Behavior, Discipline, Harassment & Civil Rights Policies
Discipline
Discipline can be a positive and interactive process leading toward growth. Discipline may add reassuring structure to children's lives and help them organize their relationships with other people. Our goal is for children to develop inner discipline by experiencing support and expectations. Although the same principles apply throughout the Bennington Early Childhood Center, particular behavioral expectations and regulatory techniques are geared to children's ages and experiences, as well as their uniqueness as individuals.
A developmental approach to discipline considers several factors: how a child thinks, the child's experience, the child's ability to understand the demands of particular situations, behaviors which are acceptable and those which are not, and how one tells the difference. Demonstrating clearly what is expected is different when dealing with a two-year old than with a five-year old. The two-year old cannot process language or inhibit impulses as the five-year old can. A minimum of words, accompanied by a model of the desired action may be more useful for the two-year old than the explanation that may benefit the five-year old. In all instances, the child needs to be respected while learning the rules of the social group. All children should be provided with techniques that will lead them to solving conflicts themselves. They should learn to be responsible for their own actions but not diminished as people because of their mistakes.
Conflicts are a necessary part of growth. They should not be encouraged but should be seen as an opportunity to teach the children effective ways of dealing with problems. Accepting children's feelings does not mean that all expressions of those feelings are acceptable. Children do need to have the reality of their feelings recognized and appreciated, just as they need to learn about the feelings of others, both children and adults. Realistic consequences, which take a child’s age into consideration, help children see their actions in the context of other people's needs and reactions. For example, it might be more appropriate to re-direct a two-year old than to remove the child from the situation since separation is an important developmental step that should be primarily a positive one. With a four- or five-year old, however, the child may feel that they need some time to gather their thoughts before they are able to speak about the conflict and negotiate an appropriate solution that leaves both parties feeling as though they have accomplished this major task together. At any time if a child experiences difficulty, a teacher will be available to guide and support this learning experience. It is our goal for all children to work toward self-discipline and successful independent negotiation.
It is important to note that a significant difference exists between a teacher's role and a parent's in that the teacher works with a group of children with whom she/he has a close, but temporary and limited relationship. Discipline appropriate in the context of the intense and ongoing relationship between parents and children may not be appropriate in the teacher/student relationship. The differences between home and school are many and, therefore, the discipline may be different. Children can learn much from these differences. In speaking with children about these differences we may use terminology such as, “home rules might be different from school rules, when you are at school you need to follow the school rules.”
Children in a group learn not only from their own experience, but also from watching how the adults deal with other children. In attempting to understand other children's behavior and adults’ reactions, children may often report their concerns to their parents. Listening to children helps them clarify and trust their own judgment. If parents become confused or concerned about what their child reports, they need to talk to the child's teacher for further information and perspective. At times, a child or a group of children may be having more than the expected problems with controlling their behaviors. Such a situation does not go unnoticed by the professional staff. The usual procedure is for the Supervising Teacher to discuss the situation with the classroom staff and the Director. The Director may make some observations of the situation. A plan is developed with the group of teachers and monitored. There is usually a discussion with the parent(s) about ways in which home and school can work together in understanding the child's needs and changing the behavior. Teachers also work with the other children in the group to help them develop their own strategies for dealing with the objectionable behaviors. Parents sharing information with the staff about their child's concerns enlarges the frame within which the teachers may help the children deal with the situation.
In the early years, children's inexperience in the world makes discipline a major area of learning. Although, like most subjects, it will be reconstructed as the individual develops and reorganizes knowledge to reflect new experiences and situations. The first lessons will affect the child's sense of self and provide a process that seems natural to the individual as a way of living in the world with others. The staff recognizes the importance of this learning for children and spends a great deal of time reflecting and discussing their goals and methods. As in all aspects of children’s education, the staff welcomes parent participation in this process.
The Bennington Early Childhood Center is committed to providing all students with a safe and supportive school environment. Members of the school community are expected to treat each other with mutual respect. The following policies are to provide clear expectations for all in dealing with issues that may arise.
Anti-harassment
Harassment is a form of unlawful discrimination as well as disrespectful behavior and it will not be tolerated at the Bennington Early Childhood Center. It is the policy of the Bennington Early Childhood Center to oppose and prohibit, without qualification, unlawful harassment based on race, color, religion (creed), national origin, marital status, gender identity, sexual orientation, or disability.
Any harassment of any person by a member of the Bennington Early Childhood Center community is a violation of this policy. All complaints should be addressed to the Center Director. She shall act to investigate all complaints of harassment, formal or informal, verbal or written, and to discipline or take other appropriate action, including expulsion, against any member of the school community who is found to have violated this policy. Any Bennington Early Childhood Center employee who is found to have violated this policy may be subject to action including, but not limited to, warning, education or counseling, suspension, exclusion, termination, or discharge.
An individual may make a complaint of harassment to the Vermont Human Rights Commission or the Federal Office of Civil Rights at the following places:
Vermont Human Rights Commission
14-16 Baldwin Street
Montpelier, VT 05633-6301
(802) 828-2480 or (800) 416-2010
Email: human.rights@state.vt.us
Office for Civil Rights, Boston Office
U.S. Department of Education
33 Arch Street, Suite 900
Boston, MA 02110-1491
(617) 289-0111
Email: OCR.Boston@ed.gov
In addition, an individual may seek other remedies through private legal action and, in some circumstances, through criminal prosecution.
