Running head: DISCIPLINE PLAN

Middle School Discipline Plan

Franciscan University of Steubenville
Cheryl Myers, Kaitlyn Regan, Serra Alongi, Emma Green

DISCIPLINE PLAN

Here at Bonaventure Academy, we believe that every student can become successful. Our
discipline plan is based on three influential discipline models. The first is Alfred Adlers Positive
Discipline, the second is Linda Alberts Cooperative Discipline, and the third is William Glasers
Noncoercive Discipline. It is our intention to use these discipline models and FOCUS to help
students better understand what is expected of them and to help them become successful students
in and out of the classroom.

RULES
In this school we FOCUS

F
O
C
U
S

IND THE COURAGE TO TAKE RESPONSIBILITY FOR MYSELF AND FOR MY

ACTIONS.
PEN UP TO CHALLENGES SO I CAN GROW.
ARE AND BE KIND, FOR EVERYONE I MEET IS FIGHTING A HARD BATTLE.
NDERSTAND THAT DREAMS ONLY WORK WHEN I DO.
ET MYSELF UP FOR SUCCESS SO ANYTHING CAN BE POSSIBLE.

TEAM ENCOURAGEMENT STRATEGIES

Houses: The concept of houses is based on the school-within-school approach. When students
enter as sixth graders, they will be placed into one of the four houses: St. Thomas, St. Francis, St.
Clare, and Sixtus IV. Each house will be composed of a mix of 6th, 7th, and 8th graders. Each
student will be a member of the same house for his or her entire middle school career. Houses
will earn or lose points based on the behavior of their individual members. Teachers will award
points as they observe students taking the initiative to implement FOCUS rules. At the end of
each grading quarter, the house with the most points will receive a small prize such as making ice
cream sundaes in the cafeteria, a dress-down day, etc. At the end of the year, the house with the
most points will have the opportunity to attend a daylong activity that they will choose from a
teacher-approved list. This strategy will provide incentive for students to follow the school rules,
will foster relationships between students, and will provide a means of holding students
accountable for their behavior to themselves, their teachers, and even their peers.

DISCIPLINE PLAN

CONSEQUENCES
1st Offense

2nd Offense

Stealing from a peer

or from the school *

Student will return or

make reparations to the
victim and will write a
sincere apology letter.

Illegal Substances
& Weapons

Student will receive inschool suspension for

three days and the
proper authorities will
be notified.

Student will pay a

fine to fix the
damages and serve
detention in order
to help the janitor
fix the locker.
Student will return
or make reparations
to the victim and
will write a sincere
apology letter as
well as receive inschool suspension
for three days.
Student will receive
automatic expulsion
and the proper
authorities will be
notified

Tardy to Class

Student will receive a

verbal warning.

Student will serve

lunch detention.

Disruptive Behavior
in Hallway

Student will receive a

verbal warning.

Student will serve

lunch detention.

Fighting/Bullying

Parents/Guardians will
be notified and student
will serve lunch
detention.

Parents/Guardians
will be notified and
student will serve
after-school
detention.

Cheating/Plagiaris
m

Student will receive a

zero on the assignment
and parents/guardians
will be notified.

Student will fail the

class,
parents/guardians
will be notified, and
student will serve
in-school detention.

Damage to Lockers

Student will serve

detention in order to
help the janitor fix the
locker.

3rd Offense
Students locker
privileges will be
revoked for one
week.
Student will return
or make reparations
to the victim and
will write a sincere
apology letter as
well as receive
automatic
expulsion.
N/A
Student will serve
after-school
detention.
Student will serve
after-school
detention.
Student will serve
in-school
suspension for three
days and
parents/guardians
will be notified.
Student will face
the academic board
to defend his or her
right to remain at
the school.

*If reparations are not made within one week, the proper authorities will be contacted.

DISCIPLINE PLAN

TEAM PROCEDURES

Use of Lockers

Time between
Classes & Hallways

Late Homework,
Extra Credit, &
Grading Scale

Makeup Tests & Test

Rules

Students will be provided with a locker at the beginning of the school

year. Students are responsible for keeping their lockers clean. This
means that lockers should be able to close without problems and no
recognizable odors should come from the lockers. Students will clean
their lockers bimonthly. If probable cause exists, administration
reserves the right to search any locker (probable cause denotes
suspicion of illegal substances, weaponry, etc.). If damage is incurred,
the student responsible may be fined or given detention to repair
damages.
Students will be given a four-minute passing time between each class
period. Teachers will monitor the hallways for disruptive behaviors,
such as running, shouting, public displays of affection (PDA),
fighting, etc. Students must be in the classroom by the tardy bell.
Late Homework: Each day a student does not turn in his or her
homework, teachers will deduct 10% off his or her assignment for the
first four days. Following the four-day period, the student will receive
a zero.
Extra Credit: Extra credit policies will be at the discretion of the
individual teachers. The principal will approve these policies.
Grading Scale:
95%-100% = A
77%-79% = C+
60%-62% = D90%-94% = A73%-76% = C
59% or less = F
87%-89% = B+
70%-72% = C83%-86% = B
67%-69% = D+
80%-82% = B63%-66% = D
Makeup Tests: In order to receive credit, any test missed must be
made up. Time frames for making up tests will be at the discretion of
individual classroom teachers based upon the seriousness of the
circumstances. A note from a doctor or parent/guardian must be
provided the day the student returns to class. If a student knows that
he or she will be absent on the day of a test, the student must make the
teacher aware and arrange for making up the test.
Test Rules: Tests will be announced by the teacher at least a week in
advance of the test date. Teachers may administer pop quizzes and
other assessments without prior notice. Cheating and plagiarism will
NOT be tolerated. If a student is found cheating/plagiarizing, there
will be serious consequences. (See consequences for more
information.)

