W.P. Davidson High School

School-Wide Progressive Discipline Plan

Purpose

The authority to establish a disciplinary system is derived from The Code of Alabama, and the Board of School Commissioners of Mobile County Public Schools. In order to provide an environment that will foster the teaching/learning process, Davidson High School has adopted the Progressive Discipline Plan. Progressive Discipline is based on the proposition that teachers have a right to teach, and students have a right to learn. The system is designed to provide prompt and effective negative consequences for students who choose to interfere with the rights of either the teacher or the student.

In a progressive discipline program, the behaviors that are expected of the students are clearly communicated to them and to their parents at the beginning of the year. The responsibilities of the classroom teachers and the administration are likewise clearly defined at the beginning of the year, through the classroom teacher and grade-level assemblies. The system includes not only negative consequences for improper behavior, but also intervention strategies to correct the misbehavior.

In summary, a progressive discipline program will continue to establish a climate at W. P. Davidson High School that is supportive of a well-disciplined school operation and offers freedom to concentrate on academic tasks. The system requires that students, teachers, administrators, and parents cooperate to maintain this atmosphere.

Discipline Plans

There are two major components of the Progressive Discipline Program at Davidson High School. The first component concerns the individual classroom plan, which will be constructed and implemented by each teacher with the support and cooperation of administrators. The second component concerns the school-wide plan, which covers not only the classroom, but the grounds, the cafeteria, the hallways, other areas on the campus, during school, after school, and during school-sponsored events.

The Classroom Management Plan

A classroom management plan consists of three components:

1.  A set of expectations for classroom behavior

2.  A scale of specific consequences for non-compliant student behavior.

3.  Positive incentives to reinforce compliant student behavior.

Students will have a clear understanding of expected behavior. Students will know before they initiate disruptive behavior what consequences the teacher will enforce. A written plan defines expectations, and gains the support of parents and the community; it shows that the teacher is in control and is managing the classroom with confidence and professionalism. Above all, the same scale of consequences must be used for all students to ensure fairness. In case of a student who does not respond to the usual consequences, Behavior 360 modules are available.

I. Conduct Standards for Classroom

In each class, the teacher is ultimately responsible for discipline. Certain standards of conduct will be necessary for a constructive learning environment. The following guidelines serve as a sample of teacher expectations for all students and should be clearly posted in the classroom:

Rules

  1. Follow directions the first time.
  2. Be on time.
  3. Be prepared.
  4. Be courteous and cooperative to all, including peers.
  5. Wear the school uniform properly, including name tag.

Group A Offenses

1.  Excessive talking in class

2.  Cheating and/or copying the work of other students.

3.  Minor act of disobedience

4.  Being improperly dressed/out of uniform

5.  Minor misbehaviors on the school bus

6.  Public display of physical affection.

7.  Non-participation in class: no books, materials, etc.

8.  Possession of nuisance items as defined by the principal (such as fake items; snakes, spiders, etc.)

9.  Tardiness to class and/or school—up to three times.

10.  Infractions that are minor in nature and disrupt the orderly educational process

11.  Any other offense which the principal may deem reasonable to fall within this category of acts of misconduct

Consequences

1st offense-Warning

2nd offense-Redirection & Teacher/Student Conference

3rd offense-Parent Contact and or Behavior Essay

4th offense-Detention, by administration

5th offense-Office Referral & Conference with Administrator (School Detention, Retract, or suspension)

Procedures for Detention

  1. Students detained after school hours on an involuntary basis shall be given a detention referral form stating the reason for detention.
  2. Students should sign the form once a date for detention is set.
  3. Students shall be given at least one day’s notice unless prior approval of the parent or guardian has been obtained.
  4. An attempt shall be made to notify the parent or guardians of the student who will be detained after school hours.
  5. Each student is allowed to re-schedule one time.

II. Conduct Standards School-Wide

The Student Code of Conduct for The Mobile County Public School System governs all student behavior and will be enforced by the teachers and administrators. A copy of the Code of Conduct will be distributed to all students at the beginning of the school year. This comprehensive document classifies all offenses recognized by the school system and the consequences for student misbehavior. Students and their parents are encouraged to read the Code of Conduct carefully, and to acquaint themselves with the rights and responsibilities contained therein.

Group B Discipline Offenses

The following group B discipline offenses may be reported to the office with a discipline referral:

1.  Leaving classroom/campus without permission or skipping class

2.  Minor physical aggression

3.  Truancy

4.  Class cutting, skipping

5.  Acts of willful disobedience.

6.  Usage of electronic devices including communication and emerging technologies. While on campus, electronic devices shall be powered off and stored away until the dismissal bell rings. (See page 24 of Alabama State Department of Education’s Policy: Use of or refusal to relinquish Digital Device during Administration of a Secure Test will be an automatic suspension and or invalidation of test.)

7.  Possession, selling, furnishing, giving away distributing, transferring, or obtaining commercial fireworks

8.  Toy, replica, or look-a-like gun

9.  Using obscene/profane language – whether spoken, written or by gesture

10.  Use or possession of tobacco products

11.  Inappropriate use of Internet

12.  Bullying, cyber bullying, harassing behavior which threatens the health and welfare of any person (MCPSS Resource officer referral) ***

13.  Any other offense that the principal may deem reasonable to fall within this category of acts of misconduct

Consequences

·  Inform parent or guardian

·  Administrator/student/parent/guardian conference - face to face

·  Retract (in-school suspension)

·  Suspension (out-of-school)

Retract Procedures

Retract is a self-contained classroom that serves to create an educational environment where students are held accountable for their actions. The students learn skills and attitudes necessary to prevent further misbehavior when they return to the regular classroom.

