At every school in Warrensville Heights, our scholars have Tiger PRIDE: they show that they have Personal Responsibility, Respect, Integrity, Discipline and are Engaged.
Student Code of Conduct
While each school has it's own behavior expectations, all scholars in our District are expected to follow the rules in the Student Code of Conduct. Every parent or guardian recieves a hard copy of this document at the beginning of the school year and return a signed slip to their child's school. This Board approved document includes:
- Dress Code information
- Parent & Student rights
- Disciplinary Procedures
- And more
Warrensville Heights City School District takes PRIDE in our PBIS (Positive Behavioral Interventions and Supports) program at each school, run in accorance to the latest research from Ohio Department of Education.
So what is PBIS?
Positive Behavioral Interventions & Supports (PBIS) is an implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional and behavioral competence of all students. (PBIS.org, National Technical Assistance Center on PBIS, June, 2018)
What does PBIS include?
- Clear Expectations: School communities identify 3 to 5 (2 to 3 for early childhood) school-wide overarching behavioral expectations that align with the mission of the school and guide behavior for all settings and situations for staff and students.
Comprehensive Instruction: Systematic, explicit instruction is provided on the school-wide expectations along with opportunities to practice and receive feedback on the expected behaviors for each area of the school setting.
Consistent Systems of Acknowledging and Correcting Behaviors: Consistent striving for a 5 to 1 ratio in acknowledging expected behaviors and correcting challenging behaviors is provided through:
logical consequences and reteaching
clear procedures for responding to behaviors
supportive environments designed to eliminate behavior triggers
Supportive Structure: Districtwide and schoolwide systems are created to enable accurate and sustained implementation of practices. Teams use data to make decisions as they focus on developing an infrastructure in schools that provides effective academic and behavioral multi-tiered systems of support for all students. Progress monitoring completed for fidelity and target outcomes.
Community Connections: With administrative commitment and involvement, schools and districts utilize team-based structures to focus on building positive relationships among all stakeholder groups, to ensure consistent implementation of culturally responsive practices.
Conduct is closely related to learning - an effective instructional program requires an orderly school environment and the effectiveness of the educational program is, in part, reflected in the behavior of students. The Board believes that the best discipline is self-imposed and that students should learn to assume responsibility for their own behavior and the consequences of their actions. The Board has zero tolerance of violent, disruptive or inappropriate behavior by its students.
The Superintendent, principals, and other administrators shall have the authority to assign discipline to students, subject to the Student Code of Conduct/Student Discipline Code and, where required by law, to the student’s due process right to notice, hearing, and appeal.
More information on our Disciplinary Processes can be found on page 65 of the Student Code of Conduct.