Dress Code & Discipline

STUDENT DRESS CODE

Appropriate dress is conducive to a good school environment. Learning to be dressed and groomed tastefully and properly are age-appropriate skills for primary students. The following guidelines will be enforced:

Students are expected to dress appropriately for the weather.
Clothing should be appropriately sized for the child. Clothing that is too large or too small is uncomfortable and distracting to children.
The length of dresses / skirts should be modest.
Pants with holes and skirts with slits are prohibited.
Pants must be worn on the waist.
Belts must be fastened, sashes tied, and buttons buttoned.
Comfortable shoes are preferred. Shoes must be tied, fastened or buckled. Cleats are not allowed for safety.
Shoes with wheels on the bottom “skate shoes” are not allowed.
Open-toed sandals are a safety hazard and should be worn only at the risk of the parent and child.
Students will not be allowed to wear flip-flops to school because of safety concerns.
Swainsboro Primary School is not responsible for injuries occurring from wearing sandals or flip-flops.
Clothing which alludes to or portrays profanity; suggestive phrases, alcohol, tobacco or drug advertisements are prohibited. We request that students NOT wear clothing with wrestling characters, logos.
Hoods, hats, and caps may not be worn inside the building. (unless it is a school designated Hat Day)
Tank tops, see-through blouses / shirts, bare midriffs and short shorts are not allowed.

BEHAVIOR AND ACADEMIC MODIFICATIONS

Swainsboro Primary School provides appropriate modifications to students who are having difficulty with academics or behavior. We have a school wide discipline plan based on Positive Behavior Support. Each classroom has a reward system for positive behaviors, and the school has expectations and rewards that are used for each grade. Each child is given a bracelet at the beginning of the year and they earn “charms” to put on their charm bracelet as the year progresses. Administrators have monthly charms when a child is “Caught Being Good”. Specialist teachers also distribute charms in their classes. Some teachers purchase motivators within their classes. Charms are given for Perfect Attendance, Character Kid, Good Bus Behavior, Special Events, Pledge Leader, and Birthdays. These are immediate reinforcers and the students love to collect them. It is the student’s responsibility to keep up with his/her charms. A lost bracelet can be replaced for $.50, but charms are not replaceable. We expect children to “Be Respectful, Be Responsible, and Be Safe”.

RESPONSE TO INTERVENTION (Federal and State Mandated) (RTI)

Each student enters school at Tier 1. All students are given opportunities to learn with differentiated instruction. Approximately 80 percent of students will remain at Tier 1. After monitoring and gathering data, if a student is struggling with academics or behaviors, they will be moved to Tier 2. Tier 2 involves increasing the modifications used in the classroom. Students may be referred to an After-School Program, an outside agency, group counseling, and/or be provided small group instruction in the classroom. They will be served for at least 30 minutes three times a week. If difficulty is still apparent, students can move to Tier 3 of RTI. This will increase their modifications to 45 minutes 4-5 times a week. Each student must be progress monitored over time before any other steps can be taken. Tier 4 is Special Services. Only 5 percent of students will qualify for services in Tier 4. There has to be sufficient data that a child’s performance is due to a disability rather than poor teaching, poor attendance, poverty or language barriers. If any of these factors are present, a child cannot be placed in Special Services.

The School Psychologists must review data sheets, interventions, behavior logs, attendance, and other information before a decision can be made to evaluate a child. An evaluation consists of a hearing and vision screening, aptitude, achievement and behavior scales. These are scored and the results reviewed before any other steps can be taken. A full evaluation cannot be completed until the exclusionary factors, testing results, medical documentation, and school data are complete. If a child is tested and not eligible for placement, he/she will remain at Tier 3 for school based interventions.

If a child has an outside psychological or diagnosis, the school should be made aware of this to help in implementing modifications for the child.

School Wide Discipline Plan

Positive Behavior Intervention Support

PHILOSOPHY

We believe that students can choose to behave appropriately and responsibly. Irresponsible and inappropriate behavior is a choice. Discipline with love is essential to discipline students effectively and to teach responsible behavior.

SCHOOL THEME

“Be at the right place At the right time, doing the right thing!”

