Ashfor

d
School
Responsible
Behavior
Plan
For
Students

Ashford School
Responsible Behavior Plan for Students

Rationale
Ashford school aims for a quality education ensure that Learners are
ready to participate and learn, and supported in learning by their
families and communities; Processes through which trained teachers
use child-centered teaching approaches in well-managed classrooms
and schools and skillful assessment to facilitate learning and reduce
disparities. We also Highlights the rights of the learner to learn, and to
receive a favorable quality learning environment.

The Ashford school is well-managed schools were the Students,

Teachers and administrators should agree upon school and classroom
rules and policies, Implementing a constructive discipline and
reinforcement toward to a positive student behavior.

School policy and approach

Article 26 of the Universal Declaration of Human Rights - and the

main treaties that guarantee the right to education have defined
the aims of education which impact on the content of
education, teaching and learning processes and materials,
the learning environment and learning outcomes. "Quality is at the
heart of education. It influences what students learn, how they learn
and what benefits they draw from their education" (EFA GMR 2005,
Education for All The Quality Imperative). The following approach
will suffice the need for a responsible behavior among students:

Emphasize deep rather than broad coverage of important areas of

knowledge towards responsible behavioral management.

Authentic and contextualized problems, to address the need for

responsible behavior and problem-solving that stresses skills
development as well as knowledge acquisition.

Collaboration of school Personnel in promoting positive school

environment through behavioral planning.
 Behavior management strategies includes reducing other forms
of discrimination, provide for individual differences, closely
coordinate and selectively integrate subject matter, and focus on
results or standards and targets for student behavior.

School Beliefs about behavior and learning

Our school create a positive behavioral learning
environment that stimulates and challenges students to achieve
optimum learning. We believe in the Principles of Learning and
Teaching described in the Curriculum Framework and add our own,
based on shared beliefs about the learning environment, contemporary
research and professional knowledge. We believe and are committed to
the following principles:

1. Everyone is capable of learning .

2. Everyone learns in different ways and learning programs need to
accommodate this.
3. Teachers and parents are critical factors in a childs learning success.
4. Teachers, students and parents accept responsibility for their
learning, behavior and goal setting.
5. Effective teaching is purposeful, challenging and connected to a
students experience, stage of development and background.
6. Programs need to be culturally and developmentally appropriate,
having real-life application.
7. Students need to have the opportunity to observe, practice and teach
others.
8. The mental and physical well-being of students and staff is a priority
for a positive behavioral impact in the school.
9. Students need opportunities to engage in higher order thinking and
reflection about learning.

10. The core-shared values are the foundation for all learning and
teaching.
11. Learning happens best when student-teacher relationships are
based on mutual trust and respect.
 12. Learningoccurs where student, home and school have a common
goal, interact positively and are mutually supportive.

We believe that students learn best:

1. When they believe they can learn (learning by doing)

2. When the classroom and school environment supports their

emotional, social, behavioral, cultural and educational needs.

3. When the learning is authentic (ie. involves real world

problems)

5. When they feel respected

6. When there is a positive relationship between teacher and

student behavior.

7. When teachers provide explicit feedback designed to reduce

the gap between a student's current and a higher level of
understanding

We believe that as teachers we must:

1. Believe all children can learn through modification of

misbehavior

2. Display enthusiasm and passion for what we teach

3. Work together as a professional learning community intent on

improving students' achievements

4. Set achievable but challenging class tasks

5. Provide differentiated learning activities

6. Provide a quality classroom environment in which all students
feel valued and respected by the teacher and by fellow students

7. Work hard to develop positive relationships with all students

8. Provide positive reinforcement

9. Plan explicit teaching activities that stimulate students' interest

10. Provide explicit feedback that helps students move from

their current to a higher level of understanding

Process for facilitating standards of positive behavior and

responding to unacceptable behavior

Many students attending public schools exhibit discipline problems

such as disruptive classroom behavior, vandalism, bullying, and
violence. Establishing effective discipline practices is critical to ensure
academic success and to provide a safe learning environment.
In the past, school wide discipline has focused mainly on reacting to
specific student misbehavior by implementing punishment-based
strategies including reprimands, loss of privileges, office referrals,
suspensions, and expulsions. Research has shown that the
implementation of punishment, especially when it is used
inconsistently and in the absence of other positive strategies, is
ineffective. Introducing, modeling, and reinforcing positive social
behavior is an important step of a student's educational experience.
Teaching behavioral expectations and rewarding students for following
them is a much more positive approach than waiting for misbehavior to
occur before responding. The purpose of school wide PBIS is to
establish a climate in which appropriate behavior is the norm.

Whole -school behavior support

Ashford school promote a whole school approach to health and
wellbeing within the school community and work in collaboration with
students, parents, school based and specialist staff and principals with
broader community agencies
The whole-school model was designed through technical assistance
consultation with teachers that emphasized:

(1) Improving instructional methods;

(2) Formulating behavioral expectations;
(3) Increasing classroom activity engagement;
(4) Reinforcing positive performance; and
(5) Monitoring efficacy through data-based evaluation.

As compared to a pre-intervention phase, the whole-school

intervention was associated with decreased discipline problems (office
referrals and school suspensions) over the course of several academic
years. Student academic performance, as measured by standardized
tests of reading and mathematics skills, improved contemporaneously
with intervention. Issues related to whole-school approaches to student
discipline and the contributions of positive behavior support are
discussed.

