Code of Character, Culture, and Conduct

Port Washington School District

Code of Character, Culture, and Conduct

Board of Education Policy 5144.1

Revised by the Board of Education

September 24, 2024

Code of Character, Culture, and Conduct Plain Language Summaries

I. Introduction to the Code of Conduct

The Code of Character, Culture, and Conduct (hereinafter “Code of Character, Culture, and Conduct” or “Code”) is designed to cultivate a safe, supportive, and inclusive learning environment throughout the Port Washington Union Free School District in alignment with the Portrait of a Graduate. Through the Code, our District aims to create the conditions where students can engage in learning and district personnel can deliver quality educational services with minimal disruption. Our goal is to utilize a restorative lens to foster positive relationships and create a culture of accountability and understanding among students, district personnel, parents, guardians, families and visitors within our school community.

We recognize the importance of engaging families as partners and providing the necessary support and resources for our staff to effectively implement this Code. Through our collective efforts, we aim to create a school community where every individual can thrive and contribute to the well-being of others.

The District is committed to cultivating a community in which all members are growing, caring, and respectful people. To that end, all members have the right to expect:

An environment that deeply supports teaching and
Fair and respectful treatment throughout the community, with full opportunity to be
Open and transparent communication and explanation of school procedures, rules, and
Commitment throughout each school to policies aimed at growth as a learning community and at growth of each individual member of the community.
An environment that values and practices shared

The Board of Education acknowledges the necessity of clearly outlining the District’s expectations for acceptable conduct, outlining potential interventions, supports, and consequences for unacceptable behavior, and ensuring that corrective measures are administered fairly and promptly. In our commitment to equity and inclusion, all students will be treated equally, regardless of race, color, creed, national origin, religion, weight, appearance, gender, gender identity, preferred pronouns, sexual orientation, disability, or socioeconomic status. (These are referred to as identity groups.)

II. To Whom, When, and Where This Code Applies

Unless otherwise specified, this Code applies to all students, district personnel, parents, guardians, families, and visitors, reinforcing our collective responsibility to uphold the values and standards of our school community while on school property or attending any school function:

- In school during school hours;
- Before and after school, while on school property;
- While traveling in vehicles funded by Port Washington Schools;
- At all school-sponsored events; and
- Off school grounds or outside regular school hours that has the potential to result in a disruption to the educational process or endanger the health, safety, or welfare of those in the school community.

III. Building Relationships and Promoting Positive Student Behavior

The primary goal of our different interventions and behavioral supports is to foster a culture of accountability and restoration within our educational community. Instead of merely punishing misconduct, corrective measures should serve as an opportunity for students to reflect on their actions, understand the impact on others, and actively participate in repairing any harm caused. Particularly at the elementary level, we strive to help students identify, understand, and regulate their emotions, developing essential self-awareness and interpersonal skills.

By emphasizing the importance of building and repairing relationships, interventions and behavioral supports aim to re-engage students in their educational journey. This should encourage students to consider how their behavior aligns with our shared values, promoting moral and ethical growth. Ultimately, interventions and behavioral supports are guided by a commitment to cultivating a supportive and inclusive educational environment founded on deep and caring relationships and meaningful engagement in high-quality learning experiences.

Continuous monitoring of which students are receiving interventions and behavioral supports will help to identify and address possible disproportionality to create a fair and just school community.

IV. Guiding Principles

Before delving into our Guiding Principles, it is essential to underscore that the foundation of our approach is rooted in every student’s inherent right to high-quality education. Our interventions and behavioral supports are designed to actively engage students in their educational journey. Our focus is on engagement over exclusion. Suspension is but one of the many interventions used, usually under circumstances that compromise the safety of our school community or significantly disrupt the educational process.

Our Guiding Principles set the stage for a learning environment that is positive, safe, and conducive to building a strong sense of belonging and a productive home-school connection. We view behavioral challenges as opportunities to address underlying causes, resolve conflicts, and mend relationships through a restorative practice lens. Special care is given to vulnerable groups, ensuring interventions are tailored to meet each student’s unique needs. Equipping both staff and students with the skills necessary for effective restorative practices is essential to this approach. School-level rules and practices must align with district policy, promoting consistency and improvement in the school community.

The District recognizes that the brains of K-12 students are still developing and have not yet reached full maturity. This crucial developmental stage means that students may exhibit a range of behaviors and decision-making abilities that reflect their ongoing growth. District adults are encouraged to remain mindful of this fact, exercising patience, understanding, and appropriate guidance to support the positive development of all students. By fostering a supportive and nurturing environment, we can help our students grow into responsible and well-adjusted adults.

PRINCIPLE #1: CREATING A SENSE OF BELONGING

Creating a Sense of Belonging Ensure that all members feel valued, understood, and integral to the school community.
1.1	Core Commitment	Promote social, emotional, physical, and mental health to support overall well-being, foster empathy, and build resilience.
1.2	Collective Duty	All members of our school community are responsible for contributing to a safe, supportive, and respectful environment.
1.3	Personalized Support	When needed, develop and implement personalized support plans that acknowledge a student’s unique strengths and needs.

PRINCIPLE #2: PROMOTING A POSITIVE SCHOOL ENVIRONMENT

Promoting a Positive School Environment Foster a welcoming, safe, and supportive atmosphere where academic growth is prioritized, positive behavior is encouraged, and every individual has the opportunity to thrive.
2.1	Positive Relationships	School safety and academic growth are supported by positive relationships among all members of the community.
2.2	Engaging Pedagogy	Effective instruction and classroom management are foundational to learning and positive behavior.
2.3	Continuous Learning	Ongoing learning opportunities are designed to enhance the school environment for all staff, students, and families engaging with the school community.

PRINCIPLE #3: IMPLEMENTING EQUITABLE INTERVENTIONS, SUPPORTS, OR CONSEQUENCES

Implementing Equitable Interventions, Supports, or Consequences Deliver fair, nondiscriminatory interventions that prioritize learning, respect due process, and adhere to district policies.
3.1	Fairness and Consistency	High standards of behavior are promoted through fair and consistent enforcement of the Code with sensitivity to individual needs.
3.2	Maximizing Learning	Interventions, supports, and consequences maximize learning time and minimize removal from the classroom.
3.3	Due Process	Consequences respect students’ due process rights, including notice and an opportunity to be heard.

