• Salazar’s Behavior Management Plan

    TEI 3.1: Procedures and Systems, 3.2: Behavioral Expectations

    The Campus Discipline Management Plan addresses the campus beliefs on behavior, common area’s behavior, and the school wide corrective procedures; teachers will use this as a framework on which to draw their individual classroom discipline management plans. All plans must reflect District policy.

    All staff are expected to teach/reinforce the following campus wide procedures:

    Hallways/Transitions (HALL)              Classroom (SLANT)                       Voice Levels

    Hands behind back                                     Sit up                                      Level 0 - Silent

    Attention forward                                      Listen                                      Level 1 - Whisper

    Lined up                                                      Ask questions                         Level 2 - Normal Voice

    Lips sealed                                                  Nod                                         Level 3 - Speaker Voice

                                                                        Track                                      Level 4 - Outside Voice


    Classroom Discipline Management Plan

    1. Teacher establishes rules and expectations for his/her classroom. It is a good practice to involve students in the creation of classroom’s rules and consequences to promote students’ behavior self-monitoring.
    2. Teacher utilize research based techniques to address inappropriate or off-task behavior  (CHAMPS Book and Behavior Intervention Manual) and keep updated documentation.
    3. If classroom disruption continues, teacher must contact parents to address the problem and create a plan.
    4. Teacher will address concerns with counselor after having documented interventions and convene a SST.
    5. Assistant principal will be notified of a student's case and meet with parents to discuss behavior plans under RTI.


    Discipline Policy

    Incentives and close parental contact will be an integral part of the discipline management plan.  All teachers will receive training on the discipline management plan.  Each classroom will adhere to the discipline management plan and it will be posted in each classroom.  No “put down” comments towards the students will be tolerated.  Teachers will refrain from touching students when disciplining them.  Per Dallas ISD policy, no one is to administer corporal punishment.

    Our school discipline plan is based on the following guiding parameters:

    1. We will treat each other with respect and dignity.
    2. Misbehavior will be handled with logical consequences instead of punishment.
    3. Misbehavior will be viewed as an opportunity to build students’ capacity in preparation to become productive and responsible citizens, as opposed to seek compliance.
    4. Students will be given the opportunity to make decisions and live with the consequences.
    5. Students will be guided and expected to solve their own problems.
    6. Students will have the opportunity to express their disagreement when given consequences in a way that the respect and dignity of both staff and students are maintained.


    Student Code of Conduct

    Each student must receive a copy of the Student Code of Conduct booklet to take home and review with their parent/guardian.  The student’s parent/guardian needs to sign Parent & Student acknowledgment page and return it to school before the end of the week it was received.  In addition, each student must sign the student page that indicates that the Code of Conduct has been reviewed with him or her.  Each homeroom teacher is to turn in all signed forms for your homeroom section to the main office where they will be filed.  It is the teacher’s responsibility to contact parents until the form is returned.



    Quick Reference Guide:

    Cellphone Policy                      Page 15                        Level I Offenses/Consequences             Page 21

    Bullying                                   Page 17                        Level II Offenses/Consequences            Page 22

    Intervention Strategies              Page 20                        Level III/Consequences                        Page 25