INTRODUCTION TO STUDENT DISCIPLINE CODE

Every day during the school year, a large number of the students, faculty, support personnel, administrators, and parents at Scotia-Glenville join forces to provide a safe environment where hundreds of people come together to learn, teach and work. Everyone who shares this environment is responsible for providing others with safety and support.

In order to attain this atmosphere where learning and teaching can take place in the most safe and efficient way, a committee of students, faculty, administrators and parents have created guidelines for student conduct. This book contains the guidelines and procedures that the students of Scotia-Glenville are expected to follow in order to fulfill their part in the maintenance of this sound educational environment.

It would be impossible to create a code that would identify every possible adverse situation that could be encountered during the school day. Any and all behavior that has not been included should not be thought of as a deliberate omission. The basic foundation of Scotia-Glenville’s school policy is that the rights, feelings, and property of others must be treated with respect at all times.

This disciplinary code has not been created as a set of laws meant to inhibit student freedom or to stifle student responsibility at a time when every student wants to become more responsible and more independent. It was created with the belief that each student, faculty/staff member, administrator, and parent will join together and lend their support so that every student may achieve his or her educational goals.

NONDISCRIMINATION

The Scotia-Glenville Central School District hereby advises students, parents, employees and the general public that it offers employment and educational opportunities, including vocational education opportunities, without regard to sex, age, race, color, national origin, disability, or religious beliefs. Inquires regarding this nondiscrimination policy may be directed to:

Title IX and Section 504 Coordinator: Director of Curriculum & Instruction

Scotia-Glenville Central Schools

900 Preddice Parkway

Scotia, New York 12302

Telephone (518) 382-1218

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INTRODUCTION TO STUDENT DISCIPLINE CODE . . . . . . . . . . . . . . . . .. . . . . . . .	I
NONDISCRIMINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .	I
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	II
DEFINITIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	1
ESSENTIAL PARTNERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .	1
ROLES IN THE DISCIPLINE PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	3
REPORTING VIOLATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	3
DISCIPLINARY CONSEQUENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	4
PROCEDURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	5
MINIMUM PERIODS OF SUSPENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	9
ATTENDANCE POLICY
¨Attendance Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	10
¨Chronic Tardy Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	11
¨Students Late to Homeroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .	11
¨Failure to Sign In To School Upon Arrival. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	12
¨Truancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .	12
BEHAVIOR STANDARDS AND CONSEQUENCES
¨Students Late to Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .	12
¨Unauthorized Absences from Class/Study Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . .	13
¨Leaving School Grounds/Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	13
¨Destruction/loss of School Property. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	13
FIGHTING / ASSAULT / BULLYING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	14
TOBACCO, ALCOHOL AND CONTROLLED SUBSTANCE. . . . . . . . . . . . . . . . . . .	14
WEAPONS / FIREWORKS / ARSON. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	15
FORGERY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HARASSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	16 16
LUNCH PERIOD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	16
MONEY, AUDIO EQUIPMENT AND OTHER VALUABLES . . . . . . . . . . . . . . . . . . .	17
THEFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	17
AFTER SCHOOL CONDUCT / Event Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . .	17
STUDENTS WITH DISABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	18
BOCES VOTEC REGULATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	18
PROBLEM SOLVING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	18
GUESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	18
VISITORS TO THE SCHOOLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	18
PUBLIC CONDUCT ON SCHOOL PROPERTY. . . . . . . . . . . . . . . . . . . . . . . . . . . . .	19
GENERAL INFORMATION
¨Cars and Parking Permits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	20
¨Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	21
SCHOOL ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	21
¨Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	21
STATEMENT OF DRESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	21
LOCKER/PERSONAL SEARCH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	22
REFERRALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	22
CHILD PROTECTIVE SERVICES INVESTIGATIONS . . . . . . . . . . . . . . . . . . . . . .	23
STUDENT DUE PROCESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	23
SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	24
DISSEMINATION AND REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	24
STUDENT BILL OF RIGHTS AND RESPONSIBILITIES. . . . . . . . . . . . . . . . . . . . .	26
APPENDIX DIRECTORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	28
A. S-GHS PRINCIPLES REGARDING ACADEMIC INTEGRITY. . . . . . . . . . . . .	29
B. DISCIPLINE OF STUDENTS WITH DISABILITIES. . . . . . . . . . . . . . . . . . . . .	31
C. INTERNET USER GUIDELINES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D. WEB PUBLISHING GUIDELINES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E. TECHNOLOGY USE GUIDELINES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	35 36 38
F. DETENTION GUIDELINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	40
G. IN-SCHOOL SUSPENSION GUIDELINES . . . . . . . . . . . . . . . . . . . . . . . . . . .	41
H. PHYSICAL EDUCATION REQUIREMENTS / POLICIES . . . . . . . . . . . . . . . .	42
I. BEHAVIORAL STANDARDS AND PROCEDURES FOR ATHLETICS/CLUBS.. J. SCHOOL PROPERTY	43 45

