Codes of Behavior
Beliefs about Discipline
A well-disciplined environment with clear expectations is essential in order that we may accomplish our most important role in instruction. At the core of our belief about student discipline is respect. By maintaining our lines of respect, most issues that we face can be handled with minimal disruptions to the educational program. SCIS offers the following guidelines and expectations to assist teachers in handling student discipline.
High expectations for respect and good citizenship by our students will result in less time being spent on reacting to adverse behavior. In other words, we get what we expect. Most behaviors we will come across with our students can be addressed under the statements above.
All adults who are working in the school are part of the discipline process.
We expect that teachers try a variety of progressive interventions and consequences before they involve the Principal in their discipline process. Warnings, withholding of privileges (such as recess), and parent contacts, are all examples of interventions that a teacher might try before involving the Principal. If after these attempts have been tried, and the student is still having difficulties making good behavioral choices, then involvement of the Principal for discipline will be encouraged. When the Principal conducts a discipline conference with a student, this is the general process that will be used.
The school recognizes the need to provide a safe and healthy environment for all students and employees. It is the policy of the school to make every reasonable effort in the areas of accident prevention, injury protection and the promotion of health, safety, and welfare of all students and employees.