Discipline Process at Tointon Academy

All staff will teach and practice Tointon REMI  expectations and procedures with all students. Our goal is to create a caring community where students feel valued, and one where they show and practice acts of kindness. All students need to participate in their community in order to create a sense of ownership and belonging. All staff will implement verbal and written recognition in the classroom. Staff will also narrate the positive - what they want to see - in order for students to hear the expectation. 

Teachers will also use REMI Bucks in order to provide positive reinforcement as well as communication with you about behaviors we are seeing at school.

Teaching Expectations:

• When staff notice behaviors that are not helping all learn, they will address it the first time verbally. This could sound like, "Right now, I am seeing you do (blank). What I need to see you do is (blank)." 
• Should the same problem reappear, or another behavior that is getting in the way of all people learning, the teachers will directly address it a second time. It could sound something like, " I am seeing (blank), and I need you to do (blank) so all may learn." 
• If there is a third appearance of behavior that is interfering with the learning of all, your child’s teacher will invite them to fill out a reflection sheet. This is done for two reasons. The first and most important, in order for anyone to change, they have to look at their actions and how those actions contribute to the results they currently have. If your child can reflect on what is causing them difficulties, this can go a long way to help find something that works better for them. The second reason is for accountability. If we have the same problem over and over, if it is happening during the same time or day or subject, this is helpful in determining how to best help all learn and what changes can be made.
• Should there be a fourth instance of behavior that gets in the way of learning for all, your child will be asked to come to the office. In the office your child will have a conversation with either Mrs. Solana, Mrs. Guy or Mr. Kolm, as well as receive a phone call. We know you want the best for your child, and in order to find a solution that allows all to learn as much as possible, we appreciate your partnership in this process.

Each grade level will have a process to monitor students who are disruptive so that the next teacher knows when students have already had multiple redirects. 

The district follows the response to behavior to address behavior and consequences in a consistent and equitable manner. 

Behavior Referrals

We follow a school-wide behavioral referral system for habitual minor and major behaviors. Teachers follow the 3-step redirection protocol to address minor behaviors and will communicate with families as needed. When major behaviors need to be addressed, administration will address students involved and respond with restorative practices, discipline and/or parent collaboration in line with district behavior policies. 

Majors and Minors

Behaviors able to e addressed by classroom staff are considered MINOR violations of our school and/or district expectations. Minor violations include:

• Continual disruption
• Disrespectful behavior
• Minor physical aggression (tripping, poking)

Response to Minor violations: Tier One and Tier Two restorative practices led by classroom staff. Administration supports as needed. 

Major behavior violations involve safety and habitual behaviors. Major violations are handled outside of the classroom with Administration. Parents are communicated with Major violations.