The philosophy in CCSD93 is that for schools to be effective, they must give all students the opportunity to learn and all teachers the opportunity to teach. Our response to children’s behavior is consistent with education’s goals of supporting teaching and learning—not punishment, retribution, and exclusion. We strive to assure that our schools are a social community where every child belongs and where children’s behavioral challenges are addressed through supportive, educational interventions. CCSD93 implements restorative disciplinary practices that create positive relationships and peaceful resolution of conflict for staff and students. The premise of restorative disciplinary practices is to educate students and repair relationships. CCSD93’s discipline process has three broad goals: to keep students safe, to teach students to become socially competent, to teach students to take responsibility for their actions.
In CCSD93, the Building Principal is responsible for overseeing the district’s discipline process in their building. It is expected that high standards of conduct will be maintained at all times. These standards are consistent with the research on emotional and social growth of children. Generally, behavioral interventions are handled by the person who identifies/observes the incident (when appropriate).
The educational environment of the District shall be such that the administration and teachers shall demonstrate equitable, fair, just, flexible attitudes and disciplinary efforts toward all students.
In all matters relating to the discipline and conduct of the students in loco parentis, the teachers and other certified educational employees stand in the relation of parents/guardians to the students. This relationship shall extend to all activities connected with the school program and may be exercised at any time for the safety and supervision of the students in the absence of their parents/guardians.
Reference: Policy 7:190
