CABOT SCHOOL Comprehensive Discipline Plan Revised January 2011

1. Cabot School’s philosophy of child behavior education & discipline

includes:

! An active partnership between parents & school ! Clearly communicated, developmentally appropriate lists of expected behaviors ! Direct, repeated instruction in expected behaviors ! High frequency recognition for expected behaviors (verbal description & husky paw) ! Targeted intervention/supports for chronic anti-social (unexpected) behaviors

This learning requires a consistently supportive and safe environment that models and teaches self-control and a sense of community among students and adults. These factors will enable students to become socially responsible citizens, lifelong learners and successful contributors to our diverse local and global economy. 2. Cabot School Behavior

Respect yourself Respect others Respect the environment ( see matrix of behavior expectations on the next page) 3. What are the responsibilities of Cabot School staff members to respond to positive and negative student behaviors? Staff members at Cabot School are expected to respond to positive and negative student behaviors according to the following pyramid of responses: (see Pyramid of Responses to Student Behaviors 2 pages forward)

The Pyramid of Responses to Student Behaviors

INDIV. BEHAVIOR PLAN OSS ISS CRISIS TEAM RESPONSIVE INTERVENTION BREAK/COOL DOWN AREA DIALOGUE SUBTLE TEACHER INTERVENTIONS

FREQUENT RE-TEACHING INTERMITTENT, FREQUENT RECOGNITION OF POSITIVE BEHAVIORS

CLEAR EXPECTATIONS

Cabot Expectations Respect for ... All Settings

Bus

Cafeteria

Classroom

Self •Be prepared •Be honest

Others

Environment

•Use kind words and actions •Help keep everyone safe •Model good behaviors

•Report problems

• Stay seated •Face the front • Obey the rules

• Share the seat • Respect other’s feelings

• Keep bus clean and in good condition

• Eat nutritious food

• Have polite, quiet conversation • Use table manners

Clean up Recycle Compost Return Silverware

• Focus on learning •Be on time • Always do your best

•Let others learn

Special Presentation

• Learn from the program

Campus

• Get where you are going quickly and safely

• Stay together

Playground

• Get exercise • Be safe • Obey the rules

• Include others • Compromise • Play fair

Bathrooms

• Walk to and from the bathrooms • Flush toilets • Wash your hands

• Give people privacy • Use quiet voices • Wait your turn

•Sit quietly •Applaud politely •Learn and let others learn

•Keep materials organized

• Take your belongings when you leave • Leave space better than you found it

• Pick up litter • Keep buildings and grounds in good condition

• Use equipment the right way

• Report problems with sink or toilets

• Put trash in garbage

Cabot School Community Members Live and Learn

cans

4. How Will Staff Implement The Pyramid Of Responses To Student Behavior ? The diagram is a set of steps. Each step represents one of the components of our plan. The set of steps sits on a base where learning takes place. Children cannot be expected to exhibit behaviors that they haven’t been taught. For most students, the fact that this set of steps exists will be all they need to be successful. Once expectations are taught, they will work hard to discipline themselves and adult intervention will be minimal. LEVEL 1 — CLEAR EXPECTATIONS—The first step in the Discipline Plan calls for establishing and teaching rules and expectations to all students, staff and parents. These must be discussed, posted and clearly visible in all appropriate areas in the school. For most students simply having a set of expectations will be all they need to assume responsibility for themselves and their actions. For others, additional interventions and supports will need to be provided. LEVEL 2 – FREQUENT RE-TEACHING – When acquiring new information in changing environments, students often need reminders. Students will be reminded of the Cabot School Expectations through re-teaching and examples of positive behavior. LEVEL 3 – SUBTLE TEACHER INTERVENTIONS – Teachers have many subtle, non-confrontative strategies for re-directing student’s behavior such as: moving closer to the student, establishing eye contact, asking a question, giving a new direction, etc. Teachers may have a chime or other attention device to re-focus students who are off track. LEVEL 4 — THE DIALOGUE - When conflict or disruption arises, a consistently employed script guides the student to recognize the negative behavior, state the appropriate behavior and choose to do it. The script consists of three questions: What are you doing? ( tapping my pencil on neighbor’s desk) What are you supposed to be doing? (finishing my math assignment) What are you going to do? ( stop tapping the pencil & finish the math assignment) LEVEL 5 — TAKE A BREAK / COOL DOWN AREA The break area will be determined by the teacher at the beginning of the school year. This break/cool down area might be an adjacent teacher’s classroom, the hallway, a private space in the classroom or any other space that would allow the student to cool down, re-focus and re-start. The principal’s office is not an appropriate cool-down area unless no other space is available. The cool-down area is not punishment, carries no further negative consequences and must last only as long as it takes for the student to agree to come back to class/area and participate appropriately in the activity. A natural consequence is for the student to make up any missed work and repair the impact of their actions with other students or adults who were negatively affected.

