1. Overview--Our goal is to create a safe, caring, and productive environment for all members of the school community. To create such an environment we expect students to act responsibly based on the following ISAAC Principles of Community:

• Show respect for teachers and other adults
• Show respect for other students
• Contribute to the well-being of the school community
• Be honest
• Take responsibility for work and actions
• Be a positive role model
• Follow school rules

2. Supports--We provide many ways to support students to learn to act responsibly.

• Teachers discuss with their classes the above principles and the classroom and school rules designed to promote these Principles of Community. The first few weeks of school are particularly essential for setting the tone; teachers actively help students to understand, practice, and model behavior consistent with ISAAC's principles and rules.
• The "Support Team", consisting of the Director, Head Teacher, Social Worker and Professional Development Coordinator, discusses individual students referred to them by teachers or parents as, perhaps, needing more support. To provide this support, the team may make classroom observations, recommend counseling, meet with parents or teachers, set weekly academic/behavioral goal-setting guidelines with students, call a Child Study Team review, or determine other means of support.
• We recognize and celebrate students' consistent good behavior and consistency with homework.
• The Student Citizenship Committee and the Management Team review the "ISAAC Student Behavioral Guidelines" in light of actual student behavior and school climate and make recommendations for improvement.

3. Classroom and Classroom-related Rules and Consequences: Behavior inconsistent with the ISAAC Principles of Community or in other ways considered disruptive of the classroom environment are unacceptable. Teachers are empowered to initiate consequences such as temporary removal from the group, calling the parents, or other measures designed to modify these behaviors.

• Temporary removal from classroom participation. The first level of a teacher's effort to change behavior is through subtle and sometimes overt reminders. Each classroom has a Critical Thinking Center (CTC). The CTC is an area which teachers direct students to when they are being disruptive to the teaching and learning process that is taking place in the classroom. Students can utilize the Critical Thinking Center to reflect on inappropriate behaviors and adjust his/her focus in a positive way in order to return to the class ready to learn.
  • The concept the Critical Thinking Center (CTC) is to modify a studentís behavior as well as limit the amount of time a teacher must utilize to address off-task behaviors. It is unobtrusive and provides another way in which a de-escalated situation can occur in a classroom setting. The CTC provides an added dimension of structure to redirect a studentís behavior with minimal classroom disruption.
  • The CTC is an alternative learning tool to develop a student's self-awareness and strategy for self-monitoring of behavior while preserving his/her self-esteem.
  • For the purpose of consistency, each classroom will have a CTC in some area, preferably out of direct eyesight of other students to prevent a stage for the uncooperative individual.
  • A CTC affords each student the opportunity to learn from his/her behavior and to cooperatively develop strategies through analysis of the behavior. The teacher is a mentor in guiding the student through critical thinking and the process of problem solving, which increases independent behavioral patterns on the part of the student.
    
• When teachers feel it is appropriate, they may refer misbehaving students to the Director or the Director's designee. The Director/designee, after conferring with the teacher and the student, may set consequences for the student including, but not limited to:
  • Community Service: The Director may assign a 1 to 3 hour community service after school. Students will work with a designated adult to work on a project that benefits the school or community.
  • Social Probation: The social probation program is designed to help students focus on their academic/behavioral responsibilities. A student placed on social probation will not be able to attend/participate in any before and/or after school activities, with the exception of supervised detention. Activities include, but are not limited to: Dances, clubs, sports, performances, and school sponsored trips. The decision to be placed on social probation will be made by the team and/or the
    Director.
  • Director's Detentions: A two hour administrative detention after school from 3:00 - 5:00 p.m. may be assigned on a Tuesday or Thursday.
• For serious or repeated misbehaviors, the Director/Designee may impose additional consequences including:
  • Sign-Off Card--for a certain number of days determined by the Director/designee all teachers will be asked to "sign off" that the studentís behavior has been acceptable during that time. If the behavior is not deemed acceptable, a parental conference may be required and/or a suspension imposed.
  • Behavioral Contract--a longer term agreement relating to behavior expected may be put in place. This contract will be created by the student's team teachers and by the Director with the student and parents. Failure to meet the terms of a behavioral contract may result in suspension from school.
  • Suspension (see Board of Directors' Policy regarding Suspensions)--a parent conference is required for re-entry following suspensions.
    