DEFINITIONS

For purposes of this code, the following definitions apply.

“Disruptive student” means an elementary or secondary student under the age of 21 who is substantially disruptive of the educational process or substantially interferes with the teacher’s authority over the classroom.

“Parent” means parent, guardian or person in parental relation to a student.

“School property” means in or 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, or in or on a school bus, as defined in Vehicle and Traffic Law 142.

“School function” means any school-sponsored extra-curricular event or activity.

“Violent student” means a student under the age of 21 whom:

1. Commits or attempts an act of violence upon a school employee.

2. Commits or attempts, 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.

3. Possesses, while on school property or at a school function, a weapon.

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

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

6. Intentionally damages or destroys the personal property of any school

employee or any person lawfully on school property or at a school function.

7. Intentionally damages or destroys school district property.

“Weapon” means a firearm as defined in 18 USC 921 for purposes of the Gun-Free Schools Act. "Weapon" also means, but is not limited to, any other gun, BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, sling shot, 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.

ESSENTIAL PARTNERS

A. Parents. All parents are expected to:

1. Recognize that the education of their child(ren) is a joint responsibility of the parents and the school community.

2. Send their children to school ready to participate and learn.

3. Ensure their children attend school regularly and on time.

4. Ensure absences are excused.

5. Insist their children be dressed and groomed in a manner consistent with the student dress code.

6. Help their children understand that in a democratic society appropriate rules are required to maintain a safe, orderly environment.

7. Know school rules and help their children understand them.

8. Convey to their children a supportive attitude toward education and the district.

9. Build good relationship with teachers, other parents and their children’s friends.

10. Help their children deal effectively with peer pressure.

11. Inform school officials of changes in the home situation that may affect student conduct or performance.

12. Provide a place for study and ensure homework assignments are completed.

B. Teachers. All district teachers are expected to:

1. Maintain a climate of mutual respect and dignity, which will strengthen students’ self-confidence to learn.

2. Be prepared to teach.

3. Demonstrate interest in teaching and concern for student achievement.

4. Know school policies and rules, and enforce them in a fair and consistent manner.

5. Communicate to students and parents:

a. Course objectives and requirements

b. Marking/grading procedures

c. Assignment deadlines

d. Expectations for students

e. Classroom discipline plan.

6. Communicate regularly with students, parents and other teachers concerning growth and achievement.

C. Guidance Counselors

1. Assist students in coping with peer pressure and emerging personal, social and emotional problems.

Initiate teacher/student/counselor conferences and parent/teacher/student/counselor conferences, as necessary, as a way to resolve problems.
Regularly review with students their educational progress and career plans.
Provide information to assist students with career planning.
Encourage students to benefit from the curriculum and extracurricular programs.

