The document outlines a progressive discipline plan for Trafalgar Middle School. It describes a 4-phase plan to address inappropriate student behavior, including immediately addressing issues, opportunities to learn from mistakes, parental involvement, and administrative involvement if needed. The purpose is to improve the educational environment, inform students and parents of rules, systematically record violations, and predetermine consequences. The plan encourages positive behavior support and treats students fairly while maintaining student dignity. More serious infractions are handled at the administrative level.

1. Trafalgar Middle School 2013-14

2. » A progressive discipline system is a way to assist in the early and
ongoing intervention of effective classroom management
strategies. It provides procedural regulations and outcomes so
students, parents and teachers are clear about expectations,
rewards and consequences. Students must be presented with this
information at the outset of a class to help provide them with
underlying ground rules to participation in your classroom.
The purpose of this discipline system is to:
» Improve the educational environment for students, teachers,
parents and staff.
» Inform students and parents of rules and policies.
» Record discipline violations in a systematic way.
» Predetermine disposition for violations, when possible.

3. » There are
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four major ‘phases’ to a progressive
discipline plan. Each builds on the previous and allows
students to have a reasonable expectation of
consequence for their actions. Parents are also able to
see what will happen or could happen if behaviors are
not changed as a result of disciplinary action. The four
phases to effective behavior management include:
Addressing inappropriate behavior immediately and
consistently
Providing opportunities to learn from choices
Parental awareness and involvement
Administrative involvement

4. » Trafalgar Middle School follows a Progressive Discipline Plan
in order to make all students are treated fairly and equitably.
» Teachers are encouraged to forward their Classroom Positive
Behavioural Support Plans and Course Outlines to
Administration. It is important to note that the Classroom
Teacher holds the primary responsibility for classroom
climate, relationships, and discipline.
» Small infractions that can be dealt with in class, should be.
Larger infractions, such as verbally abusive attacks, physical
threats, fighting, and substance abuse are to be dealt with
at the Adminstrative level immediately.

5. » The Trafalgar School Code of Conduct and
Student Handbook both mention a progressive
discipline model.
» In all circumstances, student dignity remains at
the forefront. Discipline at the middle school
level aligns with the District Positive
Behavioural Support model, supporting
academic and behavioural learning and redirection.

6. » For students with special education needs,
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interventions, supports, and consequences
must be consistent with the student’s:
Strengths
Needs
Goals
And expectations contained in his or her
Individual Education Plan (IEP), Positive
Behavioural Support Plan, or Safety Plan.

7. “When inappropriate behaviour
occurs, disciplinary measures
should be applied within an
educational framework
that is corrective and supportive
rather than punitive.”

8. » Having a progressive discipline plan will allow you, the
teacher, to be in charge of managing all aspects of your
classroom, and provides students with a ‘chance’ to change.
» Many teachers who do not provide students with this chance
will never see progressive changes to their classroom, and will
continually rely on traditional or administrative consequences
instead of learned/modeled behavior patterns.
» Discipline teaches students to behave and interact in a
responsible manner, and to be “respons-able” for their actions
through their choices.
» Effective discipline is positive, preventative and productive.

9. Guiding Principles of effective school discipline include:
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Promoting success for all students, regardless of ability or skill
Creating a school culture where learning and safety are central
Embraced and is practised by all staff in the school community
Requiring collegiality and consistency in our approach—working as a TAG
Team
Ensuring respect and responsibility
Nurturing courtesy, cooperation, and accountability for actions
Teaching appropriate student behaviour
Enhancing character development (reparation, “doing the right thing,”
accountability)
Setting high expectations for growth across the grades and as students
mature
Following a prevention‐intervention model
Building partnerships with the greater school community—across grades,
and with adults in building

10. » Teacher has a clear classroom behavior plan that is simple,
straightforward—tight yet loose, and has been created in
collaboration with students wherever possible—posted visibly in class
and communicated to parents
» Classroom behavior plan aligns with School Code of Conduct and is
fair, equitable, and consistent, and takes into consideration students
with learning disabilities, mental health issues, and IEPs or current
Positive Behavioural Plans
» Clear communication of the behavior plan, and
teaching/reinforcement of behavior skills
˃ Routines upon entering class
˃ Routines when supplies are not brought to class
˃ Bathroom routines
˃ Seating arrangements
˃ Routines for submitting assignments, asking for help (eg./ “ask three before me”)
˃ Self-regulation routines (quiet times, pacing, movement and body breaks)

