School Climate and Discipline. School culture Our approach to creating a joyful, engaging, and rigorous school culture and climate rests on two key elements: investments in social and emotional development (SED) and clear, consistent behavior-management practices. CWC Cincinnati will intentionally develop students’ social and emotional capacity, while the staff works with families to create a safe and supportive environment in which to learn. This safety depends on clear rules and consequences, both within individual classrooms and in the form of a schoolwide discipline policy. Integral to our school model is a focus on recognizing and valuing difference and ensuring equitable access to an excellent education for all children. CWC Cincinnati’s faculty will be supported in addressing their own perspectives, ideas, attitudes, and behaviors around working with a culturally, racially, and socioeconomically diverse student body. It is critically important to our model that our intentionally diverse student body is replicated in the school staff. Professional development on behavior-support processes, policies, and strategies to support learners will take place throughout the year, along with professional development in the areas of equity across all areas of difference and inclusion, race, gender, language, and learning style. Annual reviews of data related to behavior policies in practice—including but not limited to suspensions and expulsions—will focus on subgroup equity and allow us to correct any practices that may be inconsistently applied. A safe and supportive school environment CWC Cincinnati believes that investing in staff culture has a substantial impact on student culture. School leaders, especially in the school’s opening years, will treat the development of staff culture as an essential priority. From the beginning, selection processes will ensure that the hired staff supports the school’s mission, approach, and desired culture. In the initial Summer Institute, school staff will establish faculty agreements, and these will be revisited each year. Throughout the year, school leaders will promote practices that encourage self-awareness (for example, mindfulness and self-reflection via the evaluation process) and effective collaboration (for example, crucial conversations and critical friend groups). CWC Cincinnati student behavior and discipline Peace talks are an important first-line strategy for bringing students together to discuss problems they might be having with peers. Th...
School Climate and Discipline. School climate is described at A.1.1, above. Specific details regarding discipline will be included in the DECA PREP Family Handbook.
School Climate and Discipline. The Phoenix Community Learning Center believes that an effective instructional program requires an orderly school climate and that the effectiveness of the educational program is, in part, reflected in the behavior of students. Standards of student behavior must be set cooperatively by interactions among students, parents/guardians, staff, and community members, producing a school climate which encourages students to grow in self-discipline. Such a climate must include respect for self and others, as well as for the school community as a whole. The school expects students to conduct themselves in keeping with their level of maturity, with a proper regard for the rights and welfare of other students, for the educational purposes underlying all school activities, and for the care of school facilities and equipment. The Phoenix Community Center believes that students must conduct themselves in a non- intrusive manner and learn to accept responsibility for their own behavior and the consequences of their misbehavior. PCLC teachers/staff members who interact with students use preventive disciplinary actions and place emphasis on the students’ ability to grow in self-discipline. PCLC believes that every student should have the opportunity to learn skills and values that are necessary for academic achievement and personal development. In order to achieve this goal, it is necessary for students to conduct themselves in a manner which guarantees all students a safe and productive climate in which to learn. We believe that with rights come responsibilities. It is the responsibility of each student to ensure that their behavior does not infringe upon the rights of others. In order to create a positive atmosphere for learning, it is necessary to establish certain behavioral expectations and consequences. Discipline Policy One of the most important lessons for any student to learn is how to respect authority, respect the rights of others, take care of their own property, and respect the property of others. No student will be allowed to disrupt the educational process of other students. Although it is necessary to have school and classroom rules, our emphasis will not be on Do’s and Don’ts, but on guiding students to the proper response in a given situation. PCLC must set disciplinary standards that are enforced fairly and consistently. In order to create a positive atmosphere for learning, it is necessary to establish certain behavioral expectations and consequences. S...
School Climate and Discipline. The following beliefs inform the school Code of Conduct:
School Climate and Discipline. School climate and discipline are addressed in the four core values set forth in A.1, above. Specific details regarding discipline will be included in the Student and Family Handbook.
School Climate and Discipline. SCS’s climate will be one that supports educational goals and positive behavioral interventions and supports (PBIS). The administration develops regulations that establish strategies ranging from prevention to intervention to address student misbehavior. The governing board believes that good discipline in the school setting provides each student with the most favorable atmosphere for learning. In order to better address behavioral problems associated with the school and to be more effective in the administering of discipline, the staff and administration have collaboratively developed a behavior program that increases the disciplinary alternatives based on the severity/frequency of the behavior exhibited by the student and is listed as “majors and minors.” The use of PBIS enables the staff to handle discipline issues positively and in a supportive manner, with the goal of ensuring that the behavior does not become repetitive. Copies of the behavioral expectations are posted as PRIDE behavioral expectations throughout all areas of the school, and written copies are made available to students and parents/guardians. SCS is also in the process of adding licensed counselors to be present during the school day to assist with any behaviors that occur due to social-emotional needs. STAR program SCS embraces the idea of rewarding positive behavior as it relates to the overall philosophy of the school. In keeping with that idea, the school has implemented its STAR Rewards Program, which rewards students each grading period based on their attendance, behavior, and academic accomplishment. Students are also rewarded at the end of each year with our STAR student assembly, where students can win prizes based on how often their names are added each nine weeks. Health, Physical, and Emotional Supports SCS now has a licensed social worker on staff full time to counsel students and staff each school day to provide social-emotional health services. SCS created and developed a sensory room through grant funding. This sensory room provides students and staff with calming surroundings with items intended to lower stress levels. SCS participates in Impact Prevention trainings, as well as, has a student representative group that actively plans and participates with other students in other county schools that encourages strategies for social emotional support from peers.
