Code of Conduct Updates to Board 26-27 8-10.pdf

WEBSTER CENTRAL SCHOOL DISTRICT

One Webster Code of Character, Conduct, and Support “Steps to ensure we are always helping ourselves and others succeed!”

2026-2027 School Year

TABLE OF CONTENTS Why do we have a Code of Character, Conduct, and Support? Goals for the Code - Statement of Philosophy District Values/Mission/Vision Strengthening Understanding Within This Code Rights and Responsibilities Getting Help Personal Needs Academic Needs Extracurricular Needs Dignity for All Students Act (DASA) Policies, Procedures and Guidelines Attendance Policy Student Dress Code Distraction Free Learning Digital Citizenship Student Acceptable Use Regulation; Internet, Electronic Mail and Computer Usage Electronics Use Prohibited Student Conduct Consequences for Prohibited Conduct Under this Code Disciplinary Consequences, Interventions and Procedures Types of Consequences: Remediation strategies may include, but are not limited to: Administrative Responses Procedures Minimum Periods of Suspension Referrals Students with Disabilities Alternative Instruction Visitors to the Schools Public Conduct on School Property In-Service Education Programs Di i ti of Code Dissemination Review of Code

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I.

Why do we have a Code of Character, Conduct, and Support?

All members of the school community have the responsibility to maintain a safe and orderly school environment conducive to learning and respectful to all people and property. The Webster Code of Character, Conduct, and Support complements the district-wide implementation of Positive Behavior Interventions and Supports (PBIS) to foster student academic and behavioral success. All members of this school community are expected to work together to develop prosocial behaviors in order to create a positive, supportive, respectful learning environment for all. Positive Behavior Intervention and Supports (PBIS) establishes the foundation for delivering regular, proactive support and preventing unwanted behaviors. It emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. District and building PBIS teams use data to monitor student needs, ensure students receive equitable access to supports, and evaluate the effectiveness of their PBIS systems. Key practices of PBIS include setting school-wide positive expectations and behaviors, establishing classroom expectations and routines consistent with these expectations, developing a continuum of procedures for encouraging expected behavior and discouraging problem behavior, and encouraging school-family partnerships. All public schools must have an environment that fosters civility in school and is free from discrimination and harassment. The Dignity for All Students Act (DASA) focuses on preventing harassment and discriminatory behaviors by promoting educational measures meant to positively impact school culture and climate. The Dignity Act states that no student shall be subjected to harassment, discrimination, bullying or cyberbullying based on their actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, or gender/gender identity by school employees or students. This applies on school property, at a school function, or off school property where such acts create, or would foreseeably create, a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school property. The Dignity Act emphasizes the importance of tolerance and respect for others by students and staff alike. Therefore, all members of the school community, including essential partners such as the superintendent, school board members, parents, students, teachers, support staff, principals, administrators, and other school personnel have particularly important roles to play in its implementation. The principles of our school community will be clarified, supported, and implemented by all buildings through this Code of Character, Conduct and Support (the “Code”). The rules supporting these principles should be clearly outlined in the individual building implementation plans.

II.

Goals for the Code

Statement of Philosophy

The Webster school community believes in and is committed to providing an environment in which mutual respect is evident for all. We trust that every member of this school community has a right to achieve their potential and to be heard. Contrary behavior to this philosophy will be addressed effectively, fairly, and equitably. Within our school community, we will uphold an atmosphere where education and learning can thrive in a safe, respectful, and caring environment. 3

III.

District Values/Mission/Vision

Mission

We are a community of learners who nurture and inspire personal excellence, foster creativity and explore diverse opportunities, celebrate achievements and overcome challenges, and contribute locally and globally for positive change.

Vision

Compassionately Connected, Joyfully Engaged, Always Learning.

Core Beliefs

Essential Skills

Students First

Resilience

Each student is invaluable.

Learning to grow stronger through life's challenges.

Continuous Improvement

Growth is a process that involves risk-taking, making mistakes, and perseverance.

Exploration and Innovation

Creativity and discovery are inspired by asking questions where answers are uncertain.

Perseverance

Sticking to it because it's worth it, even when it's tough.

Collaboration

Working together to benefit all.

Integrity

Collaboration

We are smarter and stronger together.

Keeping my words and actions connected to the best I have to offer.

Communication

Time Management Balancing

Attaining excellence is a shared responsibility.

Accountability

Self-Management Knowing myself and all the different things I can do to be at my best.

Fiscal Responsibility

Communication Understanding what's

Open exchange of ideas builds trust and confidence.

Students are worthy of our wise investments.

work and play for today and tomorrow.

important to others and how to share what's important to me.

One Webster Students First. District Proud.

Webster Central School District made a commitment to an extensive, dynamic strategic planning process since 2010 that continues to this day. Strategic planning is spearheaded by the Webster CSD Board of Education and includes representatives from WCSD’s community, including residents, students, faculty, and staff. Through regular community engagement surveys, valued feedback has resulted in a vibrant One Webster district culture that is focused on educating the whole child, preparing each student to learn and practice the skills and habits necessary to be Compassionately Connected, Joyfully Engaged, and Always Learning. In addition, we have identified seven essential skills for students to develop throughout their time in Webster schools, so that they will be prepared to be successful, engaged citizens of the world after graduation. The Board of Education expects all students to conduct themselves in an appropriate and civil manner, with proper regard for the rights and welfare of other students, district personnel, and other members of the school community, and for the care of school facilities and equipment. In this school community, we believe that the best discipline is self-imposed. Students learn to assume and accept responsibility for their own behavior, as well as the consequences of their misbehavior. District personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on the students’ ability to grow in self-discipline. The board recognizes the need to make its expectations for student conduct while students are on school property or engaged in a school function understandable and in-line with the district’s philosophy. The rules of conduct in this Code provide examples of behaviors that support the district’s focus on safety and respect for the rights and property of others. School personnel will work to help individuals and/or groups understand and accept responsibility for their behavior--and understand how it impacts others--as we work to build and strengthen our community. In addition to our commitment to our mission, core beliefs, and essential skills, we are working to strengthen our One Webster community by proactively supporting students through social-emotional learning and PBIS. Working to support all students entails providing tiered levels of support and interventions, which may include: ● ● ● ● ● ●

Peer support groups and/or community building circles Corrective instruction or other relevant or service learning experience Supportive intervention Behavioral assessment or evaluation Behavioral management plans, with closely monitored benchmarks Student counseling and parent conferences

IV.

Strengthening Understanding Within This Code

For purposes of this Code, the following definitions apply.

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Consequence -- the results of a previous action that breaks the rules. Those responsible for administering a consequence take into account, the behavior, the situation, the individual(s) involved, and the best means for helping the individual(s). Cyberbullying – harassment/bullying, as defined below, through any form of electronic communication. Cyberbullying includes, but is not limited to, the following misuses of technology: harassing, teasing, intimidating, threatening, or terrorizing another student or staff member by way of technological tool, such as sending or posting inappropriate or derogatory email messages, instant messages, text messages, digital pictures or images, or website postings (including blogs). Cyberbullying involving District students may occur both on campus and off school grounds and may involve student use of the District internet system or student use of personal digital devices including but not limited to: cell phones, digital cameras, personal computers, electronic tools. Disability means (a) a physical, mental or medical impairment resulting from anatomical, physiological, genetic or neurological conditions which prevents the exercise of a normal bodily function or is demonstrable by medically accepted clinical or laboratory diagnostic techniques or (b) a record of such an impairment or (c) a condition regarded by others as such an impairment, provided, however, that in all provisions of this article dealing with employment, the term shall be limited to disabilities which, upon the provision of reasonable accommodations, do not prevent the complainant from performing in a reasonable manner the activities involved in the job or occupation sought or held. Discrimination – discrimination against any student by a student or students and/or employee or employees on school property or at a school function including, but not limited to, discrimination based on a person’s actual or perceived race (including but not limited to protective hairstyles and hair texture), color, weight, national origin (where your family comes from), ethnic group, religion, religious practice, disability, sexual orientation, gender expression, gender (including gender identity) or sex, or any other legally protected status. Disruptive Student Behavior -- behavior from an elementary or secondary student under the age of 21 that substantially disturbs or distracts from the educational process or interferes with the teacher’s ability to manage and teach students. Emotional Harm -- in the context of “harassment or bullying” means harm to a student’s emotional well-being through creation of a hostile school environment that is so severe or pervasive as to unreasonably and substantially interfere with a student’s education 6

