Expectations

• Clearly Defined Expectations
  • Schools establish 3–5 positively stated behavioral expectations (e.g., Be Kind, Act Responsibly, Respect School Community, Keep Safe), which are consistently taught and reinforced.
• Consistent Teaching of Behaviors
  •  Just like academic subjects, positive behaviors are explicitly taught. Staff model and practice expected behaviors with students across different settings (classrooms, hallways, cafeteria, etc.).
• Systematic Reinforcement
  •  Students are acknowledged and rewarded for demonstrating positive behaviors, at times through a token or recognition system (e.g., BARK Bucks, praise, school-wide incentives).
• Data-Driven Decision Making
  •  Schools collect data on behavioral incidents to identify patterns, address concerns early, and make informed decisions for interventions.
• Tiered Support
  •  PBIS uses a multi-tiered system of support:
    • Tier 1: Universal supports for all students.
    • Tier 2: Targeted supports for students at risk.
    • Tier 3: Intensive, individualized supports for students with high needs.
• Team-Based Implementation
  •  A PBIS team, typically comprising teachers, administrators, and support staff, meets regularly to guide implementation, review data, and refine strategies.

• Promotes a positive school climate
• Reduces disciplinary referrals
• Increases instructional time
• Builds consistency among staff responses to behavior
• Improves student social and emotional development

In short, a Schoolwide Positive Behavioral Plan is about prevention, consistency, and support, helping all students thrive socially, emotionally, and academically.

KCSD has adopted a Code of Conduct for all of our schools.  The Code of Conduct can be found at the District website under the Handbooks and Codes section.

Handbooks and Codes

Individual teachers provide primary intervention with regard to classroom management and maintenance of discipline.

• Teachers are responsible for maintaining an atmosphere for learning in the classroom, in the halls, and on the playground.
• All others (School Counselor, IST, Parents, Instructional Assistants, Principal, and other staff) provide secondary assistance when enlisted to support the teacher in their responsibilities.

When a discipline problem arises, the teacher:

• Tries to resolve it with the individual involved
• Involves other people in the following steps:
  • Parent
  • School Counselor
  • Administration

For any serious rule violation, parents will be called immediately and the student may be suspended. A parent conference MUST be held prior to the student’s return to school following an out of school suspension (OSS). The school administration reserves the right to act with discretion on a case-by-case basis when making disciplinary decisions.