Behavior Expectations
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It is the objective and policy of Kirkwood High School to recognize, preserve, and protect the individual rights of all students and yet encourage and enforce their rights within the necessary framework of an orderly, efficient, and productive school program. The quality of discipline in the school is a blend of values and attitudes contributed to by everyone concerned; this encompasses students, parents, teachers, school administrators, school board members, and community patrons.
We believe that discipline and academic achievement are closely related. We appreciate the fact that discipline, order, and cooperation is essential for people to meet and work together effectively. All individuals involved in the school must share the responsibility for creating and supporting a positive and orderly environment.
Professional judgment will be used by administrators to determine the dispositions of specific problems. Most types of school discipline problems are listed in this guide. However, it is impossible to list every problem that might interfere with the smooth operations of the school. Administrators have the responsibility and authority to deal with all problems even though the specific problems might not be listed in this guide.
All requirements and procedures will be followed for students who have Individual Educational Plans (IEP) under IDEA or an Individual Accommodation Plan (IAP) under Section 504 of the Rehabilitation Act. Discipline for students with disabilities who have an IEP will be administered in such a manner as to provide appropriate consequences. Students whose behavior is related to their disability may receive modifications to their Special Education services or placement, as determined by the IEP committee.
The behavior rule definitions and expectations apply to all Kirkwood High School students in attendance at instructional and support programs as well as school-sponsored activities and events, either on or off campus. All of these expectations and guidelines are supported by the Board of Education. Infractions are divided into Levels I-V, depending on the seriousness of the misbehavior. (Attendance Guidelines stand alone in our discipline policy.) Level I offenses require teacher intervention but could be elevated to a higher level, depending on the severity and circumstances of the incident. Levels II – V are referred to the grade level principal for review and response. As the level and severity of the offense increases, so does the seriousness of the consequence.
