Rules & Regulations
Our goal is to provide an atmosphere and learning environment that is safe, supportive and nurturing for each student. All students have a right to learn while attending a safe school. As such, discipline is a necessary part of school life and good discipline is based on an agreement between the school and parents about what is expected of our children. There are strict behavior expectations, which include no hitting, kicking, biting, scratching and/or fighting. Also, appropriate language must be used at all times. Respect when speaking to teachers, students and any adult is mandatory.
Center for Advanced Learning utilizes the Setting Limits Program by Robert MacKenzie as the basis for school-wide guidance and discipline plan. The Setting Limits Program is dedicated to providing all children with the clear, firm, and respectful guidance they need to become cooperative, responsible, and productive members of their school community. It is a curriculum for teaching the lessons of classroom management and school-wide guidance and discipline. The emphasis is on teacher and learning, not punishment. Rules and standards for acceptable behavior are taught like any other subject – with clarity, firmness, consistency among staff and across grade levels, and respect for all students. The core components of the program can be summarized in three basic steps:
1. Communicating clear, firm messages about our rules, expectations, and standards for acceptable behavior.
2. Supporting and enforcing rules with instructive logical consequences that are designed to teach, not punish.
3. Providing additional support and training opportunities for students who need more time and practice to learn rules and master the skills for acceptable behavior.
The Setting Limits Program is unique because it incorporates current research on children’s temperaments and learning styles with proven guidance practices that balance firmness with respect.
Student behaviors are dealt with on three levels:
1. Low-Level Repetitive Misbehaviors are dealt with in the classroom with limits and consequences determined by the teacher.
2. Mid-Level Misbehaviors are disruptive behaviors will be dealt with by the teacher and may require back-up support from parents.
3. Intensive Level interventions are required when students continue to misbehave in Stage 1 and Stage 2 time-outs. These behaviors will involve teachers, parents, and administration.