8.9 - Discipline

Discipline Policy

The goal of the schools' discipline policy is to assist children in developing emotional regulation and self-discipline through respectful interactions that support children's emotional growth. Our staff views discipline in a very positive way. We provide a warm, caring environment in which children are allowed to experience all feelings, while at the same time learning to deal with these feelings in appropriate ways that help the child develop self-control. Teachers maintain clear, consistent, fair limits, which are age-appropriate. Children are encouraged to "use their words" to express their feelings. Staff members are gentle but firm and do not administer time-out or corporal punishment.

We acknowledge that sometimes children engage in persistent and serious challenging behavior. When teaching staff have concerns about a student’s behavior and Social and Emotional Learning (SEL) development and they have tried in-class strategies to support the student for a few weeks but the identified behaviors continue, then a referral for Positive Behavior Interventions and Support (PBIS) can be made.

The focus of a PBIS Support referral is support for the classroom teacher. By making a referral for PBIS Support, teachers may be provided with:

• Data collection support to identify possible triggers/reasons why the challenging behavior is taking place
• In-class strategies to help the student be more successful
• Access to thought partners to identify supports for the student/family
• Links to additional support including environmental classroom observations, coaching, materials, visual supports, etc.
• Creation of positive behavior support plans to support the student

 In addition to the above strategies, we take the following steps: 

1. Consult with the child's parents or legal guardians and teacher to maintain the child's safe participation in the program.
2. Inform the parents or legal guardians of a child exhibiting persistent and serious challenging behaviors of the process that the EED will use to assist the child in order to safely continue to participate in the program.
3. Implement the relevant universal screening, refer the parent or guardian to local community resources, and, after providing behavior supports for at least 6 weeks, consider referring the child to the Shoestrings Children’s Center, a 10-week early intervention behavioral support program for children ages 3-5. Alternatively, refer the child for an assessment to determine eligibility for special education services. If the child’s continued enrollment poses a serious safety risk, EED will guide the parents or legal guardians to other potentially suitable placements.
4. Before expelling or disenrolling a child because of a child's persistent and seriously challenging behavior, EED staff will, within 180 days, document the above steps and all strategies tried to support the student. After reasonable steps have been taken and they do not result in the student's continued safe enrollment, EED will issue a Notice of Action for termination of services. Parents and guardians have a right to appeal if they disagree with the action.