PRINCIPLE #4: STRENGTHENING COMMUNITY PARTNERSHIPS

Strengthening Community Partnerships Frequent and informative communication builds trust and develops collaborative relationships to help address challenges, advance common goals, and contribute to a culture of mutual respect and shared growth.
4.1	Shared Accountability	Community members share responsibility for upholding these Guiding Principles and the Code.
4.2	Effective Communication	Interventions, behavioral support practices, and consequences are communicated clearly.
4.3	Family Engagement	Parents and guardians are engaged as partners in addressing behavioral issues.

V. Dignity for All Students Act (DASA)

The Dignity for All Students Act (DASA) aims to create a safe and supportive environment that is free from discrimination, intimidation, taunting, harassment, and bullying. These protections extend to school grounds, district transportation, school functions, and any off-school conduct that adversely affects another student’s ability to participate in or benefit from the school’s educational or extracurricular programs.

Prohibited conduct under DASA includes, but is not limited to, actions based on a person’s actual or perceived identity group:

- Race
- Color
- Weight/Appearance
- National Origin
- Ethnic Group
- Religion
- Religious Practices
- Disability
- Sex
- Sexual Orientation
- Gender (including sex, gender identity, preferred pronouns, and expression)
- Socioeconomic Status

The Board of Education is committed to creating a school community that exemplifies respect, dignity, and equality, consistent with the principles of DASA. We recognize that bullying, harassment, and discrimination undermine student learning and personal growth, and impede our mission to educate students. Such behaviors disrupt school operations and adversely affect both the individuals involved and bystanders.

To report an alleged DASA violation, please refer to the DASA section of the district website, where additional details about DASA, the complaint form, and the submission process can be found.

VI. Rights Responsibilities, and Expectations

Our District upholds high expectations for conduct on school property and at school functions. We aim to foster belonging, inclusivity, humanity, and dignity as the foundation for our culture and school community.

Image description: Image looks like a house supported by eight pillars leading to the base. The roof has the Port Washington School District emblem at the top center.

Title of Image: Commitment to Culture - Empowering all Students to Reach Their Potential

Pillars from left to right: Student Opportunities, Curricular Consistency, Instructional Excellence, Accountability for Student Success, Embracing Change for Growth, Building Trusting Relationships, Elevating Student Voice, Celebrating All Pathways

Bottom of Image from left to right: Belonging, Inclusivity, Humanity, Dignity

Recognizing the impact of student behavior both on and off-campus, the District maintains the authority to address conduct that jeopardizes the safety or well-being of oneself and others. Additionally, we address instances of cyberbullying and off-campus conduct that may disrupt the educational process or learning environment.

In promoting social-emotional development, we nurture students’ personal growth and teach empathy to cultivate a sense of belonging and community. This approach equips our students with the skills to effectively and compassionately navigate their lives, enabling them to contribute meaningfully to their communities.

Recognizing that our students are still developing and represent a wide range of neurodiversity, staff members are encouraged to practice patience and understanding when addressing student behavior and learning challenges. Staff should provide supportive guidance and constructive feedback, fostering a nurturing environment that promotes growth and development for all students.

Students:

The District is committed to safeguarding the rights given to all students under state and federal law. In addition, to promote a safe, positive, and inclusive school environment, all district students must have the following rights. Students are also expected to fulfill their responsibilities to fully participate in their education as outlined below.

Table #1: Student Rights and Responsibilities

Student Rights

Student Responsibilities

Equal opportunity to participate in activities regardless of identity group.
Provide their account to an authorized school official for fair resolution.
Right to involve a parent or guardian when questioned by administration, barring safety concerns.
Access to and explanations of the Code of Character, Culture, and Conduct in their preferred language.
Protection from harassment, bullying, intimidation, or discrimination based on identity group.
Be treated with dignity and respect.

Maintain a safe, positive, and inclusive environment, showing respect to other persons and property.
Follow the Code and school rules.
Attend school and classes on time and prepared to learn, unless legally excused.
Work to the best of their ability for academic and personal growth.
Respectfully respond to instructions and directives from school staff.
Seek help or support when needed for emotional regulation, academic support, or solving problems.
Dress appropriately for school and related events.
Take responsibility for actions and cooperate in investigations conducted by school officials.
Represent the District with dignity, respect, and sportsmanship at school events.
Report intimidation, harassment, bullying, or discrimination to district personnel.

Parents and Guardians:

As primary caregivers, parents and guardians are integral to their child’s educational journey and well-being. This section clarifies expectations for their active involvement and contribution to a safe, inclusive environment, ensuring mutual respect and collaboration for the benefit of every child.

Table #2: Parent and Guardian Rights and Responsibilities

Parent and Guardian Rights

Parent and Guardian Responsibilities

Actively engage in their child’s education.
Expect courteous treatment from school and district staff.
Access to Board of Education policies and school rules.
Receive reports of their child’s progress throughout the year.
Prompt notification of their child’s misbehavior and imposed consequences.
Information about disciplinary due process.
Access academic and social emotional supports for their child.
Access services for English Language Learning (ELL) students and students with disabilities.
Receive communication in preferred language.
Communication responses from school personnel.

Share joint responsibility in the education of our children.
Prepare your child to work to the best of their ability, cultivate a supportive attitude toward learning, and foster progressive independence and responsibility.
Ensure regular, punctual attendance in accordance with BOE Student Attendance Policy 5100.
Support your child in making decisions regarding attire worn to school that is safe and suitable for their participation in the learning environment in accordance with the Student Dress Code (see Section VII).
Build a partnership with school personnel to facilitate the social-emotional well-being of our children, effectively navigate social relationships, and promote a safe school community.
Communicate any changes with relevant district staff that may affect student behavior or performance and seek help as necessary.
Assist your child in finding a suitable study space, and encourage productive work habits.
Teach children to respect themselves and others regardless of differences, fostering confidence and learning.
Partner with school officials in the investigation of Code violations.

