Overview of the Student Code of Conduct

At Edgemont Montessori School, we believe in educating the whole child to the fullest potential through the Montessori principles of student-centered / learner-friendly practices in a peaceful academic environment that fosters the cognitive, social, physical, and emotional development of the child. We believe that expectations for behavior and ways of dealing with misbehavior should be in accord with developmental goals. Clearly defined school rules and classroom procedures with incremental actions and consequences consistently carried out will foster appropriate behavior.

Edgemont Montessori has four school wide rules for consistency within classrooms and throughout the school. These school rules are:

Act in ways that make our school caring, safe, and joyful
Do your best learning
Help others be their best
Take good care of our school

Peaceable Schools Model
Edgemont Montessori’s approach is to lead the child towards self-discipline. Our school-wide “Peaceable Schools Model” is a multi-step process designed to teach problem solving and conflict resolution skills to staff, teachers, and students. It is based both on the concepts of modeling and practicing skills, and on a commitment to cooperation and respect. Montessori education includes explicit instruction on social behavior in a part of the curriculum called Grace and Courtesy, this may include lessons on how to say please and thank you, politely interrupting someone, making verbal greetings, or introducing friends. Through the lessons of Grace and Courtesy, a child is able to develop and refine social skills while building self-esteem and independence. Maria Montessori stressed the relationship of these exercises to the general happiness and well being of the child: “A child who becomes a master of her/his/their acts through repeated exercises of grace and courtesy, and who has been encouraged by the pleasant and interesting activities in which she/he/they has been engaged, is a child filled with health and joy and remarkable for her/his/their calmness and discipline” (Montessori, 2007, p. 93). Through the Practical Life and Grace and Courtesy activities in the Montessori classroom, a child not only learns concentration, coordination, independence and order, but also how to interact with others and gain an understanding and appreciation of the environment. Children begin to build themselves from within while learning to treat themselves and others with respect and dignity. These types of activities ultimately provide the foundation for success in all areas of life.

Families are an integral part in helping the school to promote grace and courtesy, and are encouraged to understand and help foster these types of activities outside of the classroom setting. Working together, home and school, we can bring about a positive school experience for the child.

The following Code of Conduct Chart will help students, staff and families to understand the expectations for acceptable conduct. All students are expected to follow the Code of Conduct in a developmentally appropriate manner.

The following table describes some general unacceptable behaviors and associated actions, which are divided into four levels according to severity/ developmental level/ student’s history of behaviors.

Behaviors	Actions
	Level 1	Level 2	Level 3	Level 4
Harassment, Intimidation, and Bullying	**See specific information re: bullying legislation
Defiance/Disruption	x	x	x	x
Fighting			x	x
Inappropriate Physical Conduct	x	x	x	x
Unsafe Behavior	x	x	x	x
Teasing/Exclusion	x	x	x	x
Theft		x	x	x
Threats		x	x	x
Vandalism	x	x	x	x

*This rubric is a guideline—The principal has discretion regarding actions as they relate to individual circumstances. Further, in an instance where the behavior may not clearly be listed above, the principal will use their discretion to determine an appropriate action for a particular behavior.

Level One: Infractions on an infrequent basis

●Conference with teacher/ staff member
●Teacher selected consequence
●Teacher contacts parent/ guardian via telephone
●Record of contact submitted to administration and parent/guardian for signature

Level Two: Repeated infractions

●In-school parent/guardian conference with teacher/staff member to develop a behavior plan
●Possible referral to counselor/nurse
●Teacher selected consequence

Level Three: Continuing infractions or serious infractions

●Teacher/staff member refers incident to principal
●Parent/guardian contacted by principal and/or school psychologist
●Parent/guardian conference with principal and/or school psychologist
●Possible community service or character education project
●Time out from classroom (working in alternate location)
●Possible short-term suspension
●Possible referral to school psychologist/nurse

Level Four: Infractions that are highly serious or cause imminent danger to self or others

●Immediate referral to principal
●Parent/guardian contact
●Parent/ guardian conference
●Possible suspension
●Possible referral to school psychologist/nurse or outside agency

*Parents/Guardians will accompany the students back to school for re-admittance once suspension is over.

We also use the N.J. State Bar Foundation’s Elementary Anti-Bullying lessons at Edgemont Montessori. The definition of Harassment, Intimidation, and Bullying as defined by the State of N.J. is as follows: any gesture, any written, verbal or physical act, or any electronic communication, whether it be a single incident or series of incidents that:

is reasonably perceived as being motivated by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical, or sensory disability, or by any other distinguishing characteristic
takes place on school property, at any school sponsored function, or off school grounds as provided for in section 16 of P.L. 2010, Chapter 122
substantially disrupts or interferes with the orderly operation of the school or the rights of other students
a reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student’s property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property
has the effect of insulting or demeaning any student or group of students
creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student

School staff must follow the statutory procedures for all reported HIB incidents and protect students. A reporting procedure is in place to promptly investigate reports of violations and complaints related to HIB. The investigation will be initiated by the principal or the principal’s designee within one day of the report of the incident and shall be conducted by the school anti-bullying specialist. The principal may appoint additional personnel to assist in the investigation.

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Edgemont Family Handbook

Edgemont Montessori School