School Rules and Behavior Expectations

 

Be Safe

Solve Problems

Act Inclusively

Respect Everyone

 

These simple rules provide everyone who comes and goes from the school with the basis for our interactions.  They represent the optimum manifestation of a community’s mutual desire for maintaining a safe, happy and productive educational environment.  All students are responsible for applying these rules in the classroom and on the playground.  At the beginning of the year, the rules are presented to students in an assembly, and teachers devote class time to helping their students understand them and apply them to their choices of behavior throughout their daily school life.

 

To help us develop meaningful and appropriate behavior expectations, our staff has studied a number of books and methods including:

Schools Where Everyone Belongs by Stan Davis

Teaching with Love and Logic by Fay and Funk

Positive Discipline in the Classroom by Nelsen, Lott and Glenn

Bully Prevention in Positive Behavior Support by Scott Ross, Rob Horner, Ph.D., Bruce Stiller, Ph.D.

These studies have influenced our approach. The consistent practice of class meetings in all grades as described in Positive Discipline in the Classroom, for example, has been one of the most effective ways of airing social issues that can often result in inappropriate behavioral choices. Also, as a result of our studies, we found helpful models for the rubrics we use in determining the severity of a behavior and consistent consequences when called for.

 

Village School Core Values

 

These core values encompass our aspirations for Village School staff, students and parents:

·   Every attempt will be made to maintain the dignity and self-respect of students, parents, and teachers.

·   Students will be guided and expected to solve their problems without creating problems for others.

·   Every attempt will be made to respond to inappropriate behavior with natural or logical consequences.

·   Disciplinary challenges will be viewed as an opportunity for individual problem-solving.

·   We will work toward nurturing the capacities for both resolving problems and working toward optimal relationships.

·   Students will be given opportunities to become contributing members of their communities, stewards of the planet, as well as self-aware, creative individuals.

·   We value the positive effects of and acknowledge the efforts of students who arrive on time for school each day, who are present and prepared for school, who listen respectfully, and who honor their commitments to completing work on time.

 

With these core values as a foundation, The Village School staff has developed the behavior guidelines that appear in the following pages. We respectfully invite your feedback and interest in our efforts to achieve high standards for social conduct at our school.

 

 

 

Playground Supervision Policies

                                                                                              

The following policies are based on the School’s Core Values and supplement the disciplinary policies as well as offer some additional guidelines for playground safety and behavioral expectations. 

• Delineation of and respect for clear physical boundaries for outdoor areas
• Clear communication of behavior expectations in common areas
• Ways to resolve conflicts that may arise during outdoor activities.

Playground Boundaries

Children are to remain within the visual field of supervising adults. Play is not permitted in the areas between the classroom buildings. Children are permitted to play in the lower field and blacktop area by the gym only when an adult is present.

Playground Conduct

• The rule “Hands are for Helping” applies especially to playground behavior.  Hands are not to be used to push, pull, or express aggression toward another child. 
• Language must be respectful and inoffensive to the other people on the playground. 
• Taking turns is required on playground equipment.
• Jumping off equipment or high ledges is not allowed.
• Running on play structures or climbing up the slide is not permitted.
• When sliding down the slide, children must go one at a time.
• Jump ropes are to be used for jumping rope only.
• Balls are not to be kicked unless as part of a game. 
• Games that exclude others are not permitted. 
• Competitive games are permitted only when they are directed by an adult. 
• Children are to follow directions given by the supervising adults.

Consequences

Consequences for problem behavior will follow the behavioral rubric.

Bathroom Use

Students are encouraged to use the bathroom before going out to the playground.  Children needing to use the bathroom during outdoor play must have permission from an adult to leave the area.

Other

The outside doors in the classroom buildings are to remain closed and locked at all times.

Staff and Volunteer Expectations

A ratio of 1 adult per 20 children is required during outdoor activities.  Recess will begin for individual classes after the respective teacher leads his/her entire class out to the playground.  Adults supervising the recess areas need to be focused, physically and mentally, on the children.  This includes following the “flow of traffic” and always moving with the children as their play takes them from one location to another. Adults must mindfully balance individual needs while maintaining an awareness of the entire group.  Safety must always be kept in mind.  Be watchful for such potential dangers such as untied shoelaces, wet slippery equipment or unsafe games, etc.  An occasional head-count is recommended and should be the regular practice of all teachers or supervising adults before returning to the classrooms. 