Shared Responsibility of All School Officials, Faculty, and Staff

Although some expectations are more specific to certain roles, all adults working with our students share the following responsibilities:

Maintain and encourage a climate of mutual respect and dignity for all students, staff, parents, and
Initiate and maintain positive interactions with our
Learn about and understand our students’ cultural heritages and how they are
Facilitate skills needed to develop healthy personal and social relationships, self-regulation, and overall well-being.
Serve as role models for students, modeling appropriate behavior and promoting a respectful
Prioritize restorative practices through relationship building, community building, and repairing harm when interacting with students and colleagues.
School staff and safety personnel are to prioritize de-escalation strategies in all interactions, aiming to resolve conflicts.
Demonstrate interest and value in learning and concern for our students’ academic progress and social-emotional development.
Be prepared to work to the best of your ability and cultivate a supportive attitude toward
Communicate course objectives and requirements, marking and grading procedures, and academic and behavioral expectations for students (translatable in their preferred language).
Communicate regularly with students, parents, guardians, teachers, and other staff concerning growth and achievement in a way that is translatable.
Guide and advise students on post-secondary options, including college, career, or the
Uphold confidentiality and understand professional responsibilities in accordance with federal and state law, including Special Education Law.
Know and enforce school policies and rules in a fair manner for all identity
Report incidents of discrimination, harassment, or bullying to a building administrator or Dignity Act Coordinator in a timely manner.
Address any biases that interfere with equitable treatment of all students in the school or classroom

Dignity Act Coordinators

Oversee and coordinate building-level compliance with the Dignity for All Students Act. In particular, the Dignity Act Coordinators need to:

Be accessible to students and
Investigate allegations of harassment or discrimination in a timely manner in accordance with state
Ensure compliance with anti-discrimination laws and maintain confidentiality in accordance with state and federal laws.
Address biases to ensure equitable treatment of all students and staff.

Superintendent and District Officials

The Superintendent of Schools (hereinafter “Superintendent”) and district officials play lead roles in supporting school communities as they strive to establish positive school climates. They are expected to:

Ensure safe, inclusive, and respectful school environments that are sensitive to student and district personnel needs, free from discrimination or bullying regardless of identity group.
Ensure compliance with Board of Education policies as well as state and federal education
Educate the Port Washington Board of Education on current trends in student
Encourage the use of instructional and social-emotional programs that engage students and address student and staff
Collaborate with administrators to enforce the Code of Character, Culture, and Conduct fairly and
Provide district personnel with tools and training for effective communication with our diverse
Enforce school policies consistently and ensure adequate supervision district-wide.

Board of Education

Collaborate with stakeholders to develop and review the Code of Character, Culture, and Conduct and promote a safe and respectful environment. The Board of Education is expected to:

Collaborate with district stakeholders to create a Code that clearly outlines the expected behavior of students, district personnel, and visitors on school property, at school events, using district transportation, or in any situation related to a school.
Annually review and adopt the District’s Code to ensure its effectiveness and the fairness and consistency of its implementation.
Conduct Board meetings professionally and
Appoint trained Dignity Act Coordinators for each
Maintain confidentiality in accordance with state and federal laws and
Allocate budget resources to support Code expectations and related
Address biases that may interfere with student development, access to programs, and equitable treatment of each student.
Use data (e.g., suspension rates, Code violations, DASA investigations) to determine the effectiveness of the Code implementation.

VII. Student Dress Code

All students are expected to maintain personal hygiene and to dress appropriately for school and school functions. Students and their parents have the primary responsibility for acceptable student dress and appearance. 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.

The responsibility for student dress and general appearance shall rest with individual students and parents. However, the Board requires students to attend school and school related activities in appropriate dress that meets health and safety standards and does not interfere with the learning process or cause a disturbance in school or district. The Board also requires students to wear appropriate protective gear in certain classes (e.g. family and consumer science, technology and science labs, physical education). Attire bearing an expression or insignia which is obscene or libelous, or which advocates discrimination, or is disruptive, is forbidden.
While students and parents are expected to use good judgment in this matter, the Superintendent, the building principal, and other designated administrative personnel shall have the authority to require students to change their attire should it be deemed inappropriate according to the above guidelines and individual building rules.

Each building principal or designee shall be responsible for informing all teachers, support staff members, students, and their parents of the student dress code at the beginning of the school year and any revisions to the dress code made during the school year.

VII. Student Use of Electronic Devices

Our District maintains specific guidelines for the use of electronic devices by students across all school levels to promote a safe and productive educational environment. Electronic devices include, but are not limited to, mobile phones, laptops, Chromebooks, tablets, smartwatches, headphones, and recording devices. We aim to promote a respectful and lawful use of technology, supporting our students’ growth and ensuring a conducive learning environment. Detailed rules and expectations regarding the appropriate use of these devices are available in the Student Handbook and on our school websites.

Storage During School Hours

Elementary and middle school students must secure their electronic devices in backpacks or lockers unless otherwise instructed. High school students may possess electronic devices during the school day but must use them responsibly. For emergencies or urgent messages, parents or guardians should contact the school.

Use During Class

Electronic devices used during class are for instructional purposes only. Students are generally prohibited from using electronic devices during class unless expressly permitted by the classroom teacher. Devices used during class must not be used for gaming, entertainment, or social communication.

Prohibited Conduct

Students are prohibited from using electronic devices (on or off school grounds, on district transportation, or at school functions) to:

engage in any conduct that adversely affects another student’s ability to participate in or benefit from the school’s educational or extracurricular programs
violate privacy or engage in behaviors such as intimidation, harassment, or threats (cyberbullying)
gain or attempt to gain unauthorized access to digital systems or accounts (hacking)
impersonate another for any purpose with direct impact on the school environment or student welfare.

Prohibited Content, Applications, or Platforms

Students are prohibited from using electronic devices (on school grounds, on district transportation, at school functions, through district devices, or on network infrastructure) to:

access inappropriate or illegal digital content
access gambling or betting sites or applications

Confiscation

Any electronic devices may be confiscated by district personnel if deemed disruptive or used in violation of the Code. Confiscated devices will be stored securely and returned according to school procedures. Repeated violations may result in losing access to district-issued devices.

IX. Prohibited Student Conduct

The Board of Education expects students to act respectfully, showing consideration for the rights and welfare of others as well as the care of school facilities and equipment. The District’s goal is to create an environment where all students can thrive and become responsible, productive members of society. The Code promotes a positive school culture by establishing clear expectations for student conduct.

The Code prioritizes safety and respect for others’ rights and property. Students unable to follow these guidelines may face developmentally appropriate interventions and consequences. The Board aims to provide clear and specific expectations for student conduct, fostering a safe and respectful environment for everyone.
Effective responses to Code violations involve guiding students to reflect on and regulate their behavior with appropriate support, incorporating interventions and consequences when necessary. The District seeks to ensure that all voices are heard, including those of students, parents, and guardians, in their preferred language.

