Discipline & PBIS
Discipline Philosophy
Effective discipline is essential for the public school to discharge all of its basic responsibilities: socialization, guidance, and instruction. An effective instructional program will occur in an orderly environment conducive to learning. The School District of University City has established specific behavioral expectations with regard to student conduct as required by the State of Missouri and School District of University City Board of Education.
We believe that each student is unique and has the potential to make positive contributions to society. In a cooperative effort with parents, staff, and students we commit ourselves to provide an atmosphere that will encourage all students to become well-educated, responsible individuals. When behavioral expectations are not met, it is our goal to provide appropriate interventions for the re-education of students to prevent repeated infractions and violations of District policies and behavioral expectations.
2010-2011 Discipline Handbook (56-page PDF)
Positive Behavior Intervention and Support (PBIS)
In an effort to address discipline issues, the School District of University City established the Positive Behavior Intervention and Support (PBIS) program at all district schools. The PBIS program focuses on proactive strategies that define, teach and support appropriate student behavior to create positive school environments in classroom and non-classroom settings.
PBIS incorporates behavior-based approaches supported by scientific research and best practices that ensures a successful teaching and learning environment.
By introducing, modeling and reinforcing positive social and behavioral expectations, and rewarding students for following them, PBIS establishes a climate in which appropriate behavior is the norm. Subsequently, problem behavior becomes less effective, efficient and relevant, while desired behavior more functional, beneficial and personally rewarding. PBIS was piloted at Jackson Park Elementary School beginning in 2005.
