• Table of Contents

• Welcome

• Why do we have a Code?

• Mission and Vision

• Guiding Principles

  • Restorative Practices

  • Trauma Sensitivity

  • Prosocial Behavior

• Rights and Responsibilities

  • Students

  • Essential Partners

  • Educators

  • Educators

• Visitors

• Policies and Administering the Code

  • Attendance Policy

  • Attendance in the Multi-tiered Systems of Support (MTSS) Framework

  • Family Communication Regarding Absences

  • Dress Code

  • Electronic Devices Policy

  • Drug Free Campus

  • Dignity for All Students

• Responses and Interventions

  • Levels of Behavior Concerns, Violations and Responses

• Understanding Types of Discipline

• Students with Disabilities

• Glossary of Terms

• District Directory

Dear SGF Families and Staff,

I’m so proud to present our new South Glens Falls Central School District Code of Character, Conduct and Support for the 2024-25 school year.

At SGF, we’re always looking for ways to grow and improve as a team. With this updated code, we’ve incorporated new ideas and approaches that we believe will better guide our students, help them understand the impact of their choices, and encourage positive decision-making.

SGF isn’t just a place where students learn - it’s where all of us, including staff, grow and improve. This new Code of Character, Conduct and Support reflects our commitment to finding better ways to help every student succeed. We’re excited to put these new ideas into practice and see how they benefit our whole school community.

At the heart of this endeavor was our desire to craft a document that truly embodies the spirit of our SGF community. We wanted to capture the essence of who we are and what we stand for, not just as a school district, but as a family of learners, educators, and supporters. This Code of Character is a roadmap for how we can come together, support one another, and create an environment where everyone feels valued, respected, and empowered to thrive.

Finally, thank you to each and every one of you for being a part of our ongoing commitment to excellence here at South Glens Falls CSD. Anyone with questions about this new guide are asked to contact their building’s administration, which is listed on page 43 of this document.

Sincerely,

Kristine Orr

Superintendent of Schools

The South Glens Falls Code of Character, Conduct, and Support is designed to promote equity and strongly supports our principles and efforts to be trauma-sensitive, as well as to present a strong focus on restorative practices.

In addition to outlining guiding principles, rights, responsibilities and various types of consequences, this document serves to provide a preventative approach and therapeutic response as we aim to keep students in the classroom.

Our Code of Character, Conduct, and Support also emphasizes the importance of implementing strategies, practices, interventions and plans that address students’ needs before behavior issues rise to a more serious level. Students are most likely to make positive decisions when they understand the expectations, know that adults care about them and when they feel respected.

In the South Glens Falls School District, we approach student behaviors as teachable moments and opportunities for learning instead of punishment. While it is important that we hold students accountable for their actions, consequences without re-teaching and reflection do little to change behavior in the long run. To improve educational outcomes for our students, we must provide interventions and behavior supports that are directed at addressing academic gaps and the causes of misbehavior.

The Code of Character, Conduct, and Support applies to all students while in South Glens Falls Central School District schools and on school grounds, in school vehicles, at school-related and district-sponsored activities including those held at locations off school property. It also applies to actions that occur outside of school hours and off school property when behavior can negatively affect the educational process or endangers the health, safety, morals, or welfare of the school community. For our schools to be safe and supportive environments, everyone within the school community must demonstrate and offer mutual respect and cooperation.

Please read the Code of Character, Conduct, and Support in its entirety. It should be used as a guide and reference throughout the upcoming school year. Our top priorities are to ensure that our schools are safe and that all students have what they need to be academically successful.

We are partners in the education of our students. Together we can ensure that every student is academically successful and on the path to graduation.

If you have any questions, concerns, or comments, please contact us through Let’s Talk. Go to the South Glens Falls Central School District website for the link.

To nurture a safe, welcoming learning environment that sparks individual passions, fosters a love of learning, and promotes lifelong success.

Creating diverse opportunities with the individual student in mind.

The South Glens Falls Central School District Code of Character, Conduct, and Support is based on core values derived from our Portrait of a Bulldog for ensuring that our schools are safe, healthy, and supportive environments.

Student discipline, policies, and practices must be implemented in ways that are accountable and restorative. Students and families need to know that the school will provide interventions inside and outside the classroom that supports a restorative, rather than punitive, response. Students have the option to accept assigned consequences and fully participate in the interventions designed to address specific behaviors. These interventions require students to own the problem, reflect on the impact of their behavior on themselves and others, understand why the behavior was unacceptable or inappropriate, and identify what they can do differently next time, as well as to repair harm.

We need to be aware that the person whose actions we are attempting to correct must be in a place where they admit they were wrong and want to make amends or alter their behavior.

Examples of Restorative Practices

• Affective Statements refers to the tone in which we speak to students to help us build relationships and show that we care about the students. For example, “I like the way you worked for the whole class period today,” is more effective than just saying “good job.”

• Classroom Circles can be used as a response to poor choices and as a vehicle for discussion when creating respect and classroom norms. This should be used in the beginning of the school year so that students understand expectations and a positive classroom culture can be developed.

• Restorative Conference is a formal response to conflict where the facilitator helps both parties explore what happened and who was affected. This can be done with a facilitator, teacher, and a student after a disruption to the learning environment has occurred.

• Restorative Reflections is an exercise in which students complete a writing assignment and go through the restorative questions and steps as they try to reflect on their actions and make a better plan.

• Restorative Harm Repair Circles are full-scale circles involving students, parents (guardians or caregivers), advocates and those affected. This is appropriate with students who acknowledge they have done harm and want to repair the relationship.

• Conflict Coaching sessions are one-on-one meetings between individual parties and a trained restorative practice specialist. These sessions help the party gain perspective on the conflict, make decisions about next steps, as well as learn key communication skills, all while exploring position, emotions, needs and power in their conflicts.

Awareness and intervention are essential when behaviors may be symptomatic of more serious problems that students are experiencing. It is important that school personnel be sensitive to issues that may influence the behavior of students and respond in a manner that is most supportive of their needs.

Appropriate disciplinary responses should emphasize prevention and effective intervention, prevent disruption to learning and promote a positive school culture.

Each SGFCSD school is expected to promote a positive school climate and culture that provides students with supports so that they can grow both academically and socially. Schools take a proactive role in nurturing students’ prosocial behavior by providing a range of positive behavioral supports as well as meaningful opportunities for social-emotional learning. Effective social-emotional learning helps students develop fundamental life skills. Examples include implementing a social emotional curriculum, classroom guidance lessons, and a variety of social skills groups.

Engagement is integral to creating a positive school climate and culture that effectively fosters academic achievement and social-emotional growth. Providing students with multiple opportunities to participate in prosocial activities and develop a bond with caring, supportive adults, positively influences behavior.

• Students learn best when adults serve as active positive role models.

• Students learn best when they learn to celebrate differences.

• Students learn best when respect and civility are modeled by all.

• Students learn best when expectations are clearly defined and consistently enforced

Students have the right to:

• Be afforded a sound, quality education in a school environment that is safe, orderly and promotes learning.