Factors to Consider in Determining Behavioral Interventions and Progressive Consequences:

Disciplinary actions are intended to help students take responsibility for their actions and develop self- regulation skills, repair harm, and build relationships. Consequences are most effective when applied promptly and impartially. In determining the appropriate consequences, school personnel will consider:

The student’s age.
The nature of the offense and the circumstances that led to the offense.
The student’s prior disciplinary record.
The effectiveness of other forms of interventions and consequences.
Information from parents, guardians, teachers, or others, as appropriate.
Other extenuating circumstances and individual needs.

Interventions and consequences will be progressive, meaning that a student’s first violation will usually merit a lighter penalty than subsequent violations. Continued or escalating behaviors may result in consequences at a higher level than indicated in the matrix. The list of conduct is neither exhaustive, nor are the consequences meant to be prescriptive.

Procedures for interventions and consequences regarding students with disabilities and those suspected of having a disability under the Individuals with Disabilities Education Act (IDEA) are set forth in a separate section of the Code.

Withholding of Elementary School Recess

Research consistently suggests that withholding recess as a punishment for elementary school children can have negative consequences. Studies have shown that recess plays a critical role in the physical, social, emotional, and cognitive development of children. The District strongly recommends that recess not be withheld as a form of punishment, but rather alternatives be employed to address behavioral issues.

Collective Punishment

The District prioritizes fairness by addressing individual actions and avoiding collective punishment. Every student is responsible for their own behavior, and only those involved in an incident face consequences. We emphasize positive reinforcement and restorative practices to foster personal growth and empathy. By focusing on individual accountability, we create a just and supportive school environment for all.

In the tables below, the following abbreviations are used. If not specified with an ES, MS, or HS, the intervention or consequence applies to all levels.

- ES: Elementary Schools
- MS: Middle School
- HS: High School

Table # 3: Levels of Behavior, Types of Interventions, and Examples of Consequences

	Behavior	Types of Interventions	Examples of Consequences
Level 1	Uncooperative or Noncompliant Behavior	Teacher: These interventions include a variety of teaching and classroom management strategies. Student Support Team: These interventions aim to engage the student's support system and create the conditions that contribute to the student's improved behavior	Ø ES: Classroom-based with teacher or conversation with mental health personnel Ø MS and HS: Classroom-based with teacher, conversation with mental health personnel, or verbal warning from an administrator
Level 2	Disorderly or Disruptive Behavior	Building Administration or Designee – These interventions involve the school administration and aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school.	Ø ES: Verbal warning or loss of privileges from a building administrator Ø MS: Time-out or detention from a building administrator Ø HS: Loss of free time, teacher removal from class, or detention
Level 3	Aggressive, Injurious, or Harmful Behavior	Building Administration – These interventions may involve the short-term removal of a student from the school environment because of the severity of the behavior. The duration of the short-term suspension, if issued, is to be limited as much as practicable while adequately addressing the behavior.	Ø ES: Time-out from a building administrator, in-school or out-of-school suspension (ISS or OSS) up to three (3) days Ø MS or HS: In-school or out-of-school suspension (ISS or OSS) up to three (3) days
Level 4	Seriously Dangerous or Violent Behavior	Building Administration, Superintendent, or Designee: These interventions may be appropriate when a student’s behavior seriously affects the safety or well-being of others in the school. The focus is on monitoring the safety of the school community and dangerous behavior.	Ø ES, MS, and HS: Out-of-school suspension 4-5 days with possible referral to a Superintendent’s hearing
Outside Agency	Chronic, Threatening, or Alarming Behavior	Police, Social Services, CPS, or other Agency – These outside agencies might be called upon when school-based interventions and consequences are not effective or the action is serious enough to necessitate outside involvement.	Ø Consequences are determined by the outside agency

Matrix of Intervention and Progressive Consequences

School staff have the discretion in choosing which interventions and consequences within the level are appropriate. In general, the response to misconduct will begin with the lowest level, be progressive in nature, and must take into consideration the factors indicated at the beginning of this section (Prohibited Student Conduct). At all levels, students may receive a non-disciplinary referral to support staff in the school building.

On the first instance of a Code violation, school staff should use one or more interventions or consequences from the matrix, beginning with the lowest level (if appropriate) and continuing to higher levels for repeated instances of the same (or similar) behavior.

Referrals to outside agencies may be used to support the health, safety, or well-being of the student or others. School or district officials do not determine the actions taken by the outside agencies. Outside of emergency situations, parents or guardians will be notified before police involvement with their child.

***If any of the conduct violations are based on a person’s actual or perceived identity group, a DASA report may be filed.***

