Extensive research links poor academic performance with poor student behavior. Students who lag behind academically become disengaged with school and are more likely to act out. Students who are prohibited from attending school because of suspension or expulsion are more likely to fall behind academically. When students fail and get into trouble, they drop out. Students who drop out or who do not do well in school are more likely to enter the School-to-Prison Pipeline.

~Education Law Center of Pennsylvania

Rationale

The mission of Building 21 is to increase high school graduation rates by providing a supportive and flexible learning environment that challenges every learner to find their voice and to exercise choice as they design their own pathways to success. At Building 21, we understand that providing this environment will require the thoughtful planning of a fair, student-centered school-wide disciplinary system. As a school community, we are committed to the implementation of restorative practices. We will reinforce positive behavior and good choices, and we will support students to learn from the consequences of negative behaviors and poor choices. We will support students to use their power to proactively resolve both major and minor conflicts; to hold themselves and the community accountable for our actions; and to ultimately lead by example. Most importantly, we believe that every member of our team including office staff, parents, families, building maintenance, teachers and school leaders are responsible for modeling, teaching and re-teaching our neighborhood school wide behavioral expectations.

The following School-Wide Behavior Plan is designed to ensure a positive school climate where students will be able to thrive both academically and socially. This plan is intended to decrease student discipline problems, increase academic achievement and create a positive, safe, orderly learning environment. This plan is a working document. Staff, students and their families will provide feedback and request changes to meet the community’s needs.

Guidelines

While there is no simple formula for creating the perfect large-scale behavior management system, the components outlined below will provide clear, developmentally appropriate consequences for a wide range of inappropriate behaviors. This formula will serve as a guideline for holding our students’ accountable for poor behavior choices.

In general, this plan will serve as a reference for minor behavior incidents. Additionally, ongoing communication about ways to provide support for individual students will be imperative. The community will routinely discuss ways to meet different students’ needs during grade level and/or team meetings. These concerns will be submitted via meeting minutes to the Counselor, educator team and School Leader. To ensure the integrity of our school wide culture, time sensitive issues must be reported immediately. Recurring minor and all major behavior incidents will be logged.

Core Beliefs

1. At Building 21 Ferguson, we believe in respect for everyone, taking responsibility for our actions, repairing harmful decisions, and reintegration (taking the time to right our wrongs).
2. At Building 21 Ferguson, we believe everyone deserves the right to emotional and physical safety in our community.
3. At Building 21 Ferguson, we believe in empowering our students to reflect on the choices they have made through multiple opportunities to consider their impact on the larger community.
4. At Building 21 Ferguson, we believe in an individualized approach to meet students’ needs so they are most successful in school. We will always consider the student first and then the context of a situation.
5. At Building 21 Ferguson, we believe in more instructional time; we will use a structured, supportive process to help solve problems and allow our students to stay in school.

Annual Goals

• Implement 100% of tier 1, 2 and 3 targeted group and individual interventions
• 100% of the student population will a have a leadership position
• Keep the number of office referrals under 10 per trimester
• 100% of our students will receive one-on-one support during advisory

Behavior Response

Teachers should use the following as a reference for how the school will handle recurring minor and major behavior incidents. This guide should not be used in isolation, for some circumstances may require thinking outside of the box. Behavior Response Guide