School Climate and Discipline. SEA’s general behavior policy is determined by those duly constituted by law to make these rules; the Governing Board, the School Administration and Faculty. Students, for their understanding and input, have also reviewed this handbook. SEA attempts in every way to provide a culture of acceptance of all students. Students of very diverse backgrounds attend SEA and all are accepted as students and individual regardless of their background. Student Conduct Policy Students are expected to conduct themselves in such a way that they respect and consider the rights of others. Students must conform to school regulations and accept directions from authorized school personnel. The Governing Board has a “zero tolerance” of violent, disruptive or inappropriate behavior by its students. SEA uses a wide range of Disciplinary Alternatives in dealing with misbehavior of students in order to best serve its students and in keeping with the idea of acceptance. Star Program SEA embraces the idea of rewarding Positive Behavior as it relates to the overall philosophy of the school. In keeping with that idea, the school has implemented the Star Card Program, which rewards students each grading period based on Attendance, Behavior and Academic accomplishment.
School Climate and Discipline. Village Preparatory School :: Woodland Hills Campus’s discipline policy will be included in the school’s student handbook. EXHIBIT 2: FINANCIAL PLAN EXHIBIT 2: FINANCIAL PLAN
School Climate and Discipline. Overview of XXXX Xxxxxxxx Discipline Philosophy XXXX Xxxxxxxx believes that students must feel safe in order to be successful. To that end, the school has developed a clear set of behavioral expectations and an accompanying array of support systems to ensure that students meet behavioral expectations. The foundation of the discipline system is respect for the student. Teachers always keep in mind that behavior is teachable. Instruction and guidance, rather than punishment, are of the utmost importance. Teachers serve as coaches and models to the children. Teachers are trained to separate the actions from the actor and to separate the stigma of punishment from discipline and the notion of consequences. Behavior is about social interaction, so teachers first define the norms they expect before holding students accountable to them. Clear and consistent routines and expectations are the basis of this system, and strong relationships with students allow it to work. Depending upon the grade level, teachers implement a variety of discipline management systems that may include any of the following: • The weekly student "paycheck" based on behavior • Daily notes home to parents • Daily phone calls to parents • Loss of privileges during the school day • Extra rewards and celebrations for students meeting and exceeding expectations • Individual coaching with students to address behavior School Culture The school culture of XXXX Xxxxxxxx is best summed up by the phrase "Work Hard. Be Nice." Students will learn that there are no shortcuts to academic success and that hard work is the key to achievement. The school culture will celebrate an excitement for learning. High expectations will pervade every aspect of XXXX Xxxxxxxx. It is not sufficient to simply learn the importance of working hard and being nice; rather, XXXX Xxxxxxxx will expect students and adults to demonstrate these principles every day to achieve the learning and character building necessary for success in school and life. Indeed, the school mission, vision, goals, and model outlined above are underpinned by a fundamental belief: "All of us—students, teachers, and stake holders—will learn." Excellent academics, of course, are necessary but not sufficient for success in college and life. KIPP students will also learn the important character, social, and teamwork skills that will allow them to resolve conflict, work on a team, interact with others, and demonstrate the social skills necessary for success. ...
School Climate and Discipline. The following beliefs inform the school Code of Conduct: Safety. The Code of Conduct is designed first and foremost to ensure that United Preparatory Academy is safe for every student at all times. Respect. One of the core values of United Preparatory Academy is respect. Respectful behavior is a hallmark of effective character development and facilitates strong community. Self-discipline. By learning to behave professionally, students learn skills useful beyond the walls of UPA. Students who behave well in school, speak in public, and are helpful to others will develop strong self-advocacy skills that will serve them well throughout their lives. Clear consequences. Many disciplinary problems can be avoided by having clear, well- articulated consequences. The students of United Preparatory Academy will know exactly what behavior is expected and what consequences will result if the expectations are not met. The school will communicate with parents at all times about any disciplinary consequence. Uninterrupted learning. The purpose of this code is to remove distractions from the classroom so that students can commit 100 percent of their attention to academic learning. Rules In order for all teachers to focus on teaching, all students to focus on learning, and to ensure the safety of all members of the school community, United Preparatory Academy has established a clear set of rules for student behavior. The following rules inform the school expectations for all students: Students will exhibit respectful behavior toward other students, teachers, school leadership and the school community. Students must arrive to school in the United Preparatory Academy uniform every day. Students must attend school every day. Absences are excused only for illness, religious observance, or family emergency, and must be verified in writing by a parent/guardian. Students must be prepared and on time for class every day. Students must complete all assigned homework. Students must not engage in distracting behavior that negatively impacts their own learning or the learning of others in the class. There will be no fighting, violence, threatening behavior, or bullying/harassment at any time during the regular school day, after-school programming, or other schools events. Students who violate rules 1-6 will be subject to progressive consequences, including family conferences, parent calls, letters home, redirections in class, detention, , behavior interventions, or out-of-school suspe...