• Be respected as an individual, treated fairly and with dignity by other students and school staff.

• Organize, promote and participate in student activities and clubs as part of the formal education process or as authorized by the school principal.

• Provide representation on appropriate school-wide committees that influence the educational process as designated by school personnel.

• Exercise freedom of inquiry and expression, written and oral, within appropriate limits under the law and provided that the rights of others are not diminished.

• Be protected from intimidation, harassment or discrimination based on actual or perceived race, color, weight, national origin, ethnic group, religion or religious practice, sex, gender, gender identity, sexual orientation, or disability, by employees and students on school property or at any school-sponsored event, function or activity.

Students have the responsibility of:

• Owning and being active participants in their learning. Attending school daily, arriving on time and being prepared to learn.

• Being truthful about and accountable for their words and actions. Respecting themselves and others in class, on school grounds, on buses and any school-related activity.

• Respecting the rights and feelings of fellow students, parents, school staff, visitors and guests.

• Knowing and complying with school district rules and policies.

• Making an effort to correct and improve behavior through restorative interventions.

• Expressing thoughts and opinions in ways that are respectful.

• Respecting others’ personal space.

• Participating in learning communities, including helping to formulate rules and procedures in the school, engaging in school-related activities and fostering a culture of respect for learning and for others.

• Seeking help and assistance when needed.

• Taking care of property that belongs to others or the school.

• Helping to make school a community that is free from violence, intimidation, bullying, harassment and discrimination.

Parents, guardians and caregivers have the right to be active participants in the learning process, to express views and to provide input into decisions that affect their children. They are vital to the success of students in school. Parents, guardians and caregivers should have high expectations for their children. They are always welcome into our schools.

Parents, guardians and caregivers have the right to:

• Be actively involved in their children’s education.

• Be treated courteously, fairly and respectfully by all school staff.

• Receive timely information about policies and procedures that relate to their children.

• Receive regular reports from school staff regarding academic progress and behavior.

• Receive notification and information of inappropriate or disruptive behaviors by their children and disciplinary actions taken.

• Receive information about due process procedures for disciplinary matters concerning their children.

• Receive information about ways to improve their children’s progress including counseling, tutoring, after-school programs, academic programs and mental health services.

• Receive information about services for students with disabilities and English language learners.

• Be contacted when their child is believed to have committed a crime or when police are called.

Parents, guardians and caregivers have the responsibility of:

• Providing updated contact information to the South Glens Falls Central School District and their child’s school.

• Making sure that their children attend school regularly and on time.

• Letting school know when and why children are absent.

• Telling school officials about any concerns or complaints.

• Supporting their children by providing an environment suitable for learning and developing good study habits.

• Working with school staff to address any academic or behavioral problems their children may be facing.

• Talking with their children about behavioral expectations.

• Teaching and modeling respect.

• Advocating for their children and taking an active role in the school community.

• Attending parent/teacher conferences and monitoring their children’s grades and progress.

• Being respectful and courteous to staff, other parents, guardians, caregivers and students while on school premises or when participating in school-related events.

• Teaching children that all children have the right to attend school and be treated with respect and dignity regardless of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender/gender identity or sex.

Educators (Teachers, Principals, Related Support Professionals & all staff) have the right to:

• Work in a safe and orderly environment.

• Be treated courteously, fairly and respectfully by students, parents/ guardians and other school staff.

• Communicate concerns, suggestions and complaints.

• Receive supportive professional development and training.

• Receive necessary resources.

Educators have the responsibility of:

• Fostering and nurturing students so that they develop as learners both academically and socially.

• Recognizing that children should be subject to behavior management, support and discipline policies appropriate with their ages and levels of understanding.

• Being respectful and courteous to students, parents, guardians and caregivers.

• Serving as role models for students.

• Cooperating and scheduling conferences with students, parents and others in an effort to understand and resolve academic and behavioral concerns.

• Keeping parents informed of their student’s progress, challenges, effort and achievements.

• Encouraging students to participate in classroom, extracurricular and other school-related activities.

• Knowing and enforcing rules, policies and procedures consistently, fairly and equitably.

• Confronting issues of discrimination and harassment in any situation that threatens the emotional, physical health or safety of any student, employee or person who is on school property or at a school function and reporting incidents of discrimination and harassment that are witnessed or otherwise brought to the attention of the teacher, counselor, administrator, staff member or to the dignity act coordinator.

The South Glens Falls Administration and Board of Education members have the right to work in a safe and orderly environment where they will be treated courteously, fairly and respectfully by students, parents/guardians, staff and community members.

Principals

Principals have the additional responsibility of:

• Promoting a safe, supportive and orderly school environment for all school community members, regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.

• Reviewing the code of conduct and procedures for reporting incidents with all staff at the beginning of the school year. Ensuring all staff participate in mandated yearly training such as The Dignity for All Students Act (DASA), school violence prevention and mental health first aid.

• Maintaining confidentiality and respecting student and parent rights to privacy.

• Developing the capacity of staff, students and families to intervene regarding behavioral concerns.

• Ensuring that race, economics and disability are never predictors of student achievement.

• Communicating with educators, students and parents/guardians interventions/consequences when applied using the code of conduct.

Superintendent

The Superintendent has the responsibility of:

• Promoting a safe, supportive and orderly school environment for all school community members, regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.

• Reviewing the policies of the board of education and state/ federal laws, relating to school operations and management, with all district administrators.

• Maintaining confidentiality and respecting student and parent rights to privacy.

• Working with district administrators to enforce the code of conduct and ensuring that all incidents are resolved promptly and that students are treated fairly and equitably.

• Addressing issues of discrimination, harassment or any situation that threatens the emotional or physical health or safety of any student, employee or person on school property or at a school function.

• Ensuring that race, economics and disability do not predict student achievement.

Board of Education

Members of the Board of Education have the responsibility of:

• Promoting a safe, supportive and orderly school environment for all school community members regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.

• Approving the South Glens Falls Central School District Code of Character, Conduct and Support annually.

• Addressing issues of discrimination, harassment or any situation that threatens the emotional or physical health or safety of any student, school employee or person who is lawfully on school property.

• Ensuring that policies promote and ensure equity.

• Maintaining confidentiality and respecting student and parent rights to privacy.

The Board recognizes that the success of the school program depends, in part, on support by the larger community. The Board wishes to foster a positive climate where members of the community have the opportunity to observe the hard work and accomplishments of the students, teachers and other school personnel. Since schools are a place of work and learning, however, certain limits must be set for such visits. The Principal or his or her designee is responsible for all persons in the building and on the grounds. For these reasons, the following expectations apply to visitors to the schools:

1. Anyone who is not a regular personnel or student of the school will be considered a visitor.

2. All visitors to the school must enter through the designated single point of entry and report to the Main Office upon arrival at the school. There they will present photo identification, sign the visitor's register and will be issued a visitor's identification badge, which must be worn at all times while in the school or on school grounds. The visitor must return the badge to the main entry point before leaving the building.

