DISCIPLINE
PROGRAM HANDBOOK
Versión padres deAUGUST familia LAST UPDATE: 2020
I. Objectives and Principles San Roberto International School (ISR) recognizes that learning and teaching will thrive in a school climate that is caring, orderly, and safe. Standards of behavior supporting the total education process and consequences of failure to adhere to those standards shall therefore be established and clearly communicated within ISR. These policies and guidelines for student behavior at ISR are designed to describe an approach to student behavior and discipline that is fair, firm, and consistent. Collectively, these documents provide the foundation upon which school codes for acceptable behavior and discipline are developed. In accordance with the school’s philosophy and in order to fulfill the school’s mission of providing the highest quality education to its students, to inspire students to grow as passionate learners, act with integrity & empathy and become impactful global citizens. When a student’s behavior falls below the basic expectations of the school, disciplinary action will be positive rather than negative in its approach, and while maintaining respect for the student, will ensure that the classroom learning environment is preserved. Teachers using appropriate disciplinary measures will be able to proceed with the expectation that support will be forthcoming from the parents, principals and head of school. Discipline is seen as a two-sided affair. Inappropriate behavior will generate consequences which align to an educational purpose. Our goal is to help students to learn and grow from their experiences.
II. Principles for Acceptable Behavior and Discipline Policies, Guidelines and School Rules and Regulations: Preventive strategies inspired by respect, courtesy and care for others promote appropriate behavior. Clearly defined expectations and consequences foster a productive learning and teaching environment. Communication among all educational partners is an essential part of effective development and implementation of policies and codes dealing with acceptable behavior and discipline. Appropriate records of disciplinary actions are maintained. Appropriate school procedures that are consistent with this policy shall be established for students. Attendance at school is an essential part of the learning process.
Inappropriate behavior and discipline must be addressed through the ISR approach of intervention involving teachers, school administration, and appropriate parents/guardians. Inappropriate behavior on educational visits and on the school bus is subject to such portions of this policy as are applicable; policies and guidelines on transportation safety shall also apply. School Guidelines and Expectations: please refer to the School Information section in the iSams Parent Portal
III. ISR Discipline Dimensions A. Prevention/ Proactive Strategies B. Action C. Resolution: Follow Up Strategies A. PREVENTION In order to prevent discipline problems and promote a caring community, this approach assumes that students are going to behave appropriately and look for ways to generate success. As part of the prevention initiatives, different grade levels may implement or promote specific strategies campaigns and/or programs such as: Classroom Management Building a Caring Community Class Meeting Social Emotional Learning Curriculum Advisory Program – S4S Habits of Mind
Spiritual Growth Program Institutional Values Program Bullying Prevention Program Leadership Program Student Government
B. ACTION Despite all efforts at prevention, conflicts inevitably occur. Should a conflict arise, the goal is to quickly resume teaching, preserving both the teacher and student’s dignity. When misbehavior occurs, logical consequences are applied and are therefore part of the action dimension according to the categories of behavior. We must emphasize the importance of having students accept responsibility for their actions. Students must understand that they will be held accountable for their actions. However, we also recognize the importance of building relationships, developing trust, and listening to what students have to say and must emphasize that consequences by themselves are not “the solution.”
Categories of Behaviors Behavior is a total educational process. Discipline policies are designed to enhance self-knowledge, self-esteem and self-confidence. Discipline involves a collection of skills that promote effective learning and teaching. The following chart outlines the five levels of behavior and actions that may be taken at each level.
1. Good Behavior DEFINITION: Definition: Appropriate behavior that promotes and allows for a good learning climate and the well-being of others.
EXAMPLES may include but are not limited to: Students: • Responsible, respectful, caring and honest. • Good problem solvers, resourceful, and idea-contributors. • Promoters of school activities.
Natural Consequences may include but are not limited to: • A feeling of self worth and pride in oneself, • Verbal compliments to reinforce good behavior, recognition through incentives
Students that:
or recognition programs,
• Are dependable and cooperative in team works.
• Opportunities for participation
• Actively participate in class
in school activities that
• Exemplify positive attitudes about life
supplement the curriculum.
