Discipline Responses | Interventions and Responses to Student Behavior | Disciplinary Process and Procedures | Alternative Learning Centers for Expelled Students | Probation Contracts | Tennessee Teacher Discipline Act
MNPS Discipline Philosophy
Discipline is the opportunity to intervene, teach, and shape the future of the student. Discipline should be administered with equity, dignity, freedom from bias and respect for all parties.
Student Disciplinary Practices and Procedures
Rules and behavioral expectations designed to promote a healthy environment for all participants are hallmarks of an orderly and democratic society. Monitoring and meeting those expectations are the responsibility of all who participate.
Discipline is to be viewed not as an opportunity to punish, but rather as an opportunity to teach appropriate behaviors and restore the student to the school community. We are not only responsible for contributing to students' intellectual development, but also for their social and emotional development.
As you review this information, remember that the well-being of each student individually and all children collectively is our greatest consideration.
Discipline Responses
Toxic stress and traumatic events faced by students outside of the school setting can impact brain development and health, availability for learning, and behavior. In fact research shows that, in comparison to students with no known Adverse Childhood Experiences (ACEs), students with three or more ACEs are three times more likely to experience academic failure, five times more likely to have chronic absenteeism, six times more likely to have serious school disciplinary concerns, and four times more likely to exhibit somatic health complaints (e.g., headache, stomach ache).
Students and staff are expected to demonstrate mutual respect for themselves and others at all times. When students are disruptive or act inappropriately, school staff and principals are expected to respond logically, appropriately and consistently. The MNPS Discipline Table describes five types of behavior, increasing in seriousness from a Type 1 behavior to a Type 5 behavior. For example, a dress code violation is a Type 1 behavior, while bringing a firearm to school is a Type 5 behavior.
The Discipline Table also includes five levels of possible responses to inappropriate behavior (Levels A through E) and an additional potential response (Level T) for behavior on the bus. Each behavior is assigned to one or more of these levels of intervention and response. Principals and school staff may use only the levels provided for each behavior. Only one response letter may be chosen. Responses and interventions are to be progressive. If a behavior is assigned to two or more levels of response, the lowest level of intervention should be used for the first occurrence of behavior.
When choosing a higher-level response within the range of possible responses, an administrator must consider:
- the student's age, health, disability, decision-making ability and prior intervention history
- the student's willingness to repair the harm
- the seriousness of the act
- the harm caused or the potential to cause harm, including any injuries caused
- the extent of actual disruption to the learning environment
An administrator must clearly document the reasons for using the selected response by citing the factors above in the discipline referral. In each case, MNPS administrators and staff will ensure consequences applied will minimize the amount of instructional time lost. Suspensions and expulsions are measures of last resort. An administrator is never required to expel a student unless the behavior is a Type 5 Zero Tolerance Offense.
MNPS does not engage in expulsion or suspension practices for Pre-K students ages 3, 4, and 5. TCA reference Suspension/Expulsion Policies and/or Procedures for 3-, 4-, and 5-Year-Old Students (34 CFR § 300.530; T.C.A. § 49-6-3024).
Type 4 Behaviors (400 level) may include an out-of-school option for grades K-5. Except for Type 5 behaviors, law enforcement will not be called to make an arrest for elementary students.
"Informal" suspensions—suspensions that are not documented in the student management system (Infinite Campus)—are prohibited. A parent may not be called to pick up their student for disciplinary or behavioral reasons unless the incident and the suspension are documented. Parents must be provided a copy of the student's discipline referral when a suspension occurs.
Unless otherwise noted, all codes apply to behavior at school, on the bus, or at school-sponsored activities.
Interventions and Responses to Student Behavior
School discipline is best accomplished by preventing misbehavior before it occurs; and using positive, safe, and respectful interventions after it occurs in an effort to promote new, more adaptive skills and prevent future challenging behaviors.
Schools must balance accountability with an understanding of the origins of challenging behavior, including an understanding of the impacts of Adverse Childhood Experiences (ACEs) and toxic stress on behavior. Training about ACEs and Trauma-Informed School Practices is recommended and readily available for all schools. Schools should incorporate a trauma-sensitive approach within a Multi-Tiered System of Supports (MTSS) that incorporates positive behavior interventions and supports, restorative practices, and social emotional learning foundations at the Tier 1 universal level of prevention.
The essential Tier 1 practices are:
- SEL integrated into the curriculum
- Data-based decision making team
- Establish school-wide expectations
- Establish, model and teach expectations in the classroom and other locations
- Multiple opportunities for practice and reinforcement of expected behaviors
- Preventative and proactive discipline plans
- Logical and restorative discipline
- Community gathering/morning meeting for 15-20 minutes daily
- Regulation area in each room
- Mindfulness-based brain breaks (in schedule twice a day)
- Ongoing professional development
- Evaluation of implementation fidelity at least twice a year
After challenging behavior warranting disciplinary action occurs, schools should draft and implement individualized student success plans (Tier 2) or behavior intervention plans (Tier 3) that explicitly include trauma-informed strategies with an emphasis on positive relationships and emotional and behavioral regulation. Examples may include pairing students with supportive adult mentors and teaching and practicing stress reduction/regulation skills to promote self-management. Trauma-informed specialists, psychologists, behavior analysts (behavior support team and exceptional education coaching team), restorative practices specialists, and social-emotional learning specialists are available to assist school staff with development of individual student plans.
A restorative and consistent approach is preferable to utilizing suspension and expulsion. Suspension and expulsion are never required, except for Type 5 offenses. Length of in-school suspension (ISS) and out-of-school suspension (OSS) may not exceed the days allowed in this handbook.