3. Visitors attending school functions that are open to the public after regular school hours, such as parent-teacher organization meetings or public gatherings, are not required to sign-in.

4. Parents/guardians or citizens who wish to observe a classroom or school activity while school is in session must arrange such visits in advance with the classroom teacher(s) and Building Principal.

5. Teachers are expected to teach and will not be able to take class time to discuss individual matters with visitors.

6. Any unauthorized person on school property will be reported to the Principal or his or her designee. Unauthorized persons will be asked to leave. The police may be called if the situation warrants.

7. All visitors are expected to meet the expectations for public conduct on school property contained in this Code of Conduct. SGFCSD BOE Policy 5300.65

Attendance Policy

The Board of Education recognizes that regular school attendance is a major component of academic success. Through implementation of this policy, the Board expects to minimize the number of unexcused absences, tardiness, and early departures (referred to in this policy as “ATEDs”), encourage full attendance by all students, maintain an adequate attendance record keeping system, identify patterns of student ATEDs and develop effective intervention strategies to improve school attendance. To be successful in this endeavor, it is imperative that all members of the school community are aware of this policy, its purpose, procedures and the consequences of non-compliance. To ensure that students, parents, teachers and administrators are notified of and understand this policy, the South Glens Falls Central School District will follow a multi-tiered system of support to respond to student absenteeism.

Attendance in the Multi-tiered Systems of Support (MTSS) Framework

Our Student Conduct Coordinators play a key role in improving student attendance. They work closely with our MTSS Coordinator, building level administrators and school counseling/guidance department to analyze attendance data and engage with families about their child's attendance patterns. Together, they implement strategies within our tiered system of attendance communication and intervention to support students and encourage regular attendance.

Our Multi-Tiered System of Supports (MTSS) framework is designed to provide a comprehensive approach to addressing the needs of all students, particularly those who may require additional support to succeed academically and behaviorally. Attendance is a critical component within the MTSS framework as it directly impacts students' ability to engage with instruction and benefit from the educational environment. With a three tiered approach, MTSS seeks to proactively identify and address individual student needs:

Tier 1: Strategies are aimed at encouraging better attendance for ALL students and preventing absenteeism before it affects achievement.

Tier 2: Interventions are designed to remove barriers to attendance for students at greater risk of chronic absenteeism, such as those who missed 10% of the school year, the standard definition of chronic absenteeism. These students and families receive personalized attention as part of our engagement strategy.

Tier 3: Interventions provide intensive support to students missing the most school, often involving not just schools but other agencies such as health, housing and social services, and typically requiring case management customized to individual students’ challenges. Students missing 20% or more of the school year benefit from the addition of this intensive level of support.

The New York State Education Department defines chronic absenteeism as missing 18 days (10%) of school for any reason, excused or unexcused. This comprehensive approach acknowledges that all absences, regardless of reason, disrupt a student's

• Personal illness

• Serious illness or death in the family

• Religious observance or education during school hours, with a signed written request

• Required court appearances of the student

• Required medical appointments of the student

• Approved college visits of the student

• Approved cooperative work programs

• Military obligations of the student

• School-sponsored activities

All other absences, tardies and early dismissal are considered unexcused. Examples are:

• Truancy (absence from school or class without parent/guardian knowledge)

• Family vacations

• Babysitting

• Working during school hours

• Hunting, fishing, oversleeping, missing the bus, etc.

• No parent-written note for an otherwise excusable absence

• Accompanying a parent on an appointment

The South Glens Falls Central School District is committed to understanding and addressing the reasons behind chronic absenteeism. We work to identify the barriers and root causes that keep students from attending school regularly, and we provide individualized support to help overcome these challenges.

“ A growing consensus of researchers point to chronic absence as one of the strongest but most overlooked indicators that students will:

• Become disengaged

• Fall behind academically and socially

• Fail courses

• And eventually drop out of school.”

Common barriers to regular attendance include:

• Lack of transportation

• Family stressors

• Responsibilities at home

• Lack of parental guidance

• Lack of positive relationships/connections to school

• Work avoidance

• Social pressures

• Gaining of outside reinforcements

-Jensen, Sprick, Sprick, Majszak, Phosaly, 2018

Family Communication Regarding Absences

All absences, tardies and early dismissals must be accounted for. It is the responsibility of the family to notify the school office within 24 hours of the ATED and to provide a written excuse upon the student’s return to school. Written excuses will not be accepted after 14 days from the date of the absence. Only a doctor’s note will be accepted for absences whose written notice comes outside of the 14 day window.

In addition, the designated staff member will contact local Child Protective Services (CPS) if they suspect that the child is being educationally neglected. The designated staff member will provide CPS with the information necessary to initiate a report. If other staff members suspect education neglect, they must follow the procedures outlined in Board policy and regulation 5460, Child Abuse, Maltreatment, or Neglect in a Domestic Setting, and advise the building principal.

All students are expected to give proper attention to personal cleanliness and to dress appropriately for school and school functions. Students and their parents/guardians have the primary responsibility for acceptable student dress and appearance. Teachers and all other school personnel should exemplify and reinforce acceptable student dress and help students develop an understanding of appropriate appearance in the school setting.

A student's dress, grooming and appearance shall:

• Be safe, appropriate and not disrupt or interfere with the educational process.

• Recognize that extremely brief garments are not appropriate.

• Include footwear at all times. Footwear that is a safety hazard will not be allowed.

• Not include items that are vulgar, obscene, libelous, or denigrating to others on account of race, color, religion, creed, national origin, gender expression or identity, sexual orientation, disability, or weight.

• Not promote or endorse the use of alcohol, tobacco (including vaping products), or illegal drugs.

• Not encourage illegal activities or violence.

• Not have the purpose to be inflammatory toward other people or groups.

Nothing in this policy shall be construed to discipline or limit the ability of students to wear clothing that allows them to express their gender identity.

Each Building Principal or his/her designee shall be responsible for informing all students and their parents/guardians of the student dress code at the beginning of the school year and any revisions to the dress code made during the school year.

Students who violate the student dress code shall be required to modify their appearance by covering or removing the offending item and, if necessary or practical, replacing it with an acceptable item. Any student who refuses to do so shall be subject to discipline, up to and including restorative practices and in-school suspension for the day. Any student who repeatedly fails to comply with the dress code and not cooperate with restorative practices shall be subject to further discipline, up to and including out-of-school suspension. SGFCSD BOE Policy 5300.25

The Board of Education recognizes that there are personal electronic devices that have educational applications such as calculators, voice recorders, digital cameras and music listening devices. In some instances a “smart phone” may include applications that permit these functions. These devices shall be allowed to be used in classrooms only when they are included as part of a lesson under the direction of a teacher.

The Board acknowledges that cellular phones and 2-way communication systems can be a positive means to facilitate communication; however, the display and/or use of such devices can cause disruption to the educational process.

Therefore, to prevent such disruption, the display and/or use by students of cellular phones (including “smart phones”) and 2-way communication systems and/or other electronic devices shall follow the individual school procedures for electronic devices (see “Off and Away Procedure” below). The district is not responsible for stolen, lost or damaged personal electronic devices.

