Our behavioral expectations and discipline methods are based on the notion that every person in this school, teacher or student, is worthy of respect. We believe that every child has the right to feel safe from bullying, ridicule, and physical or emotional harm. Therefore, we do not tolerate behavior that is disruptive, disrespectful or emotionally damaging to others, nor do we use public humiliation or embarrassment as methods of discipline.

We believe that children have many choices besides passivity or aggression for dealing with conflict. We also believe that moral development is an ongoing, developmental process that is fostered by the right environment.

In light of these beliefs, we strive to create an atmosphere in which children can hear each other and be heard, and where they take an active part in solving their problems. Our aim is to give our children the tools they need to resolve conflict constructively so that they can develop an internal sense of control. We feel that this will foster moral and emotional growth and help children see that they can play a meaningful role in creating a more peaceful and just world.

At SBS, we follow the philosophy of guidelines of the Responsive Classroom, an approach to teaching that fosters respect and responsibility in the social curriculum.

We use the school discipline policy statement from Fitchburg Public Schools, K-8; Fitchburg, Massachusetts, as printed in the book, Teaching Children to Care by Ruth Charney. It is as follows:

 

DISCIPLINE POLICY

1. Students will be given a reminder about inappropriate behavior.
2. If the reminder is not enough, the student will have a brief time-out or thinking time within view of the supervising adult, for the purpose of regaining self-control. After the time-out, the student will return to the lesson or activity. Discussion of the behavioral incident does not take place at the initiation of time-out. However, at a later time, discussion of rules and expectations may occur at staff discretion.
   • If the misbehavior is flagrant or repeated; students may go to time-out directly, without the reminder step. In such cases, the teachers should notify the parents.
   • Teachers will use the strategy of time-out for small infractions consistently, rather than waiting for extreme behavioral incidents. Time-out is an opportunity to stop, regain self-control, and make a better plan, and all children may need it occasionally. Staff, students, and parents should understand that time-out is an intervention designed to help students regain self-control. It is not a punishment for losing self-control.
3. If during a time-out, a student continues to behave inappropriately or continues to be disruptive, the classroom teacher will have the student go to time-out in a "buddy teachers" room. An adult will accompany the student to and from a time-out area in that room. The student will return to his/her own classroom to resume regular activity when appropriate. In most cases, if the buddy teacher stop is needed, the classroom teacher will contact the parents to inform them that the buddy teacher strategy was used and that the child may need to use it again from time to time.
4. If a student becomes disruptive in the buddy teacher's room or continues to misbehave upon return, the director or a designee will escort the student to the director's office for a time-out there. The student will remain there until the director or designee determines that the student is ready to re-enter the classroom. The director or designee will contact the parent at his/her discretion.
5. For safety reasons, teachers may skip the buddy teacher stop and send a child directly to the director or designee, who will escort the student to the office. The director or designee will contact the parents at the administration's discretion.
6. Steps 1 through 5 are used for inappropriate behavior to help children regain their self-control in the shortest time possible. Teachers will help students improve their behavior through these and other means that are reasonable and respectful of students needs.
7. For most students, the steps to self-control described here will be successful. In other cases, further specific management plans may be developed with the knowledge and help of parents, teachers, specialists, and administrators. Other consequences, as established below under the heading violent/threatening behavior may also be applied. Parents and students are expected to be familiar with the consequences described there.

 

VIOLENT/THREATENING BEHAVIOR

In cases of physical contact with intent to hurt and/or threats of intent to hurt, the child or children involved will be immediately removed from the classroom and brought to the Director and/or the Social Worker. Parents will be called by the Director. Depending on the severity of the incident, the child or children may receive an in-school suspension where they will spend a specified amount of time in another classroom or an out-of-school suspension at home for a specified amount of time. In both cases, the student will be supplied with class work and homework by his/her teacher or reflective work relating to the specific offense. In the event of an out-of-school suspension, a Child Study Team meeting must be held before the child comes back to school. Parents are required to attend this meeting with their child. A Discipline Notice will be sent home that must be signed by the parent and returned to the school before the child can return to his/her classroom.

If we are considering suspending a child, we will, in accordance with Sections 10-2333a-10-233g of the Connecticut General Statutes, inform the student of the prohibited conduct of which he or she has been accused and give the student an opportunity to tell his or her side of the story. No suspension will exceed 10 days. In the case of suspension, the school reserves the right to require a psychological evaluation and recommendation prior to the student’s return to school.

If we are considering expelling a student, we will hold a formal hearing at which evidence of the misconduct is presented and an opportunity is given for the student to cross-examine the Board’s witnesses. The student will also have the opportunity to present her or his own evidence. This is in accordance with Sections 10-233a-10233j of the Connecticut General Statutes. If a child is expelled from Side by Side, the parent has the option to return to the local school district in which they live.