 

When a supervising adult senses an escalation of a problem situation, (s)he must not hesitate to approach the problem area to better access and direct the situation.  Supervising adults must be proactive in helping to mediate and resolve conflict situations between individuals or groups of children.  Teachers and supervising adults must be actively observing playground behavior, not playing with the children, unless the ratio of adults to children exceeds 1:20.

 

Discipline & Behavior Policy

 

When problems arise, staff may remind students of the School’s behavior expectations, assist individuals in working out problems with other individuals, and address problems in class meetings. If a student is unable to benefit from this help and persists with inappropriate behavior, every attempt will be made to respond to the inappropriate behavior with natural or logical consequences. The following considerations will guide decisions about appropriate disciplinary actions:

·         The severity of the act

·         The context of the situation in which it occurred

·         The frequency of the behavior

·         Any specific individual needs of the child

 

Procedures:

All students will be treated as unique individuals and as such when their behavior is called into question, they will be given fair and equal consideration. Students will be given an opportunity to present their case with staff members and fellow students as appropriate. Staff will take individual needs and circumstances into consideration when determining consequences. Families of students will be notified of disciplinary action and will be engaged according to the rubrics described on the following pages. 

 

SHORT TERM RECOVERY SETTINGS

·         In Another Area of the Classroom

·         In Another Classroom

·         In the Office

·         At Home

 

These four recovery levels may be used sequentially or bypassed depending on severity of the behavior; in all cases, care will be taken to assure alignment with The Village School Core Values:

 

1.      In another area in the classroom—This is at the discretion of supervising adult.

2.      In another classroom—Students will be sent to another classroom when other measures have not been successful and the student’s behavior is interfering with the learning of others.

3.      In the Office—For more serious misbehavior and/or repeated misbehavior, teachers may send the student to the office.  Please see the rubrics for more details.

4.      At home—Serious violation of the Core Values or repeated misbehavior may result in recovery time at home or suspension from school. This recovery process is at the discretion of the School’s Administrator and the Class Teacher who must always be consulted under circumstances that call for suspension from school. Please refer to the Village School Disciplinary Rubric below for definitions of and consequences for severe behavior.

 

In the event that a student does not comply with a supervising adult’s request to leave a learning environment, another adult will attempt to remove the student. If he or she continues to resist, the Administrator or her designee will inform the family of the situation as soon as possible. The family may be called upon to remove the student from the school setting, or the Administrator or appropriately trained faculty member will physically assist the student to a safe, more appropriate environment.

Safety and Courtesy in the Common Areas

 

The Village School/Ridgeline Montessori School Safety Committee have established site-wide behavior expectations for areas outside the classroom that are shared by all students, staff and parents from both schools. These agreements will be reviewed annually.

 

Village School/Ridgeline Montessori School Rules

Practice Safety, Grace and Courtesy

Be Safe • Solve Problems • Include Everyone • Respect Others

 

This is a code of conduct that is in effect at all times when on school grounds or attending school sponsored events. The Ridgeline and Village staffs wish to remind all who come and go from the school grounds that there are two schools at this location and these expectations apply to everyone at both schools.

 

BEFORE SCHOOL – ARRIVAL TIME

• Arrive no earlier than 8:15 AM (students arriving before that time will go to the cafeteria for breakfast) and be in the classroom by 8:30.
• Bicycles must be walked to the bicycle racks on the school grounds. Skateboards, rollerblades, scooters, and other wheeled devices must be carried on school grounds. Wheeled devices may not be ridden on school grounds.
• Once students arrive on campus, they must remain on campus until dismissal.

 

IN HALLWAYS, BREEZEWAYS, CAFETERIA, OR BATHROOMS

• Feet on the ground.  Sliding and climbing on railings and running are not permitted.
• Use quiet voices in hallways at all times. Show your respect for classes in session.
• Follow procedures for obtaining the appropriate pass upon leaving the classroom.
• Enter/Exit through appropriate doors.

.

RECESS TIMES

• Respect the space and feelings of others. Keep unkind words to self, play gently, and keep touch appropriate.
• Conduct all outside activities within sight and hearing of a teacher at all times.
• Use appropriate language.
• Stop all play when the bell rings and line up in the area designated by your teacher.
• Be respectful in the use of specific playground equipment:

Ø Go down the slide one at a time, feet first and only on your bottom.

Ø Keep your hands on the “fire pole” when descending.

Ø Do not jump off the platform while using the play structure.

Ø Do not dig beneath play structures – please be sure that wood chips remain under the climbing structures.

Ø Do not throw chips, rocks, sand or inappropriate objects.

