This document summarizes disciplinary policies and programs at Crescent Academy for the 2014-2015 school year. It includes data on suspensions over three years, descriptions of the Conscious Discipline program used to teach social-emotional skills, classroom management routines, and a student referral form outlining the process for addressing minor and major behavioral issues. The goal is to reduce suspensions by building positive relationships and teaching students skills to regulate their emotions and behavior.

1. Crescent Academy
2014-2015
Dr. Adams & Dean Draughn

2. Activity to Connect
A Bully from Scratch
◦ https://www.youtube.com/watch?v=tzftHNh7xP8&feature
=youtu.be

3. Crescent Academy Disciplinary Report
3 Years @ Glance
0
50
100
150
200
250
300
2011-2012 2012-2013 2013-2014
District –Wide Suspensions
Grades: K-12
Suspensions

4. Disciplinary Major Offenses
Grade: K-12
0 20 40 60 80 100 120 140
Major Disruption
Physical Aggression/Fights
Verbal/Bullying
Disrespect/insubordination
2013-2014
2012-2013
2011-2012

5. Conscious Discipline
Conscious Discipline is a comprehensive self-
regulation program that integrates social-emotional
learning and discipline.
•We want you to be able to handle your own
emotions and work together to resolve problems.
•Teaching students, parents, and staff to build
positive relationships.
•CD = Building relationships with
students and OUR parents.

6. Think About It
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If I a child don’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave we...
TEACH?...PUNISH?
Why can’t we finish the last sentence as
automatically as we do the others?”
~Herner, 1998

7. It’s all in Your Head!
Brain State Model
Survival State: The only way to soothe
the survival state is through the creation
of safety
Emotional State: The only way to soothe
the emotional state is through
connection.
Executive State: The executive state is
the optimal state for problem-solving

8. 7 Skills of Conscious
Discipline

9. Activity to Commit
Our School Commitment:
Staff:
My Job is to keep you safe!
Your job is to help keep it safe!

10. Our School –Wide
Expectations
BE A CHEETAH & ROAR!
R (Respectful)
O (On Task)
A (Achieving)
R (Responsible)

11. Activity to Distress
What are you triggers?
What make you upset, sad,
frustrated, scared and angry?
!

12. BE A S.T.A.R
Smile
Take a DEEP
Breath
And
Relax

13. Ways to Build
Connections
•http://youtu.be/MgVidtQJot8
Customer Service - Create the
WOW! - Dennis Snow

14. Ways to Build
Connections•AM/PM: Meet/Greet (Bus/classroom).
•Get to know your students and parents
•Family/friend board in the classroom and
bus
•Students’ classroom/bus commitments
•Today, I will commit to…………….
•Daily classroom community meetings
•MAP IT- create visuals in the
classroom/bus of routines and

15. Ways to Build
Connections•Kindness Tree/ board
•Ways to be helpful board
•Teach students to use their “BIG VOICE”
•Create celebration and caring centers
•Give meaningful jobs in the classroom
•Create a safe place where students feel
comfortable to express themselves
•Teach Social Skills in small group ( lessons on
social / emotional expectations)
•Build in Brain Breaks throughout school day & on

16. Character Education
There will be in-class activities, school-wide
assemblies, and discussions on building our
school family. Students will have a opportunity
to gain tickets to celebration their
accomplishments.
September: Respectful
October: Kind
November: Responsible
December: Helpful
January: Honest
February: Considerate
March: Trustworthy
April: Diligent
May: Confident

17. Classroom Management
Beginning and Ending Routines:
•Routine for how students will enter the
room:
•Attention Signal
•Routine for classroom transitions
•Routine for how students will be
instructionally engaged while attendance is
taken and for how opening business is
conducted:
• Routine for dealing with tardy students:
•Routine for students’ returning from

18. Classroom Management
•Routine for dealing with students that
misbehavior or break the expectations
• Routine for dealing with students who
come to class without necessary
materials:
• Routine for dealing with students
returning after an absence:
• Routine for wrapping up at end of
day/class:

19. NOTE: Student will be given a suspension, if there is severe
bullying, physical/verbal violence and/or severe disruptions taking
place in school or on bus. There will be follow up meeting with
parent/student to discuss the suspension.
Teacher’s prior action taken:
•Student –teacher relationships are at the core of all learning.
•Prior Teacher/parent communication logs to discuss the
behaviors.
•Teacher creates a behavior arrangement with student and parent.
•Monitor student’s progress and provide meaningful interventions.
•Send daily behavior progress home.
•Written referral sent to Dean from teacher discussing the
behavior issues and teachers’ intervention done.
•There need be documentation from staff. Parent communication
logs are required.
Disciplinary Due Process
Checklist

20. Crescent Student Help Process
Dean’s Action Taken: After the same 3 minor referrals, the 4th
become a major referral ( Following the RTI Model)
I. (Warning / Conference Stage)
•If Dean receives a 3th minor offences referral from teacher. The Dean will
have a conference with the student discuss the ongoing issues.
•One on one caching Conscious Discipline from Dean. Dean will follow up
with teacher to set up coaching session in the classroom.
&
II. (Observation Stage with teacher/student)
If the Dean receives a 3rd referral from teacher for the same
behavior:
oDean will set up a date and time to observe the student/teacher in the
classroom and start to track students’ behavior.
oDean/school leader works with teacher with small group coaching with
Conscious Discipline

