In addition to in-class supervision, teachers have the responsibility for assisting with student supervision before class, between classes, during assemblies, and at bus departure.
Teachers are fully responsible at all times for the students in the room to which they are assigned. “Liability” would be a concern should some form of injury occur to students not under the direct supervision of the teacher; for this reason, teachers are to be physically present with students when students are assigned to them or being supervised by them.
Assemblies require as much supervision as the rest of the program. Teachers are to:
1. Discuss assembly behavior with students prior to assemblies.
Attend all assemblies unless excused by an administrator. (Teachers on preparation time or lunch break are not required to attend).
Teachers are expected to assist in hall supervision before school, between classes, and after school by being outside their doors five minutes before school begins and between all passing periods. Teachers in areas where close supervision is necessary such as music, home ec., or shop areas, will have to use good judgment as to whether they should give attention to hall or classroom. Teachers are expected to have classrooms open at 7:40 a.m. each morning.
1. Students are to walk their bikes to the nearest public sidewalk.
2. Students should not walk or ride their bikes through the parking lots.
3. Students must wear helmets before getting on their bikes.
Discipline refers to the total school environment and its relationship to student behavior. Effective discipline entails maintaining codes of behavior for students, staff and administrators to provide a constructive learning environment. Effective discipline also encourages self-discipline and responsibility in every member of the Claggett Creek community.
Refer to the Students Rights and Responsibilities Handbook for the District Discipline Policy.
1. Start class immediately. It’s not the minute or two gained that’s important, rather it’s the tone that is set. It conveys to students that this is a place for serious work, that there’s little time to waste or spare.
2. Have a full period of work planned. When students have free time, they’re more likely to make trouble. Plan well. Remember that some students work faster than others and that poorer students often cut corners and therefore consider themselves “finished” sooner than expected. Spot both of these types and keep them busy.
3. Have several procedures for situations or problems that are routine. Students should know what’s expected of them, where items they need are located, which needs require the teacher’s permission and which do not (e.g., sharpening a pencil).
4. Avoid becoming involved in a discussion with one student, particularly over matters relating only to him/her, while the rest of the class just waits. The others won’t wait quietly for very long. Arrange to speak with him/her at a later time. (Also, get students out of the habit of approaching you at the very beginning of the period with individual problems; don’t be involved with one student when you should be starting class).
5. You set the tone of your class. Be in control of your words and your actions. Don’t permit any one student, particularly a contrary one, to set the pace. Don’t be reduced to an exchange of insults or sarcasm. Children instinctively and wholeheartedly despise sarcasm; no teacher, no matter how gifted, can succeed with a class if there’s the slightest tinge of sarcasm infecting the relationship. Even if you win now, you lose ultimately.
6. When small problems arise, keep them small. When you deal with so many students in the course of the day, not every one can live up to your expectations. If every teacher disappointment becomes a major issue, then the class becomes a battlefield. Sure, there should be procedures for dealing with a forgotten pencil, but these procedures should be quick, businesslike, and consistent; they should have nothing to do with the overall mood of the class.
7. When larger issues arise, try to de-escalate. If you know that a matter can’t possibly be settled at once, don’t attempt it. Make arrangements for a later meeting. Don’t debate with a student or criticize him/her in front of the class. When tempers flare, people can’t reasonably settle anything. Make arrangements to meet later—with or without a third party present, as you deem advisable.
8. If it’s possible to settle difficulties with a student without involvement of administration, it’s in your best interest to do so. The more people involved the bigger and more complex the issue becomes. However, this isn’t to say that teachers are supposed to be martyrs, suffering in silence. If a problem really is too difficult to handle, seek help. Some problems may require solutions not at your disposal.
9. Manners, tact, respect, sensitivity, and kindness are of the essence. A teacher really has no right to demonstrate any other behavior. There’s a “mirror” or “echo” effect in human interaction, hostility elicits hostility, whereas kindness and respect elicit kindness and respect.
P.A.S.S. (Positive Alternative to School Suspension) Room is an in-school suspension given to students as an alternative to sending them home. It is the last step before notifying parents that their student’ s behavior is unacceptable and that the student has been sent home for a designated length of time. Students are expected to follow the established rules while assigned in the PASS Room. Violation of any of these rules may result in an immediate out-of-school suspension.
1. An administrator must refer a student to PASS Room.
2. Students will report to PASS Room at the designated time with all necessary materials needed to complete assignments.
3. Students will complete all assignments sent to them by their regular teacher. Failure to complete them will result in an additional PASS Room assignment, or a suspension.
4. If all assignments have been completed, the student will either read or work on alternate assignments given by the PASS Room Supervisor.
5. All assignments will be collected and returned to the classroom teacher for credit.
6. The PASS Room instructor will be of resource value to the student, while trying to motivate the student back into his/her regular program.