In emergency situations, exceptions to the prohibition of the use of cellular phones and 2-way communication systems may be granted by teachers or administrators.

Misuse of any of these electronic devices will result in its confiscation until the end of the school day. Some uses of personal electronic devices constitute violation of the school district code of conduct and in some instances, the law. The school district will cooperate with law enforcement officials as appropriate.

Cellular Telephones and Testing

In order to ensure the integrity of testing, in accordance with state guidelines, students should not possess cell phones or other electronic devices while in the testing location (state assessments).

Test proctors, monitors and school officials shall have the right to collect cell phones and other prohibited electronic devices prior to the start of the test and to hold them for the duration of the test taking time. Admission to the test will be prohibited to any student who has a cell phone or other electronic device in their possession and does not relinquish it.

Students with individualized education plans (IEPs), 504 Plans, or documentation from a medical practitioner that specifically requires the use of an electronic device may do so as specified.

SGFCSD BOE Policy 5695

Off and Away Electronic Device Procedure

All student cell phones will be turned off and put away at all times during academic instruction and study halls. This includes when students are out of the classroom during class time (e.g. signed out of class to go to the bathroom, walking in the hallways, the library, etc.).

Off is defined as powered fully off. Not in airplane mode.

Away is defined as out of sight and not easily accessible. Examples include in a backpack or bag, in a pocket, locked in a locker, etc. This does not mean turned over on the desk.

As per SGF Board of Education Policy #5695, teachers may allow student cell phone use with specific, acceptable purposes. The use of the phone should be for instructional purposes in connection with student learning or for immediate, necessary communication.

There are no “cell phone breaks” during academic classes or study hall.

Teachers may allow appropriate, monitored cell phone use where necessary (e.g. contacting a parent when it can’t wait, ChromeBook malfunction etc., not for entertainment, communication with peers, or social media, etc. )

Students who are serving consequences during the school day or after school will not have access to their cell phones until their consequences have been served (e.g. detention, internal suspension, etc.).

Students can contact parents for non-emergency communication through the phone in the attendance office.

Students are not permitted to use earbuds, earphones, or smart watches unless for use in a teacher approved activity.

Students who attend outside programming (e.g. BOCES, New Visions, PTech, ECCA, etc.) will follow the procedures for each of those programs, provided their use does not impact learning at South Glens Falls High School.

Students who have specific accommodations for access as part of a 504, IEP, or Health Care Plan will be allowed access based on the wording of their individual plan.

We are all interested in ensuring that our school remains drug free. The police will work cooperatively with school administrators to conduct searches on school property; this includes lockers, as well as vehicles parked on school property. In the event that a search provides reasonable suspicion, school administrators will follow-through with appropriate action. Should illegal items be discovered via these searches, the responsible student(s) is/are subject to all school consequences, as well as civil and criminal penalties and consequences.

If a student is found using, or in possession of such products, including vaporizers or their associated parts and paraphernalia, the student will be assigned a consequence which may include up to five days of external suspension. If suspended, when the student returns, he/she/they may be scheduled to meet with the Student Assistance Counselor.

NOTE: For repeat offenders, the high school administration may request a Superintendent’s Hearing, which may result in a suspension greater than five days.

Investigations

The Board of Education is committed to ensuring an atmosphere on school property and at school functions that is safe and orderly. To achieve this kind of environment, any school official authorized to impose a disciplinary penalty on a student may question a student about an alleged violation of the law or the District Code of Conduct.

Students are not entitled to any sort of “Miranda” type warning before being questioned by school officials, nor are school officials required to contact a student’s parent before questioning the student. However, school officials will tell all students why they are being questioned.

In addition, the Board authorizes the superintendent, building principals, assistant principals, and District security officials to conduct searches of students and their belongings (including vehicles on campus) if the authorized school official has reasonable suspicion to believe that the search will result in evidence that the student violated the law or the District Code of Conduct.

An authorized school official may conduct a search of a student’s belongings that is minimally intrusive, such as touching the outside of a book bag, without reasonable suspicion, so long as the school official has a legitimate reason for the very limited search

Whenever practicable, searches will be conducted in the privacy of administrative offices and students will be present when their possessions are being searched.

Please see the full SGFCSD BOE Policy 5300.60

Signed into law in Sept. 2010, the Dignity for All Students Act – or DASA – was established to promote a safe and supportive learning environment in all public schools, free from harassment and discrimination from other students and adults.

DASA establishes a number of standards for schools, including district policies and procedures and identifying and reporting incidents of bullying, harassment and discrimination in school.

“No student shall be subjected to harassment or bullying by employees or students on school property or at a school function; nor shall any student be subjected to discrimination based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex.” (State Education Laws of 2010, Effective: July 1, 2012)

How Do I Know if it's Bullying or Harassment?

What is harassment?

Harassment is the creation of a hostile environment that has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional or physical well-being.

What is bullying?

Bullying is an unwanted, aggressive intentional form of harassment that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes such actions as making threats, spreading rumors, attacking someone physically or verbally and excluding someone from a group on purpose.

What is cyberbullying?

Cyberbullying is bullying that takes place using electronic technology. Examples of cyberbullying include mean text messages or e-mails, rumors sent by e-mail or posted on social networking sites and embarrassing pictures, videos, websites or fake profiles.

What is discrimination?

Discrimination, as defined by the New York State Education Department (NYSED), is the “denial of equal treatment, admission and/or access to programs, facilities and services based on the person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (including gender identity), or sex.”

Examples of bullying include, but are not limited to:

• Verbal: Name-calling, teasing, inappropriate sexual comments, taunting and threatening to cause harm.

• Social: Spreading rumors about someone, excluding others on purpose, telling other children not to be friends with someone and embarrassing someone in public.

• Physical: Hitting, punching, shoving, kicking, pinching, spitting, tripping, pushing, taking or breaking someone’s property and making mean or rude hand gestures. (Source: U.S. Department of Education).

Who do I tell?

If you witness or have been alerted to a bullying incident, tell an adult, your DASA coordinator or the Principal immediately.

Please see the full SGFCSD BOE Policy 5300.31

Corporal Punishment Statement

Corporal punishment is any act of physical force upon a student for the purpose of punishing that student. Corporal punishment of any student by any district employee is strictly forbidden.

Corporal punishment does not include the use of physical restraint to protect the student, another student, teacher or any other person from physical injury, when alternative procedures and methods not involving the use of physical restraint cannot reasonably be employed to achieve these purposes.

Physical restraint will not be used to prevent property damage, except in situations where there is imminent danger of serious physical harm to the student or others, and the student has not responded to positive, proactive intervention strategies.

The authorized use of timeout and physical restraint is addressed in policy 4321.12 and regulation 4321.12-R.

The district will file all complaints about the use of corporal punishment with the Commissioner of Education in accordance with Commissioner's regulations.

