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Madison Metropolitan School District

Behavior Education Plan

The Behavior Education Plan (BEP) 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.

Two hands covered in paint making a heart

For questions or comments about the Behavior Education Plan please use the Let's Talk button at the bottom of this page to contact us.

Plans by Grade Level

This page contains the Elementary, Middle and High school plans on one page for ease of comparison across all plans. If you'd like to print these plans use the links below.

We Believe…

  • In authentic relationships and a supportive community that fosters a sense of belonging

  • In a thriving school environment where staff and students are physically and emotionally safe

  • In the importance of student and staff voice in decision making

  • Families and school staff must be collaborative partners in supporting every student

We Expect...

  • Students, staff, and families demonstrate respect to one another and hold high expectations for behavior

  • Students, staff, and families build and sustain ongoing positive and authentic relationships

  • Students, staff, and families contribute to a safe learning environment

We Will...

  • Utilize innovative strategies and supports to create a positive school community where students, staff and families feel safe

  • Provide schools with the necessary resources, professional development and technical assistance to implement the Behavior Education Plan

Guiding Principles

When we decided to take this approach as a District, the Board of Education put in place key Guiding Principles. These principles have not changed and will continue to guide us.

We are grounded in a strong focus on engagement and learning

Whenever possible, we avoid exclusionary practices

We believe in teaching and intervention over consequences and punishment

We support progressive discipline, not “zero tolerance”

We believe that strong school-family partnerships are important

We will use disaggregated data to identify disparities, monitor progress, and drive decisions

We believe that every child, when provided with appropriate support, can learn and succeed

We support proactive problem-solving on behalf of students

Supporting positive student behavior requires a high level of commitment from students, parents, guardians, staff, administrators, and members of the Board of Education. These stakeholder groups have rights and responsibilities that are designed to reflect both the mutual respect and accountability required of all people involved in supporting student behavior. The rights and responsibilities for each group are outlined in the Rights and Responsibilities Guidance.

In 2014, we made a major shift.

Our community was in consensus that our zero tolerance policy for school discipline wasn’t working, that it was having a disproportionate and negative effect on students of color and students with disabilities, and that we needed to do something different.

We took a step into uncharted territory - to embrace a restorative and progressive approach, one that aims to keep students in school and build stronger school communities. We are very proud of our staff for taking this on as it requires such conscious decision making, continual effort to build relationships and trust with students and families, every step of the way.

Through this journey, we’ve learned an incredible amount about this work, about what it requires to do it well and how powerful of an impact this work can have when it is working. This updated Behavior Education Plan captures those lessons learned and will propel our District forward.

More than anything, we’ve learned from our students that building community and relationships is foundational to a safe and supportive school for all.

Goals and Metrics

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.

A closeup of a student working on a math problem.

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. Each of these goals and metrics will be disaggregated so that we can hold ourselves accountable for progress.

Goal #1

Increase the number of students, families, and staff who feel safe and a sense of belonging

As measured by:

  • The annual climate survey

Goal #2

Improve the successful development of:

  • Foundational practices and integration into school-wide systems

  • Effective use of intervention

As measured by:

  • Self-assessment data
  • Intervention documentation

Goal #3

Reduce the disproportionality in use of exclusionary practices, including suspensions for African-American students and students with disabilities

As measured by:

  • Suspension data

Foundational Practices and School-Wide Systems

Progressive Discipline Approach

Behavior Response Grid

To learn more about each school’s Alternatives to Suspension, contact a building administrator. For District information, contact the Coordinator of Progressive Discipline.

Alternatives to Suspension

Additional Resources