D. Principals

1. Promote a safe, orderly and stimulating school environment, supporting active teaching and learning.

Ensure that students, parents, and staff have the opportunity to communicate regularly with the principal and approach the principal for redress of grievances.
Evaluate on a regular basis all instructional programs.
Support the development of student participation in appropriate extracurricular activities.
Be responsible for enforcing the code of conduct and ensuring that all cases are resolved promptly and fairly.

E. Superintendent

1. Promote a safe, orderly and stimulating school environment, supporting active teaching and learning.

Review with district administrators the policies of the Board of Education and state and federal laws relating to school operations and management.
Inform the board about educational trends relating to student discipline.
Work to create instructional programs that minimize problems of misconduct and are sensitive to student and teacher needs.
Work with district administrators in enforcing the code of conduct and ensuring that all cases are resolved promptly and fairly.

F. Board of Education

1. Collaborate with student, teacher, administrator, parent organizations, school safety personnel and other school personnel to develop a code of conduct that clearly defines expectations for the conduct of students, district personnel and visitors on school property and at school functions.

Adopt and review at least annually the district’s code of conduct to evaluate the code’s effectiveness and the fairness and consistency of its implementation.
Lead by example by conducting board meetings in a professional, respectful, and courteous manner.

G. Other Staff

1. Maintain a climate of mutual respect and dignity, which will strengthen student’s self-concept and promote confidence to learn.

2. Demonstrate interest in teaching and concern for student achievement.

3. Know school policies and rules, and enforce them in a fair and consistent manner.

ROLES IN THE DISCIPLINE PROCESS

The responsibility for student discipline rests with all those individuals who interact with the students of the school. Some individuals--including parents, teachers, support personnel, classmates, and administrators--interact directly with the students, while the Superintendent and members of the Board of Education have more indirect contact. Regardless of the nature of the contact, the primary goal for each is to foster a climate of self-discipline and self-control in which all students may learn in a cooperative, safe, and positive environment.

Each individual mentioned above has a unique role to play in the growth and development of the students. The major responsibilities common to those individuals who interact with students are as follows:

1. Implement and support a clearly defined discipline policy for the school district.

2. Encourage compliance with the discipline code and implement the policy consistently, firmly, fairly, and with respect for students.

3. Exemplify an enthusiastic and supportive attitude toward school and education.

4. Enforce prompt and regular school attendance.

5. Reflect enthusiasm for teaching and learning and a general concern for the welfare of students.

6. Guide students from the earliest years to develop socially acceptable standards of behavior and to exercise self-responsibility and self-discipline.

7. Provide and support programs that will help students assume responsibility for their actions and subsequent consequences.

8. Maintain open lines of communication between school and home.

9. Encourage students to discuss their problems by listening attentively, remaining open-minded and considering students’ recommendations.

10. Demonstrate, by word and personal example, respect for law and order and self-discipline.

11. Give positive reinforcement for acceptable behavior.

12. Refer to a counselor or administrator any student whose behavior requires special attention.

13. Support in-service programs for staff members.

14. Provide a sound educational program, which exemplifies a positive learning environment for all students.

REPORTING VIOLATIONS

All students are expected to promptly report violations of the code of conduct to a teacher, staff member, guidance counselor, the building principal or his or her designee. Any student observing a student possessing a weapon, alcohol or illegal substance on school property or at a school function shall report this information immediately to a teacher, staff member, the building principal, the principal’s designee or the superintendent.

All district staff who are authorized to impose disciplinary sanctions are expected to do so in a prompt, fair and lawful manner. District staff who are not authorized to impose disciplinary sanctions are expected to promptly report violations of the code of conduct to their supervisor, who shall in turn investigate, and if necessary, impose an appropriate disciplinary sanction, if so authorized, or refer the matter to a staff member who is authorized to impose an appropriate sanction.

Any weapon, alcohol or illegal substance found shall be confiscated immediately, if possible, followed by notification to the parent of the student involved and the appropriate disciplinary sanction if warranted, which may include permanent suspension and referral for prosecution.

