Secondary Discipline Procedures for Concurrent Instruction
It is important to put clear discipline procedures in place to support teachers and protect the learning environment for all students.
Hybrid concurrent students and families are subject to requirements in the district’s Code of Conduct and Personal Mobile Computing Guide. These documents are linked below:
Hybrid Concurrent Student and Parent/Family Expectations
The following expectations are established for students and parents. Parent/family expectations will be provided to families. Teachers are asked to review the student expectations with students in their courses. Teachers are asked to align their classroom expectations and consequences with the STMS student expectations, and use the review of the RHSVA expectations to reinforce their own classroom expectations and consequences.
STMS teachers should use best practices to protect the security of all video conferencing sessions in their classes. Further, teachers are asked to instruct students in proper etiquette and expectations and provide these expectations to families in writing. Expectations should fall in line with overall district and/or school guidelines. Teachers should also plan for disruptions and know how disruptions will be handled prior to upset.
The following guidelines are provided specifically related to video conferencing sessions:
To ensure all children can get the maximum learning benefit from a video conferencing
session, we ask that parents agree to do the following:
1. Talk with your child about their responsibilities and the need to take the video conferencing session seriously;
2. Ensure your child has a quiet place without distractions to work and video conference (the space should be free of anything that might distract other students in the class as well);
3. Be very mindful of what the camera is showing in the background. Choose a safe and appropriate place and appropriate attire for conferencing. As the video background is a part of the virtual classroom, be mindful that language and images should be respectful for all classroom participants;
4. If a disruption occurs, please talk with your child and make certain he/she knows disruptive behavior is unacceptable. Please contact the teacher and share your concerns and any information that will help him/her resolve the issue for all children; and
5. If you are contacted by the teacher or an administrator about your child having created a disruption, please work with the teacher or administrator to resolve the situation.
Where Teachers Should Report Discipline Concerns
Teachers should report discipline concerns to the following school staff:
Mr. Smith, Assistant Principal
Mr. Hollingsworth, Assistant Principal
Mr. Clark, Assistant Principal
Ms. McCoy, Counselor
Ms. Johnson, Counselor
Ms. Pruett, Counselor
Where Families Should Report Concerns
If you have a concern about a middle school core teacher’s instruction, please contact that teacher via email. We ask that you do not join or interrupt a class in order to speak with a teacher during a scheduled class. If your concern cannot be resolved in conversation with the teacher, please contact Dr. Ledsinger at firstname.lastname@example.org or Teacher Instructional Support Coaches, Ms. Becky Funderburk, BFunderburk@rhmail.org, and Mr. David Consalvi, DConsalvi@rhmail.org.
Discipline Reporting Procedure for Middle School Core Teachers
Major offenses should be reported to Grade Level Assistant Principal immediately and followed up on as quickly as possible. The teacher will need to complete a Behavior Referral form to be provided by administration.
For minor offenses, the teacher should follow classroom procedures prior to reporting to the Assistant Principal. At minimum classroom procedure should include individual conference with student, a classroom intervention, and a conference or communication with the parent. Classroom expectations and consequences should be communicated clearly to students and provided in writing to students and their families at the beginning of the course. Classroom expectations and consequences should be reinforced and consistently following throughout the course. Routines and classroom procedures should be designed to support and reinforce expectations.
After classroom consequences have been exhausted, the teacher may refer a student to the Grade Level Assistant Principal for a repeated behavior/minor offence. To refer a student, the teacher should complete a STMS Behavior Referral form. The school ladministrator will administer any consequences per the school’s discipline process and communicate with the teacher regarding what has taken place and how the teacher and student can be supported moving forward.