• Uphold principles of morality and ethics; show courtesy; demonstrate high standards of honesty, reliability, concern and respect for others. • Value civic involvement, have a high regard for freedom, justice, and democracy. • Voluntarily contribute to the school or community without seeking compensations and with a positive, courteous, and enthusiastic spirit. • They show the necessary dedication to achieve an extraordinary academic level.
2. Minor Misbehavior DEFINITION: Minor misbehavior is considered to be conduct that goes against the school expectations but does not involve physical or psychological harm to another member of the community.
EXAMPLES may include but are not limited to: • Unjustified absence • Minor concern about non-attendance • Skipping class • Arrive late to school or to class without justification. • Use objects, materials or devices, related to information and communication technologies, for purposes other than for educational purposes. • Remain in areas that do not correspond to their school activity within the campus.. • Attending the school with unauthorized persons, not belonging to the school community.
Natural Consequences may include but are not limited to: Preschool: A, A-1,A-2, A-3 Elementary: A, B,C,D,E Middle School: A, B, C, D, E, F, G,H,I • Reflection time • Time out of the room • Refer to school psychologist • All incidents will be reflected in assessment of behavior, effort, and personal habits.
3. Moderate Misbehavior DEFINITION: Inappropriate behavior that is not frequent or severe enough to disrupt the learning environment significantly or to endanger the wellbeing of others. Most behaviors of this type can be adequately addressed by the teacher.
EXAMPLES may include but are not limited to: • Frequent homework or uniform infractions
Natural Consequences may include but are not limited to:
• Lack of responsibility
Preschool:
• Disturb the educational process in class with actions
A, A-1, A-2, A-3.
such as making excessive noise, shouting, throwing objects in the classroom, the library or in the hallways,
Elementary:
among others
A, B, C, D, E, F, G, H, I.
• To enter or attempt to enter the school and / or class
Middle School:
outside the established hours and without the
A, B, C, D, E, F, G, H, I, J,K,L ,M
permission of the corresponding authority. • Use rude or disrespectful verbal expressions, irreverent,
• Send homework, uniform
obscene, vulgar, lewd or insulting language or gestures
or discipline referral to
directed at any person in the school community.
parents
• Make use of the internet in order to violate the security
• Refer to school
and / or privacy of the school community.
psychologist
• Damage or misuse of educational materials, facilities
• Restitution or repair of
and / or school furniture.
damaged property
• Using computers, telephones or other electronic
• Suspension from
equipment or devices of the school without
extracurricular activities
authorization.
• Verbal or written apology
• Wear clothing or other accessories that disrupt the
• Letter of Academic
educational process, undermine integrity and / or safety.
Dishonesty in the student's
• Stereotyping and labeling another
file
• Use matches or lighters in situations that do not
• All incidents will be
correspond to educational purposes, or without the
reflected in assessment of
authorization or presence of any school authority.
behavior, effort, and
• Gambling, participating in non-educational games of
personal habits.
chance
• Special research done by
• To leave the class without permission of the teacher in
the student on topics related
front of a group, or of the school without the
to the subject in which the
authorization of the corresponding authority.
misbehavior occurred.
• Lack of response; apathy • Lack of respect or insubordination (eg, refusing to speak in English.) English is the language of communication in ISR, English is required in classrooms, except in Spanish classes.) • Incur in conduct of academic dishonesty: a) cheating in a test b) plagiarism c) colluded • Activate alarms evacuation or lockdown without a real reason • Perform a false bomb threat or any situation that puts the safety of the school community at risk and disrupts educational work • Lack of respect: during participation in assemblies or other civic events
4. Severe Behavior DEFINITION: When inappropriate behavior reaches a level where frequency and nature are detrimental to the learning environment. Usually only a small number of students show severe behavior, and efforts are expected to develop collaborative approaches to create and maintain a positive climate. Behavior in this category involves revision from the Discipline Committee.
EXAMPLES may include but are not limited to:
Natural Consequences may include but are not limited to:
• Insult, harass, intimidate or disqualify students or
Preschool:
teachers by referring to apparent race, ethnicity,
A, A-1,A-2, A-3
nationality, religion, sexual identity, disability, economic status or physical characteristics.