21. III. (Intervention Stage)—
If Dean receives a 4TH referral from teacher for the same
behaviors:
•Dean will set up a meeting with parent, teacher, student, school leader,
and/or school social worker to develop a plan of action.
•TEAM CARE PLAN and referral will be presented to the RTI staff for support.
•Positive Conscious Discipline team will develop a behavioral management
plan with possible interventions to support the teacher/student in
classroom.
•Parent and student will get referred to the Detroit Commonwealth Starr
Program to complete the 6 week program.
V. (Possible Removal Stage)
•After the implementation of TEAM CARE PLAN and 6 weeks involvement
in the Detroit STARR program and other interventions has taken place and we
have exhausted all resources. Deans will have the students’ file reviewed by
Mrs. Cupidore and board member to move to final warning or expulsion
hearing process.
Crescent Student Help Process

22. Major Behavior
(Check One)
Minor Behavior
(Check One)
Abusive Language/
Inappropriate Language
Fighting/Physical Aggression
Sustained Disruption
Vandalism/Property Damage
Stealing
Harassment/Bullying
Inappropriate physical touching
Cyber Bullying
Insubordination/
Non-Compliance
Truancy
Other:_________________
Possible Consequences:
 Out School Suspension with parent meeting upon return
( up to 10 days for long-term suspensions)
 Meet with school district leader, Mrs. Cupidore to schedule
a expulsion hearing.
 Saturday school community service
Foul Language
Calling Out
Chewing Gum
Naming calling and rude comments
Refusing to work
Minor dishonesty
Horse playing
Rude tone/ attitude
Inappropriate comments to teacher or student
Electronic devices
Food or drink in classroom
Minor disruption
Excessive talking in classroom
Possible Consequences:
 Behavior reflection sheets
 Loss of school privileges
 Teacher call home to parent
 Student intervention plan with
teacher/parent/student
 Referral to the Dean office or school leader
 After school detention

23. 20 13-20 14 ELEMENTARY CRESCENT ACADEMY STUDENT REFERRAL FORM
RESPECTFUL ON TASK ACHIEVING RESPONSIBLE
Student: Time Date: IEPStudent: YESOR NO
Grade: TEACHER: Staff Members Present: Recorded
LOCATION: (choose one)
 Cafeteria
 Hallway
 Classroom
 Playground
 Outside, dismissal or arrival
 Bathroom
 Media Center
 Computer Lab
 Gymnasium
 Office
 Bus
 Other _____________________
OTHERS INVOLVED: (choose one)
 None
 Other student:_______________
 Staff
 Teacher
 Substitute
 Other _____________________
Possible Students’ Trigger: (choose one)
 Was asked to do something
 Resisted transition
 Could not get desired item/activity
 Was emotional or upset
 Was provoked by another student
 Unknown/Unclear
 Other _____________________
MOTIVATION (choose one)
 Obtain peer attention
 Obtain teacher attention
 Obtain item/activity
 Avoid work
 Avoid peers
 Avoid adult
 Unclear/don’t know
NOTE: After 3 of the same type of
minor referrals, the fourth becomes a
major referral.
MINOR BEHAVIOR (choose one)
 Inappropriate language
 Physical Contact
 Defiant/Disrespectful
 Property Misuse
 Disruption
 Electronics
 Incomplete homework
 Other _____________________
MAJOR BEHAVIOR (choose one)
 Abusive/inappropriate language
 Fighting
 Bullying others ( Cyber or at
school)
 Physical Aggression
 Insubordination
 Student Threat
 Major Disruption
 Property damage
 Vandalism
 Theft
 Other _____________________
Teacher Interventions
(Check all that apply)
 Warning
 Verbal redirection
 Problem solving with student
 Safe Spot in room
 Time Machine - (Conflict
resolution)
 Think sheet
 Re-teach of expectation, rule, or
routine
 Time out in another room
(duration__________)
 Separation of students
 Additional task/assignment given
 Loss time on recess/activity
 Loss access to items
 Parent phone call: Date- _______
 Parent conference: Date-_______
DESCRIPTION OF INCIDENT
ACTIONSTAKEN
Conference With:
Student 
Parent 
Counselor 
Social Worker 
School Leaders/Principal 
School Superintendent 
Date Referral to:
TST 
Social worker 
Community Agency 
Peer Mediation 
Conflict Resolution 
Other  ___________
Student
Assignment:
Letter 
Written summary 
School assignment 
Call parent 
Behavior Interventions:
Social Skills Booster Group 
CICO (Check-In /Check-Out) 
Behavior Card 
FBA/SIP 
Behavior Contract 
Environmental Modifications 
Academic Modification 
Other ______________
Administrative Actions:
Warning 
Letter of Probation 
Loss of Privilege 
Student Threat Assessment 
Out of School Suspension  
Parent Conference 
Time in Office with Dean 
Other _______________________
Date(s)
Teacher’s Signature ___________________________________________ Date: __________________
Administrator’s Signature Date: **Parent Requested Copy of Referral

24. We Wish you Well!
Questions!