Table #4: Matrix of Interventions and Progressive Consequences

When possible and appropriate, interventions and consequences should begin with the lowest level of response.
Note: These apply to conduct on school grounds, district transportation, at school functions, or with direct impact on the school environment or student welfare.	Level 1	Level 2	Level 3	Level 4	May refer to outside agency
Academic misconduct
Plagiarism (ES)	•
Plagiarism (MS, HS)	•	•	•
Cheating (ES)	•	•
Cheating (MS, HS)	•	•	•
Altering records (ES)	•	•
Altering records (MS, HS)			•	•
Assisting (actively or passively) another student in any of the above actions (ES)	•	•
Assisting (actively or passively) another student in any of the above actions (MS, HS)	•	•	•	•
Alcohol, Nicotine, and Illicit Substances
Possessing, consuming, or being under the influence of alcohol, nicotine, or illicit substances (ES, MS)			•	•	•
Possessing or consuming nicotine-based products (HS)		•	•
Possessing, consuming, or being under the influence of alcohol or illicit substances (HS)			•	•	•
Selling, distributing, or exchanging alcohol, nicotine, or illicit substances			•	•	•
Possession, distribution, or exchanging of drug-related paraphernalia		•	•
Attendance
Lateness to class (MS, HS)		•
Cutting class, missing, or leaving school without permission		•	•		•
Ongoing unexcused absences or lateness to school (ES)		•			•
Ongoing unexcused absences or lateness to school (MS, HS)	•				•
Destruction of Property
Property Damage: Intentionally damaging or destroying school or personal property, including graffiti and arson		•	•	•	•
Theft: Stealing from students, staff, or visitors on school property or at school events (PreK-1)	•
Theft: Stealing from students, staff, or visitors on school property or at school events (Grades 2-5, MS, HS)	•	•	•	•	•
Disorderly, Disruptive, or Disrespectful Conduct
Running in hallways or making unreasonable noise	•	•
Inappropriate language, behavior, or gestures	•	•	•
Lying to school personnel, failing to follow directions, disrespecting staff, or disrupting school operations	•	•	•
Engaging in gambling activities with direct impact on the school environment or student welfare (ES)		•	•
Engaging in gambling activities with direct impact on the school environment or student welfare (MS, HS)	•	•	•
Being in unauthorized school areas or buildings without permission (i.e., trespassing)	•	•			•
Not completing assigned disciplinary actions or consequences		•	•
Unsafe physical contact, such as spitting, biting, hitting, kicking, or pushing (ES, MS; see Violent Conduct for HS)	•	•	•
Electronics Use
Unauthorized or off-task use of an electronic device	•	•
Using any electronic device to engage in any conduct that adversely affects another student’s ability to participate in or benefit from the school’s educational or extracurricular programs		•	•	•	•
Using any electronic device to violate privacy or engage in behaviors such as intimidation, harassment, or threats		•	•	•	•
Using any electronic device to gain or attempt to gain unauthorized access to school-related digital systems or accounts		•	•	•	•
Using any electronic device to impersonate another for any purpose with direct impact on the school environment or student welfare		•	•	•	•
Accessing inappropriate or illegal content through the Internet, applications, or platforms, such as violent, pornographic, gambling, or betting		•	•	•
Using Artificial Intelligence (AI) technologies or other tools to create deepfake digital content to deceive others		•	•	•	•
Unauthorized recording or dissemination of audio or video of staff, students, or others without explicit consent		•	•	•	•
Unauthorized or improper use of electronics (e.g., mobile phones, smart devices, tablets, Chromebooks, laptops) as determined by administration			•	•	•
False reporting
Initiating an emergency report without valid cause, misuse of 911, activating an emergency alarm system, bomb threat, active shooter, or otherwise (ES)		•	•		•
Initiating an emergency report without valid cause, misuse of 911, activating an emergency alarm system, bomb threat, active shooter, or otherwise (MS, HS)			•	•	•
Unauthorized use of or tampering with fire extinguishers or Automated External Defibrillators (ES)		•	•
Unauthorized use of or tampering with fire extinguishers or Automated External Defibrillators (MS, HS)			•
Creating a false report of any kind (ES)		•	•		•
Creating a false report of any kind (MS, HS)		•	•	•	•
Negative Behavior Towards Others (Repetition of these behaviors may constitute bullying)
Defamation: Making false statements that harm someone’s reputation	•	•	•
Discrimination: Unfair treatment based on a person’s actual or perceived identity group	•	•	•
Harassment: Creating a hostile environment that significantly disrupts a student’s education or well-being (ES, MS)		•	•	•	•
Harassment: Creating a hostile environment that significantly disrupts a student’s education or well-being (HS)			•	•	•
Intimidation or Peer Pressure: Actions or statements that cause harm to well-being	•	•	•	•	•
Hazing: Reckless acts for initiation into or affiliation with school groups		•	•	•	•
Using hate speech or spreading messages of hate		•	•	•	•
Using symbols of hate in a location where they can be viewed by others			•	•	•
Prohibited Items
Possession or use of items not suitable for a school setting, such as toy weapons, small pocketknives, stink bombs, lighters, box cutters, and laser pointers		•	•	•
Sexual Misconduct with direct impact on the school environment or student welfare
Indecent Exposure: Displaying private parts of the body in a lewd or indecent manner (PreK-1)	•	•
Indecent Exposure: Displaying private parts of the body in a lewd or indecent manner (2-5)		•	•		•
Indecent Exposure: Displaying private parts of the body in a lewd or indecent manner (MS, HS)		•	•	•
Sexual Harassment: Involving unwelcome sexual advances, requests for sexual favors, or other inappropriate sexual communications and actions	•	•	•	•	•
Inappropriate Sexual Contact: Any unwanted or non-consensual sexual interaction (PreK-1)	•	•
Inappropriate Sexual Contact: Any unwanted or non-consensual sexual interaction (2-5)		•	•		•
Inappropriate Sexual Contact: Any unwanted or non-consensual sexual interaction (MS, HS)			•	•	•
Consensual Sexual Activity: Engagement in consensual sexual acts with direct impact on the school environment or student welfare (MS, HS)			•	•
Violent Conduct
Committing or attempting acts of physical violence (PreK-1)	•	•	•	•	•
Committing or attempting acts of physical violence (Grades 2-5)		•	•	•	•
Committing or attempting acts of physical violence (MS, HS)			•	•	•
Engaging in verbal or physical behavior that threatens, intimidates, or abuses others causing fear for personal safety, including instigating a fight among students (ES)		•	•	•	•
Engaging in verbal or physical behavior that threatens, intimidates, or abuses others causing fear for personal safety, including instigating a fight among students (MS, HS)			•	•	•
Possessing, displaying, or threatening with real or replica weapons				•	•

Process for Imposing Consequences

The level of due process a student is entitled to before a remedial action is taken depends on the nature of the violation and the penalty being imposed. Regardless of the penalty, appropriate school personnel will conduct a thorough investigation and inform the student of the alleged misconduct.

All students will have the opportunity to present their version of events to the school personnel imposing the disciplinary penalty. To ensure equitable application of the Code and to gather all relevant information about students, school officials must contact parents or guardians for penalties other than an oral warning. Parent or guardian phone calls or meetings are used to share information about the student’s infraction and gain a better understanding of the student to effectively assign a consequence and develop a support plan if necessary. All communication with parents or guardians must be provided in their preferred language.

A student subjected to the following consequences are not entitled to a full hearing pursuant to Education Law § 3214:

Time-out, Detention, or Alternate Learning Center (ALC) during free time
Suspension from transportation, athletic participation, extracurricular activities, or other privileges
In-school suspension (ISS)

The student and their parent or guardian will be provided with a reasonable opportunity for an informal conference with the district official or their designee imposing the consequence to discuss the conduct and the consequence involved. Information related to different consequences is outlined below.

Time-out
A time-out is temporary removal from a school activity during the school day.