The building principal or his or her designee must notify the appropriate local law enforcement agency of those code violations that constitute a crime and substantially affect the order or security of a school as soon as practical, but in no event later than the close of business the day the principal or his or her designee learns of the violation. The notification may be made by telephone, followed by a letter mailed on the same day as the telephone call is made. The notification must identify the student and explain the conduct that violated the code of conduct and constituted a crime.

DISCIPLINARY CONSEQUENCES

Failure to comply with school rules will result in one or more of the following consequences as determined by the severity and frequency of the infraction.

Teacher Detention

Teachers may detain students before school, after school, during lunch or study hall, to fulfill teacher detention.

Time Out

A teacher may send students to the office for repeated inappropriate behavior in class. This assignment is for a short period of time and students are responsible for all assignments missed while in Time Out.

School Detention

Administrators may detain a student after school from 2:45 p.m. until 3:55 p.m. to perform assigned school work.

Lunch Detention

Students may be assigned to a restricted lunch area for the entire lunch period. Students will not be allowed to talk during this lunch restriction.

Removal from Class

A classroom teacher may remove a disruptive student from class for up to three class sessions. The removal from class applies to the class of the removing teacher only. Students removed from class must report to the office immediately.

In-School Suspension 10:50a.m. - 3:55p.m.

Based on the availability of supervisory personnel, students may be assigned to a designated room for duration of the school day, during which they will complete teacher assigned schoolwork and have no contact with other students. Lunch will be in the designated area. In-school suspension normally will be in conjunction with detention that same day.

Alternative Consequence

Administrators may consider after school projects to benefit school and/or community after consultation with parents. Removal of privileges -- e.g., parking, prom, senior picnic, school plays, interscholastic contests.

WITHDRAWAL OF STUDENT PRIVILEGES

Early release for reasons such as employment, field trips, tours, and participation in athletic events and clubs are privileges. Students, who are on the academic ineligibility list, fail to maintain passing grades, satisfactory attendance, or who fail to follow the Code of Conduct, may not be permitted to take part in these activities.

Academic Restriction

Any student who has failed at least 2 classes in a quarter will be placed in an academically restricted area or room (if available) for every study hall they are scheduled in for the following quarter. This restriction is for the entire quarter. Students who are restricted for academics may only leave this restricted study hall with a pre-signed pass to meet their academic needs. If for any reason a student abuses this, privileges may be revoked and they may be put on a full restriction for up to five weeks (Behavior Restriction).

Behavior Restriction

If a student in a study hall is in violation of any study hall procedure, the study hall teachers may restrict that student completely for up to 5 weeks. Passes to leave this study hall will not be honored. If a student is not compliant with this procedure, a referral to the office is necessary for further disciplinary action.

Out-of-School Suspension

The student may not attend classes, participate in or attend any school function, or be on the school grounds during the time of the suspension. It is the student’s responsibility to make up missed assignments. Students who loiter or return to campus during a suspension are subject to immediate arrest for trespassing. Parents will be contacted and must make provision for the re-admission of a suspended student or participate in a re-admission meeting.

Principal’s Hearing

Cases of excessive behavioral problems may result in a Principal’s Hearing. Hearings will review the student’s infractions, academic standing and efforts to bring about change. Parents are required to attend. Hearings will result in a clear statement of expectations if a formal Superintendent’s Hearing is to be avoided. Other consequences may also be applied. For example, students may be removed from a particular course and assigned to a study hall instead.

Superintendent’s Hearing

This is a formal hearing to consider a student’s long-term suspension from school. The hearing is conducted in accordance with the provision of the State Education Law. The students will have the right to be represented by an attorney and may question witnesses or challenge evidence given against them. Students placed on long-term suspension will be prohibited from attending any school related events and from being on school property without express permission.

Note: Out-of-school suspension is the most serious consequence the high school can assign for

misbehavior. It is used judiciously after other measures have failed to produce appropriate behavior. However, serious offenses such as abusive actions toward a teacher or fighting will result in out-of-school suspension.