Tardiness to Class

• Arriving late to class is disruptive of the educational process. Students are expected to be in class on time and ready to begin work.
• If a student arrives late to class more than two times during a marking period, the student may receive consequences including loss of privileges, time-in, use of Sign-Off Card, and/or a Behavioral Contract may be imposed.

4. School-wide Rules and Consequences

• "Hallway" Behavior--Actions (of course not limited to hallways) inconsistent with our "Overview" including, for example, rudeness, rowdiness (horse-play and noise level), pushing, teasing others, swearing, littering, sexual behavior, and vandalism, are subject to all the disciplinary measures listed above, including suspension.
• Smoking--There shall be no smoking, possession, or use of tobacco products on school property, transportation provided by the school, or during the course of any trip sponsored by the school. Possession may lead to suspension; use will be grounds for suspension.
• Severe Misbehavior--physical fights, verbal, physical, or sexual harassment, thefts, destruction of property, disrespect and insubordination to staff members, and other such severe misbehavior are grounds for suspension or expulsion. (See Parent-Student Handbook pg. 28 for Board of Directorsí policy regarding Expulsion.)
• Drugs--The possession and/or use of a behavior-affecting substance (including, but not limited to marijuana, LSD, glue, alcohol, barbiturates) is prohibited on school property, on school-provided transportation, or any school related function and is grounds for suspension or expulsion. If not expelled, the consequences will also include supportive actions such as education, counseling, parental involvement, medical referral, and police referral. The sale or dispensing of a behavior-affecting substance (see examples above) is prohibited. Sale or dispensing of a behavior-affecting substance is grounds for expulsion of the student.
• Weapons and Dangerous Instruments-- Possession and/or use of weapons or other dangerous instruments in any school building, on school grounds, in any school vehicle, or at any school-sponsored activity is prohibited and is grounds for expulsion of the student.
• Vandalism óVandalism by students involving damage to school property will result in disciplinary action. The repairs to school property as a result of vandalism will be completed by the school and the cost of repairs must be paid by the parents or legal guardian of the student(s) responsible.
• Gum Chewing -- Gum chewing is NOT permitted. Careless disposal of gum presents sanitation and cleaning problems. If a student is observed chewing gum he/she will receive a warning. Subsequent offenses may result in detentions.
• Prohibited Materials-- Certain materials are not permitted in school because they are inappropriate, they detract from the educational process and they can be dangerous and/or disruptive. The following serves as a guideline of restricted items and is not to be considered an all inclusive list:
  • Beepers or other electrical sending devices
  • Matches/lighters
  • Drug paraphernalia and gang related materials
  • Weapons of any kind
  • Firecrackers, poppers or other explosive devices
  • Cigarettes, smokeless tobacco or any other smoking paraphernalia
  • Water pistols, cap guns or other toys
  • Radios/Walkman/Portable TVís/Computer games
  • CD Players
  • Tape Recorders
  • Playing cards
  • Skateboards, Scooters and Rollerblades
  • Large amounts of candy or gum
  • Laser Pens
  • Cameras not being used for educational purposes
  • Cellular phones
• In an instance in which there appears to be a question regarding the possession of a certain material or object, the Director or her designee reserves the right to make the final judgement.
  

5. Special note: Failure to abide by the consequences assigned is a serious matter. (Example: You are assigned detention and don't show up.) Non-adherence to consequences assigned will result in further disciplinary measures, possibly suspension.

More Behavior-related policies:

• Acceptable Use Policy and Agreement for the Use of Computers and the Internet
• Suspension and Expulsion Policy