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Campus Discipline Matrix

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LEVELS OF BEHAVIORAL MANAGEMENT

TEACHER MANAGED

  • DEFIANCE
  • DISHONESTY
  • DISRUPTION
  • DRESS CODE
  • INAPPROPRIATE LANGUAGE
  • NON-COMPLIANCE
  • UNSAFE PLAY
  • PROPERTY MISUSE
  • REFUSAL TO WORK
  • TARDIES

ADMINISTRATOR MANAGED

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  • ABUSIVE/INAPPROPRIATE LANGUAGE
  • BOMB THREAT/ FALSE ALARM/ FIRE
  • DEFIANCE NON-COMPLIANCE
  • DISRESPECT/DISRUPTION
  • FORGERY/THEFT/PLAGIARISM
  • HARASSMENT/BULLYING/THREAT
  • LEWD DISPLAY OF AFFECTION
  • INAPPROPRIATE USE OF TECHNOLOGY
  • SMOKING/VAPING/ALCOHOL (POSSESSION, USING, OR SELLING)
  • ELOPEMENT/ LEAVING SCHOOL PROPERTY/ SKIPPING
  • PROPERTY DAMAGE/VANDALISM
  • ANY TEACHER MANAGED BEHAVIORS THAT CAN NOT BE REDIRECTED

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Level 1

  • DO

Level 1 violations will be addressed by the staff member supervising the student when the violation occurs.

The staff member’s response should teach the correct, alternate behavior so that the student can see the appropriate behavior modeled in a safe and respectful manner. 

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  • Don't

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Staff members are expected to use a variety of teaching and management strategies some of which may include:           

Teaching Strategies:

  • Reminders and redirection
  • Verbal correction
  • Role play
  • Written reflection/apology
  • Daily progress sheet on behavior
  • In class refocus time
  • Restorative justice practices/mediation
  • Mentoring program participation

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Classroom Management Strategies

  • Seat change
  • Teacher/ student conference
  • Withdrawal of privileges, extracurricular activities, holding honorary offices
  • Parent/guardian notification and/or conference
  • Temporary confiscation of items that disrupt the educational process
  • Documentation/referral through Google Form
  • Every classroom should have a safe place/cool down area

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Level 2

Do

Level 2 violations will result in intervention or disciplinary responses that may involve school Administration.

These actions aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school.

Remember!

  • Keep communication between you and your students private when talking about behavior or academic progress.
  • Frequently check with your students that the message they are receiving is the same one that you are sending.
  • Avoid sarcasm, even if your students might laugh at it. Students often save face by hiding how humiliated they really feel.
  • Pay close attention to body language. Sometimes what a student is saying is not what he is feeling. If a student shows discomfort, defensiveness, or withdrawal, make sure everything is OK.

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Staff members are expected to use a variety of teaching and management strategies some of which may include: 

Teaching Strategies

  • Reflection sheet
  • Parent communication w documentation
  • Behavioral point sheet (elementary)
  • Behavior Contract
  • Referral to Counselor and/or SEL for Social Emotional Support
  • Use of Level 1 strategies. Documentation of attempted strategies
  • Eduphoria documentation/ Referral in Teacher Portal
  • Every classroom should have a safe place/cool down area

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Administration Management Strategies

  • Admin conference with student (parent phone conference)
  • In or out-of- school suspension for up to three days
  • Daily/weekly check-in with an administrator
  • Withdrawal of privileges, extracurricular activities, holding honorary offices
  • Parent/guardian notification and/or conference
  • Avengers Program

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David’s Law

  • During the State of Texas 85th Legislative Session, Senate Bill 179, also known as David's Law, was passed and signed into Texas State Law.
  • David's Law is named after 16-year old David Molak, a high school student in San Antonio, who died by suicide after being harassed online. The bill aims to bring awareness and new policies to schools to combat cyberbullying.
  • Senate Bill 179 classifies cyberbullying as a Class A misdemeanor offense. By doing so, the courts may issue subpoenas and uncover people who are posting anonymously online. The law also requires intervention from public schools when any cyberbullying behavior is suspected. Parents of students who cyberbully others may also be held responsible if they could have intervened but didn't.

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Taylor and Devin communicate through text and social media every day. Taylor and Devin are both interested in dating a student named Ryan. At some point, Devin starts spreading false rumors to Ryan about Taylor, in order to get Ryan to dislike Taylor. After leaving school, Devin starts texting unflattering photos of Taylor to Ryan and making social media posts “bashing” Taylor. These texts and photos, as well as social media posts, are NOT done while at school, only while at home or at other friends’ houses. Devin is from a wealthy family and their parents hold high positions in the community, while Taylor is from a moderate income, single-parent family. Other students are beginning to shun Taylor at school, resulting in Taylor socially withdrawing at school and no longer wanting to attend that school. When Taylor and Devin are in class together, they have had to be separated, as they obviously do not get along together in school.