PROCEDURES

The amount of due process a student is entitled to receive before a penalty is imposed depends on the penalty being imposed. In all cases, regardless of the penalty imposed, the school personnel authorized to impose the penalty must inform the student of the alleged misconduct and must investigate, to the extent necessary, 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. Students who are to be given penalties other than an oral warning, written warning or written notification to their parents are entitled to additional rights before the penalty is imposed. These additional rights are explained below.

1. Detention

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

2. Suspension from transportation

If a student does not conduct himself/herself properly on a bus, the bus driver is expected to bring such misconduct to the building principal’s attention. Students who become a serious disciplinary problem may have their riding privileges suspended by the building principal or the superintendent or their designees. In such cases, the student’s parent will become responsible for seeing that his or her child gets to and from school safely. Should the suspension from transportation amount to a suspension from attendance; the district will make appropriate arrangements to provide for the student’s education.

A student subjected to a suspension from transportation is not entitled to a full hearing pursuant to Education Law 3214. However, the student and the student’s parent will be provided with an opportunity for an informal conference with the building principal or the principal’s designee to discuss the conduct and the penalty involved.

3. Suspension from athletic participation, extra curricular activities and other privileges

A student subjected to a suspension from athletic participation, extra curricular activities or other privileges is not entitled to a full hearing pursuant to Education Law 3214. However, the student and the student’s parent will be provided with an opportunity for an informal conference with the district official imposing the suspension to discuss the conduct and the penalty involved.

4. In-school suspension

The Board recognizes the school must balance the need of students to attend school and the need for order in the classroom to establish an environment conducive to learning. As such, the Board authorizes building principals and the superintendent to place students who would otherwise be suspended from school as the result of a code of conduct violation in “in-school suspension.” A certified teacher will supervise in-school suspension.

5 Teacher disciplinary removal of disruptive students

A student’s behavior can affect a teacher’s ability to teach and can 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. These techniques may include practices that involve the teacher directing a student to briefly leave the classroom to give the student an opportunity to regain his or her composure and self-control in an alternative setting. Such practices may include, but are not limited to: (1) short-term “time out” in an elementary classroom or in an administrator’s office; (2) sending a student into the hallway briefly; (3) sending a student to the principal’s office for the remainder of the class time only; or (4) sending a student to a guidance counselor or other district staff member for counseling. Time-honored classroom management techniques such as these do not constitute disciplinary removals for purposes of this code.

On occasion, a student’s behavior may become disruptive. For purposes of this code of conduct, a disruptive student is a student who is substantially disruptive to the educational process or substantially interferes with the teacher’s authority over the classroom. A substantial disruption of the educational process or substantial interference with a teacher’s authority occurs when a student demonstrates a persistent unwillingness to comply with the teacher’s instructions or repeatedly violates the teacher’s classroom behavior rules.

If the disruptive student does not pose a danger or on-going threat of disruption to the academic process, the teacher must provide the student with an explanation for why he or she is being removed and an opportunity to explain his or her version of the relevant events before the student is removed. Only after the informal discussion may a teacher remove a student from class.

If the student poses a danger or ongoing threat of disruption, the teacher may order the student to be removed immediately. The teacher must, however, explain to the student why he or she was removed from the classroom and give the student a chance to present his or her version of the relevant events within 24 hours (one school day).

The teacher must complete a district established disciplinary removal form and meet with the principal or his or her designee as soon as possible, but no later than the end of the school day, to explain the circumstances of the removal and to present the removal form. If the principal or designee is not available by the end of the same school day, the teacher must leave the form with the secretary and meet with the principal or designee prior to the beginning of classes on the next school day.

Within 24 hours (one school day) after the student’s removal, the principal or another district administrator designated by the principal must notify the student’s parents, in writing, that the student has been removed from class and why. The notice must also inform the parent that he or she has the right, upon request, to meet informally with the principal or the principal’s designee to discuss the reasons for the removal.

