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Discipline Policy

SKTCS Approach to Student Behaviors
SKTCS believes that children are still developing their morals, personalities, and character traits. It is our responsibility to help guide their development by providing safe structure and logical consequences to behaviors that place them or others in danger in order to reinforce that we are all responsible for each other.

At SKTCS we utilize logical consequences as a part of our Peaceful Schools model. While punishment relies on enforcing student compliance through external controls, logical consequences require students to demonstrate self-control, internalize an understanding of why the behavior is inappropriate for this space at this time, and create an internalized desire to change the behavior. Please read our Conflict Resolution and Restorative Justice Handbook.

A large part of SKTCS’s mission is to assist children in learning how to balance personal freedom with responsibility to the community. We aim to help children be grounded in a strong sense of empathy and conscious of the effects of his or her

Our discipline policy is a culmination of our policies and procedures, our school culture, and our conflict resolution program. Conflict resolution is a key component of our school culture—and an essential part of the response to most discipline issues—but it is not the discipline policy itself.

A simple concept guides teachers’ response to misbehavior in the classroom—remind, redirect, and remove. First, a teacher discreetly reminds a student of the rule being broken. If this does not end the behavior the student is gently redirected by, for example, being asked to work in another location or with a different partner. If the behavior continues, removal occurs. Removal might be a few minutes in the hallway with the student using this time to return to his or her best self. It might also mean meeting with the teacher or the Dean of Social Emotional Learning (DSEL). This response keeps the classroom community intact, allows students to take responsibility for their behavior, and helps students see how their behavior affects the classroom community.

If “remind, redirect, and remove” prove to be ineffective, the school requests parent involvement. Informal support from home often improves behavior, but a more formal behavior plan can also be used to provide structured feedback and communication. There is no one best way to respond to student misbehavior. Sometimes there is stress in a student’s life, and when the stress diminishes the behavior changes. SKTCS values communication and collaboration with families so that all student challenges can be addressed with sensitivity and insight.

How we respond to undesired student behavior (in ascending order of gravity)
1. Remind student of desired expectations/ school rules
1. Redirect (i.e. - a new activity, a location near the teacher)
2. Remove (i.e. to a new seat, buddy room, et cetera).
3. Conference
4. Consequence (if necessary) as described in our Conflict Resolution and Restorative Justice Handbook.


Our students adhere to the acronym “FREE.” We expect our students and their families to be:

Focused - Clear the noise in your head. Envision the right thing to do and work toward a goal.
Respectful/Responsible - Do the right thing even when no one is watching. Use your manners. Leave the world better than you found it.
Empathic - Think about how others may feel - even before yourself. Challenge the status quo, seek to find the best solution for everyone.
Empowered - Acknowledge the power within. Set and achieve goals.

At the beginning of the year students will work with their peers and their teachers to develop shared expectations of the space, materials, and behaviors that are conducive to learning in a safe space.

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