LEVEL 6 — RESPONSIVE INTERVENTION - Teacher or Behavior Support Staff When a student continues to be disruptive (for non-compliance w/o disruption, student should continue to sit in cool-down area) Immediately 1. Call Behavior Interventionist at ext. 239 2. Guidance Counselor at ext. 234 3. Principal at ext. 201

Intervention ! Quiet reflection & Processing*

Supports & Consequences ! Participation in the development of individual behavior plan ! Restitution ! Loss of privileges ! Parent notification

*Processing Basics • • • • •

Have quiet reflection until ready to process. After a time, give an opening for child to speak about incident/feelings. Acknowledge feelings with limited adult talking. Use Prompts below to develop an acceptable plan. Call home/work to inform a parent that he/she needed behavioral support and/or mail completed plan home. Return to the classroom teacher for approval of the plan, including time to complete assignments & restitution.

Prompts What happened? Student responds using I statements either verbally or in writing. Students identify who was impacted by the behavior. Why did it happen? Student identifies what need the behavior filled. Most children will need suggestions. What could I have done differently? Assist the student in identifying replacement behaviors. What could I do next time? Choose a replacement behavior, model and practice the behavior. Choose appropriate restitution & plan for implementation.

LEVEL 7 — CRISIS RESPONSE TEAM AND PROCEDURE This level will assist when a serious disruption occurs and the teacher cannot quickly resolve and keep all students safe. Teacher notifies office and calls for near-by adult assistance. Secretary contacts team members. (RI, GC,Principal) Team members come to area as soon as possible. Student removed from the area or separated from the class Teacher processes briefly with class if needed. Teacher documents the incident as soon as possible. Team reports back to teacher as soon as possible. Skills Needed De-escalation strategies, Mediation, Short term counseling, safe physical restraint procedures

LEVEL 8 – IN-SCHOOL SUSPENSION When a student is unable to maintain expected behaviors in the social/classroom environment, he/she may be assigned to in-school suspension. Parents will be notified. The student will spend the in-school suspension day(s) in the assigned area with bathroom breaks as needed. Lunch will be delivered to the student. Teachers will provide classwork and reading and the student will be expected to work consistently throughout the day so that he/she returns to class prepared and with work up-to-date. The student is also expected to maintain behavior expectations or the suspension may be extended. Special education supports will be provided. LEVEL 9 — MAJOR INFRACTIONS The following constitute major infractions which result in immediate actions and consequences outlined in Vermont Statutes and School Board Policy: Weapons Bomb scare/threat False setting of fire alarm Bullying Harassment Possession or misuse of drugs, tobacco, alcohol or a controlled substance

Serious physical altercations Serious verbal, non-verbal or physical aggression & threats Damage to or theft of property Chronic violation of school or class rules

Interventions, Supports, Consequences for Major Infractions Immediate parent notification and due process when required by law, will precede disciplinary actions for major infractions. When these infractions are criminal in nature, police, Dept. of Children, Youth & Families and/or community mental health agency notification may be warranted. Consequences for major infractions may include: Safety plans Loss of priveleges Restitution & Reparations In-school suspension Out- of- school suspension (up to 45 days) Expulsion LEVEL 10 — INDIVIDUAL BEHAVIOR PLANNING A small percentage of students will require plans. These are students who chronically violate school rules and for whom the system appears ineffective. Students may be referred for educational and psychological evaluation. The school will need to rely on skilled individuals (e.g. behaviorist) to design plans that teach students expected social behaviors. These plans may need to be revised often and require a team approach for successful implementation. This team should include the student, their family, Cabot school staff and possibly some other professionals. When no behavior plan is effective in teaching appropriate social behavior for success in public school, the team may consider placement in an alternative setting such as a day school, residential school, home placement or a hospital setting.