Detention or Alternate Learning Center (ALC) during free time
Detention or ALC during free time will be imposed as a penalty only after the student’s parent has been notified.

Suspension from district transportation
Students who become a serious disciplinary problem on district transportation may have their riding privileges suspended.

Suspension from athletic participation, extracurricular activities, and other privileges
Suspension from privileges can be imposed as a consequence. Students suspended in- or out-of-school are also suspended from athletic participation, extracurricular activities, or other privileges.

In-school suspension (ISS)
Students who receive an in-school suspension report to the building and are expected to remain in a supervised alternative location to complete their assigned work for the duration of the consequence.

Teacher disciplinary removal of disruptive students
A secondary classroom teacher may remove a student from the remainder of that class period for disrupting the educational environment. At the middle school, that student is sent to their assistant principal’s office. At the high school, the teacher sends the student to the ALC, contacts the ALC to expect the student, contacts the family of that student, and submits an ALC slip to the assistant principal’s office with removal time.

Under the Safe Schools Against Violence in Education (SAVE) legislation, a secondary classroom teacher may remove a disruptive student from class for up to two (2) days if their behavior substantially disrupts the educational process or interferes with the teacher's authority. This applies only to the specific class of the teacher who issues the removal. Elementary students may not be removed from class for a full school day, except as determined by a building administrator.

Before removing a student, teachers must explain the reasons for the removal and allow the student to share their side of the story, unless the situation involves immediate danger or ongoing disruption. A formal notice explaining the removal is provided to the parents or guardians within twenty-four (24) hours. The principal or a designated administrator has the authority to overturn the removal after reviewing the circumstances.

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 a building administrator or the chairperson of the Committee on Special Education that the removal will not violate the student’s rights under state or federal law or regulation.

Out-of-school suspension (OSS)
Suspension from school is a severe penalty, which may be imposed only upon students who are insubordinate, disorderly, violent or disruptive, or whose conduct otherwise endangers the safety, morals, health, or welfare of others. The Superintendent or principal shall gather the facts relevant to the matter and record them for subsequent presentation, if necessary.

Short-term suspension from school (five days or less)

When a student faces a suspension of five days or less for misconduct, under Education Law
§ 3214(3), the Superintendent or principal (“suspending authority”) must verbally inform the student immediately. If the student denies the charges, the suspending authority should explain the reasons for the proposed suspension. The student’s parents or guardians must be notified in writing, in their preferred language and ideally within twenty-four (24) hours, via personal delivery, express mail, or another reliable method. Telephone notification is also recommended if contact information is available.

The written notice should identify the Code violation and inform parents or guardians of their right to an immediate informal conference with the principal, where they can question witnesses. This conference, along with all communications, should be in the preferred language of the parents or guardians. Unless the student poses a direct threat to safety or school order, this conference must occur before the suspension is enforced. If immediate suspension is necessary, the conference will be held as soon as possible thereafter.

Following the conference, the principal will promptly communicate the decision in writing. If parents or guardians disagree with the decision, they may appeal to the Superintendent within five (5) business days. The Superintendent will respond within ten (10) business days. If still unresolved, parents or guardians can appeal to the Board of Education within another ten (10) business days.

Appeals to the Commissioner of Education of the State of New York (“Commissioner”) must be made within thirty (30) days of the Board’s final decision.

Long-term suspension from school (more than five days)

When the Superintendent or the building principal determines that a suspension for more than five (5) days may be warranted, they shall give reasonable notice to the student and the student’s parents or guardians of their right to a fair hearing. At the hearing the student shall have the right to be represented by counsel, the right to question witnesses against them, and the right to present witnesses and other evidence on their behalf.

The Superintendent shall personally hear and determine the proceeding or may, in their 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 them. A record of the hearing shall be maintained, but no stenographic transcript shall be required. An audio recording shall be deemed a satisfactory record. The hearing officer shall make findings of fact and recommendations as to the appropriate measure of discipline to the Superintendent. The report of the hearing officer shall be advisory only, and the Superintendent may accept all or any part thereof.

An appeal of the Superintendent’s decision 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 ten (10) business days of the date of the Superintendent’s decision, unless the parents or guardians can show that extraordinary circumstances precluded them from doing so. The Board may adopt in whole or in part the decision of the Superintendent. Final decisions of the Board may be appealed to the Commissioner within thirty (30) days of the decision. Information on filing appeals can be found on the New York State Education Department website.

X. Reporting Violations

All students and staff must immediately report to a school official any violations related to illicit substances, weapons, threats, or behavior that could endanger others or disrupt school security. School officials will respond without delay to such reports, and students are expected to cooperate during investigations.

District staff authorized to impose interventions and consequences must act promptly, fairly, and legally.

Any weapons, alcohol, or illicit substances discovered will be permanently confiscated, and the student’s parents or guardians will be informed. If a violation could have criminal implications or significantly impact school order or security, the building principal or their designee must inform local law enforcement as soon as possible, but no later than the end of the business day on which the violation was discovered. This notification may start with a phone call and must follow the outlined due process.

To report an alleged Dignity for All Students (DASA) violation, please refer to the DASA section of the district website, where additional details about DASA, the complaint form, and the submission process can be found.

XI. Alternative Instruction

XII. Consequences for Students with Disabilities

While we aim to utilize a restorative approach paired with interventions and behavioral supports, the Board of Education recognizes that there may be situations where it is necessary to suspend, remove, or otherwise apply consequences to students with disabilities to address disruptive or problematic behavior. Students with disabilities are entitled to specific procedural protections under applicable laws and regulations when school authorities intend to impose consequences. This Code affords students with disabilities subject to disciplinary action no greater or lesser rights than those expressly afforded by applicable federal and state laws and regulations. See NYS Commissioner’s Regulations Part 201 for more information.