Please see SGFCSD BOE Policy 5300.55

Historically, the discipline of students in schools has focused mainly on handing out punishments based on specific actions. These punishments often include reprimands, loss of privileges, office referrals, detentions and suspensions.

However, understanding discipline as a “teachable moment” is fundamental to a positive approach to discipline that emphasizes teaching prosocial behavior. Therefore, the board authorizes school personnel to use restorative justice practices where appropriate, including for the following purposes:

• To promote conflict resolution,

• To encourage restitution to those harmed,

• To support student engagement in group, classroom, community, and/or re-entry circles to address misbehaviors, with the ultimate goal of teaching prosocial behavior.

This approach seeks concurrent accountability and behavioral change.

The main principles of restorative justice are valuing and restoring relationships, repairing the harm done to affected parties, respecting others’ opinions, and reintegrating the person who has been harmed back into the school community.

Under this model, we ask:

• Who has been hurt?

• What are their needs?

• Whose obligations are these?

Essential to the implementation of restorative justice practices is helping students who have engaged in unacceptable behavior to:

• Understand why the behavior is unacceptable and the harm it caused

• Understand what could have been done differently in the same situation

• Take responsibility for their actions

• Make reparations and or restitution to repair the harm done

• Be given the opportunity to learn prosocial strategies/skills to use in the future

• Understand the progression of increasingly punitive consequence(s) that may be imposed if the behavior reoccurs.

While there may be more traditional punishments in conjunction with teaching behavior expectations and treating disciplinary matters as teachable moments, this is a more effective approach than merely reacting to specific events unless student behaviors pose an immediate or ongoing threat to the safety of other students and school personnel.

In the application of restorative principles, the process is always voluntary for the students. Any parent (or student over the age of 18) can request to go the traditional disciplinary route and not participate in the restorative process. This may happen at any time during the process, or if a student is unwilling to accept responsibility for their actions and is not demonstrating willingness to make amends.

Consequence(s) and disciplinary action, when necessary, will be firm, fair and consistent so as to be most effective in changing student behavior. In determining the appropriate disciplinary consequence(s), school personnel authorized to impose disciplinary consequence(s) will consider the following:

1. The student’s age.

2. The nature of the offense and the circumstances which led to the offense.

3. The student’s prior disciplinary record.

4. The effectiveness of other forms of discipline.

5. Information from parents/guardians, teachers and/or others as appropriate.

6. Other extenuating circumstances.

As a general rule, discipline will be progressive. This means that a student’s first violation will usually merit a lighter consequence(s) than subsequent violations. However, school personnel are empowered to utilize the consequence(s) most reasonably calculated to ensure the student learns from their behavior and engages in more prosocial behavior in the future.

SGFCSD BOE Policy 5300.40

LEVEL 1 incorporates universal schoolwide and classroom practices that promote the development and practice of prosocial behaviors, self-discipline, habits of learning, and healthy wellbeing. Through observation and immediate responses, teachers aim to prevent minor discipline problems from becoming major disciplinary incidents.

LEVEL 2 involves targeted interventions and accountability when a student’s behavior violation warrants a more focused behavioral response beyond the immediate situation or incident in the classroom or other location.

LEVELS 3 and 4 involve behavior violations that seriously jeopardize school and classroom safety and order. Students who are experiencing high-risk or pervasive behavioral, academic, and physical and mental health concerns are assigned more intensive, individualized interventions.

Level 1: Behaviors and Range of Responses

Classroom Interventions and Responses: These interventions aim to interrupt unsuccessful behaviors and teach skills so students can learn and demonstrate respectful behavior. Teachers are encouraged to try a variety of teaching and classroom management strategies. Teachers are expected to collaborate effectively and report concerns to support staff.

• Positive directives that state expectations

• Positive and specific feedback

• Re-teaching and rehearsal of skill or procedure

• Increased opportunity to respond during instruction

• Increase teacher proximity

• Verbal prompt, redirection and/or correction

• Reminders and redirection

• Student/Teacher conference

• Use of restorative questions

• Restorative conference

• Call parent/guardian

• Develop relationships with families

• Family conference

• Daily progress sheets on behavior

• Create a classroom check-in plan

• Reflection activity

• Structured day

• Reset pass

• Other evidence based student specific strategies

Student Support Team Interventions and Responses: These interventions aim to engage the student’s support system at school and at home to enhance success by working to change the conditions that contribute to student’s unsuccessful behaviors. They can involve school staff and partner and community agency staff.

• Reflection activity

• Check-in with school building staff

• Mentoring

• Peer Mediation

• Mediated conflict resolution

• Referral to school-based health or mental health providers

• Service to school and community

• Restitution plan

• Referral to community organization

• Utilize support staff

• Lunch Detention

• After School Detention

Level 2: Behaviors and Range of Responses

Classroom Interventions and Responses: These interventions may be appropriate when supports have been put in place in the classroom to address behavior, but the behavior has become persistent and continues to negatively influence the learning of the student and others.

• Positive directives that state expectations

• Positive and specific feedback

• Re-teaching and rehearsal of skill or procedure

• Increased opportunity to respond during instruction

• Increase teacher proximity

• Verbal prompt, redirection and/or correction

• Reminders and redirection

• Student/Teacher conference

• Use of restorative questions

• Restorative conference

• Develop relationships with families

• Family conference

• Daily progress sheets on behavior

• Create a classroom check-in plan

• Reflection activity

• Structured day

• Reset pass

• Other evidence based student specific strategies

• Collaborate parent with family

• Collect progress monitoring data about the behavior and interventions attempted

• Review of cumulative folder and academic progress, create, implement and monitor academic plan

• Collaborate with academic coaches to build on student strengths

• Create a literacy based strategic plan

• Monitor all plans created and reevaluate every two weeks

• Conflict resolution

• Community conference

Administrative Level and Student Support Team Interventions and Responses: These interventions can involve support staff or administrative staff when needed and are redesigned to correct behavior by addressing the seriousness of the behavior while keeping the student in school.

• Reflection activity

• Check-in with school building staff

• Mentoring

• Referral to school-based health or mental health providers

• Service to the school community

• Restitution plan

• Referral to community organization

• Utilize support staff root cause assessment/trauma assessment

• Peer mediation

• Administrative and/or support team conference

• Mentoring/Coaching

• Individualized case management for students with 504 plans or IEP’s

• Referral and coordination with community based supports

• Restorative practice interventions will be offered

• Alternative Learning Area

• In-School Suspension

• Lunch Detention

• Saturday Detention

• After school Detention

• Bathroom Restriction

Level 3: Behaviors and Range of Responses

Classroom and Support Team Interventions and Responses: If a student is removed from the learning environment, teachers/staff are expected to:

• Student/Teacher conference

• Restorative conference

• Develop relationships with families

• Daily progress sheets on behavior

• Create classroom check-in plan

• Restitutution/Restoration strategies

• Collect progress monitoring data about the behaviors and interventions tried

• Review of cumulative folder and academic progress, create, implement, and monitor academic plan

• Collaborate with coaches to build on student strengths

• Create literacy based strategic plan

• Monitor all plans created and reevaluate every two weeks

• Initiate a student-centered discussion about the incident (and repair, restore, and re-teach expectations)

• Create, implement and monitor a transition plan for student returning to the classroom, restorative circle

• Plan for classmates as a student returns

Classroom and Support Team Interventions and Responses: Intensive Administrative Level and Support Team Interventions and Responses: These interventions and responses may include removing the student from the classroom or school environment because of the seriousness of the demonstrated behavior. The duration of the removal from the learning environment is to be limited as much as possible while still adequately addressing the seriousness of the behavior.

