1. DISCIPLINEDISCIPLINE Principalship Dr. Dan Bertrand

2. THE PRINCIPAL’S ROLE IN DISCIPLINE As a new principal how would you determine whether the school has an effective disciplinary system? How do you determine potential problem areas?

3. ESTABLISH A PHILSOPHY Allow kids to be responsible Let them grow and disappoint you Kids behave according to how they are treated Never lose control when disciplining 3 F’s- Fair, Firm and Friendly

4. What to do first Carefully review and understand all aspects of the student handbook. Use data to identify problems Who issued the most referrals last year? What were the most common offenses? What are potential areas for staff development?

5. THE PRINCIPAL’S ROLE IN DISCIPLINE Have a good handbook with a preamble Develop clearly written, necessary, reasonable rules and policies  Relate to the educational process  Keep with the school mission  Reflect community values and mores  Clearly communicate rules to all

6. PREAMBLE This handbook is provided to the students and their families to acquaint them with the rules, regulations, procedures and other relevant information necessary for the orderly functioning of the school. It has been structured to help promote student progress as well as in the interest of modeling appropriate school government. In addition, this handbook provides for the psychological and physical safety of the students through appropriate rules and regulations. When breeches of school disciplinary rules and regulations occur, it is the responsibility of involved teachers and administrators to work with the student, his/her parents, and other support personnel to help the student correct his/her behavior. All disciplinary actions shall be directed toward protecting the welfare of the school community as well as helping the student develop self-discipline. When determining the response for a specific breech of discipline, school personnel will consider the nature of the act, the student’s previous history, his/her age and maturation, any mitigating circumstances, and the affect of his/her actions on the welfare of the school community. Disciplinary responses may include but are not limited to the actions described in this handbook. All students and their parents are responsible for reading and understanding the contents of this handbook. Your receipt of this handbook acknowledges your understanding and willingness to comply with the policies and procedures contained in this handbook.

7. THE PRINCIPAL’S ROLE IN DISCIPLINE Enforce the rules fairly and consistently Support your teachers  Always do something if a student is sent to the office  Let teachers’ know what you did with their students Supervise and expect others too also! Determine your “bottom-line” on important issues (i.e. drugs) Educate your staff on legalities and discipline

8. DON’T’S OF DISCIPLINE Don’t just control kids Don’t distrust all kids because of a few Don’t punish everyone when you can’t find the criminal Don’t get emotional Don’t swear- ever

9. What do you need to act? Be sure to have Reasonable suspicion –You do not need proof beyond a reasonable doubt –Know and understand the difference Follow Procedural Due Process –Handbook and procedures Substantive Due Process –Be sure there is a rational relationship between the rules and the consequences for the offense

10. Communication Follow up on discipline immediately Talk to the teacher and other students – get statements in writing Have the student write down why they were sent to the office Call the parents before the child gets home. Require teachers to call parents

11. Before Closure Should you call your attorney? Should you call the police? Have you followed the handbook? Do you have enough information? Are you being fair and just?

12. SEARCH AND SEIZURE Sliding scale—balance students’ expectation of privacy with duty to establish duty to establish discipline and a safe environment Expectation of privacy: the more personal the search the more suspicion you must have Reasonable Suspicion  Do you have information that would lead a reasonable person to believe that you will find a specific item (right now)?  Does the reason for the search relate to an established school rule?  Be clear on the item, information, place, method!

13. SEARCH AND SEIZURE Search of lockers  School property—no assumption of privacy  Policy should state this! Any search is legal IF you have consent (without coercion)  Try to get permission  Have witnesses (and student)  Ask questions  Plain view unless you have reliable info. Search of Bookbags, Purses  More intrusive—more reasonable suspicion required  Be prepared for what you find

14. SEARCH AND SEIZURE Search of Cars  Plain view only  Don’t break in  Call police  Ask for consent Personal Searches  Never do a pat down regardless of whether it is legal!  Never do a strip search! Drug Testing (Extracurricular Activities)  How do you know there is a problem?  Emphasize safety  Avoid punitive policies—assistance  Random testing  Security of results Police in School  Probable cause NOT reasonable suspicion

15. SEARCH AND SEIZURE Why use canine searches?  Demonstrates that you are serious  Good P.R.???  Push drugs out of the school!  Show the non-using students that you want to protect them Before you decide…  Are you prepared for the outcome?  Are you prepared to give up control?  Establish need!  Demonstration  Confidentiality  Keep dogs away from people

16. SEARCH AND SEIZURE Review your policies related to searches Have your attorney review policies Establish procedures/protocol for searches Keep records of searches— WWWWH?