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Employee -- any person receiving compensation from a school district or employee of a contracted service provider or worker placed within the school under a public assistance employment program, pursuant to title nine-B of article five of the social services law, and consistent with the provisions of such title for the provision of services to such district, its students or employees, directly or through contract, whereby such services performed by such person involve direct student contact. Fair -- doing what is reasonable and in the best interest of the individual and/ or group. Firearm - is defined in 18 USC §921 for the purposes of the Gun-Free Schools Act. Gender means actual or perceived sexual orientation, and a person’s gender identity or Expression. Gender Identity and Expression -- having or being perceived as having a gender identity, self-image, appearance, behavior or expression whether or not that gender identity, self-image, appearance, behavior or expression is different from that traditionally associated with the sexual orientation assigned to that person at birth. Harassment or Bullying -- the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse, including cyber-cyberbullying as defined in Education Law section 11(8) that has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional and/or physical well-being; including conduct, threats, intimidation or abuse that reasonably causes or would reasonably be expected to cause emotional harm; or reasonably causes or would reasonably be expected to cause physical injury to a student or cause the student to fear for his or her physical safety. Such definition shall include acts of harassment or bullying that occur: on school property, at a school function or off school property where such acts create or would foreseeably create a risk of substantial disruption with the school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school property. The term “threats, intimidation or abuse” shall include verbal and nonverbal actions. Acts of harassment and bullying shall include, but not be limited to, acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, or gender (identity or expression) Illegal Substances – Substances including, but not limited to, alcohol, marijuana/cannabis/THC-containing products including hemp-derived THC, cocaine, LSD, PCP, amphetamines, heroin, steroids, substances commonly referred to as designer drugs or synthetic drugs, opioids, and look-alikes (including, but not limited to, synthetic cannabinoids), and prescription or over-the-counter medication when possession is unauthorized, or when used inappropriately or shared with others, or any other product or substance that when used or misused will result in an impaired or altered state. Illegal Substances also include any paraphernalia related to these substances. Intervention -- the modification of an event by school personnel to promote a safe physical and psychological environment for all members of the school community. Material incident of Harassment, Bullying and/or Discrimination – a single verified incident or series of related verified incidents where a 7

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student is subjected to harassment, bullying and/or discrimination by a student and/or employee on school property or at a school function. In addition, such term shall include a verified incident or series of related incidents that occur off school property and is the subject of a written or oral complaint to the superintendent, principal, or their designee, or other school employee. Such conduct shall include, but is not limited to, threats, intimidation or abuse based on a person’s actual or perceived race (including but not limited to hair texture and protective hairstyles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practice, disability, sexual orientation, gender (including gender identity or expression), sex or any legally protected status. Parent -- guardian or person in parental relation to a student. Positive Behavioral Interventions and Supports (PBIS) -- is a proven, research and evidence-based discipline program that emphasizes school-wide systems of support that include strategies for defining, teaching, modeling and supporting appropriate student behaviors to create positive school environments. Principles -- core values that demonstrate how individuals should conduct themselves and relate to each other. They encompass a set of beliefs that provide the reasons for the rules and the motivation for following them. Retaliation – occurs when any employee, student, or visitor mistreats any person because they reported in good faith, testified about, or otherwise assisted in an investigation, proceeding, or hearing related to alleged harassment or bullying. It is possible that an alleged harasser may have been found to have retaliated whether or not the underlying complaint is found to be a violation of this policy. Retaliation includes, but is not limited to, any form of intimidation, reprisal, or harassment and may be redressed through application of the same reporting, investigation, and enforcement procedures as for harassment. Rules -- based on the principles (core values), they identify acceptable and unacceptable behavior that is observable, clear, specific and enforceable. School Bus—every motor vehicle a) owned by a public or governmental agency or private school and operated for the transportation of pupils, teachers and other persons acting in a supervisory capacity, to or from school or school activities or b) privately owned and operated-for-compensation for the transportation of pupils, teachers and other persons acting in a supervisory capacity to or from school or school activities. School Function -- any school-sponsored extracurricular event or activity. School Property -- 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. Sexual Orientation means actual or perceived heterosexuality, homosexuality, or bisexuality. Tobacco Product: Any vaping or nicotine-containing devices and accessories to such devices and any other tobacco-containing product in any form, as well as matches, lighters and other related paraphernalia. This also includes any simulated tobacco products that imitate or mimic tobacco products. 8

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V.

Under the Influence

A student shall be considered “under the influence” if they have used any quantity of an Illegal Substance or alcohol within a time period reasonably proximate to their presence on School Property, on a School Bus, in a school vehicle, or at a school-sponsored School Function and/or exhibits symptoms of such use as to lead to the reasonable conclusion of such consumption. Violent Pupil -- a student under the age of twenty-one (21) who: Commits an act of violence upon a school employee, or attempts to do so. 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, or attempts to do so. Possesses, while on school property or at a school function, 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 gun, knife, explosive or incendiary bomb, or other dangerous instrument capable of causing physical injury or death. Threatens, while on school property or at a school function, to use any instrument that appears capable of causing physical injury or death. Knowingly and intentionally damages or destroys the personal property of any school employee or any person lawfully on school property or at a school function. Knowingly and intentionally damages or destroys District property. Violent Student Behavior -- behavior occurring on or around school property, before, during or after the school day that endangers self, others or property. Weapon - refers to the definition of firearm in the Gun-Free Schools Act. Any item that could cause physical harm to someone when used to cause physical harm, or when such item is brandished as a weapon (can include but is not limited to: BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, air-gun, spring-gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, slingshot, metal knuckle knife, pocket knife, pen knife, or other 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 harm when used to cause physical harm, or when such device is brandished as a weapon). Weapon also includes any piece, part, or component of a Weapon or other Device as described in this Code, including but not limited to, bullets, projectiles, or other ammunition. Any “look-alikes,” fake, or toy weapons are considered a weapon for purposes of this definition.

Rights and Responsibilities

A. All students, district personnel, and other essential partners of the school community are entitled to expect proper regard for their rights and welfare. Through PBIS, we have developed prosocial, clear expectations and documented them in a “C.A.R.E.” matrix, which we use for teaching, modeling, and continual reinforcement. Cooperation, 9

Accountability, Respect and Excellence (C.A.R.E.) define expected behaviors in our community. These expectations are also connected to our Essential Skills that we are fostering in all students. All members of the community are expected to follow our district C.A.R.E. matrix, which is included below. B. Student Rights The District is committed to safeguarding the rights given to all students under state and federal law. In addition, to promote a safe, healthy, orderly and civil school environment, all district students have the right to: 1. Take part in all District activities on an equal basis regardless of race (including but not limited to hair texture and protective hair styles), color, creed, national origin (where your family comes from), religion, gender, (including gender identity or expression) or sexual orientation or disability. 2. Present their version of the relevant events to school personnel authorized to impose a disciplinary penalty in connection with the imposition of the penalty. 3. Access school rules and, when necessary, receive an explanation of those rules from school personnel. 4. Learn in an environment free of discrimination and harassment based on actual or perceived race (including but not limited to hair texture and protective hair styles), color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, (including gender identity or expression) or sex; 5. Participate equally in all school activities regardless of actual or perceived race (including but not limited to hair texture and protective hair styles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practices, disability, sexual orientation, gender, (including gender identity or expression) or sex; 6. Investigate and respond to complaints about school-related incidents. Student Responsibilities All District students have the responsibility to: 1. Contribute to maintaining a safe and orderly school environment that is conducive to learning and to show respect to other persons and to property. 2. Be familiar with and abide by all District policies, rules, and regulations dealing with student conduct. 3. Attend school every day unless they are legally excused and be in class, on time, and prepared to learn. 4. Work to the best of their ability in all academic and extracurricular pursuits and strive toward their highest level of achievement possible. 5. React to direction given by teachers, administrators, and other school personnel in a respectful, positive manner. 6. Regulate and manage emotions. 7. Ask questions when they do not understand. 8. Seek help in solving problems that might lead to discipline. 9. Dress appropriately for school and school functions. 10

10. Accept responsibility for their actions. 11. Conduct themselves as representatives of the district when participating in or attending school-sponsored extracurricular events and to hold themselves to the highest 12. Act and speak respectfully about issues/concerns. 13. Use non-sexist, non-racist, and other non-biased language. 14. Respect and treat others with tolerance and dignity regardless of actual or perceived race (including but not limited to hair texture and protective hair styles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practice, disability, sexual orientation, gender, (including gender identity or expression) or sex. 15. Use communication that is non-confrontational and is not obscene or defamatory. 16. Report acts of bullying, discrimination, harassment, and other inappropriate actions that hurt others. 17. Respect the physical boundaries of others (in other words, keep your hands to yourself). C. Essential Partners 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 child(ren) to school ready to participate and learn. 3. Ensure their child(ren) attend school regularly and on time. 4. Ensure absences are excused. 5. Insist their child(ren) be dressed and groomed in a manner consistent with the student dress code. 6. Help their child(ren) understand that in a democratic society appropriate rules are required to maintain a safe, orderly environment. 7. Know school rules and help their child(ren) understand the consequences of their actions. 8. Convey to their child(ren) a supportive attitude toward education and the district. 9. Build good relationships with teachers, other parents, and their child(ren)'s friends by being respectful and communicating in a positive way. 10. Help their children deal effectively with emerging personal, social, and emotional problems. 11. Inform school officials of changes in the home situation that may affect student conduct or performance. 12. Maintain a climate of mutual respect when dealing with school personnel. School Staff 1.Follow the Code of Conduct; know, abide by and enforce school rules in a fair and consistent manner.

