HORBELT STUDENT CODE OF CONDUCT
Barnegat Township School District Philosophy
The Barnegat Township School District believes in providing their students with a positive environment that is conducive to the learning process. In order to create this environment, Barnegat believes in a philosophy of strong, consistent and effective discipline. It is necessary, therefore, that rules and procedures be formulated to provide for the safety of the individual to protect school and personal property and to maintain an atmosphere conducive to learning.
The Board of Education requires each student to adhere to these rules and regulations promulgated by the administration of each district school and to comply with such disciplinary measures as assigned for the infractions of these rules. Accordingly, a student code of conduct shall require that all students:
1. Conform to reasonable standards of socially acceptable behavior.
2. Respect the person, property, and rights of others
3. Respond and comply with the directions of those persons responsible for the order and maintenance of the educational process
The primary focus of Horbelt Elementary School is the academic success of every student. We seek to build within each child a love of learning, a sense of responsibility, self-discipline, a positive self-image, and respect for others. Students are expected to make positive behavior choices that promote their safety, the safety of others, and a productive learning environment.
School Discipline is a collaborative effort by the parents, guardians, students, and staff. The focus of our school discipline policy is to promote positive behavior choices by recognizing students who engage in consistent positive behavior. However, mistakes are a natural part of growth. We help students reflect on their errors in judgment and behavior and support them in learning how to make better decisions. We teach and model positive behavior including listening, cooperation, and mutual respect. We encourage students to make independent decisions and act responsibly towards others and with school property.
When this occurs, we believe that a very positive and productive learning environment will result, enabling students to strive for excellence.
****The successful implementation of this policy is everyone's responsibility. Every student, parent, teacher, administrator, staff, community member has a role which includes:
1. Supporting the school- wide positive behavior and discipline policy
2. Knowing, communicating and consistently monitoring the policy
3. Maintaining open lines of communication between school and home
4. Using positive response strategies and corrective feedback for disruptive students
In order for our students to receive a high quality standards - based education, it is important and expected that all students adhere to our school's Student Expectations.
All adults should communicate the same message and should have the same expectations. Together we can work to maintain a positive school culture with individuals interacting in a safe, responsible and respectful way towards themselves and others.
1. Student Expectations must be clear and consistent.
2. School must have high behavioral expectations for their students.
3. These expectations, encompassing clear values and norms, must be taught and reviewed by a capable and enthusiastic staff.
4. Any perspective toward discipline should be taken from the total school environment and not just from the perspective of the individual classroom.
5. Effective classroom management depends upon the ability of students to understand the limits of their behavior in all areas of the school setting.
6. Student Expectations should be taught and reviewed regularly, not just announced or published.
7. Shared decision making in all areas of the school environment, involving both staff and students, is needed to serve as a vehicle for making individuals more committed and responsible, both to the decisions made and their various outcomes.
8. All staff members must be responsible for all students in all school settings.
9. Students must become responsible for accepting the consequences for violating their boundaries.
10. Parental contact, through telephone conversations, in-school conferences and written communication (e-mail, agenda messages) by staff members, shall be required for those students who demonstrate unsatisfactory behavior.
11. The central office should be used for extreme cases and in accordance with the school procedures and teacher responsibility.
12. A positive approach in interacting with children is much more productive than a negative one.
13. Determining the cause of the inappropriate behavior is much more important than reacting to that behavior in isolation.
14 .An eclectic approach in dealing with children and their diversity of problems is preferred over any single approach.
15. All individuals, faculty as well as pupils, must feel important, needed, and worthwhile.
16. All students and staff must believe in themselves, see themselves as leaders and be rewarded for their positive efforts.
17. The ultimate goal of any approach is to develop within the student the capability for self-control and self-discipline.
While most students consistently observe these expectations and behave safely and appropriately, there are times when misbehavior warrants interventions and consequences. Teachers and other staff use a variety of classroom and behavior management strategies to address such behavior.