BECC Civil Rights Complaint Procedure
Individuals and groups are never discouraged from submitting a complaint of discrimination. Complaints may be written or verbal. Complaints may be anonymous. The Bennington Early Childhood Center instructs program participants to send complaints of discrimination directly to the USDA Office of the Assistant Secretary for Civil Rights (OASCR). The complainant must file within 180 days of the alleged act of discrimination. The superintendent or appointed designee is responsible for implementing the Civil Rights Complaint Procedure. The complainant can file on their own directly with the USDA or report the complaint to the SFA.
The contact information is found on the “And Justice for All” posters which are prominently displayed in all required areas.
All complaints alleging discrimination on the basis of race, color, national origin, age, sex, or disability will be forwarded to the USDA Office of the Assistant Secretary for Civil Rights immediately.
mail:
U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SWWashington, D.C. 20250-9410
fax: (202) 690-7442
email: program.intake@usda.gov
Complaints should be put into writing, by the complainant, using USDA Program Discrimination Complaint Form, (AD-3027), (AD-3027) found online at: https://www.usda.gov/oascr/how-to-file-a-program-discrimination-complaint.
This form is available in English and Spanish.
In the event that a complainant makes the allegations verbally or in person and refuses or is not inclined to place such allegations in writing, the person to whom the allegations are made must record the details of the complaint for the complainant. Every effort will be made to have the complainant provide the following information:
Name and contact information for the complainant.
The date(s) during which the alleged discriminatory actions occurred or, if continuing, the duration of such actions.
The specific location and name of the entity delivering the service or benefit.
The nature of the incident or action that led the complainant to feel that discrimination was a factor.
The basis on which the complainant feels discrimination exists within any of the protected classes.
The names, titles, and business addresses of persons who may have knowledge of the discriminatory action.
If the USDA determines that a civil rights compliant warrants an investigation, it will occur based on established FNS policy and procedures, and then finalized into a report. They will investigate the complaint and this is the sole responsibility of the USDA.
In addition to submitting the complaint to the USDA, the SFA will keep a Civil Rights Complaint Log on site. Maintaining confidentiality is crucial. As much information as possible will be documented, including:
Name and contact information of complainant
Description of incident including date, time, location, and persons present
Relevant Protected Base(s)
Name of organization and individuals alleged to have engaged in discrimination
Date of referral to USDA
The findings of any investigation conducted
Description of the final disposition of the complaint including any corrective action planned or taken
The SFA will also notify Child Nutrition Programs at Vermont Agency of Education of any complaints of discrimination. The State Agency maintains the information in a confidential database with limited access. Child Nutrition Programs does not investigate complaints of discrimination, but ensures complaints are received by the USDA and will cooperate in the tracking, processing, and resolving of complaints of discrimination.
The Vermont Agency of Education does not discriminate on the basis of race, color, national origin, creed, marital status, sex, disability, age, gender identity, or sexual orientation in its programs and activities. Complaints alleging discrimination related to the Vermont Agency of Education protected bases of religion, sexual orientation, gender identity, or martial/civil union status, will be sent to Clare O’Shaughnessy, Staff Attorney, at clare.oshaughnessy@vermont.gov or (802)-828-0105
Suspension/Expulsion Policy
All means of support will be exhausted before suspension or expulsion is even considered.
The Supervising Teacher shall bring any student who consistently exhibits behaviors that are dangerous or disruptive to people, property, or the academic process of the school, to the attention of the Director. They will discuss possible supports that can take place within the normal classroom setting to enable the student to be successful. They will also discuss, either at the initial meeting or subsequent meetings, if this is a matter that would benefit from the entire Bennington Early Childhood Center staff to do observations, discuss the student’s behaviors, and offer a plan of action.
A student who has been determined by the Director to pose an immediate danger to persons or property, or a significant threat of disrupting the academic process of the school, shall be removed to a place within the school designated by the Director or her designee and a parent or guardian shall be notified that the student needs to be removed from school without delay. The student may not return to school until the Parent[s] or Guardian, Supervising Teacher and Director meet to discuss whether a reasonable plan of action within the normal classroom structure can be put into effect to support the student in the classroom or if removal from the program is immediately called for.
The plan of action will include stated expectations for the student’s behavior in the school setting, steps that will be taken if those expectations are not met, and possible referral to any appropriate outside agency with a timeline of when contact must be made by. Participants may also agree upon when they will meet again to assess progress.
Should removal from the program be required, the Director shall send written notice to the parent or guardian.
Weapon Prohibition
The Bennington Early Childhood Center requires compliance with the federal Gun Free Schools Act of 1994, and Act No. 35 of the 1995 session of the Vermont General Assembly requiring schools with Approved Independent School status to provide for the possible expulsion of students who bring weapons to school. It is a violation of federal law and of this policy for any student to bring a weapon to school. The Director, with the approval of the Board of Directors, following opportunity for a hearing, shall expel for not less than one calendar year any student who brings a weapon to school. Modifications may be granted in circumstances in which the student is unaware that he or she has brought a weapon to school, the student did not intend to use the weapon to threaten or endanger others, the student is disabled and the misconduct is related to the disability, or the student does not present an ongoing threat to others and a lengthy expulsion would not serve the student’s best interests. The staff of the Bennington Early Childhood Center may confiscate any article identified as a weapon. Any student who brings a weapon to Center may be referred to a law enforcement agency.
In addition, the BECC forbids any person from carrying concealed or unconcealed weapons onto the BECC grounds. The only exceptions would be officers of the law or animal control officers.