DISCIPLINE PLAN

PARENT-TEACHER CONFERENCES
Format: We will begin the year with an informal meet-and-greet. All parents are encouraged
to attend this meeting in order to learn about the curriculum and the expectations for the
upcoming year. There will be individual parent-teacher conferences at the end of each quarter to
discuss the students progress, strengths and weaknesses, and concerns from either the parents or
teacher. A letter will be sent out two weeks before conferences begin with information regarding
the schedule for the parent-teacher conferences. If further conferences are warranted, either party
may request an additional conference within the nine-week period.

Conference Feedback
Progress in school

Students strengths

Students weaknesses

Concerns

Teachers will complete this chart during each parent-teacher conference.

The parents and the teacher will each receive a copy of the completed chart.

DISCIPLINE PLAN

SCHOOL COMMUNITY PLAN

During our fall semester at Bonaventure Academy, students will have the opportunity to
learn about various jobs and organizations that are located within our community. They will then
have the chance to volunteer at the different organizations that interest them. At the end of the
semester, students present their experiences to their peers.
First
Semester
Week 1

Week 2- 17

Week 18

Career and Volunteer

Workshop
The school will host a
mock job fair in which
different members,
businesses, and
organizations from the
community will exhibit
booths in the gym.
Students will visit the
different booths and learn
about the various
organizations. Pamphlets
and information will be
available to the students.
Students will have the
opportunity to volunteer at
the jobs or organizations
that interest them the
most.

Students will be placed

back in their groups of
ten. During these group
sessions, students will
present to their peers their
experiences during their
time volunteering at the
various locations.

Evidence of Student
Involvement
Each house will be divided
into groups of ten students.
Within these groups,
students will discuss the
different booths the visited,
what they liked, and what
they did not like.

The leaders of the various

organizations will sign a
form verifying the number
of hours students completed
and the quality of their
work. Once the students
have completed their hours,
they will work on a
presentation and a reflection
paper that highlight what
they did during their
volunteer hours.
Students will turn in their
presentation materials,
verification forms, and
reflection papers to their
teacher coordinator.

Frequency
The mock job fair will
be held at the beginning
of each semester.

Students will complete a

total of ten hours at a
minimum of two
different locations.

The presentations will

occur during the last
week of the semester.

DISCIPLINE PLAN

DISCIPLINE MODEL
The classroom discipline model that Bonaventure Academy has created is rooted in three
influential discipline models. The first is Alfred Adlers Positive Discipline, the second is Linda
Alberts Cooperative Discipline, and the third is William Glasers Noncoercive Discipline. We
hope that by using a combination of these three models, our discipline practices will help create
upstanding and successful students.
According to the article What is Positive Discipline? (2015), Positive Discipline is
based on the work of Alfred Adler and Rudolf Driekers. This article states that positive
discipline is a program that is designed to teach young people to become responsible, respectful,
and resourceful members of their community (p. 1). Under this discipline model, students are
taught important social and life skills in a manner that is deeply respectful and encouraging for
both children and adults. Since then, Positive Discipline techniques have spread through different
communities and schools. In 1988, Jane Nelson and Lynn Lott collaborated and wrote a book
called Positive Discipline in the Classroom. Nelson and Lott believed that when children feel
that they are part of a community and that they belong they are less likely to misbehave. (What
is Positive Discipline, 2015, p. 1).
The next discipline model is Cooperative Discipline, which is based on the work of Linda
Albert. In her book, Cooperative Discipline, Albert states that children misbehave because they
want attention, power, revenge, or they are trying to avoid failing. If teachers can find the root of
the misbehavior and encourage students to be the best versions of themselves, students behavior
should improve (Albert, 1996, pp. 43-45). Linda Albert (1996) reminds teachers that, students
choose their behavior, and we have power to influencenot controltheir choices. The change
starts with the teacher; we need to learn how to interact with students so theyll want to choose
appropriate behavior (p. 43).
The last discipline model is William Glasers Noncoercive Discipline. According to
Charles and Gail (2005), Glaser was the first to insist that students are in control of their
behaviors (p. 74). He believes that bad behavior is caused by poor choices and that good
behavior is caused by proper choices. In order to help promote good behavior, teachers have the
duty to help students make better behavioral choices. One way teachers can achieve this is to
engage students in classroom meetings in which teachers and students discuss class matters and
resolve problems (Charles and Gail, 2005, p. 74).
These three discipline models place a strong emphasis on students owning their behavior.
In addition, these models aim to create responsible and successful students. Here at St.
Bonaventure, we hope to create students who will own their behavior and strive for success.

Albert, L., & DeSisto, P. (1996). Cooperative discipline. Circle Pines, MN: American Guidance
Service.
Charles, C., & Gail W., S. (2005). Building classroom discipline. (8th ed., p. 74). London, ENG.
Pearson.
What is Positive Discipline? (n.d.) Retrieved on March 27, 2015 from Positive Discipline.
Website: http://positivediscipline.com/files/What-is-Positive-Discipline.pdf