The Positive Behavioral Interventions and Supports (PBIS) framework

emphasizes the importance of establishing clear ground rules in the
classroom. We also know that highly effective teachers involve
students in the process of developing guidelines for their class
behavior. The rules that get developed may differ from class to class,
but the process is the same. Because students help develop the rules,
they own them. When students understand that the rules are their
statements about what they expect of each othernot just what their
teacher expects of themthey become more courteous, and they are
more ready to participate in learning together.
Rules need to be simple and positive: how we expect each other to act,
rather than rules about no. Kids do a lot better when its clear how
theyre expected to behave, rather than how not to behave. And rules
should always be easy to follow.

Here are simple steps for developing class rules:

1. As part of a class discussion, have the students create the list of rules
for how they think they should treat each other and behave during
class. The teacher might ask Whats okay and not okay to do in
class? or What do we need to do, to work well together in class?
2. Rules should be simple (no more than five to seven words).
3. Rules should be few (seven to nine rules are plenty, fewer is better).
4.Rules should be positive statements of how students expect each
other to act (for example, Walk in the hallway, rather than No
running; Raise your hand to speak, rather than No shouting out;
Keep your hands to yourself, rather than Dont touch other people;
Chew gum outside of school, rather than No chewing gum; Keep
cell phones turned off or Leave cell phones at home, rather than
No cell phones; and Remain in your seat, rather than No walking
around). When students suggest a negative rule, help them reframe it
to a positive one.
5. Whenever possible, get students to suggest the rules themselves.
Every teacher will have some rules they want to make sure to have on
the list, such as "raise your hand if you want to speak and listen
politely. But start by letting the students create the list themselves. As
much as possible, get students to say the rule before you have to say it,
so that they feel it comes from them. When necessary, ask leading
questions (for example, What should we do if we want to speak or ask
a question?)
PBIS often gives students three general rules: Be safe, be respectful,
and be responsible. In every area of the school, students are taught
more specific rules and expectations for being safe, being respectful
and being responsible: for example, in the cafeteria, in the hallways, in
the bus area, and in the media center. The rules in PBIS are usually
developed by the adults in the school. But it is more engaging to
students, and they are more likely to take ownership for the rules, if
they are involved in the process of developing them.

One way to involve students in making rules within the context of

PBIS is to allow classroom teachers to use the three overarching rules
(be safe, be respectful, be responsible) to develop all the rules for their
classroom with their students. At the beginning of the year, teachers
might introduce kids to the three rules, and then work together with
their classes to develop rules for being safe, being respectful, and being
responsible in class.

For example, being safe might mean Keep hands to ourselves, Use
objects appropriately, and Keep book bags and other objects out of
the way so that other people dont trip. Being responsible might mean
Have books, pencils and paper when we come to class, Be ready to
begin work when the bell rings, or Have our homework completed.
It could also mean Ask questions if we dont understand. Being
respectful might mean Raise your hand if you want to speak, and
Listen politely when others are speaking.

The bottom line is this: When students help create the rules, it is a lot
easier to get them to follow the rules.
 Targeted behavior support

Targeted strategies are implemented for students who are at risk, and
may include intervention programs involving support and specialist
staff. Communication between parents/ caregivers and staff will take
place before, during, and after additional supports are implemented.

INTENSIVE BEHAVIOUR SUPPORT:

Strategies to support individual students (approximately 2-5% of
students) may require specialized services and alternative pathways of
care. Individual supports may include:
Individual Education Plans (IEP)
Education Adjustment Plans (EAP)
Individual behavior plan based on Functional Behavior Assessment
Support from our specialist staff (i.e. Support Teacher Inclusive
Education, Guidance Counselor)
Wrap Around with outside agencies
We welcome the involvement of other professional personnel who have
a vested interest in the students welfare.
TELL Teaching Equity Learning Liaison Team

Guidance for the application Consequences for

inappropriate student behavior

BEHAVIOUR MAY POSSIBLE MANAGED BY

INCLUDE CONSEQUENCE
Minor incidents of
inappropriate behavior:
 Ignoring instructions Reminder of
and direction expectations
Lateness to class Send student to buddy
class TEACHER
Littering swearing Verbal negotiation
Uniform/hat/jewelry withdrawal from S
transgressions playground
Playing in appropriate Consultation and
areas reflection with teacher
Disrespect for school Contact with parents
resources
Disruption of teaching
and learning (calling
out, interrupting)

Inappropriate behaviors at
this level include:

Non-attendance at
Continued behaviors
extracurricular
above
Stealing
activities Teachers,
Review of IBSP
Truancy
Non-attendance at off parent and
Physical and/or verbal
aggression towards
campus and/or extra- principal or
curricular activities (at
students and staff
Principals discretion) other support
Smoking
Referral to outside staf
Intimidation and/or
agency
harassment of staff
Police notification
(including through the
Suspension
use of technology) Restorative conference
Pornography
on return from
Vandalism, Sexual
suspension
harassment/misconduc
t

Inappropriate behaviour at Parent interview

this level includes: Review of ISBP
Extreme or continued Non Attendance at off
Teacher,
behaviours above campus and/or extra-
Possession of drugs curricular activities (at parent,
Supply of drugs Principals discretion)
Police notification
Principal and
Possession of a
 weapon/use of a Suspension other support
weapon Recommendation for
Violent assault exclusion staf

Consequences of Inappropriate Student Behavior

Behaviors may include Possible Consequences Managed by

Disrespect for school resources

Ignoring instructions and
direction
Spoken to Teacher and Pa
Lateness to class
Talking in class appropriately by Teacher, Leader
Littering teacher and correct & Parents
Minor swearing behavior taught. Guidance Coun
Uniform/hat/jewelry
Incompletion of homework
(occasional)
Obvious lack of effort in
class (occasional)