Authorized Suspensions or Removals of Students with Disabilities

For purposes of this section of the Code, the following definitions apply:
- A “suspension” means a suspension pursuant to Education Law § 3214.
- A “removal” means a removal for disciplinary reasons from the student’s current educational placement other than a suspension and change in placement to an interim alternative educational setting (IAES) ordered by an impartial hearing officer because the student poses a risk of harm to themselves or others.
- An interim alternative educational setting “IAES” is a temporary educational setting where a student can be placed for up to forty-five (45) days. This is different from the student’s placement at the time of the behavior warranting the IAES and allows the student to continue learning the regular curriculum while receiving all the services and changes listed in their current Individualized Education Program (IEP). This includes any support needed to meet their IEP goals and specific help to address and prevent the behavior that led to the change in placement.
School personnel may order the suspension or removal of a student with a disability from their current educational placement as follows:
1. The Board, the BOCES Superintendent, the District Superintendent, or a building principal may order the placement of a student with a disability into an IAES, another setting or suspension for a period not to exceed five (5) consecutive school days and not to exceed the amount of time a non- disabled student would be subject to suspension for the same behavior and context.
2. The Superintendent may order the placement of a student with a disability into an IAES, another setting or suspension for up to ten (10) consecutive school days, inclusive of any period in which the student has been suspended or removed under subparagraph (a) above for the same behavior, if the Superintendent determines that the student has engaged in behavior that warrants a suspension and the suspension or removal does not exceed the amount of time non-disabled students would be subject to suspension for the same behavior and context.
3. The Superintendent may order additional suspensions of not more than ten (10) consecutive school days in the same school year for separate incidents of misconduct, as long as those removals do not constitute a change of placement.
4. The Superintendent may order the placement of a student with a disability in an IAES to be determined by the Committee on Special Education (CSE) for the same amount of time that a student without a disability would be subject to discipline, but not more than forty-five (45) days, if the student carries or possesses a weapon to school or to a school function, or the student knowingly possesses or uses illicit substances or sells or solicits the sale of a controlled substance while at school or a school function.
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 forty-five (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.

Change of Placement

A disciplinary change in placement means a suspension or removal from a student’s current educational placement that is either:
- For more than ten (10) consecutive school days; or
- Multiple suspensions or removals that add up to more than ten (10) days in a school year and occur close together that constitute a pattern of behavior. Factors such as how long each suspension lasts and the total time the student is out of school also play a role in determining this pattern.
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, illicit substances, or controlled substances.

Special Regulations Regarding the Suspension or Removal of Students with Disabilities

The District’s Committee on Special Education shall:
1. Conduct functional behavioral assessments to determine why a student engages in a particular behavior to develop or review behavioral intervention plans whenever the District is first suspending or removing a student with a disability for more than ten (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, illicit substances, or controlled substances. Such assessments shall not be necessary if the school district had conducted a functional behavioral assessment before the behavior that resulted in the suspension. If subsequently, a student with a disability who has a behavioral intervention plan and who has been suspended or removed from their current educational placement for more than ten (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. 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 plan and its implementation, to the extent the committee determines necessary.
2. 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:
  1. misconduct involving weapons, illicit substances, or controlled substances because maintaining the student in their current educational setting poses a risk of harm to the student or others
  2. or a decision is made to impose a suspension that constitutes a change in placement.
The parents or guardians of a student who is facing disciplinary action, but who has not been determined to be eligible for services under the Individuals with Disabilities Act (IDEA) and NYS Education Law Article 89 at the time of misconduct, shall have the right to invoke applicable procedural safeguards set forth in federal and state laws 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 consequences occurred. If the District is deemed to have had such knowledge, the student will be considered a student presumed to have a disability for the purpose of imposing consequences.
1. The Superintendent, building principal, or other school official imposing an IAES or removal shall verify the student has or is presumed to have a disability.
2. A student will not be considered a student presumed to have a disability for the purpose of consequences if, upon receipt of information supporting a claim that the District had knowledge the student was a student with a disability, the District either:
  1. conducted an individual evaluation and determined that the student is not a student with a disability, or
  2. determined that an evaluation was not necessary and provided notice to the parents or guardians of such determination, in the manner required by applicable law and regulations, or
  3. the parent or guardian of the student has not allowed an evaluation of the student.
3. If there is no basis for knowledge that the student is a student with a disability prior to imposing consequences, the student may be subjected to the same consequences as any other non-disabled student who engaged in comparable behaviors.
4. However, if a request for an individual evaluation is made while such non-disabled student is subjected to a disciplinary removal, an expedited evaluation shall be conducted and completed in the manner prescribed by applicable federal and state laws and regulations. Until the expedited evaluation is completed, the non- disabled student who is not a student presumed to have a disability for the purposes of consequences shall remain in the educational placement determined by the District, which can include suspension.
The District shall provide parents or guardians 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, illicit substances, or controlled substances or because maintaining the student in their 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.
The parents or guardians of a student with disabilities subject to a suspension of five (5) consecutive school days or less shall be provided with the same opportunity for an informal conference available to parents or guardians of non-disabled students under the Education Law.
Superintendent hearings involving students with disabilities subject to a suspension of more than five (5) 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. A manifestation review will be conducted.
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 ten (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.
During any period of suspension or removal, including placement in an IAES, students with disabilities shall be provided services as required by the Commissioner’s regulations incorporated into this Code.

Expedited Due Process Hearings

An expedited due process hearing shall be conducted in the manner specified by the Commissioner’s regulations incorporated into this Code, if:
1. 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 their current educational placement, or during the pendency of due process hearings where school personnel maintain that it is dangerous for the student to be in their current educational placement during such proceedings.
2. The parent or guardian 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.
During the pendency of an expedited due process hearing or appeal regarding the placement of a student in an IAES for behavior involving weapons, illicit substances, or controlled substances, or on grounds of dangerousness, or regarding a determination that the behavior is not a manifestation of the student’s disability, 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 or guardians and the District agree otherwise.
During the pendency of any proceeding to challenge the proposed change in placement, if school personnel propose to change the student’s placement after expiration of an IAES placement, the student shall remain in the placement prior to removal to the IAES, except where the student is again placed in an IAES.
An expedited due process hearing shall be completed within fifteen (15) business days of receipt of the request for a hearing. Although the impartial hearing officer may grant specific extensions of such time period, they must mail a written decision to the District and the parents or guardians within five business days after the last hearing date, and in no event later than forty-five (45) calendar days after receipt of the request for a hearing, without exceptions or extensions.

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 student 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 a disability are transmitted for consideration to the appropriate authorities to whom a crime is reported.