2. Set a good example for students and other staff by demonstrating dependability, integrity and other standards of ethical conduct. 3. Assist in promoting a safe, orderly and stimulating school environment. 4. Maintain confidentiality about all personal information and educational records concerning students and their families. 5. Maintain and encourage a climate of mutual respect and dignity for all students regardless of actual or perceived race (including but not limited to hair texture and protective hair styles), color, weight, national origin (where you come from), ethnic group, religion, religious practice, disability, sexual orientation, gender (including gender identity or expression), or sex, with an understanding of appropriate appearance, language, and behavior in a school setting, which will strengthen students' self-image and promote confidence to learn. 6. Report orally to the DASA Coordinator any incident of harassment, bullying and/or discrimination that they witness or that is reported to them, not more than one (1) day later; and file a written report not later than two (2) school days after the initial oral report. 7. Report possible incidents of child abuse per the Child Abuse in an Educational Setting Policy. Teachers In addition to the expectations listed in under School Staff, all Teachers shall: 1. 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 2. Communicate with students, parents, and principals as needed when students violate the Code in the classroom. 3. Communicate regularly with students, parents and other teachers concerning growth and achievement. School Counselors, Social Workers, School Psychologists and Mental Health Staff In addition to the expectations listed under School Staff, all School Counselors, Social Workers, School Psychologists and Mental Health Staff shall: 1. Assist students in coping with peer pressure and emerging personal, social, and emotional problems. 2. Confront issues of discrimination and harassment or any situation that threatens the emotional or physical health or safety of any student, school employee, or any person who is lawfully on school property or at a school function. 3. Address personal biases that may prevent equal treatment of all students in the school 12

or classroom setting. 4. Report incidents of discrimination and harassment that are witnessed or otherwise brought to a teacher’s or staff member’s attention in a timely manner. 5. Initiate teacher/student/counselor conferences and parent/teacher/ student/counselor conferences, as necessary, as a way to resolve problems. 6. Regularly review with students their educational progress and career plans (Secondary only). 7. Provide information to assist students with career planning (Secondary only). 8. Encourage students to benefit from the curriculum and extracurricular programs. 9. Assist principals with student crisis management. 10. Assist principals with student behavioral management plans. Principals 1. Promote a safe, orderly, and stimulating school environment, supporting active teaching and learning. 2. Maintain a climate of mutual respect and dignity for all students regardless of actual or perceived race (including but not limited to hair texture and protective hair styles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practice, disability, sexual orientation, gender, (including gender identity or expression) or sex, with the intent of strengthening students’ confidence and promote learning. 3. Ensure that students and staff have the opportunity to communicate regularly with the Principal and approach the Principal for redress of grievances. 4. Enforce the Code and ensure that all cases are resolved promptly and fairly. 5. Acting as DASA Coordinator, complete a report of any incident of harassment, bullying and/or discrimination that they witness or that is reported to them, not more than one (1) day later. 6. Report possible incidents of child abuse per the Child Abuse in an Educational Setting Policy. Superintendent 1. Promotes a safe, orderly, and stimulating school environment, supporting active teaching and learning. 2. Maintains a climate of mutual respect and dignity for all students regardless of actual or perceived race (including but not limited to hair texture and protective hairstyles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practice disability sexual orientation, gender, (including gender identity or expression) or sex, with the intent of strengthening students’ confidence and promote learning. 3. Reviews with District administrators the policies of the Board and state and federal laws 13

relating to school operations and management. 4. Informs the Board about educational trends relating to student discipline. 5. Works to create instructional programs that minimize problems of misconduct and are sensitive to student and teacher needs. 6. Works with District administrators in enforcing the Code and ensuring that all cases are resolved promptly and fairly. 7. Review in a timely manner all reports prepared by the Compliance/DASA Coordinator concerning the incident of alleged harassment, bullying and/or discrimination and ensure that an appropriate investigation is conducted, appropriate reports are made to law enforcement and appropriate corrective actions have been taken in the school. 8. Report possible incidents of child abuse per the Child Abuse in an Educational Setting Policy. Board of Education 1. Collaborate with student, teacher, administrator, and parent organizations, school safety personnel and other school personnel to develop a Code that clearly defines expectations for the conduct of students, District personnel, and visitors on school property and at school functions. 2. Adopt and review at least annually the District's Code to evaluate the Code's effectiveness and the fairness and consistency of its implementation. 3. Lead by example by conducting Board meetings in a professional, respectful, courteous manner. 4. Report possible incidents of child abuse per the Child Abuse in an Educational Setting Policy.

VI.

Getting Help

We recognize that all community members will need help at one time or another. Living our C.A.R.E. expectations means we are here to support students and help them find resources to address their needs and develop resilience and self-management. Personal Needs As the Webster Central School District staff works to build and strengthen the community, it is also committed to helping solve problems as they occur. If students have a problem related to discipline, security, personal safety or welfare, or other issues, they are encouraged to pursue the following: 1. Tell the nearest staff member or seek administrative support as soon as possible. 2. Identify what has happened to the student or what the student has observed happening to someone else. 3. Seek support of a trusted adult or staff member (i.e. teacher, mental health worker, mentor or administrator). 14

4. In addition to alerting school personnel, the student should connect with their family or guardian about the problem. 5. Students may also contact the Safe School Helpline (1-800-418-6423 or text 66746, the Tips) to report a concern, and all reports are anonymous and confidential. A. Academic Needs As the One Webster community works to fulfill the district vision, it is further dedicated to helping solve academic problems for all students. This problem-solving process includes working alongside students, teachers, and at times, families and other school professionals. To obtain help with academic problems, students should follow these steps: 1. Seek out their teacher. 2. Attempt to work with the teacher, at their recommendation, for additional help. 3. If the teacher is unable to support the student, they can seek further support from another staff member (i.e. school counselor, mentor, support staff). 4. If the problem persists, students may seek out administrative support and/or discuss the matter with their parent/guardian. 5. School staff and parent(s)/guardian(s) may seek to schedule a conference to discuss the problem further. B. Extracurricular Needs The One Webster community is not just dedicated to problem solving during the school day. For help with problems involving extracurricular activities, students are encouraged to follow these steps: 1. See the activity advisor or athletic coach assigned to the activity at an appropriate time. 2. If the activity involves athletics, see the athletic coach, then the Athletic Director. 3. If the student does not know who is assigned as advisor to the activity, the student should see an administrator. 4. If the student is unable to get help in solving the problem after following these steps, they are encouraged to discuss the matter with their building administrator and parent(s)/guardian(s) and potentially have a problem-solving conference.

VII.

Dignity for All Students Act (DASA)

The Dignity Act’s underlying premise is that preventive and non-punitive intervention, in response to incidents of discrimination and/or harassment, is the best way to achieve school environments free from harassment and discrimination. If you believe there has been a violation of DASA, please contact your building DASA Coordinator. More information is provided in this document including the names and contact information for the DASA Coordinators. You can also find further information in our District Policy available on the district website

Cooperation

Students

Parents/Guardians/ Community Members

School Staff

School Administration

Board of Education

Demonstrate collaboration by working together to benefit all.

Model collaboration by knowing the school expectations and helping their child understand their meaning and purpose.

Model collaboration by working with colleagues, parents/guardians and students to build a safe and positive learning environment.

Model communication by connecting with school teams to share information and problem solve together when concerns arise.

Model communication by regularly contacting families and other staff to share student growth, achievement and when necessary concerns.

Demonstrate time management by balancing work and play for today and tomorrow.

Model time management by ensuring their child attends school regularly and on time.

Model time management by meeting deadlines and schedules.

Demonstrate self management by knowing myself and all the different things I can do to be my best.

Model self management by providing a place of study for their child and reinforcing completion of tasks.

Model self management by knowing, demonstrating and implementing school expectations.

Demonstrate communication by understanding what is important to others and how to share what is important to me.

Accountability

Respect

Demonstrate integrity by keeping my words and actions connected to the best I have to offer.

Model integrity by teaching children to respect themselves and others regardless of a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, or gender (identity or expression) or any other categories of individuals protected against discrimination by federal, state or local law.

Model integrity by respecting themselves and others regardless of a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, or gender (identity or expression) or any other categories of individuals protected against discrimination by federal, state or local law.

Excellence

Demonstrate resilience by learning to grow stronger through life's challenges.

Model resilience by teaching children to constructively manage and respond to life's challenges.

Model resilience by constructively managing and responding to life's challenges.

Model perseverance by sticking to it during tough times.

Model perseverance by sticking to it during tough times

Model perseverance by sticking to it during tough times.

Demonstrate perseverance by sticking to it because it's worth it even when it is tough.

Model perseverance by sticking to it during tough times.