• Notify an adult immediately of any safety issue you observe on the playground such as broken glass, broken playground equipment or unsafe people.

 

AT THE END OF THE DAY – DISMISSAL TIME

§  If you are waiting to be picked up, you are expected to wait quietly in the designated area and follow school rules.

§  If you came to school on a bicycle or other wheeled device, remember that you may not ride it on school grounds. Collect your wheeled device and walk it to the public sidewalk before mounting it.

§  Students who have not been picked up within 15 minutes of dismissal will go to the school office to wait for their ride.

§  All students must be picked up or must have left school grounds as directed by their parents/guardians within 15 minutes of dismissal times unless other arrangements have been made between parents and school staff.

 

Unsafe and Inappropriate Behaviors in the Common Areas

 

We define “Common Areas” as being the outdoor areas, the playground, the field, hallways, cafeteria, bathrooms, and breezeways of both The Village School and Ridgeline Montessori  between the hours of 8 AM to 4 PM.

 

Inappropriate Behavior                                      Staff Response and/or Consequences

Running in the halls, sliding down banisters, climbing on railings	Warn the student that the behavior is unsafe, and request that they return to the spot they started and walk from there.
Yelling, loud talking or running in the halls (during school hours)	Inform the student(s) that this behavior is disrespectful.  Ask that they continue to quietly walk from where you stopped them.
Public displays of affection that appear sexual in nature	Verbal Warning Conference with student Call Parents
Throwing objects on the playground	Verbal Warning Time Out (5 minutes) Loss of One Recess
Jumping off the Play Structure	Time Out (5 minutes) Loss of One Recess Call home
Sliding down the muddy hills during recess	Verbal Warning Time Out (5 minutes) Loss of One Recess
Sloppy behavior in restrooms, cafeteria, breezeway, such as inappropriate disposal of trash and garbage	Warning and Clean up Mess Loss of Recess and Clean Up Duty assigned Call home
Violating playground boundaries	Warning Time Out (5 minutes) Loss of One Recess
Skateboard, scooter or bicycle riding on school grounds	Verbal Warning Confiscate Skateboard for one day and call to parents Confiscate skateboard for one week and call to parents
Hat wearing inside of school	Teacher discretion
Disrespect for the school environment or destruction of school or personal property (i.e. trash throwing, graffiti, destruction of plants…)	Warning and immediate correction of the issue Loss of Recess Call to Parents
Gum chewing	Reminder and immediate correction of the issue Call to Parents for repeated offenses

 

 

 

 

 

 

 

Behaviors Requiring Guidance and Disciplinary Attention

 

·         Low-level peer-to peer problems such as conflicts among mutual friends conflicts not involving name-calling, exclusion, rumors or threats.

·         Refusal to participate that does not involve others nor disrupts school activities

·         Inappropriate behaviors that take place in the common areas (see above for description of expected and appropriate behaviors in common areas)

·         Peer-to-peer aggression such as name calling, systematic exclusion, spreading rumors, making threats, or hitting others

·         Class disruption that interferes with the educational process

·         Disrespectful attitudes toward teachers, other adults, or toward peers

·         Severe Behaviors that include any of the following or any action that puts one’s own or others’ safety at risk or jeopardizes the educational process:  Continued disruption of teaching, refusal to follow directions given by school staff, continued or severe aggression, threats of harm, or destruction of school or personal property are behaviors that will be met with more stringent consequences including but not limited to suspension or expulsion. The following are examples of behaviors that are considered to be severe:

Ø  Kicking, hitting, biting, fighting and/or causing physical harm/injury to another

Ø  Severe harassment including name calling and overt bullying

Ø  Sexual harassment*

Ø  Stealing including stealing as a teasing/bullying behavior

Ø  Possession or use of illegal or controlled substances

Ø  Possession of pornographic materials

Ø  Self-mutilation

Ø  Ditching class, truancy, running away, hiding, leaving area of instruction without teacher permission including refusal to return to class from outside

Ø  Disruption of school

Ø  Damage or destruction of personal or school property

Ø  Extreme and overt disrespect and/or open defiance toward peers and adults

Ø  Threats of harm to others

Ø  Use of profanity/inappropriate language

Ø  Possession of weapons or facsimiles including toy guns, pocket knives

 

The Village School staff reserves the right to modify this list of severe behaviors by adding to it and to revise the possible consequences as stated in the following pages as needed to ensure the safety of all who come and go from the school.  In some cases, it may become necessary to call for expulsion or to engage the local civic authorities in taking legal action.  If a situation arises which is not addressed by the Village School disciplinary policies, we reserve the right to default to 4j School District policies. 