SCHOOL EXPECTATIONS

1. Be Responsible 2.Be Respectful 3.Be Safe

EXPECTATIONS AND CONSEQUENCES FOR STUDENT BEHAVIOR

Swainsboro Primary School provides a warm, caring, supportive and safe learning environment for children. We believe that teaching students responsible behavior is important and leads to students becoming worthwhile, contributing members of society. A goal in developing this school wide discipline plan includes creating an atmosphere in which the opportunity for all learning is maximized. Appropriate student behavior at school is important, and parental support is necessary for best results with discipline. This Discipline Plan outlines the rules which determine expected behavior from students. We expect students, teachers and parapros to observe the following school rules and agreements:

*AREA*	*EXPECTATION*	*POSITIVE/PREVENTIVE STRATEGIES*	*CONSEQUENCES*
PLAYGROUND	1. Use equipment properly.	● The teacher will demonstrate proper use of all playground equipment and designated play areas during first week of school. ● Equipment includes: slide, swings, tires, train, jungle gym, bus, water fountain, and others.	● Student will be provided with an alternate activity if equipment is not used properly.
	2. Play so that you don’t hurt yourself or others. No Fighting!	● The teacher will discuss the importance of safe behavior while playing.	● Student will be provided with an alternate activity if inappropriate behavior continues.
	3. Stay in assigned areas and enter the building as expected.	● Teachers will blow whistles at the end of recess. ● Individual teachers will utilize positive reinforcement activities, such as the Success Chain. ● Students must be accompanied by an adult staff member to enter the building at other times.	● Teachers will employ individual classroom consequences.
HALLWAYS	1. Always walk in an orderly manner, in a line, on the right side of the hall, and with hands behind your back.	● Teacher will practice appropriate walking in hallways with students. ● The teacher will control line movement through proximity, casual praise, and positive gestures. ● The teacher will walk approximately ¾ way back from the front of the line.	● The teacher will redirect students walking inappropriately. ● Extra individual practice walking in line for students who “forget.” ● Contact homeroom teacher if necessary. ● Utilize classroom consequences and/or clipboard
HALLWAYS	2. Use quiet inside voices.	● The teacher will remind students of correct voice level.	● Contact homeroom teacher if necessary. ● Utilize classroom consequences when necessary.
LUNCHROOM	1. Remain standing behind your assigned seat until each student has his/her tray. All will be seated together to begin eating at the same time. (See seating chart.)	● During the first month of school, the homeroom teacher will eat with students to teach and model this procedure. ● The teacher will use proximity control and casual praise. ● The classroom clipboard will be utilized.	● Redirection. ● Teacher will utilize classroom consequences.
	2. Soft music plays in the lunchroom during all lunch periods with intervals of silence. If the music is playing, the expectation is for the students to be silent and to eat their lunch. If the music is silent, students are allowed to talk quietly with the students who are sitting around them.	● While the music is playing, the expectation is for the students to be silent and to eat their lunch. ● While the music is silent, the expectation is for the students to talk quietly with the students who are sitting around them. ● Parapros will monitor behavior and will utilize the classroom clipboard.	● Redirection ● Teacher will utilize classroom consequences. ● Duty staff will use music to denote volume and amount of talking in lunchroom.
	3.. Always use good manners.	● Teacher will discuss and teach good manners in class. ● Teacher modeling, proximity and casual praise. ● Students’ names can be put in Sunshine Box.	● Verbal warning. ● Removal from table. ● Duty staff will make notation on clipboard.
	4. Stay in your seat at all times until the adult in charge gives you permission to get up.	● Students will be taught to raise hand if they need something.	● Mark on clipboard from duty staff. ● Use of classroom consequences.
	5. Stay in line when entering and exiting without disturbing others.
AUDIENCE RULES	1. Walk in line when entering and exiting. 2. Listen quietly. 3. Sit on your bottom, not on your knees. 4. Keep hands, feet, and objects to yourself. 5. Clap when you are supposed to. 6. Enjoy the show!	● The teacher will sit with class, use casual praise. ● The teacher will bring and utilize class clipboards. ● Positive reinforcement in classroom.	● Individual practice for walking in line and correct seating posture. ● Warning. ● Removal from group. ● Notify parent ● Loss of participation in program.
BUS BEHAVIOR	1. Stay in your seat, on your bottom 2. Keep your book bag closed; all items should remain inside your book bag 3. Keep your hands, feet, and head inside the bus 4. Use your inside voice 5. Appropriate language must be used at all times 6. Refrain from eating or drinking.	● The teacher will review bus rules and expectations. ● The teacher will praise students for appropriate behavior on the bus. ● Bus drivers had out tickets for students to receive a bus charm	● Verbal warning ● Teacher notification ● Referral to Office ● Teachers may use classroom consequences ● Riding the bus is a privilege. If multiple write ups occur, the student may lose the privilege of being able to ride the bus.