VIII. Policies, Procedures and Guidelines A. Attendance Policy The educational program offered by this District is predicated upon the presence of the student and requires continuity of instruction and classroom participation. The overall objective is to improve student attendance as a means to increase learning and achievement and increase the graduation rate. See Regulation # 5011 for further details. B. Student Dress Code The purpose of the student dress code is to reinforce the district’s mission of preparing all students to be life-long learners and help prepare them for their post-graduation endeavors. Student attire should reflect C.A.R.E. expectations and should not be a distraction to the learning environment. All parents are expected to recognize that the education of their child is a joint responsibility of the parents and the school community. All students are expected to give proper attention to personal cleanliness and to dress for school and school functions in a manner that is in line with the principles of the Webster school community regarding respect for self and others. Teachers and all other district personnel should exemplify and reinforce acceptable student dress and help students develop an understanding of appropriate appearance in the school setting. At the beginning of the school year, each building principal or his/her designee shall be responsible for informing all students and their parents of the student dress code for their child’s building. Parents and students will be updated as needed on any revisions to the dress code. Student attire should reflect an atmosphere of mutual respect supported by the district and cannot be a distraction to the learning environment. Building administrators have the final discretion in terms of deeming clothing inappropriate. Attire must: ● Include tops (with fabric in the front, back, and on the sides), bottoms and shoes at all times ● Wear clothing to cover private parts with opaque materials ● Meet specific required footwear for curriculum purposes and safety, as necessary The responsibility for the dress and appearance of individuals shall rest with the individual, including students, staff, parents/guardians and visitors. They have the right to determine how they dress provided that such attire is not destructive to school property, complies with requirements for health and safety or impinges on the rights of others, including: Clothing that promotes displays, endorses, and/or encourages the use of alcohol, tobacco, drugs, and/or illegal or violent activities. ● Clothing that contains messages that are vulgar, obscene, libelous, sexually explicit, or ●

That denigrate others because of sex, sexual orientation, self-identified or perceived sex, gender expression, gender identity and the status of being transgender, as well as race, age, religion, national origin, disability, and all other categories of individuals protected from unfair treatment under federal, state and/or local law. ● Swimsuits, except as required for class or athletics. ● Any item that can be considered dangerous or could be used as a weapon. Students who violate the Student Dress Code of their building 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. Nothing in this Dress Code will be construed to limit the ability of students to dress and/or groom themselves in a way that allows them to express their gender identity, or to discipline students for doing so. Nothing in this Dress Code will be construed to limit the ability of students to wear certain protective hairstyles (including but not limited to braids, locks, and twists) or to wear their hair in a particular texture, or to discipline students for doing so. Following the Dress Code is not optional.

IX.

Distraction-Free Learning

Education Law 2803 “Distraction-Free Schools” came into effect in May 2025. The culmination of several years of research on children’s mental health, and school climate and culture, the intent of the law is to additionally empower Districts with the legal foundation to sustain learning environments that optimally promote the success of all students. In accordance with New York State’s Bell-to-Bell Instructional Time Policy, our district reaffirms its commitment to maximizing every instructional minute as a means to strengthen student learning and achievement. WCSD Board Policy #7316 supports our district’s broader goal of fostering a positive, purposeful learning environment where all students are supported in developing the skills they need to succeed. Through the consistent use of instructional time, we help students build essential skills such as time management, self-management, communication, perseverance, collaboration, and responsible digital citizenship. Abiding by the distraction-free learning and Digital Citizenship expectations is not optional. Students who violate the Distraction-Free Learning prohibition on use of internet-enabled technologies or additional expectations under the pursuant section on Digital Citizenship, will be subject to disciplinary action. Disciplinary responses are intended to be deliberately restorative and differentiated at the elementary, middle, and high school levels. These responses include, but are not limited to, confiscation of the technology, and a communication to parents or guardians. See Regulation #7316 for more information. In accordance with New York State Law, and for purposes of this section: 17

(a) "Internet-enabled devices" shall mean and include any smartphone, tablet, smartwatch, or other device capable of connecting to the internet and enabling the user to access content on the internet, including social media applications; provided, however, that "internet-enabled devices" shall not include: (i) non-internet-enabled devices such as cellular phones or other communication devices not capable of connecting to the internet or enabling the user to access content on the internet; or (ii) internet-enabled devices supplied by the district that are used for an educational purpose. By protecting and prioritizing uninterrupted learning from the opening to the closing bell, we ensure that classrooms remain focused, respectful, and responsive spaces—preparing all students for lifelong learning and responsible citizenship. See Board Policy 7316 and Regulation 7316 ---- for more detail.

X.

Digital Citizenship

A. Student Acceptable Use Regulation; Internet, Electronic Mail and Computer Usage Students may be authorized to use WCSD technology equipment and Internet facilities and connections for study, research, and communication related to their assigned course work, approved co-curricular activities, and appropriate lifelong learning opportunities. Any on-site or off-site use of the WCSD Internet facilities and connections, which is not authorized or conducted strictly in compliance with this regulation or the District’s policies, procedures, and regulations is prohibited. Users who engage in unauthorized use of the Internet, or who violate any of the terms and conditions of Internet use as prescribed by the District may have their user privileges suspended or revoked. Users granted access to the Internet facilities and connections through the District assume personal responsibility and liability, both civil and criminal, for their unauthorized or improper use. See the District regulations available on the District website for more information. B. Electronics Use The Webster Central School District recognizes that we live in a global society where modern technology makes many forms of electronic devices available for communication and computation. Examples of electronic devices include, but are not limited to; cell phones, calculators, personal laptops/computers, smart watches, tablets, laser pointers, music/media players, digital cameras, camera phones, recording devices of any kind, hand held devices, earbuds, headphones, etc. The safekeeping of electronic devices is the sole responsibility of the student who brings them into school. The Webster Central School District recognizes that responsible use of electronic devices can have a positive impact on student learning and allows students to use acceptable 18

electronic devices as specified by each respective school policy. In accordance with NYS Law 2803, personal internet enabled electronic devices are not allowed during school day, except for provisions specified in the WCSD Distraction-Free Learning Policy #7316. Further, electronic devices may not be used in a manner that will jeopardize the privacy of either staff or students. Students may not record audio or video or take pictures of other students or staff without their permission. The use of recording devices in restrooms or locker rooms is strictly prohibited. Students who use electronic devices in inappropriate manners involving the following is strictly prohibited: ● The production, possession, transmission and/or distribution, by any means, or the transmission of materials as text, including but not limited to: ○ Sexually suggestive images ○ Nude or partially nude images ○ Sexually explicit text in any media Students who violate this regulation (i.e., invading someone’s privacy, cyberbullying others, etc.) and/or disrupt the academic setting (as determined by the district) may be subject to disciplinary action including but not limited to: ● Confiscation of devices ● Turning in devices to the classroom teacher prior to the start of class ● Turning in devices to administrators for a period or longer ● Banning of devices from school property ● Suspension from school ● Police involvement/arrest ● And/or other disciplinary penalties as defined in the Code Students who have been banned from using electronic devices on school property and at school functions are also banned from using other students’ devices. These devices will be confiscated. Students sharing devices with other students are subject to disciplinary action and may be subjected to further discipline if their device is used to disrupt the academic setting and/or to invade someone’s privacy, cyberbully others, etc. (as determined by the district). Additionally, electronic devices (audio and visual) are not to be used in any manner that will jeopardize the integrity of any testing or assessment situation. Any violation of this provision will be subject to appropriate disciplinary action.

XI.

Prohibited Student Conduct

The rules of conduct listed below are intended to provide examples of behaviors that jeopardize the district’s focus on safety and respect for the rights and property of others. Individuals or groups who will not accept responsibility for their own behavior and who violate these school rules will be required to accept the consequences for their conduct. Students may be subject to disciplinary action, up to and including suspension from school, when they: A. Engage in conduct that is disorderly and/or disruptive. Examples of disorderly conduct include, but are not limited to: 1. Running in hallways. 2. Making unreasonable noise. 3. Using language or gestures that are profane, lewd, vulgar or abusive. 4. Obstructing vehicular or pedestrian traffic. 5. Engaging in any willful act which disrupts the normal operation and function of a building and/or the greater school community. 6. Trespassing. Students are not permitted in any school building, other than the one they regularly attend, without permission from the administrator in charge of the building. 7. Misusing Computer/electronic communications, including any unauthorized use of computers, software, or internet/intranet account; accessing inappropriate web sites; or any other violation of the District’s Acceptable Use Regulation. B. Engage in conduct that is insubordinate. Examples of insubordinate conduct include, but are not limited to: 1. Failing to comply with the reasonable directions of teachers, school administrators, or other school employees in charge of students or otherwise demonstrating disrespect 2. Lateness for missing or leaving school without permission, failing to follow sign-in/signout procedures 3. Skipping detention C. Engage in conduct that is disruptive. Examples of disruptive conduct include: Failing to comply with the reasonable directions of the teachers, school administrators, or other school personnel in charge of students.

