Wood Acres

Elementary School

POSITIVE SCHOOL CLIMATE HANDBOOK

(for students, parents & staff)
WOOD ACRES

ELEMENTARY SCHOOL

Student Code of Appropriate Behavior

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The Positive School Climate Handbook of Wood Acres has been developed through a cooperative venture with parents, students, teachers and principal and will be reviewed annually by a similar committee.

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We believe the primary function of Wood Acres Elementary School is to educate children. To do so, we must create an environment conducive to effective learning by promoting mutual respect and cooperation among all segments of the school community.

The behavior code set out in this document reflects the necessary balance between the responsibilities and rights of the individual as well as those of the group.

School wide programs that support a positive school climate include “Hug Me-Don’t Bug Me” (K-2 conflict resolution model), “Win/Win Guidelines” (3-5 conflict resolution model), “No Put Down Program (anti-bullying program), and WAVE - Wood Acres Values for Everyone (character education.) We feel it is important to recognize students who exhibit respect, responsibility, caring, cooperation, honesty, and moral courage in the school community. (As well as, support students in problem solving and accepting responsibility for their behavior.)

STUDENT RIGHTS

1. I HAVE A RIGHT TO LEARN IN THIS SCHOOL. I have the right to have access to all resource materials and activities provided for my education.

2. I HAVE A RIGHT TO HEAR AND TO BE HEARD IN SCHOOL.

3. I HAVE A RIGHT TO BE SAFE IN THIS SCHOOL. This means that no one will be allowed to physically hurt me, verbally abuse me or touch my possessions without permission.

4. I HAVE A RIGHT TO FEEL COMFORTABLE AND TO BE TREATED WITH COMPASSION AT THIS SCHOOL. This means that no one will be permitted to laugh at me or hurt my feelings.

5. I HAVE A RIGHT TO BE MYSELF IN THIS SCHOOL.

STUDENT RESPONSIBILITIES

1. I WILL NOT PHYSICALLY HURT ANYONE. This means I will not use my body or other objects to hurt someone else.

2. I WILL NOT VERBALLY HURT ANYONE. This means I will not use my words to tease, insult or put down anyone.

3. I WILL NOT TOUCH ANYONE’S POSSESSIONS WITHOUT PERMISSION.

4. I WILL USE MY WAVE VALUES and DEMONSTRATE GOOD BEHAVIOR BOTH IN AND OUT OF SCHOOL. This means that I am responsible for my choices, verbal and physical actions.

5. I WILL USE “HUG ME, DON’T BUG ME” (K-2) and “WIN/WIN” (3-5) STRATEGIES WHEN I NEED TO SOLVE A PROBLEM OR CONFLICT. This means that I am expected to use what I have been taught to help myself and others.

6. I WILL COME TO SCHOOL PREPARED TO LEARN. I will be open to new ideas and information. I will bring the needed materials and treat materials at school with care.

7. I WILL LISTEN TO OTHERS WITH PATIENCE, RESPECT, AND UNDERSTANDING. I will not interrupt others, disrupt the classroom or pass judgment on other’s opinions.

8. I WILL TREAT EVERYONE FAIRLY AND KINDLY. I will cooperate with others (students, staff & parents.)

PARENT RESPONSIBILITIES

1. To encourage children to practice WAVE Values and demonstrate good behavior both in and out of school.
2. To encourage children to apply “Hug Me Don’t Bug Me” (K-2) and “Win/Win” (3-5) strategies when they encounter a problem or conflict (while providing assistance if necessary.)
3. To discourage the use of physical abuse toward others.
4. To encourage the use of the “No Put Downs” strategies to prevent verbal abuse (or to avoid using hurtful put-downs) towards others.
5. To support children in taking responsibility for their choices, verbal and physical actions and teaching appropriate choices and behaviors.
6. To support their children in becoming independently responsible for their work; to communicate with teacher and children as necessary in achieving this goal.
7. To attend school conferences.
8. To come to school promptly when called to take home a sick child.
9. To remove disruptive children promptly when called by the principal.
10. To support and reinforce the school discipline standards with their children.

STAFF RESPONSIBILITIES

1. To provide a positive learning environment for students.
2. To encourage children to practice WAVE Values and demonstrate good behavior both in and out of school.
3. To encourage students to apply “Hug Me Don’t Bug Me” (K-2) and “Win/Win” (3-5)strategies when they encounter a problem or conflict (while providing assistance if necessary.)
4. To discourage the use of physical abuse toward others.
5. To encourage the use of the “No Put Downs” strategies to prevent verbal abuse towards others.
6. To work with the students so that they understand what they are expected to learn.
7. To maintain regular communication with students and parents regarding classroom procedures and instructional objectives.
8. To know and enforce, consistently and fairly, the rules and policies of the school.
9. To encourage and help students to understand and support the rules of the school.