7. Student will remain in their seat in PASS Room unless given permission to move by the supervisor
8. Students will not talk to one another unless given permission.
9. Students will not eat except at designated lunchtime.
10. Students who are assigned PASS room might not be allowed to participate in any extra-curricular activity that day.
11. Students are allowed one restroom break in the afternoon except in case of emergency, which will be determined by the supervisor. Students must be issued a destination slip by the room supervisor before leaving the PASS Room.
12. Students will be allowed to return to their regular schedule upon completion of their assigned time in the PASS Room.
13. Out-of-school suspension will still be given to those students who do not follow the PASS Room regulations or do not attend, and those whose conduct is extreme enough to warrant it.
1. Student must be referred to PASS Room by an administrator.
2. Student must remain in his/her seat at all times while in the PASS Room.
3. Student will not be permitted in the halls except to use restroom facilities.
4. Use of the lavatory shall be limited to the restroom in the health room.
5. Any student spending School Suspension time in the PASS Room will have their parents contacted and notified of their child’s behavior.
6. While in the PASS Room, each student must work on an assignment from a classroom teacher or an assignment from the PASS Room Resource Instructor.
7. In-School Suspension Assignment Request form (pink) distributed to classroom teachers for the student being placed in the PASS Room are to be completed and returned to PASS Room as quickly as possible. All assignments will be collected and returned to the classroom teacher for credit.
8. A limited number of resources will be provided in the PASS Room to aid the student in the completion of assignments.
9. The PASS Room instructor will be of resource value to the student, while trying to motivate the student back to his/her regular program.
10. If the student does not abide by the PASS Room regulations the parent will be notified and the student will receive an out-of-school suspension.
11. Students will be allowed back into their regular scheduled class only upon completion of their assigned time in the PASS Room.
The following statements attempt to present some points of view which should be helpful to the teacher in establishing respect and good rapport with the students. When possible, it is desirable for the teachers to handle their own classroom problems because it strengthens their prestige; however, this does not mean that the administration is not ready to support the teacher when difficult situations occur. Teachers should always notify the office when extreme or unusual situations develop.
1. Many problems will be avoided if staff will stand at the classroom door, greet students as they enter, take a daily interest in each student and his/her needs, prepare thoroughly and be ready to begin instruction immediately. Let students know you’re there for them and ready to help them succeed.
2. Establish certain realistic standards of behavioral expectations from the first day of school. Let the students know what is expected of them and then adhere to these firmly and fairly throughout the year. It is many times more difficult to regain status that has been lost than to maintain it from the outset. Classroom guidelines (i.e., grading procedures, materials needed for the class, etc.). are to be written, posted or distributed to students, and a copy made available to the assistant principal upon request.
3. Participation in school activities outside the classroom makes students realize that the teacher is interested in them and helps build good student-teacher relationships. Just as it is easy to like well-adjusted, cooperative students, it is easy for students to accept the same qualities in teachers.
4. Slight and infrequent irregularities in conduct should be expected and not taken too seriously.
5. The measures taken to maintain control should be directly related to the nature of the infraction. Corporal punishment is not allowed. Always try to determine the facts and reach a decision without evidence of anger or irritation. Occasionally, when there seems to be no possibility of immediate solution, it is better to send the student to the office rather than upset the entire class. Use “Disciplinary Referral Slip” and, if desired, call the office to tell who is being sent. See that the student has definite directions. NEVER TELL A STUDENT to “get out” or that he/she cannot return. Use physical force only when deemed necessary to protect or ensure your safety or the safety of others.
6. Generally, the certainty of consequences is a greater deterrent to wrongdoing than harshness. Alertness on the part of the teacher is essential at all times.
7. Generally, unsatisfactory group attitudes are a reflection of poor planning, monotony, lack of vitality of interest on the part of the teacher. Analyze the situation and do not make one student the victim of a class problem.
8. The use of sarcasm, ridicule, or a measure which causes the student to lose self-respect intensifies a problem rather than solving it.
1. Students are expected to be respectful to adults, school property, each other and to conduct themselves in an orderly and responsible manner during all school functions.
2. Students are expected to follow instructions of all staff members, cooperate with requests, use appropriate language, and obey school rules.
3. Students are expected to walk in the halls. (Running, shoving, and tripping are dangerous and are not allowed).
4. Students are expected to display appropriate behavior (i.e., no handholding, kissing, or other intimate physical contact).
5. Students are expected to be in class on time, with necessary materials, making good use of class time, complete and hand in assignments on time. Assignments missed during an absence are to be made up. Students should not leave the classroom to go to the lavatory or drinking fountain except as given permission by the teacher.
6. Students are expected to remain on the school grounds from the time they arrive in the morning until their regular dismissal time at the end of the school day, including lunchtime. Any exception must have written authorization through the office.