D. Engage in conduct that is violent. Examples of violent conduct include, but are not limited to: 1. Committing an act of violence (such as hitting, kicking, punching, or scratching) upon a teacher, administrator or other school employee or attempting to do so. 2. Committing an act of violence (such as hitting, kicking, punching, or scratching) upon another student or any other person lawfully on school property or attempting to do so. 3. Possessing a weapon. Authorized law enforcement officials are the only persons permitted to have a weapon in their possession while on school property or at a school function. 4. Displaying what appears to be a weapon. 5. Threatening to use any weapon. 6. Intentionally damaging or destroying the personal property of a student, teacher, administrator, other District employee or any person lawfully on school property, including graffiti or arson. 7. Intentionally damaging or destroying District property. E. Engage in any conduct that endangers the safety, morals, health or welfare of others. Examples of such conduct include, but are not limited to: 1. Lying to school personnel. 2. Stealing the property of other students, school personnel, the school district, or any other person lawfully on school property or attending a school function. 3. Defamation, which includes making false or unprivileged statements or representations about an individual or identifiable group of individuals that harm the reputation of the person or the identifiable group by demeaning them. 4. Intimidation, which includes engaging in actions or statements that put an individual in fear of bodily harm. 5. Selling, using, or possessing obscene material. 6. Using vulgar or abusive language, cursing or swearing. 7. Consuming, being under the influence of, using, possessing, selling, manufacturing, distributing, or sharing Illegal Substances or associated paraphernalia on school grounds, in school vehicles, or at school functions, or the attempted consumption, use, possession, sale, manufacture, distribution, or sharing of the same on school grounds, in school vehicles, or at school functions. 8. Gambling. 9. Indecent exposure, that is, exposure to sight of the private parts of the body in a lewd or indecent manner. 10. Initiating a report warning of fire or other catastrophe without valid cause, misuse of 911, or discharging a fire extinguisher. 11. Consuming, being under the influence of, using, possessing, selling, manufacturing, 21

distributing, or sharing Tobacco Products or associated paraphernalia on school grounds, in school vehicles, or at school functions, or the attempted consumption, use, possession, sale, manufacture, distribution, or sharing of the same on school grounds, in school vehicles, or at school functions. F. Engage in misconduct while on a school bus. It is crucial for students to behave appropriately while riding on district buses, to ensure their safety and that of other passengers, and to avoid distracting the bus driver. Students are required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. Excessive noise, pushing, shoving, and fighting will not be tolerated. G. Engage in any form of academic misconduct. Examples of academic misconduct include, but are not limited to: 1. Plagiarism. 2. Cheating. 3. Altering records. 4. Assisting another student in any of the above actions. 5. Any other form of academic dishonesty, including but not limited to unauthorized use of artificial intelligence (“AI”) technology or tools. H.

In addition to the preceding standards of conduct, the District prohibits harassment, bullying (including cyberbullying), and discrimination against any student by employees or students that creates a hostile environment by conduct (with or without physical conduct) or verbal statements, intimidation, or abuse. We consider a hostile environment to be created when actions or statements directed at a student either (1) has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities, or benefits, or with the student’s mental, emotional, or physical well-being including conduct that reasonably causes or would reasonably be expected to cause emotional harm, or (2) reasonably causes or would reasonably be expected to cause physical injury to a student or to cause a student to fear for their physical safety. This prohibition applies to all acts of harassment or bullying that occur on school property or at a school function, as well as to acts occurring off school property when (i) those acts create or would foreseeably create a risk of substantial threats, intimidation, or abuse might reach school property. The prohibition of discrimination includes, but is not limited to, threats, intimidation, or abuse based on the student’s actual or perceived race (including but not limited to hair texture and protective hair styles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practices, disability, sexual orientation, gender, (including gender identity or expression) or sex. For purposes of this section, the term “threats, intimidation or abuse” shall include verbal and non-verbal actions.

XII.

Reporting and Responding to Violations A. REPORTING POSSIBLE VIOLATIONS All students are expected to promptly report violations of the Code to a teacher, guidance counselor, the Building Principal or their 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, the Building Principal, the Building 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 to their supervisor, who shall in turn 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, stored in a safe, secure area, and promptly turned over to the law enforcement agency after that agency has been notified. This shall be followed by notification to the parent of the student involved and the appropriate disciplinary sanction, which may include permanent suspension and referral for prosecution. The Building Principal or their 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 Building Principal or their 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 and constituted a crime. Offenses which involve conduct such as stealing, damaging property, and physical violence that do not result in serious injuries are matters that may be handled by the administration without assistance of law enforcement. Whenever criminal conduct occurs, school staff shall not discourage or prevent crime victims from filing a complaint with local law enforcement. Whenever conduct involves drugs, assaults where there are serious injuries or inappropriate sexual acts, immediate notification to law enforcement by the Building Principal or their designee should be made. Certain acts of misconduct which may occur may require the exercise of reasonable judgment by staff in consultation with the Principal or Superintendent in order to determine whether referral to law enforcement officials is appropriate, or whether the matter will be handled solely through the Code and student discipline system. 23

B. REPORTING DISCRIMINATION, HARASSMENT AND BULLYING (DIGNITY FOR ALL STUDENTS ACT) Prevention is the cornerstone of the District’s effort to address bullying and harassment. In order to implement this anti-bullying prevention program, the Board will designate, at its annual organizational meeting, individuals at each school to act as the Dignity For All Students Act Coordinator (“DAC”). These individuals shall be thoroughly trained to handle human relations in the areas of race (including but not limited to hair texture and protective hair styles), color, weight, national origin (where your family comes from), ethnic group, religion, religious practice, disability, sexual orientation, gender (including gender identity or expression), and sex. The DASA Coordinators will be responsible for assisting in coordinating and enforcing the requirements of the Dignity for All Students Act and its related policies and regulations at each school building, including but not limited to: 1. Professional development for staff members; 2. The complaint process; and 3. Implementation of the Dignity Act’s civility curriculum components. The District has designated a Dignity Act Coordinator for each school. Those coordinators are: DeWitt Elementary School - Derek Peterson, assistant principal, 671-0710 Klem Road North Elementary School - Alexandra Collison, assistant principal, 872-1220 Klem Road South Elementary School - Stephen MacAdam, assistant principal, 872-1320 Plank Road North Elementary School - Jennifer Allen, assistant principal, 6714008 Plank Road South Elementary School - Mary Kate Wilbert, assistant principal, 671-3190 Schlegel Road Elementary School - Cody Miller, assistant principal, 265-2500 State Road Elementary School - Janine Aiello, assistant principal, 216-0096 Spry Middle School - Matt Mietelski, assistant principal, 265-6500 Willink Middle School - Bill Ottman, assistant principal, 670-1039 Webster Schroeder High School - Jacqueline Goodwine, assistant principal, 6705000 Webster Thomas High School - Jeremy McBride, assistant principal, 670-0803 GOAL - Rebecca Saiff, director, 670-5265 OWL Elementary School - Danielle Podsiadly, administrator, 787-3700 OWL Middle School - Tiffany Lawrence, administrator, 787-3762 OWL High School - Chelsea McCarthy, administrator, 217-5770 They are available to speak with any person who has witnessed possible discrimination or harassment, or if that person has experienced treatment that may be prohibited 24

discrimination or harassment. It is essential that any student who believes they have been subjected to discrimination, harassment, bullying or retaliatory behavior, as well as any individual who is aware of and/or who has knowledge of, or witnesses any possible occurrence, immediately report same to any staff member or administrator. The staff member/administrator to whom the report is made (or the staff member/administrator who witnesses or suspects bullying/cyberbullying behavior) shall document and take appropriate action to address the immediacy of the situation and shall promptly report in accordance with the following paragraphs. Upon receipt of a complaint (even an anonymous complaint), or if a school employee otherwise learns of any occurrence of possible conduct prohibited by this Code, the school employee shall promptly and orally notify the DASA Coordinator(s) no later than one (1) school day after such school employee witnesses or receives the complaint or learns of such conduct. Such school employee shall also file a written report with the DASA Coordinator(s) no later than two (2) school days after making such oral report. In the event that the DASA Coordinator is the alleged offender, the report will be directed to the Principal or Superintendent. After receipt of a complaint, the DASA Coordinator(s) shall lead or supervise a thorough investigation of the alleged harassing, bullying and/or retaliatory conduct. The DASA Coordinator(s) shall ensure that such investigation is completed promptly and investigated in accordance with the terms of District Policy. All complaints shall be treated as confidential and private to the extent possible within legal constraints. Based upon the results of this investigation, if the District determines that a school official, employee, volunteer, vendor, visitor and/or student has violated the District’s Code or a material incident of harassment, bullying and/or discrimination has occurred, immediate corrective action will be taken as warranted, it will take prompt action reasonably calculated to end the violation, eliminate any hostile environment, create a more positive school culture and climate, prevent recurrence of the behavior, and ensure the safety of the student or students against whom such violation was directed. The Principal, Superintendent, or their designee shall notify promptly the appropriate local law enforcement agency when it is believed that any harassment, bullying or discrimination constitutes criminal conduct. The Principal or the Principal’s designee shall provide a regular report, at least once during each school year, on data and trends relating to harassment, bullying and/or discrimination to the Superintendent. No act of retaliation may be directed at any person who makes a good faith report of conduct by another person that may reasonably be a violation of this Code, or who assists in, or is part of, the investigation of such a report. To engage in such retaliation is considered a violation of this Code. As a general rule, responses to acts of harassment, bullying, and/or discrimination against students by students shall incorporate a progressive model of student discipline 25

that includes measured, balanced and age-appropriate remedies and procedures that make appropriate use of prevention, education, intervention and discipline, and considers among other things, the nature and severity of the offending student’s behavior(s), the developmental age of the student, the previous disciplinary record of the student and other extenuating circumstances, and the impact the student’s behaviors had on the individual(s) who was physically injured and/or emotionally harmed. Responses shall be reasonably calculated to end the harassment, bullying, and/or discrimination, prevent recurrence, and eliminate the hostile environment.