 

As stated in the Eugene School District 4j’s Student Rights and Responsibilities Handbook:

Students will be subject to discipline, up to and including suspension or expulsion, for  misconduct that violates federal, state, county, or city laws or the policies and rules established by the school district, including but not limited to harassment or discrimination, theft, disruption of school, damage or destruction of school property, damage or destruction of private property, assault or threats of harm, unauthorized use of weapons or dangerous instruments, unlawful use of drugs, narcotics, or alcoholic beverages, and persistent failure to comply with rules of the lawful directions of teachers or school officials.

 

*Sexual harassment is defined as "unwelcome sexual advances, requests for sexual favors, and other verbal and physical conduct of a sexual nature." Sexual harassment may include such actions as: sex-oriented verbal "kidding," "teasing," or jokes; subtle pressure for sexual activity; physical contact such as patting, pinching or brushing against another's body; or demands for sexual favors.

The Village School Progressive Discipline Rubric

 

 

Behavior	First Step	Second Step	Third Step	Fourth Step
Low-Level Student-to- Student Problems	Student-to-student problem solving facilitated by classroom or special subject teachers.	Student-to-student problem solving facilitated by classroom or special subject teachers.	Student-to-student problem solving facilitated by classroom or special subject teachers.	Teacher/instructor calls parents within 24 hours. Teachers (including Special Subject Teachers) create an individual plan that involves parents. copy filed with Administrator.
Non-disruptive refusal to participate	Conference with teacher.	Conference with teacher.	Student calls parents. Teacher/instructor calls parents within 24 hours. Conference w/ teachers.	Teachers develop an individual plan that involves parents and/or initiate assessment to check for possible learning challenges.
Violation of Dress Code	Student sent to office, may be asked to wear alternative clothing. Reminder to parents about School Dress Code.	Student sent to office, may be asked to wear alternative clothing. Reminder to parents about School Dress Code.	Parents contacted to bring alternative clothes to school.  Reminder to parents about School Dress Code.	Parents contacted to bring alternative clothes to school.  Letter  to parents  and student about School Dress Code.
Class Disruption (defined by individual teachers)	Non-shaming warning from teacher.	Isolation—Child Sits away from other students.	Student goes to partner classroom. Teacher/instructor calls parents within 24 hours and incident is documented in writing.	Student calls parents with class teacher as soon as possible. Teacher/instructor calls parents within 24 hours.  Individual plan written with teacher – copy to Administrator.
Severe behavior Grades 1-4 (See definitions below)	Remove to office, call parents and ask that student be picked up from school and taken home for the rest of the day.	Remove to office, call parents and ask that student be picked up from school and taken home.  Suspension from school for minimum of one day.  Create Individual Plan with parents, teacher, and Administrator.	Child sent home. Suspension from school for minimum of two days.  Meeting with parents, teacher, Administrator and child (as appropriate) to review and revise Individual Plan.	Child sent home. Suspension for minimum of three days. Meeting with parents, teacher, Administrator and child (as appropriate) to review and revise Individual Plan.
Severe behavior Grades 5-8 (See definitions below)	Teachers and Administration have discretion in determining appropriate consequences for the first offense. Consequences will always include student calling home, and may include removal to the School office, and/or a one day suspension from participation in school activities.	Remove to office. Student calls parents. Two days suspension from school. Parents, student and administrator draft Individual Plan.	Remove to office. Student calls parents. Three days suspension from school. Administrator and child (as appropriate) review/revise Individual Plan. Consideration for Risk Assessment.	Remove to office. Student calls parents. Up to five days suspension from school with possibility of Expulsion Hearing (see page 22). Consideration for Risk Assessment.

 

Rubric for Addressing Peer-to-Peer Aggression Behaviors in Grades 1-4

 