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 (one school day) of the student’s removal at the last known address for the parents. Where possible, notice should also be provided by telephone if the school has been provided with a telephone number(s) for the purpose of contacting parents.

The principal may require the teacher who ordered the removal to attend the informal conference. If at the informal meeting the student denies the charges, the principal or the principal’s designee must explain why the student was removed and give the student and the student’s parents a chance to present the student’s version of the relevant events. The informal meeting must be held within 48 hours (two school days) of the student’s removal. The timing of the informal meeting may be extended by mutual agreement of the parent and principal.

The principal or the principal’s designee may overturn the removal of the student from class if the principal finds any one of the following:

1. The charges against the student are not supported by substantial evidence.

2. The student’s removal is otherwise in violation of law, including the district’s code of conduct.

3. The conduct warrants suspension from school pursuant to Education Law 3214 and a suspension will be imposed.

The principal or his or her designee may overturn a removal at any point between receiving the referral form issued by the teacher and the close of business on the day following the 48 hour period for the informal conference, if a conference is requested. No student removed from the classroom by the classroom teacher will be permitted to return to the classroom until the principal makes a final determination, or the period of removal expires, whichever is less.

¨Any disruptive student removed from the classroom by the classroom teacher shall be offered continued educational programming and activities until he or she is permitted to return to the classroom.

¨Each teacher must keep a complete log (on a district provided form) for all cases of removal of students from his or her class. The principal must keep a log of all removals of students from class.

¨Removal of a student with a disability, under certain circumstances, may constitute a change in the student’s placement. Accordingly, no teacher may remove a student with a disability from his or her class until he or she has verified with the principal or the chairperson of the Committee on Special Education that the removal will not violate the student’s rights under state or federal law or regulation.

6. Suspension from school

Suspension from school is a several penalty, which may be imposed only upon students who are insubordinate, disorderly, violent or disruptive, or whose conduct otherwise endangers the safety, morals, health or welfare of others.

The Board retains its authority to suspend students, but places primary responsibility for the suspension of students with the superintendent and the building principals.

Any staff member may recommend to the superintendent or the principal that a student be suspended. All staff members must immediately report and refer a violent student to the principal or the superintendent for a violation of the code of conduct. All recommendations and referrals shall be made in writing unless the conditions underlying the recommendation or referral warrant immediate attention. In such cases a written report is to be prepared as soon as possible by the staff member recommending the suspension.

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

a. Short-term (5 days or less) suspension from school:

When the superintendent or principal (referred to as the “suspending authority”) proposes to suspend a student charged with misconduct for five days or less pursuant to Education Law 3214(3), the suspending authority must immediately notify the student orally. 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 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. Where possible, notice should also be provided by telephone if the school has been provided with a telephone number(s) for the purpose of contacting the parents.

The notice shall provide a description of the charges against the student and the incident for which suspension is proposed and shall inform the parents of the right to request an immediate informal conference with the principal. Both the notice and informal conference shall be in the dominant language or mode of communication used by the parents. At the conference, the parents shall be permitted to ask questions of complaining witnesses under such procedures as the principal may establish.

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 or property or an ongoing threat of disruption to the academic process. If the student’s presence does pose 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 reasonable practicable.

After the conference, the principal shall promptly advise the parents in writing of his or her decision. The principal shall advise the parents 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 business days, unless they can show extraordinary circumstances precluding them from doing so. The superintendent shall issue a written decision regarding the appeal within 10 business days of receiving the appeal. If the parents are not satisfied with the superintendent’s decision, they must file a written appeal to the Board of Education with the district clerk within 10 business days of the date of the superintendents’ 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 30 days of the decision.

b. Long-term (more than 5 days) suspension from school:

When the superintendent or building principal determines that a suspension for more than five days may be warranted, he or she shall give reasonable notice to the student and the student’s parents of their 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 him or her and the right to present witnesses and other evidence on his or her behalf.

