand to be called on
School-Wide “What If” Chart
Individual Classroom Reinforcer
Lunch with the Mayor
· Parent Contact
· Restricted Recess (Non-seclusionary Time Out-Number of recesses is determined at staff discretion)
· Behavior Contract with WIG (Wildly Important Goal) and tracker- Parents Notified
· Restitution/Work Detail-Parents Notified
· In-School Suspension (to be served the day after the incident)- Parents Notified
· Out of School Suspension- Parents Notified
· Any other Tier 2 strategies that would be appropriate
· Have posted rules/expectations
o Review daily for the first month or so of school then you can taper off
· Structured Daily schedule
· “I Can” statements
· Explicitly teach and re-teach expectations/rules
· Positive reinforcement system (i.e. Class Dojo)
· Teacher Student Relationships
· “What If” chart
· High rate of Opportunities to Respond (Individual and Group)
· Leadership Circles-
o Empathic Listening
o Give and receive compliments
o Teach Problem Solving
o Teaching Empathy
o Personal Reflection
o Critical Thinking
School-Wide Positive Behavior Supports
When students receive a Leadership Ticket they will be able to come to the office and exchange it for a puzzle piece. When the entire puzzle is completed, the students who have pieces on that puzzle will earn an activity with the principal. After, the puzzles will be taken down and started again.
To be Taken Care of by the Teacher
To be Taken Care of by the Principal
1. Talking out
2. Off task
5. Dress code violations
6. Acceptable Use 1st violation
7. Minor Vandalism
10. Disturbing classes
2. Bullying (i.e. physical, verbal, cyber)
5. Illegal substances
10. Consistent minor behavior
11. Dangerous Playground games
12. Acceptable Use Violation 2+
Classroom Discipline Procedures
(Utah State Board of Education, LRBI: selection of least restrictive behavioral interventions for use with students with disabilities, 2015, p. 93)
If a student violates a classroom rule, a precision command should be used. The communication by the teacher is limited, unemotional, and matter-of-fact. Follow through with consequences from your classroom management plan.
Time-Out, Non-Seclusionary (Procedures should be taught and practiced before using)
(Utah State Board of Education, LRBI: selection of least restrictive behavioral interventions for use with students with disabilities, 2015, p. 109)
If the behavior continues, the teacher should direct the student to take a time out away from the rest of the group until he/she is calm and compliant. The student is not able to participate with the class until they have completed a Leadership Reflection.
1. Once the student is quiet and compliant, a timer should be started. The student should be in the time out area quietly for one minute for each year they are old (i.e. a 6-year-old would be 6 minutes).
2. Once the student has completed the time out successfully, the student should reflect on his/her behavior by completing a Leadership Reflection form followed by a discussion with the teacher (unless the function of the behavior is to gain attention).
a. If the form is scribbled on, or has incorrect answers, the teacher removes the sheet and tells the student “It doesn’t look like you are ready yet”. The teacher continues to teach while the student stays at the desk until they are compliant.
3. When the student finishes debriefing with the teacher, he/she returns to the group.
4. The form should be sent home to the student’s parents and a signed copy returned to the teacher. If the student does not bring the signed reflection form back the next day, they need to call their parents during their first recess to inform them of the situation.
5. If the behavior continues to happen, send the student to the office with their debriefing form.
6. If misconduct takes place during a prep time, the prep time teacher will report to the classroom teacher. The teacher will follow the above procedures.
Positive Reinforcement System-Leadership Tickets
When a student is observed engaging in a positive behavior, they could be given a Leadership Ticket. The ticket should be given as a way to recognize and praise the student for doing a good act and also as a communication tool between the school and parents.
Use of Other Consequences
The use of Leadership Reflection is not viewed as the only response to disruptive behavior. Use it with flexibility and other school and classroom strategies (proximity control, eye contact, colored cards, etc.) and consequences. Leadership Reflection is a powerful enough response to most minor disruptive behaviors. However, additional contingencies such as principal intervention, parent contacts, counseling, etc. are established in the case of chronic disruptive behavior or challenging behavior. Other consequences might include missing special assemblies and/or activities.
Bullying, cyberbullying, and retaliation are actions that are unacceptable in Davis School District. Students who engaging in bullying or retaliation will be disciplined as the administration feels is appropriate. By-standers who observe a bullying incident and do not try to stop it or seek help will be disciplined as well. Students should be taught the definition and characteristics of what a by-stander is.
Students for whom the Leadership Reflection plan does not work
For 90% of the students, Leadership Reflection will be successful. For the other students for whom Leadership Reflection does not seem to work, teachers may consider working with the LCMT team or grade level team to determine other strategies, interventions or modifications to the Leadership Reflection system that will work. The principal, counselor and SPED teacher may be asked to meet with the team. If a student is having to complete a Leadership Reflection repeatedly and the frequent misbehaviors are not diminishing, the data will tell you that the intervention is not working.
Students on IEPs
If behavior items are in the IEP, the IEP guidelines must be followed. Teachers must consider a student’s disabilities when planning consequences and programs and appropriate accommodations and modifications should be made as needed. If a student learns slowly, is autistic and socially unaware, or has ADHD, the teacher should make accommodations. This may include very specific warnings, more cognitive processing time, more basic discussion of the offense, direct teaching of appropriate replacement behaviors, or shorter time in Leadership Reflection. It is essential to consult with your special education team to ensure that Leadership Reflection procedures are adapted as needed for any students on an IEP. IEP students may have Leadership Reflection in the resource area under supervision of the special education teacher.