XIII. Consequences for Prohibited Conduct Under this Code The Board of Education expects all students to conduct themselves in an appropriate and civil manner, with proper regard for the rights and welfare of other students, District personnel and other members of the school community, and for the care of school facilities and equipment. The best discipline is self-imposed, and students must learn to assume and accept responsibility for their own behavior, as well as the consequences of their misbehavior. District personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on educating students so they may grow in selfdiscipline. The Board recognizes the need to make its expectations for student conduct while on school property or engaged in a school function specific and clear. The rules of conduct are intended to do that and focus on safety and respect for the rights and property of others. Students who will not accept responsibility for their own behavior and who violate these school rules will be required to accept the consequences for their conduct. Discipline is most effective when it deals directly with the problem at the time and place it occurs and in a way that students view as fair and impartial. School personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on the students’ ability to grow in self-discipline and self-awareness. Understanding discipline as a "teachable moment" is fundamental to a positive approach to discipline. The goal is to prevent or deal with conflict before it escalates; build relationships and empower community members to take responsibility for the well-being of others; increase the social skills of those who have harmed others; address underlying factors that lead youth to engage in inappropriate behavior and build resiliency; provide people with opportunities to be accountable to those they have harmed; and enable them to repair the harm to the extent possible. Disciplinary action, when necessary, will be firm, fair, and consistent so as to be the most effective in changing student behavior. In determining the appropriate disciplinary action, school personnel authorized to impose disciplinary penalties 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, 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 penalty than subsequent violations. Additionally, a student’s first offense in one category, coupled with multiple offenses in other categories may result in a harsher penalty than that of another student who does not have a similar violation history; however, the District reserves the right to impose any level of discipline, even for a first offense, as the facts may warrant. Reponses to acts of harassment, bullying and/or discrimination against students by students shall use measured, balanced, and age-appropriate remedies and procedures, with the goals of prevention and education, as well as intervention and discipline. We will consider the nature and severity of the conduct, the developmental age of the student engaging in the conduct, the actor’s prior disciplinary record, and the impact of the conduct on the student at whom it was directed. If the conduct of a student is related to a disability or suspected disability, the student shall be referred to the Committee on Special Education (CSE) and discipline, if warranted, shall be administered consistent with the separate requirements of this Code for disciplining students with a disability or presumed to have a disability. A student identified as having a disability shall not be disciplined for behavior related to their disability.

XIV. Disciplinary Consequences, Interventions and Procedures When students are not able to meet C.A.R.E. expectations or demonstrate behavior in violation of this code, we must respond. Our focus will be on teaching and repairing harm through the different consequences and procedures that follow. A. Types of Consequences: ● Conventional Consequences -- those commonly used in practice (i.e. removal from a classroom, suspension etc.). ● Generic Consequences -- include reminders, warnings, choice options, and/or behavior plans brought into play when there is misbehavior. ● Instructional Consequences -- teach and/or revisit the prosocial skills necessary for an individual to behave or respond in accordance with the Principles and Rules of the school. ● Logical Consequences (Restitution) -- where the individual makes right what they did wrong. This is logically related to the behavior.

B. Remediation strategies may include, but are not limited to: ● supervisory systems which empower school staff with prevention and intervention tools to address incidents of bullying and harassment ● school and community surveys or other strategies for determining the conditions contributing to the relevant behavior ● adoption of research based, systemic harassment prevention programs ● modification of schedules ● adjustment in hallway traffic and other student routes of travel ● targeted use of monitors ● staff professional development ● parent conferences ● involvement of parent/teacher organizations ● peer support groups and/or community building circles 1. Administrative Responses School is a place where all members benefit from adherence to the rights, responsibilities and rules set forth in the district’s Code. Failure to follow this Code could result in administrative responses, either alone or in combination that could include (but are not limited to): a. Conference with staff member(s) and student. b. Conference with staff member(s), student and parent(s). c. After school detention. d. Removal from school for balance of instructional day. e. Removal of student privileges. f. In-school suspension. g. Conference with School Resource Officer h. Out-of-school suspension followed by re-entry conference with student and parent/guardian. i. Referral to Building Special Services Team for review, counseling and/or intervention by appropriate support personnel. j. Change of student daily schedule. k. Seeking alternative opportunities to allow for course/grade level completion. l. Recommendation for placement in an alternative educational program either in or out of district. m. Superintendent’s Hearing. 2. Procedures School is a place where everyone has a right to feel safe in an environment of teaching and learning and a responsibility for their actions. Each member of the school community has equal worth and an opportunity to be heard by others. It is the duty of all members of the school community to support an environment that consistently upholds these rights and responsibilities.

Students who are to be given consequences beyond an oral warning, written warning or written notification to their parents may be entitled to present their version of the facts to school personnel before the consequence is required. In all cases, regardless of the event and the consequence, the school personnel authorized to set and carry out the intervention must inform the student of the alleged misconduct and must investigate, to the extent necessary, the facts surrounding the alleged misconduct. These possible options for consequences are explained below. a. Detention i. During or after school b. Suspension of Individual Riding Privileges i. Will not be allowed to arrive by bus and parent should transport or if the transportation suspension interferes with attendance then the district will provide for a tutor. ii. 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 a reasonable opportunity for an informal conference with the building principal or the principal’s designee to discuss the conduct and the penalty involved. c. Suspension from athletic participation/extracurricular activities or other privileges i. A student subjected to a suspension from athletic participation, extracurricular 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 a reasonable opportunity for an informal conference with the district official imposing the suspension to discuss the conduct and the penalty involved. (Please refer to Policy #5179.) d. In-school suspension i. Student attends school but is not permitted to participate in classroom instruction or school activities. ii. A student subjected to an in-school suspension is not entitled to a full hearing pursuant to Education Law §3214. However, the student and the student’s parent will be provided with a reasonable opportunity for an informal conference with the district official imposing the in-school suspension to discuss the conduct and the penalty involved. e. Teacher use of behavior management strategies: Such practices may include, but are not limited to: i. Implementing short-term break in an elementary classroom or in an administrator’s office. ii. Sending a student into the hallway briefly. iii. Sending a student to the principal’s office for the remainder of the class time only. iv. Sending a student to a counselor or other district staff member for counseling. (Time-honored classroom management techniques such as i-iv do not constitute disciplinary removals for purposes of this code.) 29

vi.

vii.

viii.

ix.

x. xi. xii.

xiii.

If traditional classroom management techniques and/or administrative responses are not sufficient for dealing with this inappropriate student behavior, a classroom teacher may remove a student from the classroom for up to four school days or its equivalent under a block schedule. The removal from class applies to the class of the removing teacher only. If the disruptive student does not pose a danger or ongoing 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 twenty-four hours. The teacher must complete a district-established disciplinary removal form (WCSD Student Referral 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 next scheduled meeting of the class from which the student has been removed. Within twenty-four hours 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 mailed within twenty-four hours via first class mail. 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 parent(s) a chance to present the student’s version of the relevant events. The informal meeting must be held within forty-eight hours 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 misbehavior of the student is not supported by evidence. 2. The student’s removal is otherwise in violation of law. 3. The seriousness and/or safety issue of the student’s conduct 30

xiv. xv. xvi.

xvii.

warrants suspension from school pursuant to Education Law §3214 and a suspension will be imposed. 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. 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. 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 their class until they have verified with the Building Principal or the chairperson of the Committee on Special Education (CSE) that the removal will not violate the student's rights under state or federal law or regulation.

Suspension from school i. A severe penalty, which may be imposed only upon students who through their actions, threaten and endanger the safety, morals, health or welfare of others as described in the principles and rules of this Code of Character, Conduct and Support. ii. Periods of suspension may range from one day to at least one calendar year. Before being suspended for more than five days, 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. iii. The board retains its authority to suspend students, but places primary responsibility for the suspension of students with the superintendent and the building principals. iv. Any staff member may recommend to the superintendent or the principal that a student be suspended. v. Recommendations and referrals for suspension shall be made in writing unless the conditions underlying the recommendation or referral warrant immediate attention. In such cases, documentation is to be prepared as soon as possible by the staff member recommending the suspension. vi. Upon receiving a recommendation or referral for suspension or when processing a case for suspension, 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. vii. Suspensions may be characterized as: 1. Short-term (5 days or less) suspension from school. a. When the superintendent or principal (referred to as the 31

“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 or the designee must notify the student’s parents by phone within one school day of the decision to propose suspension via the telephone number(s) provided for the purpose of contacting the parents. The suspending authority or the designee must also notify the student’s parents in writing within 24 hours. b. The notice shall provide a description of the charged misconduct and events that resulted in this action 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. c. The notice and opportunity for an informal conference will take place prior to the suspension of the student unless the student poses a continuing danger to persons or property or is an ongoing threat of disruption to the academic process. In that case, the student’s notice and opportunity for an informal conference will take place as soon after the suspension as is reasonably practical. d. After the conference, the principal shall promptly advise the parents in writing of his or her decision. 2. Long-term (more than 5 days) suspension from school. a. When the superintendent 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. The building principal may recommend to the superintendent that a suspension of more than five days is warranted. 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. b. 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 32