SCHOOL WIDE PROGRAMS

WAVE – Wood Acres Values for Everyone - This program promotes good choices and behavior by focusing on the following:

• Cooperation
• Caring
• Responsibility
• Moral courage
• Respect
• Honesty

“HUG ME, DON’T BUG ME” – This kindergarten through second grade program promotes and supports students solving problems and conflicts. Students are encouraged to apply the following strategies:

1. IGNORE
2. MOVE AWAY
3. “I” MESSAGE
4. GET ADULT HELP

“Win/Win Guidelines” – This third through fifth grade program promotes and supports students solving problems and conflicts. Students are encouraged to apply the following strategies:

1. COOL OFF
2. “I” MESSAGE
3. BRAINSTORM SOLUTIONS
4. AFFIRM, FORGIVE, AND/OR THANK

BULLYING & BULLY BEHAVIORS – The students at Wood Acres are learning about bullying through classroom guidance lessons. Bullying, bully behaviors and strategies for dealing with such behaviors are taught and discussed at each grade level. The strategies that are being taught at each grade level are:

1. Think About Why
2. Stay Cool
3. Shield Myself
4. Choose a Response
5. Build Up

Bullying can be identified as repeated and intentional cruel incidents, involving the same children, in the same bully and victim roles.

Bullying Behaviors can be identified as isolated incidents of verbal and physical abuse, insults, teasing/put-downs, sexual harassment, gossip, spreading rumors, exclusion, humiliation and intimidation/threats.

STUDENT REFERRAL PROCEDURES

AUTOMATIC OFFICE REFERRALS

Student Action	Minimum Consequence	Maximum Consequence
Physical Abuse – using one’s body or object against another in a hurtful manner. (physical attack, physical fight)	Contact Parent	Suspension
Verbal Abuse	Contact Parent	Suspension
Theft	Contact Parent	Suspension
Insubordination (refusal to respond to authority)	Contact Parent	Suspension
REPEATED Disruptive Behavior	Contact Parent	Suspension
Profanity/Obscenity (racial, gender, religion etc…)	Contact Parent	Suspension
Storing/Carrying a Dangerous Weapon	Suspension	Expulsion
Intimidation (attempting to coerce another through threats or physical intimidation)	Contact Parent	Suspension
Extortion (attempting to take property through a threat of physical abuse)	Parent Conference	Suspension
Destruction of Property (school property/personal property)	Parent Conference	Suspension

Teacher/Alternate Staff Referrals

Student Action	Consequence
Tardiness or Truancy	1. Teacher contacts parent (phone call, letter, weekly planner) Letter sent from school Counselor contacts parent Central Office contacts parent
Disruptive Behavior	1. Removal from classroom/location 2. Teacher contacts parent (phone call, letter, weekly planner) Referral to Counselor Referral to office
Teasing	1. Removal from classroom 2. Teacher contacts parent (phone call, letter, weekly planner) Referral to Counselor Referral to office
Student Disagreement	1. Teacher conference with students Possible loss of recess Counselor involvement Parent conference

INFRACTIONS

(The infractions listed below are taken from the MCPS Student Rights & Responsibilities handbook.)

A. DISRUPTIVE CLASSROOM BEHAVIOR

B. PROFANITY, OBSCENITY

C. FIGHTING

D. THEFT

E. INTIMIDATION

F. INSUBORDINATION

G. LEAVING SCHOOL/CLASS WITHOUT PERMISSION

H. TARDINESS

I. TRUANCY

MAJOR INFRACTIONS

A. PHYSICAL ATTACK ON STAFF OR STUDENT

B. VERBAL ABUSE

C. EXTORTION

D. STORING, POSSESSING, OR CARRYING DANGEROUS WEAPONS AND BEEPERS.

E. DESTRUCTION OF PUBLIC PROPERTY

F. SMOKING

G. ALCOHOLIC BEVERAGES

H. DRUG ABUSE

CORRECTIVE ACTIONS

Depending on the seriousness of the disciplinary infraction one or more of the following corrective actions will be taken:

• Staff/Child conferencing
• Staff/Parent conferencing
• Staff/Child/Administrator conferencing
• Child/Counselor conferencing
• Staff/Child/Administrator/Parent conferencing
• Exclusion from the program
• Time-out from a particular activity
• In school detention; parent notified
• Minimum suspension (1-3 days)*
• Maximum suspension (3-5 days)*

*Prior to suspension, the parent, principal, and teacher will confer to discuss the reason, the length and the conditions of returning.

STUDENT GRIEVANCES AND APPEALS PROCEDURES

Each student has the right, through due process, to appeal a disciplinary decision at the local school level. This appeal can be put in writing. This process may include any of the following steps:

1. Appeal of the decision with the person(s) directly involved. (Another staff member may act as an intermediary at this level.)

2. An appeal to another impartial staff member(s).

3. An appeal to the school principal.

If a student has attempted, without success, to have a problem resolved at the local school level and is not satisfied with the decision rendered, the student may appeal the decision to the Supervisor of Pupil Services located at the Field Office.

(Further detailed procedures and steps for this appeal are described in the MCPS Student Rights and Responsibilities handbook, pages 13 and 14. This handbook is available in the school office.)