Elementary:
• Participate in acts that imply violence, damage or
A, B, C, D, E, F, G, H, I, J, K, L, M
prejudice to another person or third parties. • Physically assaulting others in minor disputes, throwing
Middle School:
objects or spitting on another person.
A, B, C, D, E, F, G, H, I, J, K, L, M
• To participate in collective altercations that provoke or produce injuries or injuries.
• Sending disciplinary report
• Use force against any member of the school
to parents
community or attempt to inflict serious physical,
• Refer to school psychologist
emotional or psychological harm.
• Repair or restitution of
• Participate in an incident of group violence.
damaged goods;
• Participate in quarrels within or around the school
• Time out in the school;
• Create situations that involve risk of injury, whether
suspension as agreed by the
through reckless behavior or the use of objects that can
discipline committee
apparently cause physical damage such as a lighter, belt
• Behavior contract as a
buckle, belt, knife, belt, and more.
condition for returning to
• Inciting or causing disturbances.
school
• Send comments, insinuations, or verbal or non-verbal
• Suspension from
statements with any sexual suggestion, such as
extracurricular activities as
touching, stroking, pinching, presenting lewd, obscene,
agreed by the discipline
indecent public behavior, sending sexually suggestive
committee
images or messages.
• Placing or distributing writings, graphics or videos,
• Verbal or written apology
materials containing slander, threats, violence, injuries,
• All incidents will be
damages, prejudices or that describe violent or obscene
reflected in assessment of
actions, vulgar images, including placing this material on
behavior, effort, and
the Internet, in social networks, and/or against a
personal habits.
member of the school community. • Challenge teacher or staff indications. • Perform acts of vandalism, paint or cause intentional damage to school property or property belonging to staff, students or third parties. • Use force or threaten to take and keep the belongings of others. • Misuse of property and school materials. • Take or make use of the belongings of others without the authorization of the owners. • Plan, participate, carry out or order acts of intimidation or abuse, including harassment or cyber-violence, against students, teachers and/ or members of the school community. • Unexcused absence for a school term. • Lying, giving false information or misleading school personnel, in order to alter any official document, academic result or justify an absence. • Damage, change or modify a school record or document using any method, including, but not limited to, access to computers or other electronic means. • Burning of objects or risk of fire.
5. Very Severe Behavior DEFINITION: Some behaviors require immediate and urgent intervention. Counseling is an integral part of all the consequences for this level. For each incident of very serious behavior a parent meeting and conduct evaluation will be conducted and the student's adjustment to the school's expectations will be reviewed. Behavior in this category involves revision from the Discipline Committee.
EXAMPLES may include but are not limited to:
Natural Consequences may include but are not limited to:
• Exercising physical violence to another person or
Preschool:
inciting someone to do so causing physical injury
A, A-1, A-2, A-3, J.
• Repeated severe misconduct, even after having had different plans of action.
Elementary:
• Possession, consumption and / or distribution of
J, K, L, M.
toxic-addictive substances (cigars, alcoholic beverages), non-prescription medicines, chemical
Middle School:
substances or drugs
J, K, L, M.
• Performing acts of sexual aggression individually or in groups, or forcing others to engage in sexual
• Service to the school
activity
community
• Possession and / or use of a weapon, firearm or
• Internal counseling with
instrument that endangers the health or integrity
school psychologist
of students and other members of the
• All incidents will be reflected
educational community, or causes injury.
in assessment of behavior, effort, and personal habits.
CODE/CONSEQUENCE A Dialogue between the student, his / her father, mother or guardian and the teacher, about the misbehavior and the strategy for solution. A-1 Verbal communication to the mother, father or guardian by the teacher, about the misbehavior and the joint commitment to deal with it. A-2 Communication in writing to the mother, father or guardian, by the teacher of the misbehavior and the commitment.
A-3 Communication in writing to the mother, father or guardian, with the teacher´s presence, of the misbehavior and the commitment.
B Verbal communication to the father, mother or guardian and principal about the misbehavior and the proposed strategy.
C Written communication to the parent or guardian and principal about the misbehavior and the implemented strategy and the repeated misbehavior. D Meeting between the student, teacher, principal and mother, father or guardian, to agree on the joint strategy to be followed to solve the problem. E Signing of a commitment letter with strategies to solve the student's misbehavior with the principal and in the presence of the mother, father or guardian. F Assigning additional academic activities in the subject in which the student is misbehaving while respecting the psychosocial integrity of the student.
