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School Rules/Discipline/PBIS/Houses


A – Act Safely

B – Be Responsible

C- Care for Self, Others, and Environment

The following are not allowed at LES:

Discipline Policy

Our school adopted a discipline approach called Positive Behavior Interventions and Supports (PBIS), which emphasizes teaching behavioral expectations and reinforcing good behavior. We will be using the Ron Clark Academy House system as a way to praise students for exhibiting appropriate behavior.

All faculty and staff members will be participating in the House system. It will focus on 3 centralized expectations.

A – Act Safely

B – Be Responsible

C – Care for Self, Others, and Environment

These rules will be posted in each classroom.

Incidences of misbehavior will be separated into 3 levels. The teacher will handle all Level 1 infractions. Level 2 and Level 3 infractions will be handled by the administration. Please refer to board policy listed above pertaining to the definitions and examples of Level 1, 2, and 3 offenses.  

Teachers will handle Level 1 infractions in the classroom.  Consequences may include walking laps at recess, behavior reflection sheet, or a parent communication home via email or phone call.  

The student is referred to the administration through Educator’s Handbook. Possible consequences include temporary removal from class,  in- school suspension, referral to an outside agency, restitution, withdrawal of privileges (including field studies and special events/activities), out of school suspension, lunch detention, behavior contracts, and parent contact at the discretion of administration.


The MTSS Leadership Team is available to provide support for students with significant behavior difficulties. Functional behavior assessments and tools such as skills lessons and behavior contracts may be implemented. Behavior contracts identify behavior goals for students to achieve. Students who accomplish these goals may earn rewards. The contract will be set up between the student, teacher, parents/guardians, and administrators.  


A student committing a Level 3 infraction will automatically receive a disciplinary referral to an administrator via Educator’s Handbook. Consequences may include removal from the classroom, in-school suspension, out-of- school suspension, parent conference, counseling, referral, expulsion, and/or other consequences as deemed appropriate by the administration.

Any student with a Level II or Level III offense will be sent to the office immediately as stated in the Kershaw County School District Discipline Code.

Students with a processed Office Discipline Referral will be given a copy of their referral which contains appropriate consequences for their infractions.  Possible consequences may include loss of activity/event, lunch detention, recess detention, reflection, suspension, or parent visit to the classroom. The referral form will be sent home with the student; this should be signed by the parent and returned.

Positive Behavioral Intervention and Support (PBIS) - What is PBIS?

One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional. 

Core Principles of PBIS

  1.  We can effectively teach appropriate behavior to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.

  2.  Intervene early. It is best practice to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.

  3. Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with students' needs. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students. PBIS uses tiered models of service delivery.

  4. Use research-based, scientifically validated interventions to the extent available. No Child Left Behind requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.

  5. Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student's progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.

  6. Use data to make decisions. A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.

  7. Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.

*This and additional information may be found at

Ron Clark Academy House Systems

The Ron Clark Academy (RCA) House System is a dynamic, exciting, and proven way to create a positive climate and culture for students and staff. Using RCA’s methods our school will implement the processes that build character, relationships, and school spirit. 

LES House Systems

LES House Systems will be implemented this school year. Houses will include the following Houses- Altruismo, Amistad, Isibindi, Reveur, Onranka and Nukumori. 

It is the expectation that all faculty and staff will actively participate and engage through choosing a house that reflects their core values. Students will be sorted into houses based on random selection in September. The following years, only kindergarten and new students will be selected for houses as students will stay in their house for the remainder of their time at LES.  Students will earn points for their house for behaviors that are above the ABC school rules. These can be related to behaviors such as effort, good character, citizenship, responsibility, safety, academic improvement,  achievement and excellence, etc.  A list of guidelines for earning house points will be shared with students and parents. 

Houses will meet each month to discuss character, academics, building relationships, leadership, and school spirit. 

Character education including the  character word of the month will be taught through the house systems. Students and houses with the most character points will earn character awards. Student government will be incorporated through the house systems with 5th grade students serving as house leaders. 

Each house will be identified by their house name, color, symbol,  and signal. A house t-shirt will be ordered for each student. Students will wear their house shirts or colors on school spirit days which will be every Friday and other special announced days.