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Behavior Management, Expectations, and Response Plan

WNESU Elementary Schools are Responsive Classroom Schools:  “Responsive Classroom is a student-centered, social and emotional learning approach to teaching and discipline.  It consists of a set of research, and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities for both students and teachers.”

In our work with students, we believe that relationships come first. We foster these relationships by listening and respecting the uniqueness of the individual child. We believe in proactive behavior management for individuals and for the school.  We celebrate small successes and recognize growth.  We honor the learning environment and have high expectations of preserving it.  We balance the needs of the individual with that of the whole community.  

Teachers and staff maintain a safe, kind, and rigorous learning environment across settings in the school, and whenever possible, allow students to work through the difficulties within the setting in which they are occurring. 

WNESU Elementary schools believe that in order to provide an optimum educational atmosphere, all students will:

  • Use words and actions that demonstrate respect for others and for themselves 
  • Maintain an environment that is free from the threat of emotional or physical danger 
  • Use words and actions that support and encourage learning 
  • Arrive on time and be prepared to learn 
  • Maintain a clean, attractive, and secure environment 

 

The flow charts below will give you a sense of our plans and expected responses for school-wide discipline.

The behavior response system at WNESU Elementary Schools is designed to assist students in making appropriate choices and taking responsibility for their own actions.  Some of the Preventative Measures include:

  • Community building
  • Creating Rules based on hopes and dreams
  • Knowing, anticipating, and planning for individual student needs
  • Reinforcing language
  • Interactive modeling of all expectations
  • Positive and continuous communication with home.
  • Private take a break in a quiet space
  • Removal from classroom
  • Collaborative Problem-Solving Conference (create a plan for success and help the student learn necessary lagging skills)
  • Phone call home 
  • Miss remainder of the time block.

Quick Response by Teacher

  • Proximity
  • Reminding language/looks
  • Redirecting Language
  • Silent Signal

Level 1 Responses

Examples of Level 1 Behaviors:  Rude/Disrespect, Disruption, Refusal, Truancy/Tardy

Responses to Level 1 behaviors include, but are not limited to:

  • Break (take a walk, get a drink, quiet place to work)
  • Take a Break
  • Take-a-break in a Buddy Classroom

Problem-solving steps may include:

  • Student conference
  • Interactive Modeling: Practice, Practice, Practice
  • Other logical consequences as determined by the teacher in charge at the time of the infraction

Level 2 Respones

Examples of Level 2 Behaviors: Tech Misuse, Dishonesty/Cheating, and Defiance/Noncompliance

Responses to Level II behaviors include, but are not limited to:

Logical Consequences including:

  • Apology of Action (Classroom or individual repair of harm)
  • Loss of Privilege (related to offense)
    • Recess
    • Lunch (with peers)
    • Bus
    • After School Program
    • Field Trips
    • Choices
    • Freedom of movement (ie. walking in halls alone)
  • Take a break
  • You break it, you fix it: 
    • Physical items 
    • Trust
    • Relationships
    • Time

Level 3 Responses *Parents Notified*

Examples of Level 3 behaviors include: Hand on/Horseplay, Aggression (throwing objects, threatening gestures/comments, intimidation/retaliation, directed obscenities, physical assaults), micro-aggressions, theft, destruction of property, and inappropriate location/out of bounds, use or possession of restricted substances.

Responses to Level III behaviors include, but are not limited to:

  • Take-a-break 
  • Removal from classroom
  • In-School Suspension
  • Out-of-School Suspension
  • Bus Suspension
  • Team/Family meeting
  • Immediate Removal from the school building
  • Police or other authorities called
  • Staff who are trained in WNESU’s response protocol will respond appropriately

Please note this is a menu and not all of the responses will be used in any or every situation.  Please also note that we believe in progressive discipline and continued or repeated violations will be treated with increased number and severity consequences.  Students’ age and disability will be considered when determining appropriate consequences in accordance with the Students with Disabilities Act (IDEA)(PL-142), Section 504 of the Rehabilitation Act 1973, Title II, and the Americans with Disabilities Act of 1991.