G Assigning additional academic activities for one day by the principal, during school hours and inside the school facilities or repairing the damage, while supervised by a responsible staff member in order to favor a change of attitude in the student. H Assigning additional academic activities to the student, outside the class, for one to three days during school hours on school premises; performing additional tasks outside the school hours and/or repairing the damage while being supervised by a responsible staff member in order to favor a change of attitude in the student. I Assigning additional academic activities to the student, outside the class, for four to five days during school hours on the school premises performing additional tasks outside the school hours and/or repairing the damage while being supervised by a responsible staff member in order to favor a change in attitude in the student.
J Asking the mother, father or guardian to take their son/ daughter to receive support in a specialized institution and / or repair of the damage. The mother, parent or guardian should inform the school about the progress and provide evidence of the support provided. K Additional academic activities to be done by the student, outside the group, from five to
ten days during class time and within the campus facilities, performing extra tasks outside of school hours and / or repairing the damage, directed and supervised by responsible staff, favoring the change of the students’ attitude.
L If necessary, in coordination with the parent or guardian inform the corresponding authorities about the problem classified as severe or very severe. M Transferring schools, suggested by the Discipline Council, the school zone inspector / supervisor, after agreement with the parents or guardian. It remains the responsibility of the principal, in coordination with the inspector / supervisor, to ensure the admittance of the student in another school, in order to ensure their educational service and their well-being. In the application of disciplinary measures, the following will be taken into account: OUR RECOMMENDATIONS FOR PARENTS 1. Answer to the calls and indications of the school and its teachers. 2. Establish good communication with the classroom teacher and other teachers of their child in order to know his/her school performance and behavior, in order to follow up at home.
3. Encourage children´s punctuality when attending school and any other event that the school sends an invitation for, as well as pick them up at the time of departure according to his/her particular dismissal time. 4. Report the students’ absence, and the cause of the absence sending in a justification. In case the parent himself is the cause of the student's absence, parents must comply with the indications of the school to fulfill the obligation of sending their children to school and/or participating in parenting programs. 5. Talk with their children to strengthen family values such as respect, honesty, solidarity, among others, which strengthens family bonding and problem solving. 6. Establish conversations in the family setting and according to the age of the children, on issues of sexual education, prevention of addictions, accident and risk situations, crimes, discrimination, bullying, among others that as needed. 7. Be alert to any unusual behavior or situation of your child. If you detect any unusual behavior, request support to receive treatment by consulting the school staff. 8. When in person teaching is in effect (vs. virtual school), check your children's belongings so that they do not carry objects that will not be used for educational purposes and report anything that does not belong to them to school. 9. The school belongs to everyone and what we do with it harms or benefits the entire educational community. Look for spaces for parent participation.
IV. Follow Up
Step 2
Step 1
Description of the process followed on reports registered in the Student Information System.
Preventative Step
Teacher Conference Step Report
During this stage the teacher uses various classroom management and intervention strategies to work with the student to identify the “Minor Misbehavior” and the actions needed to modify behavior to the level of “Good Behavior”. No reports will be entered in the Student Information System. A formal meeting with students will take place. A report l under the appropriate category for modification (effort, personal habits or conduct) will be entered in the Student Information System and shared with parents. This will be recorded in the student's file and considered for final evaluation. Student’s reflection takes place and is included in the student's file. The report should reflect that a formal meeting took place with the student.