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. 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 30-days of the date of the superintendent’s decision. 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 decision. 3. Permanent suspension. a. Permanent suspension is reserved for extraordinary circumstances such as where a student’s conduct poses a lifethreatening 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. C. Minimum Periods of Suspension 1. Students who bring to or possess a weapon on school property: Any student, other than a student with a disability, found guilty of bringing to or possessing a weapon on school property will be subject to a long-term suspension from school for at least one calendar year. Under certain mitigating circumstances, a shorter suspension may be considered. 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 consequence, the Superintendent may consider the following: a. The student’s age. b. The student’s grade in school. c. The student’s prior disciplinary record. d. The Superintendent’s belief that other forms of discipline may be more effective. e. Input from parents, teachers and/or others. f. 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 to or possessing a weapon on school property: Any student, other than a student with a disability, who is found to have committed a violent act, other than bringing to or possessing a weapon on school property, shall be subject to a short or long-term suspension from school. If the proposed consequence is a five-day suspension, the student and the student’s parent will be given the same notice and opportunity for an informal meeting given to all students subject to a short-term suspension. If the proposed consequence exceeds a 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 33

suspension. The Superintendent has the authority to modify a five-day suspension on a case-by-case basis. In deciding whether to modify the consequence, 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 substantially interfere 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 one day and can be suspended up to five days. For purposes of this Code, “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. The proposed consequence is a minimum one-day suspension and up to five days suspension. The student and the student’s parent will be given the same notice and opportunity for an informal meeting given to all students subject to a short-term suspension. If the proposed consequence 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 suspension on a case-by-case basis. In deciding whether to modify the consequence, the Superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon. D. Referrals 1. Referrals to Human Service Agencies: When any student need is beyond the scope of the district’s resources, a referral to appropriate human service agencies will be made. All administrators, faculty, pupil services personnel, and other support staff will serve as mandated reporters of child abuse or neglect. They will communicate these and other referrals to the principal or his/her designee, in accordance with applicable laws, regulations, and District policies. 2. PINS Petitions: The District may refer a student to FACT who can then file a PINS (person in need of supervision) petition in Family Court on any student under the age of 18 who demonstrates that he/she requires supervision and treatment by: a. Being habitually truant and not attending school as required by part one of Article 65 of the Education Law. b. Engaging in an ongoing or continual course of conduct, which makes the student ungovernable or habitually disobedient, and beyond the lawful control of the school. 3. Juvenile Delinquents and Juvenile Offenders: The Superintendent of Schools is required to take the following actions: a. Any student under the age of sixteen (16) who is found to have brought a weapon or firearm (as defined in Title 18 of the United States Code) to school, except any student fourteen (14) or fifteen (15) years who qualifies for juvenile offender status under the NYS Criminal Procedural Law, shall be referred to a 34

presentment agency for a juvenile delinquency proceeding before the Family Court. b. Any student sixteen (16) years of age or and older or any student fourteen (14) or fifteen (15) years of age who qualifies for juvenile offender status who is found to have brought a weapon or firearm (as defined in Title 18 of the United States Code) to school shall be referred to the appropriate law enforcement officials. E. Students with Disabilities The board recognizes that it may be necessary to suspend, remove or otherwise discipline students with disabilities to address disruptive or problem behavior. The board also recognizes that students with disabilities enjoy certain procedural protections whenever school authorities intend to impose discipline upon them. The board is committed to ensuring that the procedures followed for suspending, removing or otherwise disciplining students with disabilities are consistent with the procedural safeguards required by applicable laws and regulations. This Code affords students with disabilities subject to disciplinary action no greater or lesser rights than those expressly afforded by applicable federal and state law and regulations. 1. Authorized Suspension or Removal of Students with Disabilities a. For purposes of this section of the Code, the following definitions apply. A “suspension” means a suspension pursuant to Education Law § 3214. i. A “removal” means a removal for disciplinary reasons from the ii. 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. iii. 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. b. School personnel may order the suspension or removal of a student with a disability from his or her current educational placement as follows: i. The board, the district (BOCES) superintendent of schools 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 nondisabled student would be subject to suspension for the same behavior. 35

ii.

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 (i) 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. The superintendent may order additional suspensions of not more than iii. 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. iv. 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 the student possesses and/or carries a weapon to school or to a school function, or the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or 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. “Illegal drug” 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. c. 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 poses a risk of harm to the student or others. 2. Change of Placement: A disciplinary change in placement means a suspension or removal from a student’s current educational placement that is either: a. More than 10 consecutive school days; or b. A period of 10 consecutive school days or less if the student is subjected to a series 36

of suspensions or removals, that constitute a pattern because they accumulate to more than 10 school days in a school year. This takes into account such factors as the length of each suspension or removal, the total amount of time the student is removed and the proximity of the suspensions or removals to one another. NOTE: School personnel may not suspend or remove a student with disabilities if imposition of the suspension or removal would result in a disciplinary change in placement based on a pattern of suspension or removal. However, the district may impose a suspension or removal, which would otherwise result in a disciplinary change in placement, based on a pattern of suspensions or removals if the CSE has determined that the behavior was not a manifestation of the student’s disability, or the student is placed in an IAES for behavior involving weapons, illegal drugs or controlled substances. 3. Special Rules Regarding the Suspension or Removal of Students with Disabilities: 1. The district’s Committee on Special Education shall: a. Conduct functional behavioral assessments to determine why a student engages in a particular behavior, and develop or review behavioral intervention plans whenever the district is first suspending or removing a student with a disability for more than 10 school days in a school year or imposing a suspension or removal that constitutes a disciplinary change in placement, including a change in placement to an IAES for misconduct involving weapons, illegal drugs or controlled substances. i. If subsequently a student with a disability who has a behavioral intervention plan and who has been suspended or removed from his or her current educational placement for more than 10 school days in a school year is subjected to a suspension or removal that does not constitute a disciplinary change in placement, the members of the CSE shall review the behavioral intervention plan and its implementation to determine if modifications are necessary. ii. If one or more members of the CSE believe that modifications are needed, the school district shall convene a meeting of the CSE to modify such a plan and its implementation, to the extent the committee determines necessary. b. Conduct a manifestation determination review of the relationship between the student’s disability and the behavior subject to disciplinary action whenever a decision is made to place a student in an IAES either for misconduct involving weapons, illegal drugs or controlled substances or because maintaining the student in his current educational setting poses a risk of harm to the student or others; or a decision is made to impose a suspension that constitutes a disciplinary change in placement. 4. The parents of a student who is facing disciplinary action, but who has not been determined to be eligible for services under IDEA and Article 89 at the time of misconduct, shall have the right to invoke applicable procedural safeguards set forth in federal and state law and regulations if, in accordance with federal and state statutory and regulatory criteria, the school district is deemed to have had knowledge that their child was a student with a disability before the behavior precipitating disciplinary action occurred. If the district is deemed to have had such knowledge, the student will be considered a student presumed to have a disability for discipline purposes. 37

a. The superintendent, building principal or other school official imposing a suspension or removal shall be responsible for determining whether the student is a student presumed to have a disability. b. A student will not be considered a student presumed to have a disability for discipline purposes if, upon receipt of information supporting a claim that the district had knowledge the student was a student with a disability, the district either: i. Conducted an individual evaluation and determined that the student is not a student with a disability, or: ii. Determined that an evaluation was not necessary and provided notice to the parents of such determination, in the manner required by applicable law and regulations. If there is no basis for knowledge that the student is a student with a disability prior to taking disciplinary measures against the student, the student may be subjected to the same disciplinary measures as any other non-disabled student who engaged in comparable behaviors. However, if a request for an individual evaluation is made while such nondisabled student is subjected to a disciplinary removal, an expedited evaluation shall be conducted and completed in the manner prescribed by applicable federal and state law and regulations. Until the expedited evaluation is completed, the non-disabled student who is not a student presumed to have a disability for discipline purposes shall remain in the educational placement determined by the district, which can include suspension. 3. The district shall provide parents with notice of disciplinary removal no later than the date on which a decision is made to change the placement of a student with a disability to an IAES for either misconduct involving weapons, illegal drugs or controlled substances or because maintaining the student in his/her current educational setting poses a risk of harm to the student or others; or a decision is made to impose a suspension or removal that constitutes a disciplinary change in placement. The procedural safeguards notice prescribed by the Commissioner shall accompany the notice of disciplinary removal. 4. The parents of a student with disabilities subject to a suspension of five consecutive school days or less shall be provided with the same opportunity for an informal conference available to parents of non-disabled students under the Education Law. 5. Superintendent hearings on disciplinary charges against students with disabilities subject to a suspension of more than five school days shall be bifurcated into a guilt phase and a penalty phase in accordance with the procedures set forth in the Commissioner’s regulations incorporated into this code. 6. The removal of a student with disabilities other than a suspension or placement in an IAES shall be conducted in accordance with the due process procedures applicable to such removals of non-disabled students, except that school personnel may not impose such removal for more than 10 consecutive days or for a period that would result in a disciplinary change in placement, unless the CSE has determined that the behavior is not a manifestation of the student’s disability. 7. During any period of suspension or removal, including placement in an IAES, students 38

