Spruce Discipline
Intervention Plan
It
is the responsibility of all students, parents and staff to contribute to a
quality-learning environment at Spruce Elementary.
We
believe Spruce Elementary is a place where children come first. All students have the right to an orderly,
productive and safe learning environment.
No student has the right to deny another student’s right to learn.
The
adults in the educational environment are responsible for achieving and
maintaining a quality-learning environment.
Adults have the right to teach and guide students in an appropriate and
respectful atmosphere.
Parents
are entitled to receive information regarding both positive and negative
behaviors that their student is engaged in.
They are expected to assist in carrying out the school
expectations. We welcome questions,
comments and concerns from parents regarding the expectations and their
contributions to it.
We
recognize that students must know and understand the behaviors and work habits
that they are expected to exhibit. These
behaviors will be taught and reinforced throughout the school year under our
character education program and classroom curricula.
We
know that recognition of correct behaviors tends to encourage repetition of
expected and appropriate student behaviors.
Therefore, we will recognize and reward positive behavior, in
classrooms, in student assemblies, and through our Dragon Flame and Character
Education programs.
Students
who choose not to follow the procedures and practices outlined at Spruce can
expect to receive guidance in making more appropriate choices, including the
Behavior Intervention Steps outlined below.
The
Discipline Intervention Steps for Spruce Elementary are as follows:
Step
#1:
The first step in addressing
negative student behaviors will consist of application of various
interventions.
Step
#2:
The teacher and student call the parent to
report the misbehavior.
Step
#3:
In the event that the
behavior continues after step 2, a written report (discipline slip) is to be
written out for the student and the student will be removed from recess until
the form is returned to school, signed.
Step
#4:
Principal will conference
with student and parents to develop a plan to improve student behavior and
address school concerns.
Step
#5:
Suspension by Principal or
Principal designee.
Please note that severe
behavior, including behaviors that fall in the “Zero Tolerance” category may
result in skipped steps.
Please sign below and return
to your child’s teacher as soon as possible
|
Adult Signature |
Date |
|
Student Signature |
Date |
Zero
Tolerance Offenses
The
following behaviors will result in immediate suspension (in house or out of
house as appropriate)
·
Fighting:
According to district guidelines, fighting includes punching, hitting,
kicking, pinching, play fighting and inappropriate touching. http://school.edmonds.wednet.edu/users/kernsj/8000/8220r1.htm
·
Possession
or use of firearms or dangerous weapons, drugs or alcohol.
·
Possession
or distribution of pornographic material of any kind, electronic or printed.
·
Harassment, Sexual Harassment, Intimidation, or Bullying: The Edmonds School District is committed to a
safe and civil educational environment free from harassment, intimidation, or
bullying for all students, employees, volunteers, and patrons.
"Harassment, intimidation, or bullying" is intentional written,
verbal, electronic, or physical action which:
The act of bullying is repeated negative and intentional actions,
such as exclusion and intimidation designed to target and hurt a specific
person. In bullying situations an imbalance of power exists in which the target
has difficulty defending him or herself. Bullying can be physical, verbal,
non-verbal or psychological and may be done by a single individual or a group.
Bullying, harassment, or intimidation can also be carried out via electronic
means by a student on school grounds during the school day.
Harassment, intimidation, or bullying can take many forms
including slurs, rumors, jokes, innuendos, demeaning comments, drawings,
cartoons, pranks, gestures, physical attacks, threats, or other written, verbal,
or physical actions. These acts may be motivated by characteristics in RCW
9A.36.080(3) including race, color, religion, ancestry, national origin,
gender, sexual orientation, mental or physical disability, or by other
distinguishing characteristics such as physical appearance, clothing or other
apparel, socio-economic status, gender identity, and marital status. The victim
does not actually have to possess the characteristic for which he/she is being
bullied, harassed, or intimidated.
Character Education:
In addition to providing students with a safe welcoming place to learn
and grow in the classroom, we are dedicated to expanding that safety and sense
of community throughout the entire school environment. To do this, we will be focusing on one character
trait per month. That focus will include
school wide use of terms, implementation of lessons, and many opportunities for
students to be recognized for their understanding and use of the traits
presented. Please watch for further
information on this process, including how you can help your child to develop a
true understanding of our purpose, in your monthly newsletter.
The monthly traits are planned as
follows:
September – Respect December
– Kindness March
-- Patience
October – Responsibility January
– Perseverance April
-- Honesty
November – Compassion February
– Fairness May
--Courage
June
-- Citizenship