Step 3 Step 4 Step 5 Step 6
Teacher-Parent Conference Step Formal Conference
Principal/VP – Parent Conference Step Formal Conference
Disciplinary Contract Step Disciplinary Probation Letter
Disciplinary Committee Step Discipline Committee Meeting
When inappropriate behavior reaches the level where its frequency and nature is disruptive to the learning environment a Parent-Teacher conference will take place. Teacher, parent, and student will develop a reflection/action plan that identifies the “Minor Misbehavior” and the actions needed to modify behavior to the level of “Good Behavior”. This report will be recorded into the student's file in the Student Information System. The reflection/action plan will be added as an action under the corresponding offense and considered for final evaluation. When disruptive behavior reaches the level where by its frequency and nature has become severely disruptive to the learning environment and/or when previous conferences and action plans have not succeeded in decreasing the frequency and/or severity of such behaviors or when student misconduct is deemed Severe or Very Severe a Vice Principal/Principal-Parent meeting will take place. A behavioral commitment contract will be developed and is signed by student and parents and a close support monitoring process will be part of contract. (Student’s re-enrollment may be in jeopardy, and /or suspension will be in effect. ) Record of the meeting, the Behavioral Commitment Contract, and the Student reflection is recorded in Student Information System student file. When behavior does not improve after Action Step 4 another Vice Principal/Principal-Parent meeting will take place and a Disciplinary Probation Letter will be issued and student will be placed on disciplinary probation status. (Student’s re-enrollment may be in jeopardy, and student's participation in school events may be affected.) An in-school suspension for up to 5 days may accompany this step. In extreme cases step 6 may immediately follow step 5.
All students with severe and very severe reports and/or with disciplinary contract will be recommended to a Disciplinary Committee. The Disciplinary Committee will review the student’s case to determine next steps. This information will be entered in the Student Information System.
Some offenses are of a serious enough nature that immediate reflection time or suspension may be necessary. If a student commits an offense that is severe enough, the General Director will be informed, Disciplinary Committee will review the student's case and a plan will be put in place. All suspension documents presented to parents must be uploaded to the student's portfolio in the student information system so an electronic copy is documented. Signed copies of these documents will be kept in the student's file. All unacceptable behaviors will be recorded in the ISR Student Information System and will be used for the final evaluation for Conduct.
FAQ What is Bullying? Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself. Bullying can include, but is not necessarily limited to the following categories and specific behaviors: o Verbal Bullying: Name calling, teasing, using inappropriate language (i.e. swearing); Making fun of or being disrespectful of another person’s physical characteristics, nationality, religion, color, size, physical disabilities, family problems (i.e. divorce), ability to learn, athletic ability; spreading lies or rumor about a person and/or laughing at another’s misfortune; putting people down; inciting others to fight or bully someone in any way. o Physical Bullying: Pushing or shoving someone; grabbing someone’s clothes and fighting is considered physical bullying. o Cyber Bullying: Sending cruel, vicious, threatening or embarrassing messages; creating or using websites with jokes, pictures and/or videos ridiculing others; using others’ email addresses to do all the above. o Threatening: Saying that someone will be harmed if they do not comply with bully’s request; using antagonistic language towards someone, i.e. saying things like, “I do not like the way you are looking at me.” o Social Exclusion: Not allowing someone to play with or participate in your group; forming a circle or group on the playground or in the hallways so that another person can not join in; speaking with a group so that one person is excluded either because of the language being used or the slang used by a group; ignoring a person; refusing to be someone’s friend or a group pressuring others to isolate someone or exclude as a friend; refusing to allow someone his of her place in a line or on a bus.
What is Academic Integrity? Academic Integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, cheating, copying, and plagiarism, giving answers, misuse of technology. Such acts of dishonesty violate the fundamental principles and values of ISR. Incidents involving academic dishonesty may appear in the student’s file.
What is Plagiarism? Plagiarism is using others’ ideas and words without clearly acknowledging the source of that information. It is a form of academic dishonesty.
Where can I find information regarding discipline practices on schools? • Curwin, R. Mendler; A. Mendler, B (2008) Discipline with dignity USA. Association for Supervision & Curriculum Development • Curwin and Mendler. Discipline with dignity a classroom. Recovered on August the 30th, 2009 from http://www.associatedcontent.com/article/798815/discipline_with_dignity_a_classroom.ht ml • Kohn, A. Construyendo una Comunidad. Recovered on August the 30th from http://www.alfiekhon.org/index.org • Jackson,C. (2008) Effective Classroom Management USA. Pearson/Prentice Hall • Emmer, E. Everston, C. (2008) Classroom Management USA COMP • Classroom Organization and Management Program “Organización del Aula y Programa de de Manejo”. Recovered on August 27th. 2009, from http://www.comp.org