• Mediated conflict resolution conference

• Referral to school-based health or mental health providers

• Restitution plan

• Utilize support staff root cause assessment/trauma assessment

• Administrative and/or support team conference

• Mentoring/Coaching

• Individualized case management for students with 504 plans or IEPs

• Referral and coordination with community based supports

• Assignment to support staff for behavior skill building interventions

• In-school suspension

• Alternative Learning Area

• Lunch detention

• Saturday detention

• After school detention

• Out of school suspension

• Bathroom restriction

• Informal conference with principal and student

• Family/guardian/student school team conference

• Referral to student support team for behavior evaluation

• Request for behavioral support specialist team consultation for explosive/violent behavior

• Develop Functional Behavioral Assessment and Behavior Intervention plan

• Suspension from transportation

• School Resource Officer involvement

• Home Visit

Level 4: Behaviors and Range of Responses

Classroom and Support Team Interventions and Responses: If a student is removed from the learning environment, teachers/staff are expected to:

• Initiate a student-centered discussion about the incident (and repair, restore and re-teach expectations)

• Create, implement, and monitor a transition plan for student returning to the classroom, restorative circle

• Plan for classmates as a student returns

Intensive Administrative Level and Support Team Interventions and Responses: These interventions and responses may include removing the student from the classroom or school environment because of the seriousness of the demonstrated behavior. The duration of the removal from the learning environment is to be limited as much as possible while still adequately addressing the seriousness of the behavior.

• Mediated conflict resolution conference

• Referral to school-based health or mental health providers

• Restitution plan

• Family/Guardian notification of due process rights and informal conference with principal and student

• Request for behavioral support specialist team consultation for explosive/violent behavior

• Develop Functional Behavioral Assessment and Behavior Intervention plan

• Out-of-school suspension

• Request for Superintendent’s Hearing

• Individualized case management for students with 504 plans or IEPs

• Referral and coordination with community based supports

• Develop, implement, and monitor a transition plan

• Transportation suspension

• Comprehensive student success meeting

• School Resource Officer involvement

• Home visit

The amount of due process a student is entitled to receive before a penalty is imposed depends on the penalty. In all cases, the school personnel who are authorized to impose the penalty, must inform the student of the alleged misconduct, and must investigate the facts surrounding the alleged misconduct. All students will have an opportunity to present their version of the facts to the school personnel imposing the disciplinary penalty in connection with the imposition of the penalty.

Detention

Teachers, principals, other school administrators, designees, and the superintendent may use lunch, before-school, after-school and Saturday detention as a penalty for student misconduct in situations where removal from the classroom or suspension would be inappropriate.

Detention is imposed only after the student’s parents (guardians/caregivers) have been notified and arrangements for appropriate post-detention transportation home have been made.

When applicable, the school will provide a late bus to ensure appropriate transportation home following detention.

Suspension from Transportation

If a student engages in inappropriate behavior on a school bus, the bus driver is expected to bring the misconduct to the school principal’s attention.

Students who exhibit dangerous or chronically problematic behavior on the bus may have their riding privileges suspended by the school principal, superintendent, or their designees. In such cases, the student’s parents (guardian/caregiver) will become responsible for getting their child to and from school safely. Should the suspension from transportation lead to school absence, the district will make appropriate arrangements to provide for the student’s education. The student suspended from transportation is not entitled to a full hearing pursuant to Education Law 3214. The student and parents (guardians/caregivers), however, will be provided with a reasonable opportunity for an informal conference with the school principal or the principal’s designee to discuss the conduct and the penalty.

Teacher Disciplinary Removal of Disruptive Students

A student’s behavior can affect a teacher’s ability to teach and make it difficult for other students in the classroom to learn. In most instances, the classroom teacher can control a student’s behavior and maintain or restore control over the classroom by using good classroom management techniques such as a brief calming/sensory break in the classroom or an alternative setting. The goal is to give the student an opportunity to regain their self-control and readiness to learn. These actions do not constitute a disciplinary removal.

If a student is removed, the teacher should provide the student and parents (guardians/caregivers), with an explanation as to why he or she is being removed and an opportunity to explain his or her version of the relevant events.

If the student poses a danger to self or others, the teacher may order the student to be removed immediately. In the case of serious misconduct, the teacher may request that the principal exclude the student from class pursuant to subdivision 3 of Section 3214 of the Education Law – and not be re-admitted until after the principal, parents, and teacher have conferred jointly.

In-School Suspension

School principals and the superintendent are authorized to place students, who would otherwise be suspended from school because of a code of character, conduct, & support violation, in “in-school suspension.” A student subjected to in-school suspension is not entitled to a full hearing, pursuant to Education Law 3214. The student and parents (guardians/caregivers), however, will be provided with a reasonable opportunity for an informal conference with the principal imposing the in-school suspension to discuss the conduct and penalty involved. They will also be provided with academic work, from the classroom teachers, to complete.

Out-of-School Suspension

Suspension from school shall be imposed in accordance with the requirement of applicable law and this District Code of Character, Conduct and Support.

Suspension from school is a severe penalty which may be imposed only upon a student whose violent actions or whose conduct otherwise endangers the safety, moral character, physical or mental health or welfare of others. The board of education retains authority to suspend a student, but places primary responsibility for the suspension of students with the superintendent and school principals.

All staff members must immediately report and refer violent incidents to the school principal or the superintendent as a violation of the District Code of Character, Conduct, and Support. All recommendations and referrals shall be made in writing unless the conditions underlying the recommendation or referral warrant immediate action.

The superintendent or principal, upon receiving a recommendation or referral for suspension, shall gather the facts relative to the matter and record them for subsequent presentation if necessary.

Any student placed on Out of School suspension may not attend after school activities or be on school property without prior approval.

Short Term (5 days or less) Suspension from School

When the superintendent or principal proposes to suspend a student for misconduct, for 5 days or less, pursuant to Education Law 3214 (3), the suspending authority must immediately notify the student verbally.

If the student denies the misconduct, the suspending authority must provide an explanation of the basis for the proposed suspension. The suspending authority must also notify the student’s parents, guardians, or caregivers in writing that the student may be suspended from school. The written notice must be provided by personal delivery, express mail delivery, or some other means that is reasonably calculated to assure receipt of the notice within 24 hours of the decision to propose suspension – at the last known address for the parents, guardians, or caregivers. Whenever possible, the notice should also be provided by telephone if the school has been provided with a telephone number for the purpose of contacting the parents, guardians, or caregivers.