Scenario

#1

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YES

  • Application of the TxSSC’s bullying checklist for schools: • Multiple incidents of texting and social media posts make this a pattern of acts. • The acts are between Taylor and Devin, making it from one student directed at another. These actions have created a situation where Taylor is stunned by other students at school, making it more than one individual directed at another. Since Devin comes from a wealthy family who hold high positions in the community, and Taylor does not, there is a difference in socioeconomic status. This exploits an imbalance of power. There also could be other imbalances of power that are not immediately apparent. • Social media and texting are considered electronic means. • These acts are creating an intimidating and abusive environment. Since other students are starting to shun Taylor at schools, it is disrupting the educational process and school operations. • Social media and texting were used as electronic communication devices. • These incidents are happening off of school property and outside of a school-sponsored event or school-related activity. • Since Taylor no longer wants to attend school, and both Taylor and Devin have to be separated at school, it is both interfering with Taylor’s educational opportunities and disrupting orderly operations.

According to the bullying checklist, it meets the necessary criteria to be considered bullying (cyberbullying is bullying).

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Scenario #2

  • Parker and Morgan go to the same school and walk home every day. One day, after leaving the school campus, Parker decides to tease Morgan on their walk home. Parker pushes Morgan to the ground and dumps out her backpack. Parker is much bigger than Morgan, so it was easy for her to push her down. Morgan runs home crying. Morgan’s mom has called up to the school to report that Morgan is the victim of bullying.

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TEACHER MANAGEMENT STEPS

Redirect student - Re-teach behavior:

  • Remind student of appropriate behavior in this situation and of potential +/- consequence and document behavior.
  • If repeated: Second reminder of appropriate behavior and of potential +/- consequence and document behavior.

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DID THE BEHAVIOR CHANGE?

YES -  Notice and reward correct behaviors

NO - 

Contact parent by phone, email, or remind.

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IF BEHAVIOR CONTINUES PAST STEP 3:

Create a referral in Ascender/Gradebook and refer to Dean of Students, School Leader, and/or Guidance Counselor as needed.

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TEACHER REFERRALS TO ADMINISTRATORS

DOES THE BEHAVIOR REQUIRE IMMEDIATE INTERVENTION DUE TO POSSIBLE DANGER TO OTHERS OR THEMSELVES?

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YES - CALL/TEXT/WALKIE and/or DEAN OF STUDENTS/SCHOOL LEADER DEPENDING ON THE SEVERITY OF THE SITUATION , AND THEN CREATE A REFERRAL USING THE DISCIPLINE REFERRAL GOOGLE FORM

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NO - CREATE A REFERRAL USING THE DISCIPLINE REFERRAL GOOGLE FORM. BE VERY FACTUAL, WITHOUT OPINION, AND PRECISE. AN ADMINISTRATOR WILL REVIEW THE REFERRAL, CONFERENCE WITH THE STUDENT(S), FOLLOW SONORA SECONDARY’S CODE OF CONDUCT CONCERNING DISCIPLINARY ACTIONS, AND WILL FOLLOW-UP WITH REFERRING TEACHER.

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De-Escalation Strategies

  • Act calm even if you’re not
  • Give a choice
  • Use humor to lighten the mood (not at the student’s expense)
  • Ask them to draw a picture
  • Let them take a break to calm down
  • Let them talk it out without interruption. Respond with “I see where you’re coming from”
  • Talk about something they like
  • Try to understand their perspective
  • Avoid needing to get the last word
  • Ask what would him them right now
  • Offer to change something you are doing
  • Ignore behaviors if you can

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REFERRALS

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  • Enter into Secondary Bronco Hub
  • Click the “Discipline Referral” link.
  • Complete Google Form
  • Detailed facts about incident.
  • An email will be sent to administration.
  • You will also receive a follow-up email about the administrative action steps that were taken.
  • Parent/Guardian communication is key. 

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Four Questions

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★ Goal is to avoid power struggles and increase on task behaviors

★ Tone and body language are critical to success of questions

★ Disrespect is handled separately from misbehavior

★ Know what answer you are expecting to the questions. If the child answers correctly, move to the next question

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  • What are you doing? What are you supposed to be doing? Are you doing that? What are you going to do about that?

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