with disabilities shall be provided services as required by the Commissioner’s regulations incorporated into this code. 4. Expedited Due Process Hearings 1. An expedited due process hearing shall be conducted in the manner specified by the Commissioner’s regulations incorporated into this code, if: a. The district requests such a hearing to obtain an order of an impartial hearing officer placing a student with a disability in an IAES where school personnel maintain that it is dangerous for the student to be in his or her current educational placement, or pending the due process hearings where school personnel maintain that it is dangerous for the student to be in his or her current educational placement during such proceedings. b. The parent requests such a hearing from a determination that the student’s behavior was not a manifestation of the student’s disability, or relating to any decision regarding placement, including but not limited to any decision to place the student in an IAES. i. Pending an expedited due process hearing or appeal regarding the placement of a student in an IAES for behavior involving weapons, illegal drugs or controlled substances, or on grounds of dangerousness, or regarding a determination that the behavior is not a manifestation of the student’s disability for a student who has been placed in an IAES, the student shall remain in the IAES pending the decision of the impartial hearing officer or until expiration of the IAES placement, whichever occurs first, unless the parents and the district agree otherwise. ii. If school personnel propose to change the student’s placement after expiration of an IAES placement, pending any proceeding to challenge the proposed change in placement, the student shall remain in the placement prior to removal to the IAES, except where the student is again placed in an IAES. 2. An expedited due process hearing shall be completed within 15 business days of receipt of the request for a hearing. Although the impartial hearing officer may grant specific extensions of such time period, he or she must mail a written decision to the district and the parents within five business days after the last hearing date, and in no event later than 45 calendar days after receipt of the request for a hearing, without exceptions or extensions. 5. Referral to Law Enforcement and Judicial Authorities In accordance with the provisions of IDEA and its implementing regulations: ● The district may report a crime committed by a child with a disability to appropriate authorities, and such action will not constitute a change of the student’s placement. ● The superintendent shall ensure that copies of the special education and disciplinary records of a student with disabilities are transmitted for consideration to the appropriate authorities to whom a crime is reported. 39

XV. Alternative Instruction When a student of any age is removed from class by a teacher or a student of compulsory attendance age is suspended from school pursuant to Education Law §3214, the district will take immediate steps to provide alternative means of instruction for the student.

XVI. Visitors to the Schools The board encourages parents and other district citizens to visit the district’s schools and classrooms to observe the work of students, teachers and other staff, when invited. However, since schools are a place of work and learning, certain limits must be set for such visits. The building principal or his or her designee is responsible for all persons in the building and on the grounds. For these reasons, the following criteria and expectations apply: ● Visitors may be restricted due to health and safety protocols ● Anyone who is not a regular staff member or student of the school will be considered a visitor. ● All visitors must report to the main office upon arrival at the school. They will be required to produce official photo identification and will be issued a visitor’s identification badge which must be worn at all times while in the school or on school grounds. If the visitor does not have official photo identification, a building administrator must authorize the visit. The visitor must return the identification badge to the main office before leaving the building. ● Visitors attending school functions that are open to the public may be required to register. ● Parents/guardians who wish to observe a classroom while school is in session are required to arrange such visits in advance with the building administrator(s), so that class disruption is kept to a minimum. ● Teachers are not expected to take class time to discuss individual matters with visitors ● 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. ● All visitors are expected to abide by the rules for public conduct on school property contained in this Code.

XVII. Public Conduct on School Property The district is committed to providing an orderly, respectful environment that is conducive to learning. All persons on school property or attending a school function shall conduct themselves in a respectful and orderly manner. In addition, all persons on school property or attending a school function are expected to be properly attired for the purpose they are on school property. To create and maintain this kind of an environment, it is necessary to regulate public conduct on school property and at school functions. For purposes of this section of the code, “public” shall mean all persons when on school property or attending a school function including students, teachers, and district personnel. 40

The restrictions on public conduct on school property and at school functions contained in this Code are not intended to limit freedom of speech or peaceful assembly. The district recognizes that free inquiry and free expression are indispensable to the objectives of the district. The purpose of this Code is to maintain public order and prevent abuse of the rights of others. In addition, the District has established a District-level school safety plan and a building- level emergency response plan for each District school, which have been developed in accordance with applicable law and regulation to assure the security and safety of students and school personnel. A. Prohibited Conduct No person, either alone or with others, shall: 1. Intentionally injure any person or threaten to do so. 2. Intentionally damage or destroy District property or the personal property of a teacher, administrator, other District employee or any person lawfully on school property, including graffiti or arson. 3. Disrupt the orderly conduct of classes, school programs, or other school activities. 4. Distribute or wear materials on school grounds or at school functions that are obscene, advocate illegal action, appear libelous, obstruct the rights of others, or are disruptive to the school program. 5. Intimidate, harass, or discriminate against any person on the basis of race (including but not limited to hair texture and protective hairstyles), color, creed, national origin (where your family comes from), religion, age, gender (including gender identity or expression), sexual orientation or disability. 6. Enter any portion of the school premises without authorization or remain in any building or facility after it is normally closed. 7. Obstruct the free movement of any person in any place to which this Code applies. 8. Violate the traffic laws, parking regulations, or other restrictions on vehicles. 9. Possess, consume, sell, distribute, or exchange Illegal Substances, or be under the influence of either on school property or at a school function. 10. Possess, consume, sell, distribute or exchange Tobacco Products on school property or at a school function. 11. Possess or use weapons on school property or at a school function, except in the case of law enforcement officers or except as specifically authorized by the District. 12. Loiter on or about school property. 13. Gamble on school property or at school functions. 14. Refuse to comply with any reasonable order of identifiable District officials performing their duties. 41

15. Willfully incite others to commit any of the acts prohibited by this Code. 16. Violate any federal or state statute, local ordinance or Board Policy while on school property or while at a school function. B. Penalties Persons who violate this Code shall be subject to the following penalties: 1. Visitors. Their authorization, if any, to remain on school grounds or at the school function shall be withdrawn and they shall be directed to leave the premises. If they refuse to leave, they shall be subject to ejection and/or arrest. 2. Students. They shall be subject to disciplinary action as the facts may warrant, in accordance with the due process requirements. 3. Tenured faculty members. They shall be subject to disciplinary action as the facts may warrant in accordance with Education Law §3020-a or any other legal rights that they may have. 4. Staff members in the classified service of the civil service entitled to the protection of Civil Service Law §75. They shall be subject to immediate ejection and to disciplinary action as the facts may warrant in accordance with Civil Service Law §75 or any other legal rights that they may have. 5. Staff members other than those described in subdivisions 4 and 5. They shall be subject to warning, reprimand, suspension or dismissal as the facts may warrant in accordance with any legal rights they may have. C. Enforcement The Building Principal or their designee shall be responsible for enforcing the conduct required by this Code. When the Building Principal or their designee sees an individual engaged in prohibited conduct, which in their judgment does not pose any immediate threat of injury to persons or property, the Building Principal or designee shall tell the individual that the conduct is prohibited and attempt to persuade the individual to stop. The Building Principal or designee shall also warn the individual of the consequences for failing to stop. If the person refuses to stop engaging in the prohibited conduct, or if the person's conduct poses an immediate threat of injury to persons or property, the Building Principal or designee shall have the individual removed immediately from school property or the school function. If necessary, local law enforcement authorities will be contacted to assist in removing the person. The District shall initiate disciplinary action against any student or staff member, as appropriate, with the "Penalties" section above. In addition, the District reserves its right to pursue a civil or criminal legal action against any person violating the Code. 42

XVIII. In-Service Education Programs At the start of each school year, the District shall provide all staff with in-service education regarding District policy for conduct on school grounds and at school functions, methods for promoting a safe and supportive school climate, and ways of discouraging discrimination and/or harassment against students by other students or school employees.

XIX. Dissemination of Code The Board will work to ensure that the community is aware of this Code by: ● Reviewing summary of the Code with all students at the beginning of each school year in is expressly to review the Code. ● Including a notice in the annual back to school newsletter that a copy of the Code of is available online for review by parents, students, and community members. ● Inform all current teachers and other staff members that a copy of the Code is available online. ● Inform all new employees when hired, that the Code is available online. ● Staff in-service trainings will be held during the year at faculty meetings, department meetings, PLC meetings to ensure that the Code is understood and properly implemented.

XX. Review of Code The Board of Education will review this Code every year and update it as necessary. The board may appoint an advisory committee to assist in reviewing the Code and the district’s response to Code violations. Representatives on this committee may include representatives of the student, teacher, administrator, and parent communities as well as school safety personnel. ● Before adopting substantive revisions to the code, the board will hold at least one public hearing at which school personnel, parents, students and any other interested party may participate. ● The Code and any amendments to it will be filed with the with the Commissioner no later than 30 days after adoption. ● ●

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