11. » Adaptations for students with IEPs or LD
designations (see Case Manager or LST)
» Proactive relationship-building to establish
goodwill for times of duress
˃ Meet and greet at door
˃ Brief 2x10 conversations with select students
˃ Humour, in measure
» Working with EAs in classroom—partnering and
modeling with supporting adult in classroom
» Specific, targeted reinforcement/praise for
positive behavior

12. » Step 1: Warning
» Usually verbal warning or cue to stop disruptive activity or
behavior and reminder of Classroom Rules or Guidelines and
expected behaviour
» Eye contact and visual cues to the desired behavior
» Proximity to student, gentle touch on shoulder if needed
» Clear examples of appropriate behavior with an opportunity to
practice or try again
» Removal of distractions and triggers (re-seating plan, removal of
device)
» Utilizing in‐classroom time‐outs prior to out of class time‐outs
(and prior to office timeouts)
» Teacher will implement a classroom consequence for warnings
given or problem-solve with student (review of strategies and
expected behaviours in hallway, quiet space, or at break)

13. » Step 2: Parent Notification
» Teacher will make initial Parent contact either
by phone or email to explain issue and problem
solve
» Often, there are mitigating circumstances on
the homefront that may be contributing to the
school issue
» Use your professional judgment when
contacting home—and follow up with a positive

14. Step 3: Detainment and Problem Solving Conversation with Student
» Teacher may hold problem-solving conversation with the student with referral to
Classroom Plan and expected behaviours—determine if this is a discipline issue or
a learning issue (or a combination)
“Do you know why we’re having this conversation?“
“This is what I see happening”
“When you do/don’t….I am concerned that…”
“Help me understand why”
“What are you going to do to help solve your problem?”
“This will/won’t work because…”
» The conversation may focus on: reinforcing guidelines, room for improvement and
growth—a quick step plan, re-connect and re-affirm, and should focus on the
teachable moment
» Tighten consequences in class, sequence activities (first we do this, then this…)
» Immediate praise for first signs of correct behaviour
» Elicit support of classroom EA, if available, to encourage behaviours
» Teacher may notify Counselors and/or Administration if necessary, particularly if
the student is already at-risk; a brief triad conversation with a member of the SBT
to clarify the issue may be necessary

15. Step 4: Parent Conference
» Teacher will contact parent/guardians by phone or
email to outline issue and come to a resolution
» Is this issue cropping up in other classes? Consider
a dual or team meeting with parent and student
» The situation may warrant trying to schedule a
parent Conference to discuss student behavior
» This meeting can be held with any necessary adults
deemed appropriate—via phone or face to face
» SBT Team may be notified, including Administration
of meeting outcomes.

16. Step 5: Administrative Office
» If the previous steps don’t work, then a visit to
Administration is next to problem-solve with
the teacher and student, and potentially the
parent.
» The Vice-Principal or Principal may recommend
a one day in-school suspension depending on
the nature of the infraction (continued
opposition and defiance, absenteeism, seatwarming, verbally abusive language, etc.)

17. “Discipline isn’t what you do
when children misbehave;
it’s what you do so they won’t.”
R. Morrish, 2007.

18. » Review of School Code of Conduct/Student
Handbook/Classroom Positive Behavioural Support Plan
» Triad conversation with student and teacher
» Potential time out from class if cool down is necessary
» Re-Entry Plan in consultation with teacher and student:
narrowed expectations, needed supports, timeline for
improvement, next steps
» Referral to SBT and Grade Level Case Manager as
necessary for review or creation of Positive Behavioural
Support Plan—to be communicated and created with
input from teachers, student, and parent

19. » Potential time out from class with schoolwork (Par
4 Room)
» Review of PBS Plan
» Likely call home with outline of what steps have
been taken to date and next steps expectations
» Re-Entry Plan with intensified criteria for success,
and narrowing consequences (loss of privileges,
time-out area and plan, daily check ins)
» Potential Reparation, Conflict Mediation, or
Community Service
» Student Services Tracking Form (SBT approach)

20. » Phone call home and potential collection of
student by parent/guardian
» Potential in-school suspension (1-2 days)
» Reparation/Behaviour Plan/Counselling
Referral/SBT Referral as necessary
» District or Community Agency intervention and
support

21. “Plan how you will elicit good behaviour,
not how you will respond to poor behaviour.
It’s always better to plan for success,
than to plan for failure.” – (R. Morrish, 2005)

22. All staff must consistently require that students comply with
established school expectations.
Discipline is about teaching students to behave properly. A positive
school culture exists when school staff:
» Teach the rules and procedures of the school.
» Teach any behavioural and social skills necessary for school
success.
» Commit, as a staff, to be good role models, mentors and
coaches: correct
» Redirect; and always acknowledge good behaviour.
» Provide students with feedback and evaluation regarding their
behaviour.