Make Your Day

“MAKE YOUR DAY” Citizenship Program

Why “Make Your Day”? 

  • The Make Your Day (MYD) program provides a uniform discipline and citizenship program for all grades, all classes. 
  • It teaches students to solve problems and the lowest level and encourages them to speak up for themselves. 
  • It promotes communication with the school and the parents. 
  • The system empowers all school personnel to interact with all students in a fair and consistent manner. 
  • Students are able to monitor, evaluate, and reflect on their behavior. 
  • It improves on the quality and quantity of student learning each and every day. 

Classroom expectations: 

Make Your Day is our school-wide student owned and generated discipline/citizenship program. With Make Your Day, students understand that “No one has the right to interfere with the learning, safety and wellbeing of others” and that each student is to “Do what is expected and do it the best that you can”. 

When a child makes their day, it means that they have been responsible for coming to school ready to learn. By doing what’s expected the best they can, students: 
  1. Are prepared with materials for class 
    1.  Pencils, texts, notebooks, etc. 
  2. Behave as expected in the classroom, in the cafeteria, on the playground and on campus. 
  3. Are actively involved in learning; 
    1. Tuned into the lesson being presented 
    2. Keep attention directed to the task on hand 
    3. Listen 
    4. Follow through on work 
    5. Participate in appropriate activities in class 
  4. Put forth their maximum effort according to each individual’s learning style. 
  5. Choose appropriate methods for solving peer interaction problems such as: 
    1. Reporting to the teacher on the playground or in the classroom 
    2. Walking away 
    3. Talking the situation through 
  6. Acknowledge impact of their actions on others. 
  7. Accept and give constructive suggestions in a helpful way. 


Students earn points by not interfering with the learning, safety, or well-being of others and by doing what is expected and doing it the best they can. Students self-assess during each period and verbally award themselves points. Other students are given an opportunity to express their concerns with points. Safeguards are in place so that this cannot be abused and tattling is stopped. 

So, what happens at the end of the school day if a child does not Make Their Day? A home communication paper is sent home to the parents/guardians informing them of the child’s difficulty. This communication is used to provide parents the opportunity to help their child by reflecting on the problem and ways to improve. This note is to be signed and returned the next school day. This daily communication with parents is critical for changing negative behavior and is just strength of this program.

Through the Make Your Day program, all students can succeed each day to make their day, be congratulated and leave school feeling good that they made their day. Make Your Day is positively, not negatively motivated. It constantly puts students in positions to succeed, to be uninterrupted by others and to know that they must be the best they can be. Under Make Your Day, the students who are on task working and not interfering with others, are the ones who get the praise and attention of the teacher. Make Your Day constantly points out to students that being responsible for their learning is the key to school and lifelong success. 


If students do not interfere with others rights and do what is expected the best they can, they Make Their Day. If they do interfere with the rights of others, they follow a series of “steps” that are designed not to be punitive, but to help them change that inappropriate behavior through recognition of the problem, identification of a different appropriate behavior and an understanding as to why the correction needs to take place. The time at each “step” usually ranges from 3-5 minutes. When the student is on steps, he/she is not allowed to talk, move around excessively, or make noises. “Steps” are progressive if the student fails to meet the expectations of the step they are on. Progression through steps is ENTIRELY THE STUDENT’S CHOICE. 


Step 1  When a problem occurs for a student, the student will sit in a chair facing away from the learning environment. (In certain circumstances, there will be other accommodations relevant to the situation). The student is to spend an appropriate time period quietly thinking about the problem he/she had. The student then may choose to return to the class activity. 
Step 2  If the student chooses not to sit appropriately on Step 1, he/she forfeits the chair and stands facing away from the learning environment for an appropriate time period before returning to Step 1. 
Step 3  If the student chooses not to stand appropriately on Step 2, he/she will stand facing away from the learning environment while focusing on the school rule. The purpose of this is to assist concentration on appropriate behaviors. After an appropriate time period, the student may return to Step 2.

Step 4 Inappropriate behavior on Step 3 indicates that the student has requested an immediate conference with his/her parent/guardian. The student will go to the office to phone a parent, with an adult present. Parents will be requested by the student to come in for an immediate conference to facilitate the student’s returning to class. The student will remain out of class activities until a parent, student and teacher/supervisor conference can be held. At this conference, the student states the problem honestly and takes responsibility for his/her actions. The student uses problem solving skills to verbalize positive alternatives. If the student/parent agree that student is ready to return to class for the purpose of learning, the student returns. If not, the student may go home and may return the next morning. If the parents are not able to meet on the day the child chooses to go to Step 4, the student will be kept in a “Buddy Room” for the remainder of the day. The parents will need to come to school the next day for the Step 4 conference in order for the student to return to school. 

*Immediate Step 4 placement will occur should the student demonstrate extreme, inappropriate behavior.
Step 5  This step is used only when a child has exceptional misconduct or is not functioning appropriately in the school setting. At this point, the principal or designee will contact the parent and indicate that the child needs to be picked up at school immediately. The office Waiting Room may be used for the remainder of the day if a parent contact is unable to be made. The student will remain at home the following day or until they have satisfied the corrective action as determined by the administrator. The “Exceptional Misconduct” guidelines and range of corrective actions are outlined in Finley School District’s Policy 3241P . The Step 5 conference will be scheduled by the administrator.
Shadowing  When another student responds to or interacts in any manner with a student on steps, he/she has chosen to “shadow” or follow his/her fellow student through the steps. Choosing steps is only the business of the student making the choice. No other student will be allowed to interfere or become involved. 

Automatic Step 4:

*Students choosing to behave in the following manner may receive an automatic step 4.* Professional judgment will be used in all cases in regards to student’s age, maturity level and severity of offense. Staff may choose to call a parent instead of using Step 4 if that is deemed more appropriate. 

Examples of highly inappropriate behavior include but are not limited to the following: 
Abusive Language/Gestures
: Profanity, inappropriate gestures, or ethnic, racial, and sexual slurs directed at others. 
Disrespectful of Authority: Disrespectful attitude in response to authority; refusal to follow reasonable directions of staff, etc. 
Unsafe Behavior: Any action deemed to be dangerous by an adult, e.g. kicking, punching, throwing objects to inflict harm, etc. 
Theft: Unlawfully taking another person’s property without his/her consent. 
Destruction of Property: Purposefully destroying personal or school property, including graffiti. 
Threats of Violence: Any threat of harm to others. 
Harassment/Bullying: Any inappropriate comments, touching, gestures, drawing, or jokes that interfere with the well-being of others to include but not limited to those actions made on the basis of sex, race and/or disability. 

*STEP 4’s MAY RESULT IN A STEP 5 (SUSPENSION OR EXPULSION) – see Step 5 (Suspensions) and Expulsions