Principal/Assistant Principal refers a student to Retract by completing the referral form. The parents will also be notified regarding the Retract assignment.

Students will stay in the Retract center for a prescribed number of days and/or hours, complete daily assignments for each scheduled class. Teachers are required to send student assignments to Retract, as well as, sign in with the Retract paraprofessional in order to give students assistance with work if needed. While in Retract, students are expected to adhere to all rules of the Retract Center. Failure to follow the regulations

will result in suspension.

Student Discipline Referral Procedures

The W. P. Davidson School-Student Discipline Form (see teacher handbook), and form (SS413) Mobile County School System are the standard forms used for discipline referrals and becomes part of the student’s permanent records. It is also a part of any disciplinary hearing at the Central Office.

School Bus Discipline

(BUS TRANSPORTATION IS A PRIVILEGE)

The following actions will be taken when students do not follow the rules of the Mobile County Public School System’s Transportation Student code of Conduct:

1st Offense- Student/administrator conference with bus conduct report sent to parents

2nd Offense-Student/administrator/parent conference - face to face

3rd Offense-Suspension from school bus (Parents will be responsible for transportation to and from school during suspension.)

4th Offense-Suspension from school

Some violations of bus rules will result in automatic suspension or long-term suspension of bus privileges. These violations are:

1.  Fighting

2.  Weapons

3.  Damage to bus

4.  Smoking on bus

5.  Drug use on bus

6.  Not sitting while bus is in motion

7.  Throwing objects out of the bus window

8.  Other acts that may threaten the safety of others

Disciplinary Behavior Which Results In Suspension:

  1. Fighting
  2. Threatening a teacher
  3. Disrespect to a teacher
  4. Habitually disruptive behavior
  5. Class cutting, skipping, truancy
  6. Possession of weapons, if proven, after due process
  7. Possession of controlled substances, if
  8. Bullying, if proven, after due process
Out-of-School Suspension

Students who are suspended may not attend any school function or be present on campus while under suspension. A face-to-face conference is required before 3 days have elapsed in order for a student to return to school. Otherwise, the parent/guardian must accompany the student upon his/her return to school. Students who have been cleared from suspension will report to class with a signed form from an administrator.

Optional Student Intervention Strategies:

·  Parent Shadow Program

·  Mandatory Tutoring

·  Conflict Resolution Training

·  CAPP (MCPSS provided sessions for Anger Management/Conflict Resolution, Tobacco Education, Controlled Substance Education – parent/guardian and student must attend)

·  Helping Families Initiative (MCPSS provides assistance to families that meet various criteria such as homeless, migrant, etc.)

·  Counseling (Academic or Personal)

·  Speak with a non-compliant student to explain what he/she is doing wrong, in private.

·  Reinforce students who follow rules.

·  Remove the non-compliant student from the group until he/she can demonstrate acceptable behavior.

·  Write a contract with the student specifying what behaviors are expected.

·  Structure the environment in such a way that the student remains active and involved.

·  Administrators maintain visibility.

·  Give compliant students preferred responsibilities.

·  Present tasks in the most interesting and attractive manner possible.

·  Maintain maximum possible supervision.

·  Maintain a positive and professional relationship with students.

·  Be a consistent authority figure.

·  Provide the student with options of actions in order to prevent total refusal to obey.

·  Intervene early.

·  Acknowledge students for following the rules of the classroom.

·  Communicate with parents frequently.

·  Provide organized activities for students.

·  For students with adolescent issues (academic or behavioral), complete a counselor referral.

·  Early Warning Truancy/Discipline Program – For students with attendance and discipline issues (must follow progressive steps before referral – attendance paraprofessional and attendance officer)

·  Crisis Intervention Center – (assistance with students who have threatened suicide, those who may have been abused, etc.)

·  Effective Parenting Initiative – In lieu of suspension, parents may attend the sessions provided (MCPSS).

Response to Instruction (RTI): Behavior

Based on the Response to Instruction (RTI) framework as outlined by the Alabama State Department of Education, a multi-tiered system of support will be implemented to address the behavioral needs of students. Three tiers of support are provided to students.

Behavior Referral to PST

Information provided by Psychological Services

How is Behavior Addressed in the PST Framework?

Positive Behavior Supports (PBS) is a national research-based model for reducing discipline referrals, reducing the number of students suspended and/or expelled, reducing the number of students in special education, and improving student achievement. PBS uses a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research validated practices and the environments in which teaching and learning occur. This model is consistent with RtI principles.

TIER I

Mandatory

Step 1: School-wide Discipline Plan (explicit school-wide expectations, rules, procedures, rewards/consequences taught to all students)

Step 2: Implement a consistent classroom management system

Criteria for Moving to Tier II

Student on day 7 of suspensions (B offenses or higher) is referred to the PST .

TIER II Interventions:

Step 1: Administrator/Parent/Student Meeting with Administration

Step 2: Monitor Student Behavior

Criteria for Moving to Tier III

1.  Student is on the second C, D, or E offense

2.  Student is on day 10 of suspensions (B offenses)

3.  Student has been referred to Twilight School

4.  All students returning from any type of alternative settings are Tier III , upon return to home school

TIER III Interventions:

Step 1: Administrator/Parent/Student Meeting with Administration

Step 2: Monitor Student Behavior

Step 3: CAPP/CAPP I/CAPP II Program, if appropriate

Step 4: Any other system-assigned program, if appropriate

Step 4: Functional Behavior Assessment, if SPED member

Criteria for TIER level change due to Student Progress:

1.  No suspensions for 30 days

2.  Completion, if appropriate, of any system-assigned programs

8