1. Discipline begins in the classroom.
2. Discipline is the responsibility of the teacher.
3. New Jersey State Law forbids corporal punishment.
4. Expect appropriate, responsible behavior from your students.
5. No child should be sent to the office without an Discipline Behavioral Referral form.
6. No child is placed in the hall or in another teacher's room as a means of punishment.
7. Do not use materials that are part of the child's learning experience as a means of punishment.
8. Do not assign punishment while angry. Think before you act!
9. A phone call home or a parental conference will, in most cases, do more constructive good than anything else.
10. Please make sure that students are NEVER left unattended.
11. Serious Offenses should be referred to the office at once:
a. Substance abuse. Violent behavior. Fighting
c. Profanity directed at a staff member or student with blatant disrespect
d. Safety and well-being of staff and students.
e. Harassment, Intimidation, Bullying
While it is our goal to focus on student success, there are times when we need to help students solve problems, make better decisions, improve academic excellence, and/or be more respectful. Our first and foremost goal is to make sure that each child is safe and has access to a positive learning environment. Therefore, it is sometimes necessary to use the discipline procedures to help redirect behavior to keep the student and our school safe. Please note that harassment, intimidation, and bullying is against the law and has more serious consequence.
In short, most issues involving student issues in the classroom may include the offenses listed below.
• Classroom Disruption/Interference
• Out of Class Disruption
• Excessive Tardiness/Absences
• Inappropriate Use of Technology
• Physical Aggression (Shoving, Pushing, Kicking, Spitting)
The staff deals with major offenses as they occur. When handing out consequences, we attempt to help the child or children problem solve and resolve conflicts, but at the same time protect the safety and welfare of all students in the school learning environment. The consequences may include one or more of the following.
• Verbal Warning
• Name on Board
• Reflection or Refocus Time
• Problem Solving with Adult
• Oral/Written Apology
• Telephone Call Home
• E-mail home
• Parent/Teacher/Child Meeting
• Recess Detention
MORE SEVERE offenses will be handled by the Principal or his designee. Habitual infractions lead to further interventions and more severe consequences. These offenses affect the safety and welfare of student and staff and cause a disruption to the educational process. A Discipline Referral Form will be initiated for such offenses
• Classroom Disruption/Interference
• Profanity directed at a staff member or student with blatant disrespect
• Violent Behavior
• Excessive Tardiness/Absences
• Recess Detention Refusal
• Gang Activity
• Inappropriate Use of Technology
• Harassment, Intimidation, Bullying
The principal or designee deals with severe offenses as they occur. Habitual infractions lead to further interventions and more severe consequences. Severe offenses affect the safety and welfare of student and staff and cause a disruption to the educational process. A Discipline Behavioral Referral form will be initiated for severe offenses.
• Recess/Office Detention
• Short-Term Suspension
• Long-Term Suspension
• Law Enforcement Referral
• Counseling/Child Welfare Referral
• Interagency/Intervention Referral (PESS, Children's Mobile Response)
Here is a sample of how we expect our students to behave:
LISTEN THE FIRST TIME (3,2,1)
USE GOOD MANNERS
USE INSIDE VOICE
RAISE YOUR HAND
SIT AT ASSIGNED TABLES
STAY TO THE SIDE
EXPECTATIONS FOR LINING UP
Follow Your Teacher’s Directions***
LINE UP BY CLASS
USE TIME WISELY
IN AND OUT QUICKLY
STAY TO THE RIGHT
PRACTICE QUIET VOICES
CONDUCTED IN ABSOLUTE SILENCE
STAY WITH CLASS
*If you visit during an assembly, you will see me reminding the students of our assembly etiquette. This is an example you will see of us practicing with the students the behavior we expect to see.
Finally, not all issues fit neatly into a shoebox. We will use our best judgment and the concepts outlined here to deal with a given situation. This said…
THE BOARD AND ADMINISTRATION RESERVE THE RIGHT TO NOT INVOKE THE DISCIPLINE CODE IN THE DISPOSITON OF THOSE REFERRALS THAT WARRANT SPECIAL CONSIDERATION. THE BOARD AND ADMINISTRATION ALSO RECOGNIZE ITS RESPONSIBILITY AND RIGHT TO TAKE REASONABLE DISCIPLINARY ACTIONS FOR STUDENT BEHAVIOR AND/OR CONDUCT THAT IS NOT SPELLED OUT IN THE CODE BUT IS JUDGED INAPPROPRIATE BY THE ADMINISTRATION.