St. Helens Star Behavior Expectations

St. Helens Star Behavior Expectations 2017-03-07T08:41:09+00:00

We know that sometimes students struggle to make positive behavior choices. When students make a choice that doesn’t match with our school-wide expectations, the following steps will be taken:

  • The student will be redirected twice by the supervising teacher.
  • The student will be sent to the Recovery Area in their homeroom classroom. This area will be set aside from the rest of the class and will give the student the opportunity to center themselves before rejoining the rest of the class. The area will include a graphic organizer that is meant to prompt the student to think about making better choices.Before returning back to the classroom activity, the teacher is encouraged to spend a few minutes in discussion with the student giving the student an opportunity to share what they thought about in the Recovery Area.
  • Upon returning to the activity of the classroom, if the student continues to make poor choices (i.e. refusing to follow any of the four Star Pride Behaviors) the student will be sent to a Buddy Room. This room is prearranged by the homeroom teacher with another teacher. While in the buddy room, the student will be required to fill out a behavior plan that will include the reason why they have been placed into a buddy room. It will also ask them to write about how to make better choices.
    Upon completion of their task in the buddy room, the child will need to conference with the teacher. This may look different in each classroom and with each child. This could include calling home to talk with a parent, sending a letter home with the child of obtaining the assistance from a person in a mentoring position in the school building. This would exclude the Principal.
  • The final step is a referral to the Principal and a call home to parents. A problem-solving meeting may be set up at this time.

Making positive behavior choices

We take pride in being a team: together we build winners.  We believe all students at St. Helens Elementary are capable of learning and that no student has the right to interfere with the learning and safety of another in our school. The St. Helens Star Behavior Expectations are:

S: Show respect and kindness

  • Keep hands, feet and things to yourself
  • Use “please, “thank you”, “excuse me”
  • Reply politely to all around you.

T: Take Responsibility

  • Honor the dress code
  • Do your best work
  • Take care of your own things
  • Wait patiently and quietly
  • Respect school property

A: Act promptly

  • Move directly from one place to another
  • Pay attention to what is going on around you
  • Follow directions immediately
  • Be on time

R: Remember safety

  • Do not hurt others
  • Walk at all times
  • Use equipment with care and correct purpose
  • Take your turn in line

At St. Helens Elementary, children are taught these expectations as intentionally as they are taught other subjects, such as reading, writing and math. We provide opportunities for our students to learn positive social skills and self management that they will carry with them when they leave our school.

Discipline Guidelines

Our school is engaged in different programs to help/teach students’ responsible behavior.  Two of our programs include skills for students and solutions for adults. They are called “Second Steps” and “Steps to Respect.” They take a whole-school approach to bullying, and positive social skills, bringing staff, students, and families into the picture. A school wide approach sends a message to students that it’s safe to come forward when there is a problem and that adults will take steps to help them.

Elements of the Programs

  • A comprehensive Program Guide gives administrators, teachers, and counselors step-by-step tools for developing policies and implementing the program.
  • In-depth training ensures that all adults who have contact with students integrate core program concepts into every aspect of the school day.
  • Engaging classroom lessons for Grades 3–5 give children the skills they need to recognize and refuse bullying, maintain friendships, and resolve conflicts.
  • Coaching training and booster sessions provide extra support for staff members.
  • Family trainings and materials reinforce bullying prevention skills at home.

Chronic Misbehavior

In the event that a student’s misbehavior is chronic, and the student has not responded to prior classroom interventions, the student may be referred to the office. The office will usually follow problem-solving steps in disciplining students.

Upon arriving in the office, the student will be asked to reflect on the misbehavior and work out a plan for improvement that is acceptable to the referring staff member. In addition, consequences such us loss of activity time, time out, etc., may be administered. Parents will be contacted and may be required to meet with a staff team to create an intervention plan.

Students who are repeatedly referred to the office may be suspended from school in the In School Suspension Program (ISS) for a period of time ranging from a partial day or a number of days. Short term out of school suspension (OSS) is an administrative option as well. A student who is assigned to ISS, OSS will be required to create an acceptable plan for re-entry. A student who is suspended out of school will be required to be present at a re-entry conference that will involve staff, administration, guidance and parents/guards prior to returning to classes.

Severe Misbehavior

Severe misbehaviors such as assault, fighting, intimidation, harassment, theft, truancy, extreme disrespect and gross insubordination will be dealt with through short and long term suspensions. In some cases, an expulsion may be administered. Law enforcement and other outside agencies may be informed of these situations. Please refer to Policy 3330.

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