Behavior	First Step	Second Step	Third Step	Fourth Step	Fifth Step
Teasing or Exclusion	Teacher facilitated conflict resolution.	Teacher facilitated conflict resolution Written warning and student calls parent.	Teacher facilitated conflict resolution. Written warning and student calls parents. Reduced recess privilege at discretion of teacher.	Three lost recesses and student calls parents. Parent/teacher conference.	Three lost recesses and student calls parents. Parent Teacher Conference. Develop Behavior Improvement Plan.
Physical Peer- to- Peer Aggression	Teacher facilitated conflict resolution. Reduced recess privilege at discretion of teacher. Student calls parents.	Teacher facilitated conflict resolution. Student calls parents. Reduced recess privilege at discretion of teacher. Student may be sent home.	Teacher facilitated conflict resolution. Student calls parents. Reduced recess privilege at discretion of teacher. Student may be sent home.	Student calls parents. Student may be sent home. Parent/Teacher conference to develop Behavior Improvement Plan.	Student may be sent home. Possible suspension from school. Review Individual Behavior Improvement Plan.
Severe physical Peer- to-Peer Aggression	Reduced recess privilege at discretion of teacher. Student calls home.	Student sent home. Parent/Teacher conference to develop Behavior Improvement Plan.	Student sent home. Review Behavior Improvement Plan  to determine further consequences.	Student sent home. Review Behavior Improvement Plan to determine further consequences.	Student sent home. Review Behavior Improvement Plan to determine further consequences.

Definitions:

§  Teasing and/or exclusion – Name calling, insulting, other behavior that would hurt others’ feelings or make them feel badly about themselves.

§  Physical Peer-to-Peer Aggression – Pushing, slapping, grabbing, shoving, tripping, touching/taking personal belongings without permission, etc. even when all parties are “joking around.”

§  Severe physical Peer-to-Peer Aggression – Punching, kicking, threat of violence, harassment of any kind (racial, ethnic, sexual name-calling, threat of exclusion, etc.)

 

Rubric for Addressing Peer-to-Peer Aggression Behaviors in Grades 5-8

 

Behavior	First Step	Second Step	Third Step	Fourth Step	Fifth Step
Teasing or exclusion	Teacher facilitated conflict resolution.	Teacher facilitated conflict resolution. Student calls parents. Written warning. Reduced recess privilege at discretion of teacher.  Student performs service to school.	Student calls parents. Reduced recess privilege at discretion of teacher and/or community service. Parent/teacher/student conference to develop Behavior Improvement Plan.	Student calls parents. Student writes reflection on anti-bullying book. Reduced recess privilege at discretion of teacher and/or community service. Parent/teacher conference to review Behavior Improvement Plan..	Convene Teacher Committee* to review Behavior Improvement Plan and determine appropriate consequence, Parent/teacher conference to review Behavior Improvement Plan to discuss and determine possible consequences which may include suspension from school for several days.
Physical Peer- to-Peer-Aggression	Teacher facilitated conflict resolution. Student calls parent. Student may be sent home or serve in-school suspension. Teacher/student conference.	Teacher facilitated conflict resolution. Student calls parent. Student may be sent home or serve in-school suspension. Parent/teacher conference to develop Behavior Improvement Plan.	Student calls parents. Student sent home. Student completes a written reflection assignment on an anti-bullying book. Parent/teacher conference to review Behavior Improvement Plan.	Student sent home for rest of day plus one additional day suspension. Parent/teacher conference to review Behavior Improvement Plan (Plan will contain information about all escalated behaviors and consequences including restorative justice.)	Student sent home for rest of day plus two additional days suspension. Parent/teacher conference to review Behavior Improvement Plan  (Plan will contain information about all escalated behaviors and consequences including restorative justice.)
Severe physical Peer-to-Peer Aggression	Teachers and Administration have discretion in determining appropriate consequences for the first offense. Consequences will always include student calling home, and may include removal to the School office, and/or a one day suspension (either in or out of school).	Remove to office. Student calls parents. Two days suspension from school. Student completes a written assignment to be determined by teacher. Parents, student and administrator draft Behavior Improvement Plan.	Out of school suspension for up to three days. Consideration for Risk Assessment. Parent /teacher conference to review results of Risk Assessment (if applicable) and to review Behavior Improvement Plan.	Remove to office. Student calls parents. Up to five days suspension from school with possibility of Expulsion Hearing. Consideration for Risk Assessment.	Suspension for up to 10 days with possible placement in an alternative setting. Consideration for Expulsion (see Process for Expulsion on next page).

Definitions:

§  In-school suspension—Student is to work on school work, under supervision, away from class.

§  Teacher Committee includes two class teachers and either the Administrator or the Administrator’s Assistant. This Committee will convene briefly at a moment’s notice to discuss the behavior in question and determine an appropriate consequence based on the past history of the behavior. They will use the above rubric and available documentation including but not limited to Behavior Referrals.

§  Reduced Recess Privilege amounts to a closely supervised outdoor time during which the student’s mobility will be limited and the student may be required to do some community service to school kind of activity. Examples of community service could include helping with lunch service, helping in lower grade Handwork, sweeping stairs and common areas, picking up trash, recycling, etc..