EDSP 363
DISCUSSION: S D P TCHOOL ISCIPLINE OLICY EMPLATE
Step 1: Locate a school or school district’s school wide behavior/discipline policy. Consider selecting one
from a previously completed field experience or from a school/district where you wish to work someday.
Step 2: Carefully analyze the policy in light of the principles discussed in the course text, identifying the
strengths and weaknesses with regard to school safety, bullying, reinforcement (positive/negative),
roles/responsibilities, expectations, homework, parent involvement, levels of intervention (individual,
class, school), social and learning outcomes/expectations, plans for communication, etc. Complete the
chart below and copy and paste it into the Discussion Board Forum 2. Note that good policies at a
minimum address the following:
1) Tiers addressing (a) Tier 1: universal interventions, (b) Tier 2: targeted interventions, and
(c) Tier 3: individualized interventions;
2) Emphasize positive behavioral supports and interventions supported by research.
3) Data collection and progress monitoring systems for recording (a) individual student
behavior, (b) classroom progress, and (c) school wide progress.
4) A communication and collaboration plan that involves educators and families and
promotes maintenance and generalization across settings (home and school).
Name of school/district: Roanoke City Public Schools
Link where original plan
can be found:
https://www.rcps.info/domain/88
Key Characteristics
The guidelines are put in place to ensure fair and consistent discipline for rule violations, whether
they occur on school premises or somewhere else that is relevant. The Code of Conduct shows no
bias or discrimination, and students with disabilities are safeguarded by the Individuals with
Disabilities Education Act (IDEA), their Individualized Education Programs (IEPs), and
accommodation plans. Both the IEPs and accommodation plans will be consulted when
implementing discipline for rule violations. The policy outlines student obligations and expected
standards related to academic performance, conduct, and attendance.
Strengths Weaknesses/Gaps
It is made clear that students are expected
to follow both the attendance policy and
the harassment policy, and it provides
references for both.
Parents and students receive information
on the established policy and regulations
when addressing disciplinary measures.
The mental, emotional, and physical well-
being and safety of students is throughout
Absence of well-defined, specific
intervention strategies.
Absence of specific timeframes or
limits for conducting a Functional
Behavior Assessment and putting a
Behavioral Intervention into place
Lack of information about the
procedures for a “change in
placement” through the IEP or 504
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EDSP 363
the disciplinary procedures.
Shows clear roles and members.
Proactive view of reporting of bullying,
encouraging students and parents to
report.
Tiered intervention plans are not a one-
size-fits all, flexibility is allowed.
for students whose behavior is due to
a disability.
It is not mentioned what professional
development is given for staff on how
to recognize, prevent, and address
bullying.
Not enough defined criteria for tiered
intervention plans, leaving it open to
interpretation.
Submission: Your thread is due no later than Thursday, 11:59 pm EST, of the assigned module.
Your replies to two peers, adding to the identified strengths and weakness of the policies your
peers shared. What elements of the policies/plans shared do you feel should be included in a
model SWPBIS policy/plan? Your replies are due no later than Monday, 11:59 pm EST, of the
assigned module.
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