School Discipline Plan

School Response:

• Removal from classroom pending de-escalation and reconciliation

• Teacher and/or principal inform/meet with parent(s)

• Mediation between parties

• Pursue counselling interventions

• Disciplinary responses prescribed by NYC DOE Discipline Code

Bullying/Emotionally Abusive Behavior/Threatening

Definition: Repetitive actions intended to cause physical, psychological, or social harm. Power imbalance usually exists. Having intimidating power over a person.

Rule (defining acceptable behavior): We have a right to be safe. We have the responsibility to act safely and will not hurt others physically, emotionally, socially. We solve problems with others peacefully.

School Response:

• Teacher, guidance, and/or principal inform/meet with aggressor and parent(s)

• Teacher, guidance, and/or principal inform/meet with target and parent(s)

• Counselling interventions

• The immediate teachers/staff members will meet to develop a comprehensive plan to eradicate the bullying including individual and class interventions; consequences; curricular responses, and documentation. The plan will be shared with the entire staff. The immediate teachers/staff members will meet to discuss the plan’s implementation and revise as needed.

• Disciplinary responses prescribed by NYC DOE Discipline Code

Disrespect of Property: Stealing or Vandalism

Definition: Willful destruction or theft of property. Taking others’ property without permission.

Rule (defining acceptable behavior): We will respect the property of others and take care of materials.

School Response:

• Teacher, guidance, and/or principal meet with student and parent(s)

• Return/restoration of property

• Consider counselling interventions

• Disciplinary responses prescribed by NYC DOE Discipline Code

Guiding Beliefs & Principles for School Discipline

1. Positive relationships are the foundation for an effective learning community.

2. Students learn to trust authority when they feel adults are approachable and will take seriously their concerns.

3. We seek to develop students’ social and emotional skills to give them more resources to fulfill their needs and responsibilities to others.

4. Our aim is not to control students, but to help them internalize the values and skills of responsible, productive members of a community.

5. Consequences are about teaching and learning, not punishment.

6. People who make mistakes deserve guidance and compassion as well as accountability for their behavior.

7. Adults strive never to cause a student to lose dignity.

8. Conflict is an opportunity for learning.

9. When a student makes a mistake in behavior, the adult lets the student do most of the thinking about how to correct the situation. This builds responsibility and self-esteem.

10. Adults share the control with students, offering reasons for rules and providing choices within limits.

11. Adults apply consequences fairly and with empathy.

12. All disciplinary interventions should encourage self-reflection on the part of the student.

13. Students are strongly motivated to learn and to do the right thing. We don’t need to “motivate” them; we need to understand their needs and what is getting in their way of doing better.

14. Preparation and an accessible, engaging curriculum eliminates most classroom difficulties.

15. Children learn by example and what they observe. Role models, positive reinforcement, role-playing, practice, observing how adults handle situations are essential avenues for social-emotional learning.

16. Communication and collaboration with families, regarding how discipline issues are addressed are essential components for supporting positive student behavior and social-emotional learning.