7. Students are expected to leave all contraband items at home (i.e., cigarettes, alcohol, squirt guns, radios, tape players, CD players, cell phones, pagers, magic cards, etc.), and are to refrain from smoking, drinking and the use of drugs on school property.
8. Students are expected to eat only in the commons except where permission has been given, and assist in keeping the school clear of litter.
9. Students are expected to request an appointment before going to see counselors. Appointments will be made outside of class time.
10. Students are expected to wear appropriate clothing and shoes.
11. Students are expected to have a destination slip when in the hall during class time.
12. Students are expected to follow dress code policy at all times.
In keeping with the Students Rights and Responsibilities Handbook and the recommendations from the Salem-Keizer Gang Intervention Task Force, Claggett Creek Middle School wants to ensure that student behavior and dress are appropriate. The total learning climate of a school is important to the educational process.
Student’s dress and grooming shall be modest, neat and clean to ensure the health and safety of all students. For safety reasons, footwear must be worn at all times. Inappropriate clothing will not be allowed.
Examples of clothing NOT to be worn at Claggett Creek Middle School include the following:
· Any clothing, jewelry or item with gang symbols, nicknames, weapons, drug references, profanity, or language including but not limited to: Homies, 8 balls, chains, jokers, brown pride, Asian pride, clowns, Insane Clown Posse (ICP), the numbers 13, 14, X3, X4, XIII, XIV, 503, 278, or 85, swastikas, marijuana leaves, or mushrooms.
· Any clothing or item with racial put-downs, sexually demeaning pictures, words, numbers, or sexual innuendo.
· Buckles or other items with any gang, drug/alcohol, tobacco signs or symbols, or cut out letters, numbers or symbols.
· Chains. These include wallet, security and dog chains, including any form of spiked and/or studded accessories; including safety pins.
· Notched eyebrows
· Clothing that compromises modesty. Immodest clothing such as tank tops, halter-tops, tube tops, muscle shirts, backless tops/dresses or see through attire. Clothing that exposes inappropriate areas including undergarments and midriffs shall not be worn at school.
· Drawings/lettering including graffiti or gang-related symbols, gang nicknames, etc., on notebooks, backpacks or paper.
· Full-length coats and rainwear inside the school.
· Gloves of any kind.
· Head coverings of any kind, including: scarves, bandanas, stocking caps, or hat.
· Jewelry items that attract attention and are disruptive to the learning process.
· Oversized t-shirts, pants, sweatshirts, etc. Clothing should fit appropriately.
· Pajamas, slippers or other sleep wear.
· Pants/jeans/shorts/etc. with holes or tears.
· Shirt length - shirts that are not tucked in should not fall below the hips.
· Saggy pants. Pants must be worn appropriately. They may not sag below the hips. Pants must be worn evenly. Pant legs cannot be so long that they drag on the floor. Belts are to be worn in the belt loops.
· Shorts and skirts, including skirts with tights or pants under them, should be no shorter that 1" above the knee.
· Writing on clothing or any part of the body.
In addition to the above, pants that sag below the hips will not be allowed. Pants must be work evenly. Pant legs cannot be so long that they drag on the ground. Belts are to be worn in the belt loops. No part of the belt should be hanging. (JCDB-2 Policy 4.02 establishes that schools may individually expand dress code guidelines.)
The consequence for violating any of the above stated guidelines will result in confiscation of the clothing or item. The student may be provided with a shirt, if needed. Parents may be contacted, when necessary, to provide an appropriate shirt or other item for the student to wear. For a first offense, the student will be given the opportunity to correct the infraction. For a second offense, the parents will be notified and will result in a suspension if other attempts are not helping.
1. Teachers are expected to provide a positive learning environment where self-discipline, self-respect, and belief in one’s own abilities are emphasized.
2. Teachers are expected to know,at all times, the observable behavior they want from students.
3. Teachers are expected to systematically reinforce the appropriate behavior of all students.
4. Teachers are expected to respect students and student rights.
5. Teachers are expected to develop clear, brief, written classroom behavior policies only for those rules they intend to enforce. These policies should compliment school and district student behavior policies.
6. Teachers are expected to inform students of their classroom behavior policies.
7. Teachers should be firm, fair, and consistent in enforcing district, school and classroom policies. Corporal punishment is prohibited by O.R.S.
8. Teachers are expected to systematically set limits when students do not behave properly and provide consequences every time a student chooses to behave inappropriately.
9. Teachers are expected to be punctual and prepared for bell to bell instruction in the classroom. Teachers, in this regard, should be models for students to emulate.
10. Teachers are expected to be at their classroom doors by 7:40 a.m., between classes, and for five to ten minutes after school. They should enforce all school rules.
11. Teachers are expected to send a referral form, destination slip, or office request with any student leaving the classroom. A student should never be told to get out of class and/or never come back.
