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It is our firm belief that every student is entitled to a quality education within an environment that promotes respect, courtesy, responsibility, and pride. School discipline should protect and nurture the physical, social, mental, and emotional growth of its youth. As each student progresses through the middle years, greater levels of self-control and commitment to school community are expected. Discipline policies and procedures serve to direct behavior, yet encourage personal effort toward extended self-direction. The following democratic principals and goals guide the administration of the middle school discipline policies and procedures at all levels and in all cases:
The goals of the Eisenhower Middle School Student Discipline Process are:
LEVELS OF SUPPORT FOR THE DISCIPLINE PROCESS
LEVEL I – Teachers and Student
The teacher meets with the student to:
The classroom teacher provides the first and most important level of support and intervention. The classroom teacher has the autonomy in creating a classroom environment within which rules and expectation are established and communicated with students.
An Action Plan can include teacher detentions given at the teacher’s discretion, a series of sign established between the students and teacher to recognize misbehavior, preferential seating, etc. These steps will give the student and the teacher the opportunity to work through issues and problems together.
LEVEL II - Team Teachers, Student Services, Administration and Student
If a behavioral change is not observed, based upon the agreed-to action plan, the team will consult with and/or refer the student to one or more of the following:
The Team Structure provides a means for teachers and students, as a part of an interdependent learning community, to establish rules and expectations and work with team members to mutually solve issues that arise.
An Action Plan may involve identifying the behavior; discussing/helping the student problem-solve and identify underlying causes or motives; developing with the student an action plan for change. Parent/Student/Team conferences, team/community service, counselor support, team developed resolution plans are options at this level.
LEVEL III – Assistant Principal and Student
If neither Level I or II results in a change of behavior, the student will be referred to the Assistant Principal for appropriate administrative action. Copies of all written referrals are kept on file, sent to the guidance counselor, and a report is mailed home indicating the reason for the referral and the specific administrative actions taken as a result.
Administration provides a process for handling issues that cannot be resolved through other means.
An Action Plan at this level includes meetings with the student, contact with parents, contact with counselors; and the assignment of community service, AM detention, Saturday Detention, In-School Suspension, Out of School Suspension, and/or recommendation for alternative placement. Other appropriate administrative actions can be taken. Issues involving the health, welfare, and safety of students may directly involve other community agencies such as law enforcement.
LEVEL IV – Principal and Student
If Levels I, II, and III result in no change of behavior, the student will be referred to the principal for appropriate administrative action.
Most behavioral issues can be resolved at Level I or Level II; however, students will be referred directly to administration for serious discipline matters for intervention and discipline action if behavior is deemed inappropriate or in violation of district wide policies. Administration makes all final decisions concerning how discipline issues are handled at Level III and Level IV, including assigning appropriate consequences.
All discipline will be handled professionally. We do not see the need to yell at a student or use sarcasm. We firmly believe that our policy, as outlined, will work to curtail all unnecessary behaviors.