The notice shall provide a description of the charges against the student and the incident for which the suspension is proposed and shall inform the parents, guardians, or caregivers, of the right to request an immediate informal conference with the Principal.

The notice and opportunity for an informal conference shall take place before the student is suspended, unless the student’s presence in school poses a continuing danger to persons, property, or an on-going threat of disruption to the academic process. If the student’s presence does post such a danger or threat of disruption, the notice and opportunity for an informal conference shall take place as soon after the suspension as is reasonably practical.

After the conference, the principal shall promptly advise the parents, guardians, or caregivers in writing of the decision.

The principal shall advise the parents, guardians, or caregivers that if they are not satisfied with the decision and wish to pursue the matter, they must file a written appeal to the superintendent within five (5) business days, unless they can show extraordinary circumstances precluding them from doing so.

The superintendent shall issue a written decision regarding the appeal within thirty (30) business days of receiving the appeal.

If the parents, guardians, or caregivers are not satisfied with the Superintendent’s decision, they must file a written appeal to the board of education with the clerk of the board within ten (10) business days of the date of the superintendent’s decision, unless they can show extraordinary circumstances precluding them from doing so. Only final decisions of the board may be appealed to the commissioner within thirty (30) days of the decision. The district may, in its discretion, continue to impose the suspension during the pendency of any appeal.

Long-Term (More than 5 days) Suspension from School

When the Superintendent or Principal determines that a suspension for more than five (5) days may be warranted, they shall give reasonable notice to the student and their parents, guardians, or caregivers, of the right to a fair hearing.

At the hearing, the student shall have the right to be represented by counsel, the right to question witnesses against them and the right to produce witnesses and other evidence on their behalf.

The superintendent shall personally hear and determine the proceeding, or may, in their decision, designate a hearing officer to conduct the hearing. The hearing officer shall be authorized to administer oaths and to issue subpoenas in conjunction with the proceeding before them. A record of the hearing shall be maintained but no stenographic transcript should be required. Tape recording shall be deemed a satisfactory record. The hearing officer shall make findings of fact and recommendations as to the appropriate measure of consequence to the Superintendent. The report of the hearing officer shall be advisory only and the Superintendent may accept all or any part thereof.

The Superintendent shall render a written decision.

Appeal of the decision of the Superintendent may be made to the Board of Education. The Board will make its decision based solely upon the record before it. All appeals to the Board must be in writing and submitted to the Clerk of the Board within thirty (30) business days of the date of the Superintendent’s decision, unless the parents, (guardians/caregivers) can show extraordinary circumstances precluding them from doing so.

The Board may adopt or reject, in whole or in part, the decision of the Superintendent.

Final decision of the Board may be appealed to the Commissioner within thirty (30) days of the decision. The district may, in its discretion, continue to impose the suspension during the pendency of any appeal.

Authorized Suspensions or Removals of Students with Disabilities

1. For purposes of this section of the Code of Character, Conduct and Support the following definitions apply.

   1. A “suspension” means a suspension pursuant to Education Law § 3214.

   2. A “removal” means a removal for disciplinary reasons from the student’s current educational placement other than a suspension and change in placement to an Interim Alternative Educational Setting (IAES) ordered by an impartial hearing officer because the student poses a risk of harm to himself or herself or others.

   3. An “IAES” means a temporary educational placement for a period of up to 45 days, other than the student’s current placement at the time the behavior precipitating the IAES placement occurred, that enables the student to continue to progress in the general curriculum, although in another setting, to continue to receive those services and modifications, including those described on the student’s current Individualized Education Program (IEP), that will enable the student to meet the goals set out in such IEP, and include services and modifications to address the behavior which precipitated the IAES placement that are designed to prevent the behavior from recurring.

2. School personnel may order the suspension or removal of a student with a disability from his or her current educational placement as follows:

   1. The Board, the district (BOCES) Superintendent of schools, Superintendent or a building principal may order the placement of a student with a disability into an IAES, another setting or suspension for a period not to exceed five consecutive school days and not to exceed the amount of time a non-disabled student would be subject to suspension for the same behavior.

   2. The Superintendent may order the placement of a student with a disability into an IAES, another setting or suspension for up to 10 consecutive school days, inclusive of any period in which the student has been suspended or removed under subparagraph (a) above for the same behavior, if the Superintendent determines that the student has engaged in behavior that warrants a suspension and the suspension or removal does not exceed the amount of time non-disabled students would be subject to suspension for the same behavior.

   3. The Superintendent may order additional suspensions of not more than 10 consecutive school days in the same school year for separate incidents of misconduct, as long as those removals do not constitute a change of placement.

   4. The Superintendent may order the placement of a student with a disability in an IAES to be determined by the Committee on Special Education (CSE), for the same amount of time that a student without a disability would be subject to discipline, but not more than 45 days, if (i) the student carries or possesses a weapon to or at school, school premises or to a school function, or (ii) the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school, on school premises, or at a school function, or (iii) the student has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function.

      1. “Weapon” means the same as “dangerous weapon” under 18 U.S.C. § 930(g)(w) which includes “a weapon, device, instrument, material or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury, except...[for] a pocket knife with a blade of less than 2 1/2 inches in length.”

      2. "Controlled substance” means a drug or other substance identified in certain provisions of the federal Controlled Substances Act specified in both federal and state law and regulations applicable to this policy

      3. “Serious bodily injury” means serious physical injury which requires hospitalization or treatment in an emergency room or physician’s office and includes, but is not limited to, a serious stab or puncture wound, fractured or broken bones or teeth, concussions, cuts requiring stitches and any other injury involving a risk of death or disfigurement.

      4. Subject to specified conditions required by both federal and state law and regulations, an impartial hearing officer may order the placement of a student with a disability in an IAES setting for up to 45 days at a time, if maintaining the student in his or her current educational placement is substantially likely to result in injury to the student or others.

      5. If the conduct of a student is related to a disability or suspected disability, and the students out of school suspension days are nearing 10 days the student shall be referred to the committee of Special Education and a Manifestation Determination will be conducted. At the conclusion of the hearing an appropriate course of action will be determined.

*"Illegal drugs" means a controlled substance except for those legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act or any other federal law.

For the purpose of this code, the following definitions apply:

Academic Dishonesty: Plagiarism, copying another’s work, altering records, and cheating by providing, receiving, or viewing answers to quiz or test items or independent assignments; using text, documents, notes, or notebooks during tests without permission from a staff member.

Arson: Starting a fire or destruction of property because of starting a fire.

Behavior Violations: Student behaviors that are inappropriate in school, unacceptable, Violate the Code of Character, or that warrant response, interventions, and consequences.

Bomb Threat: The making of threats or providing false information, in writing, in person, on the phone, including text message or other means, about the presence of explosive materials or devices on school property without cause.

Bullying: Repeated intentional acts done willfully, knowingly and with deliberation, by an individual(s), that targets and harms another person physically or emotionally. Bullying is characterized by an imbalance of power between two students.

