Each school must have a plan for managing student behavior which incorporates effective strategies consistent with the purpose and principles established in Wilkes County Board of Education policy 4300, Student Behavior Policies. Schools are encouraged to seek positive, innovative and constructive methods of correcting and managing student behavior in an effort to avoid repeated misbehavior and suspension.
COMPONENTS OF THE PLAN
The plan should address (1) the process by which student behavior will be addressed, including any use of a disciplinary committee and the means by which students at risk of repeated disruptive or disorderly conduct are identified, assessed, and assisted; (2) positive behavioral interventions and possible consequences that will be used; and (3) parental involvement strategies.
Consequences for violating Board of Education policies or school standards or rules may include, but are not limited to, the following:
isolation or time-out for short periods of time;
behavior improvement agreements;
individual or small group sessions with the school counselor;
detention before and/or after school or on Saturday;
exclusion from extracurricular activities;
suspension from bus privileges;
placement in an alternative school;
out-of-school suspension or expulsion.
The parent or guardian is responsible for transportation as may be required to carry out the consequence.
Believing that other forms of discipline are more appropriate with children of all ages, the Wilkes County Board of Education prohibits the use of corporal punishment. No principal, assistant principal, teacher, substitute teacher, any other school system employee, or volunteer may use corporal punishment to discipline any student. Corporal punishment is all forms of physical punishment, including, but not limited to, spanking, paddling or slapping.
School personnel may use reasonable force to control behavior or to remove a person from the scene in those situations when necessary:
1. To quell a disturbance threatening injury to others.
2. To obtain possession of weapons or other dangerous objects on the person, or within the control, of a student.
3. For self-defense.
4. For protection of persons or property.
5. To maintain order on school property, in the classroom, or at a school-related activity on or off school property.
Removal from the classroom for a long period of time, including in-school or out-of-school suspension should be avoided unless necessary to ensure a safe, orderly environment that is conducive to learning. The principal is authorized to remove students in accordance with Board of Education policies for anti-social or criminal conduct or for other behavior that interferes with a safe, orderly environment.
The behavior management plan should identify when parents will be notified or involved in issues related to their child’s behavior. (See Board of Education policy 4341, Parental Involvement in Student Behavior Issues.)
PROCESS FOR DEVELOPING AND EVALUATING THE PLAN
Principals are encouraged to use a team approach for developing and evaluating the school’s plan to manage student behavior. On at least an annual basis, the plan should be evaluated based upon data on disciplinary actions taken and the impact on student academic performance. Principals will report on at least an annual basis to the superintendent and the Board of Education on the effectiveness of the plan in minimizing classroom disruptions, referrals to the principal’s office and use of out-of-school suspension. The report also will address the plan’s effect on academic performance.
The superintendent also is encouraged to consider, develop and propose new and alternative discipline programs to the Board of Education.
Legal References: GAS 115C-47, -288, -307, -391, -397.1
Cross References: Alternative Learning Programs (policy 3470/4305), Student Behavior Policies (policy 4300), Criminal Behavior (policy 4335), Parental Involvement in Student Behavior Issues (policy 4341)
Adopted: May 17, 2004
Revised: June 7, 2010, January 31, 2011, September 6, 2011, August 3, 2015