| Upper Arlington City School District |
| Administrative Guidelines |
5600A - STUDENT DISCIPLINE
Conduct in School and at School-Sponsored Activities
Guidelines for District and Building Administrators
The administration shall take a collaborative approach in the establishment and maintenance of appropriate discipline in the school and in the enforcement of the Code of Conduct/Student Discipline Code in accordance with the following guidelines.
Each principal shall prior to the start of a school year review the Code of Conduct/Student Discipline Code and make any needed changes or additions. The committee should also establish a plan whereby the Code of Conduct/Student Discipline Code will be reviewed with all members of the staff, expectations established by it will be clarified as needed, and a common approach for supervising and disciplining students will be agreed upon.
Each principal should also:
| A. | in collaboration with teachers, plan and conduct necessary in-service activities on classroom management, discipline procedures, follow-up, and any other strategies which will help the staff use effective discipline; | |
| B. | provide for supervision for all school-sponsored activities; | |
| C. | refer any parent concerns about student conduct and discipline to the appropriate teacher as the first step in resolving the situation; | |
| D. | post a copy of the Code of Conduct/Student Discipline Code which includes information on prohibition from extra-curricular activities and suspension from bus/vehicle riding privileges in a central location in the building. |
Guidelines for Teachers
Teacher effectiveness and purposeful, well-planned activities are prerequisites to good discipline. Most students will exhibit "good" behavior when they perceive the teacher is competent, consistent, fair, and supportive of school policies.
The following guidelines should contribute to effective discipline:
| A. | Establish fair, workable, consistent, and educationally-productive procedures by which the classroom and other areas of learning will operate, based on an analysis of the program, the maturity level of the students, and their needs, abilities, and interests. | |
| B. | Plan and conduct learning activities that contribute to accomplishing specified objectives and goals, stimulate and encourage application of thought, and require the active participation of the students. Long and frequent activities of data-gathering through lectures, readings, film, etc. without planned opportunities for students to process and apply the information can lead to boredom and indifference - a seedbed for discipline problems. | |
| C. | Help set the tone for good discipline by modeling the behaviors expected of students. | |
| D. | Inform students of the high expectations regarding discipline and persist in their fulfillment. | |
| E. | Initiate parental contact where appropriate and necessary. | |
| F. | Support District and building administrators in disciplinary matters. |
Conduct on the Bus or Other District Vehicles
The Director of Transportation shall take a collaborative approach in the establishment and maintenance of appropriate discipline on the bus or other district vehicles and in the enforcement of the Bus Rules as well as the Code of Conduct/Student Discipline Code in accordance with the following guidelines:
The Director of Transportation shall prior to the start of a school year to review the Bus Rules and make any needed changes or additions. The committee should also establish a plan whereby the Bus Rules as well as the Student Code of Conduct/Student Discipline Code will be reviewed with all drivers, the expectations established by the rules, conduct code, and discipline code will be clarified as needed, and a common approach for supervising and disciplining students will be agreed upon.
The Director of Transportation should also:
| A. | in collaboration with the drivers, plan and conduct in-service activities on student management, discipline procedures, follow-up, and any other strategies which will help the drivers use effective discipline on their bus; | |
| B. | refer any parent concerns about student conduct and discipline to the appropriate driver as the first step in resolving the situation. |
Guidelines for Drivers
Most students will exhibit "good" behavior when they perceive the driver is competent, consistent, fair, and supportive of school policies.
The following guidelines should contribute to effective discipline:
| A. | Help set the tone for good discipline by modeling the behaviors expected of students. | |
| B. | Inform students of the high expectations regarding discipline and persist in their fulfillment. | |
| C. | Initiate parental contact where appropriate and necessary. | |
| D. | Support transportation supervisor and principals in disciplinary matters. |
Conduct as a Participant in a Co-Curricular/Extra-Curricular Activity
Guidelines for Advisors/Coaches
The advisor/coach shall be responsible for establishing and maintaining appropriate discipline
for the participants in the activity and for enforcing the Code of Conduct/School Discipline Code and Bus Rules, when appropriate in accordance with the following guidelines.
Each coach/advisor shall:
| A. | establish and publish rules for his/her activity; | |
| B. | inform the student participants of the rules established for the activity and the consequences should they not follow them; | |
| C. | schedule a meeting with parents of participants to review the rules established for and inform them of the consequences if the participants do not follow them; | |
| D. | initiate parental contact where appropriate and necessary; | |
| E. | support District and building administrators, the Athletic Director, and/or the Director of Transportation in disciplinary matters affecting participants in his/her activity. |