Child Pornography: Sexually explicit images of children younger than 17 years of age.

Consequence: A result or response that follows an action.

Damage to Property: Damage, destruction of defacement of property belonging to the school or others.

Dignity Act Coordinator: An employee designated by the board who ensures full compliance with the Dignity for AllStudents Act (DASA) and is trained to address issues in areas protected by the law. Dignity Act Coordinators manager documentation, processing, actions, and interventions enforcing DASA.

Discrimination: Unjust or prejudicial treatment toward any student by a student(s) and/or employee(s) on school property or at a school function including, but not limited to, discrimination based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex, or any other protected class.

Electronic Technology: Devices and equipment such as cell phones, computers, tablets, smart watches.

Ethnic Group: A group of people who identify with each other through a common heritage including language, culture, and often a shared or common religion and/or ideology that stresses ancestry.

Equity: Equity refers to fair and just practices and policies that ensure all campus community members can thrive.

Gender: Actual or perceived sex and includes a person’s gender identity or expression.

Gender Expression: The way in which we express gender identity to others through behavior, clothing, hairstyle, activities, voice, or mannerisms.

Gender Identity: The way in which people self identify as being male or female. Gender identity is internal and not necessarily visible to others.

Harassment: The creation of a hostile environment by conduct or by verbal threats, intimidation or abuse that has or would interfere with a student’s educational performance, opportunities, or benefits or mental, emotional, or physical well-being or threat, intimidation or abuse that cause or would be expected to cause a student to fear for their physical safety.

Hazing: A specific form of harassment among students defined as any humiliating or dangerous activity expected of a student to join a group or be accepted by a formal or informal group, regardless of the student’s willingness to participate. Hazing including, but is not limited to, any activity that intimidates or threatens a student with ostracism or adversely affects the health or safety of the student; or any activity that causes or requires the student to perform a task or act that is a violation of state or federal law of district policies/regulations.

Illegal drug: A controlled substance (does not include a controlled substance legally possessed or used under the supervision of a licensed healthcare professional).

Inciting or participating in an incident of group violence: Causing or participating in a group altercation or large disruption to the atmosphere of order and discipline in the school (such as a riot).

Interventions: Specific programs, strategies, restorative practices, skill-building sessions, and individual and group counseling activities, among other things, that enable students to reflect on behavior, attitudes, needs and feeling; learned replacement behaviors and habits, working through personal obstacles, resolving conflict, and developing goals and plans to get back on track.

Inappropriate use of electronic devices: May include (but not limited to) using computer, tablet, phone, or other electronic device in ways that violate the code of character, conduct, & support (ex. Recording altercations, or accessing other accounts).

Parent: Biological, adoptive, foster parent, guardian, or person of record in parental relation to a student.

Persistent: Repeated over a period of days after interventions have been implemented and given ample time to be effective.

Physical aggression: Behavior causing or threatening physical harm toward others including, but not limited to,hitting, kicking, biting, and shoving.

Physical attack on another student or staff without immediate provocation: An act of physical aggression toward another that is not immediately provoked. Ex. A student or students set upon another student in a forceful, hostile, or aggressive way. Provocation does not include an earlier conflict or verbal disagreement.

Physical altercation between two or more students: Physical aggression (use of physical force) between two or more students that may or may not result in injury.

Race: Race was constructed as a hierarchical human-grouping system, generating racial classifications to identify, distinguish and marginalize some groups across nations, regions, & the world. Race divides human populations into groups often based on physical appearance, social factors, and cultural backgrounds. National Human Genome Research Institute (.gov)

Racial Harassment: A negative opinion or verbal expression toward an individual or group of persons who possess common physical characteristics (color of skin, eyes, hair, and facial features genetically transmitted by descent and heredity) that distinguish them as a distinct division of humankind, based on these physical characteristics.

Reentry Meeting: A reentry meeting is to develop an individualized plan to address the student's academic, behavioral, and emotional needs upon their return. This meeting will include parents/guardians, student and building administration.

Religion: Either religious or spiritual belief or preference.

Religious Practice: Attending worship services, praying, wearing religious garb or symbols, displayingreligious objects, adhering to certain dietary rules, proselytizing or other forms of religious expression or refraining from certain activities.

Restorative Practices: An approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to make it right.

School Function: Any school-sponsored extracurricular event or activity. This includes any event, occurring on or off school property, sanctioned or approved by the district including, but not limited to, off-site athletic events, school dances, plays, musical productions, field trips or other district-sponsored trips.

School Property: Outside grounds, all structures, and any space within any building, structure, athletic playing field, playground, parking lot or land contained within the real property boundary line of a public elementary or secondary school.

Sending, receiving, or displaying offensive material via electronic devices: Examples include sending or receiving pornography, offensive harassing content, or acts of violence.

Serious Bodily Injury: Bodily injury which involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member,organ, or mental faculty.

Sexual Offense-Reportable: Any act committed by a person 10 years of age or older which would constitute a felony under Article 130 of the Penal Law, taking into consideration the developmental capacity of the person to form the intent to commit such act, and where the school has referred the person to the police for the act reported.

Sexual Orientation: A person’s romantic and/or physical attraction to other people based on the gender of the other person. Sexual orientation is not the same as gender identity. Transgender and gender non-conforming people may have any sexual orientation.

Tardiness: Arriving late to school or class.

Theft: Taking or attempting to take property of another person or institution without permission or knowledge of the owner, with the intent to deprive the owner of its use. Robbery includes obtaining or attempting to obtain money, goods, services, or information from another by physical force or violence, coordinated violence or intimidation using a dangerous instrument or weapon. Theft, possession, or transfer of stolen goods includes the act of possessing or transferring the property of another without the consent of the owner.

Threat Assessment: A process used to evaluate the risk posed by a student or another person, typically as a response to an actual or perceived threat concerning behavior.

Truancy: Being absent from school or class without a legal excuse/reason.

Using or Possessing: Consuming alcohol, drugs, or inhalants or in possession of these substances on school property or at school functions.

Violent student: A student under the age of 21 who:

• Commits an act of violence upon a school personnel. Commits, while on school property or at a school function, an act of violence upon another student or any other person lawfully on school property or at the school function.

• Possess, while on school property or at a school function, a weapon such as a gun, knife, explosive or incendiary bomb, or other dangerous instrument capable of causing physical injury or death.

• Displays, while on school property or at a school function, what appears to be a weapon.

• Threatens to use a weapon while on school property or at a school function.

• Knowingly and intentionally damages or destroys the personal property of any school personnel or any person lawfully on school property or at a school function.

• Knowingly and intentionally damages or destroys school district property.

Weapon: A firearm as defined in 18 USC §921 for purposes of the Gun-Free Schools Act. It also means any other gun, BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, slingshot, metal knuckle knife, box cutter, cane sword, electronic dart gun, Kung Fu star, electronic stun gun, pepper spray or other noxious spray, explosive or incendiary bomb, or other device, instrument, material or substance that can cause physical injury or death when used to cause physical injury or death. Comment end

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