West Fargo Public Schools' high schools have defined the operating principles of the entire school community, which outlines how members of our schools are expected to interact with one another.

Staff and students work together to help every person reach their fullest potential; academically, socially, physically, and emotionally. We believe that behavior is a choice. We believe that discipline is guidance. Through discipline, we strive to teach appropriate conduct and personal responsibility using an equal balance of logical consequences, problem solving, and restitution. Students are expected to own their behaviors and solve their problems with adult guidance. Behavior which helps someone grow and mature will be encouraged. Behavior which interferes with another person's growth or rights will not be tolerated.

North Dakota Century Code 15.1-19.02 requires that any school district with multiple schools at any given level must have identical behavior management programs using identical language and expectations. 

To help meet the requirements of the North Dakota Century Code, each high school has participated in training and a district discipline committee was formed to create a uniform student management program. A behavior matrix was created to provide positive procedures in a school community, and training of staff to help build positive relationships with students to facilitate effective classroom management and ultimately a positive learning environment.

The student management program emphasizes our behavioral expectations and procedures that every teacher demonstrates and reviews throughout the school year and every student practices and applies daily.

HIGH SCHOOL BEHAVIOR MATRIX

The high school behavior matrix is designed to support students with the essential behavior along with social-emotional skills to be successful learners. The matrix defines clear learning and behavior expectations and leverages restorative practices to promote positive learning experiences for students.

Level one behaviors are considered to be those that are disruptive to the school environment of the student's self and/or others. These behaviors are primarily handled with redirection and reteaching in the classroom.

Level two behaviors are considered to be those that are repeated or significant level one infractions that are disordered behaviors toward another student, staff, volunteers, etc. These behaviors typically result in an office referral and may require in school suspension.

Level three behaviors are considered to be those that are repeated or significant level two infractions that are targeted at others and interfere with safety and/or destruction of property. These behaviors result in an office referral and may require out of school suspension.

Level four behaviors are considered to be those that are identified as expelable offenses. These behaviors result in an office referral and require administrative consequences.

DEFINITION

• Behavior that is disruptive to the school environment of student or others.
• Refusal to comply with reasonable requests
• Behavior that is generally managed with a brief intervention by an adult present in that setting

Examples include disrespect, inappropriate language, inappropriate hallway behavior, non-compliance, out of assigned area, partial or incomplete work (Category A), and violation of Responsible Use Regulations of Technology agreement.

BEHAVIOR INTERVENTIONS & RESPONSES

Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate.

DEFINITION

• Repeated or significant incident(s) of level one infractions
• Disordered behavior towards another student, staff, volunteer, etc.
• Behavior that is generally managed with a brief intervention by an adult present in that setting and may include additional brief contact with support staff

Examples include level one infractions (repeated or significant incident(s)), accessing inappropriate material online, cheating, dress code violation and/or refusal to wear mask, electronic-based aggression, inappropriate social networking content, insubordination, and swearing.

BEHAVIOR INTERVENTIONS & RESPONSES

Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate.

DEFINTITION

• Repeated significant incident(s) of level two infractions
• Behaviors that involve safety issues
• Behaviors targeted at or targeting others
• Behaviors interfering with safety equipment or destruction of property

Examples include level two infractions (repeated or significant incident(s)); discrimination; theft or vandalism; (cyber)bullying; threats or intimidation; possession of drug paraphernalia; fighting; dress code violation that supports hate, gang, or drug affiliations; refusal to wear mask when required; ongoing refusal to possession of stolen property; sexting (dependent on severity of creating, viewing, storing, or sharing); terroristic threats; substance impairment; use of prohibited substances according to administrative policy FFA-AP: Student Alcohol & Other Use or Abuse.

BEHAVIOR INTERVENTIONS & RESPONSES

Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate. The student's behavior will be documented in PowerSchool.

DEFINITION

• Behaviors identifiable as expellable offenses

Examples include arson; pyrotechnics; terroristic threats; bomb threats or incendiaries; drug and/or alcohol sale or intent to sell; severe physical assault; sexual assault; possession or use of weapons; sexting (dependent on severity of creating, viewing, storing, or sharing).

BEHAVIOR INTERVENTIONS & RESPONSES

Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate. The student's behavior will be documented in PowerSchool.