The superintendent shall personally hear and determine the proceeding or may, in his or her discretion, 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 him or her. A record of the hearing shall be maintained, but no stenographic transcript shall be required. A tape recording shall be deemed a satisfactory record. The hearing officer shall make findings of fact and recommendations as to the appropriate measure of discipline to the superintendent. The report of the hearing officer shall be advisory only, and the superintendent may accept all or any part thereof. The decision of the Superintendent will be conveyed in writing to the parent of the student.

An appeal of the decision of the superintendent may be made to the Board that will make its decision based solely upon the record before it. All appeals to the Board must be in writing and submitted to the district clerk within 10 business days of the date of the superintendent’s decision, unless the parents can show that extraordinary circumstance precluded them from doing so. The Board may adopt in whole or in part the decision of the superintendent. Final decisions of the Board may be appealed to the Commissioner within 30 days of the Board’s decision.

c. Permanent suspension:

Permanent suspension is reserved for extraordinary circumstances such as where a student’s conduct poses a life-threatening danger to the safety and well being of other students, school personnel or any other person lawfully on school property or attending a school function.

MINIMUM PERIODS OF SUSPENSION

1. Students who bring a weapon to school:

Any student, other than a student with a disability, found guilty of bringing a weapon onto school property will be subject to suspension from school for at least one calendar year. Before being suspended, the student will have an opportunity for a hearing pursuant to Education Law 3214. The superintendent has the authority to modify the one-year suspension on a case-by-case basis. In deciding whether to modify the penalty, the superintendent may consider the following:

1. The student’s age.

2. The student’s grade in school.

3. The student’s prior disciplinary record.

4. The superintendent’s belief that other forms of discipline may be more effective.

5. Input from parents, teachers and/or others.

6. Other extenuating circumstances.

A student with a disability may be suspended only in accordance with the requirements of state and federal law.

2. Students who commit violent acts other than bringing a weapon to school:

Any student, other than a student with a disability, who is found to have committed a violent act, other than bringing a weapon onto school property, may be subject to suspension from school for at least five days. If the proposed penalty is the minimum five-day suspension, the student and the student’s parents will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed penalty exceeds the minimum five-day suspension, the student and the student’s parents will be given the same notice and opportunity for a hearing given to all students subject to a long-term suspension. The superintendent has the authority to modify the minimum five-day suspension on a case-by-case basis. In deciding whether to modify the penalty, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon.

3. Students who are repeatedly substantially disruptive of the educational process or repeatedly substantially interferes with the teacher’s authority over the classroom:

Any student, other than a student with a disability, who repeatedly is substantially disruptive of the educational process or substantially interferes with the teacher’s authority over the classroom, will be suspended from school for at least five days. For purposes of this code of conduct, “repeatedly is substantially disruptive” means engaging in conduct that results in the student being removed from the classroom by teacher(s) pursuant to Education Law 3214 (3-a) and this code on four or more occasions during a semester, or three or more occasions during a trimester. If the proposed penalty is the minimum five day suspension, the student and the student’s parent will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed penalty exceeds the minimum five day suspension, the student and the student’s parent will be given the same notice and opportunity for a hearing given to all students subject to a long-term suspension. The superintendent has the authority to modify the minimum five-day suspension on a case-by-case basis. In deciding whether to modify the penalty, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon.

ATTENDANCE POLICY

Achievement at the high school level is directly related to attendance. A student is expected to attend each school session.

Homeroom provides a means of communication among faculty, administration and students. Students receive essential information and communications during this period. An accurate absentee list is essential; therefore, all students MUST be in homeroom during the homeroom period. It is a violation of procedure if a student is in the building but does not attend homeroom.

TABLE OF CONTENTS

REPORTING VIOLATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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BEHAVIOR STANDARDS AND CONSEQUENCES

THEFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SCHOOL ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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CHILD PROTECTIVE SERVICES INVESTIGATIONS . . . . . . . . . . . . . . . . . . . . . .

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