The Behavior Education Plan is driven by the word “education”, and at its core is a teaching and learning plan designed to support every student in their social, emotional, and academic development. We know behavior education is complex work that happens in classrooms and cafeterias, on buses and playgrounds, and even offices and auditoriums. Whether you are a student, family member, community member, or staff member, we all have a responsibility to embody our beliefs, our expectations, and our commitments.
The goals of the Behavior Education Plan are focused on ensuring every student experiences a thriving school culture and a safe and supportive learning environment, leading to healthy identity development, and a sense of belonging. These goals align to the vision and goals of the District’s Strategic Framework. Our priority and focus on addressing racial inequities drives this work and provides the basis for three overarching goals: increase a sense of safety and belonging in school, implement successful systems of support and intervention, and reduce disproportionality in the use of exclusionary practices.
- BEP Staff and family Feedback 2018-19
- Strategic Framework and Climate Survey Feedback 2017-18
- Behavior Education Plan Evaluation 2013-14 through 2016-17.
- BEP Data Update 2017-18
- BEP Data Report Supplement
- Semester One Review
- First Quarter Review November, 2017
- Lessons Learned 2014-2017 & Implementation Focus Areas
- Mid-Year Review February 2017
- BEP Board of Education Update October 2016
- Behavior Report 2015-16 July 2016
- Year End Review May 2016
- Behavior Education Plan Survey 2016
- Mid-Year Review February 2016
- First Quarter Review September 2015
- Third Quarter Review May 2015
- Second Quarter Review January 2015
- First Quarter Review September 2014
Rights and Responsibilities
Supporting positive student behavior requires a high level of commitment from students, parents, guardians, staff, administrators, and members of the Board of Education. Rights and responsibilities that are designed to reflect both the mutual respect and accountability required to support student behavior.
We believe that social, emotional, and academic development requires four foundational practices:
The BEP is intended to help turn mistakes into learning experiences and to pair consequences with additional support. Page 14 of the BEP provides an overview of the progression of discipline. Refer back to mmsd.org/bep to find links to the BEP for each level (elementary, middle, or high).
Our goal in MMSD is to ensure all students with disabilities receive their free appropriate public education (FAPE) in the least restrictive environment (LRE).
Bullying Prevention and Response
Bullying prevention is supported by foundational practices in all schools. Bullying behavior is responded to according to MMSD's Anti-Bullying Policy - for more information and resources, please visit the website link below.