12. Teachers should be willing to contact and meet with students, parents, and other staff members and elicit their cooperation in dealing with discipline concerns.
1. Administrators should utilize staff, parents, and students in developing effective school behavior policies.
2. Administrators are expected to firmly support the faculty and establish district and school policies.
3. Administrators are expected to clearly communicate district and school behavior policies to staff, students, and parents.
4. Administrators should supervise implementation of district and school behavior policies so that they are fair and consistent.
5. Administrators should provide in-service (i.e., classroom management skills, informational speakers) to help staff with behavior problems.
6. Administrators are expected to make use of internal and where appropriate, outside agencies in dealing with behavioral problems.
7. Administrators are expected to deal with discipline referrals expeditiously and provide feedback to teachers concerning dispositions of discipline referrals.
8. Administrators are expected to assist the teachers in developing appropriate programs fro students with behavioral problems.
9. Administrators are expected to be aware of cultural differences in students and provide the staff with this information.
The following represents Article XV-B of the current Collective Bargaining Agreement.
1. Student disciplinary procedures shall exist for each school district. Any modification of the student disciplinary procedure shall be reviewed with the school faculty prior to implementation.
2. The building principal will provide the teachers with the written classroom discipline procedure at the beginning of each school ear. Teachers shall adhere to the procedure. You may find this in the “Behavioral Ladder” page of this staff handbook.
3. All teachers are expected to accept a share in the responsibility for the control and discipline of students in the total school environment.
4. When, in the judgment of a teacher, a student is, by his/her behavior, disrupting the instructional program to the detriment of himself/herself and/or others, the teacher will take appropriate action under the terms of the school disciplinary procedure.
5. Upon removing a student from class, the teacher will take appropriate action under the terms of the school disciplinary procedure.
As a result, it is necessary to develop a school discipline procedure that actively involves the total staff. The above procedures suggest that discipline is not a “your” task or “my” task, but is an “our” responsibility.
Each teacher is responsible for developing an appropriate classroom management plan which includes classroom procedures and consequences prior to the start of school. The plan is to be submitted to the assistant principal for approval and to be discussed with all students the first week of school
These behaviors include infractions that are disruptive to the teaching process and class climate.
1. Talking out in class
2. Running, pushing, tripping in halls
4. Not following teacher directions (insubordination)
5. Excessive tardiness (See Tardy Policy)
6. Rubber bands and paper wads
7. Chewing gum or eating candy
The following procedures will be followed for nuisance behaviors:
Step 1: The teacher isolates student if possible and deals with the student on a one-to-one basis when convenient. Classroom consequences should be established and clearly defined if behavior continues.
Step 2: Teacher calls parent and discusses problem. Consequences should be explained to parent. If a parent contact is not possible within a reasonable time, then a letter should be mailed home to identify the problem and consequences. A telephone number and time the teacher can be reached should also be included in the letter
Step 3: Use of buddy room/team intervention.
Step 4: Referral made to counselor for possible administrative action, staff conference with parent/guardian, and the consequences for continued disruptive behavior will be outlined.
Step 5: Discipline referral filled out.
When a student is referred to a counselor, the appropriate referral must be used.
Any behavior outside the classroom that is, in your opinion, inappropriate, should be referred to an administrator.
Severe disruptive behavior is that requiring immediate attention. Examples include:
1. Profanity directed toward a staff member
7. Drug and alcohol abuse
8. Lighting firecrackers, poppers, etc.
When the behavior of a student is so detrimental to the classroom atmosphere and destructive to the teaching process that immediate removal is required, or behaviors such as those listed above occur, the following procedures should be taken.
Step 1: The staff member should gain control of the situation as quickly as possible. Request for help from other staff members should be made when needed. The teacher should also not hesitate to call the office for assistance.
Step 2: The student should be escorted to the office with a written discipline referral, and by a staff member if the student is not likely to report to the office or may cause further disruptions. On all referrals to the office, the staff member should consult an administrator. The parents will be contacted. The administrator may involve the staff member and/or parents in a conference with the student. Appropriate consequences such as detention, PASS Room, suspension, custodial work, and alternative education programs will be determined at this or subsequent conference. All consequences shall be consistent with the district policy.
Please do not use the form for minor infractions of the rules and do not regard it lightly in the presence of students. If the student's disruption is severe enough to warrant removal of the student, fill out a discipline referral form and send
1. Any teacher referring a student to the office for major disciplinary infractions uses this form. The referral must accompany the student to the office.
2. It is to be filled out and all copies sent to the office.
3. After an administrator sees the student, the teacher copy will be returned to the teacher with a statement as to the disposition of the case.
4. If the teacher copy is not returned to the teacher within two days of the referral, the teacher should contact the assistant principal to be certain the student arrived to the office.