XIII. Visitors to the School

The Board encourages parents, guardians, and school community members to visit the District’s schools and classrooms to celebrate the work of our students and staff at scheduled events throughout the year. The building principal or their designee is responsible for all persons in the building and on the grounds. For these reasons, the following rules apply to visitors to the schools:

Anyone who is not a regular district employee or student of the school will be considered a visitor.
All visitors must adhere to the sign-in procedures upon arrival at the school. Visitors are permitted to access only those areas for which they have an appointment and must wear their issued identification pass at all times while on school premises.
Visitors accessing the building during school hours must make an appointment in advance or wait until the appropriate personnel is available in order to promote safety and minimize disruptions.
Any unauthorized person on school property will be reported to the principal or their 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 and laws for public conduct on school property.

XIV. Public Conduct on School Property

The District is committed to fostering a positive and safe learning environment. This Code establishes expectations for behavior on school property and at school events, aiming not to restrict free speech or peaceful assembly but to maintain order and protect the rights of others. All students, district employees, and visitors must act respectfully while on school grounds, using school transportation, or at school functions.

Prohibited Conduct

No person, either alone or with others, shall engage in the following conduct on school property, on the school transportation, or at school functions:

Intentionally injure, threaten, or intimidate anyone.
Intentionally damage or destroy school district property or the personal property of any person lawfully, including graffiti or arson.
Disrupt classes, school programs, or activities.
Distribute or wear materials that are obscene, advocate illegal action, appear libelous, obstruct the rights of others, or are disruptive to the educational process.
Harass or discriminate against any person based on their actual or perceived identity group
Enter or remain on school premises without authorization, or after closing.
Obstruct the free movement of any person.
Violate the traffic laws, parking regulations, or other vehicle restrictions on school property.
Possess, consume, sell, distribute, or exchange alcoholic beverages, illicit substances, or be under the influence.
Possess or use weapons, except for law enforcement officers or when specifically authorized by the school.
Refuse to comply with any reasonable order of identifiable school district officials performing their duties.
Willfully incite others to commit any of the acts prohibited by this Code.
Violate any federal or state law, local ordinance, or Board policy.

Penalties

Persons who violate this Code shall be subject to the following penalties:

Visitors: Any authorization to remain on school grounds or at school functions will be revoked.
Visitors must leave the premises immediately; failure to comply will result in ejection. Students: Students will face consequences based on the specifics of the violation.
Tenured Faculty Members: Disciplinary actions will be taken as appropriate, in accordance with Education Law § 3020-a and any other applicable legal rights.
Civil Service Staff Members: Staff in the classified service entitled to Civil Service Law § 75 protections will face immediate ejection and disciplinary actions as warranted, following the guidelines of Civil Service Law § 75 and any other applicable legal rights.
Other Staff Members: Non-tenured and non-civil service staff will be subject to warnings, reprimands, suspension, or dismissal as justified, in accordance with their legal rights.

Enforcement

The building principal or their designee is responsible for enforcing this provision of the Code. When observing someone engaging in prohibited conduct that does not immediately threaten injury to persons or property, the principal or designee will inform the individual that their behavior is prohibited and attempt to persuade them to cease their actions. They will also inform the individual of the potential consequences of continuing the prohibited conduct.

If the individual refuses to comply, or if their behavior poses an immediate threat, the principal or designee will promptly remove the individual from school property or the school event. If necessary, local law enforcement or another outside agency may be contacted to assist with the removal.

The District will initiate disciplinary actions against any student or staff member involved, as outlined in the “Penalties” section above. Additionally, the District reserves the right to pursue civil or criminal legal action against anyone violating this Code.

XV. Dissemination and Review

The Board will work to ensure that the community is aware of this Code of Character, Culture, and Conduct by providing:

A digital summary of the Code to all students, in an age-appropriate version, written in plain language, and shared at a general assembly held at the beginning of each school year.
Digital versions of the Code with all parents or guardians at the beginning of each school year.
All current teachers and other staff members with a complete digital version of the code and a copy of any amendments to the Code as soon as practicable after adoption.
All new teachers with a complete digital version of the current Code when they are first hired.
A complete digital version of the Code available for review by students, parents, guardians, school staff, and community members in the digital Board Policy.
In-service training as needed for all district staff members to ensure the effective implementation of the Code. The Superintendent may solicit the recommendations of the faculty and district staff regarding in-service programs pertaining to the management and discipline of students.

The Board will review this Code every year and update it as necessary. Using data provided by the administration (e.g., suspension rates, Code violations, DASA investigations), the Board will consider how effective the Code’s provisions have been and whether the Code has been applied fairly and consistently.

The Board may appoint an advisory committee to assist in reviewing the Code and the District’s response to Code violations. The committee will be made up of representatives of students, teachers, administrators, parent organizations, school safety personnel, and other school personnel.

Before adopting any revisions to the Code, the Board will hold at least one public hearing at which school personnel, parents, guardians, students and any other interested party may participate.

The District shall file a copy of its Code and any amendments with the Commissioner, in a manner prescribed by the Commissioner’s regulations, no later than thirty (30) days after their respective adoptions.

XVI. Acknowledgements

As a living document, this Code of Character, Culture, and Conduct is designed to adapt and grow over time. Our shared commitment extends beyond the text of this document to create a vibrant and nurturing school climate throughout the District. The foundation of our approach lies in building relationships based on open communication, empathy, and shared responsibility.

As we put this Code into action, we will learn and evolve. Our focus will be on realizing the principles of restorative practices, ensuring that every member of our community feels valued and supported. We will assess our progress continuously and make necessary adjustments to achieve our goal of maintaining safe, respectful, and flourishing school environments.

Committee Memebers (2023-2024 School Year)

Co-Chair, Dr. Sean C. Feeney, Assistant Superintendent of Curriculum, Instruction and Assessment
Co-Chair, Dr. Kathryn Behr, Schreiber Principal
Administrator: Dr. Pia Ferrante, Salem Principal
Administrator: Beth Javeline, Weber Principal
Teacher: Casey Horowitz, Elementary School Counselor
Teacher: Eileen Mills, High School English Chair
Parent: Eric Kriftcher (3 graduates, current 6th grader)
Parent: Hope Pecullan (2 graduates, current 10th grader)
Student, Benjamin Gordon, Grade 11
Student, Maya Rosen, Grade 10

Appendix A: Definitions

For purposes of this Code of Character, Culture, and Conduct, the following definitions apply.

Bullying (see Harassment and Bullying)

Color refers to the apparent pigmentation of the skin, especially as an indication or possible indication of race.

Cyberbullying means harassment or bullying that occurs through any form of electronic communication (Education Law § 11[8]).

Dignity Act Coordinators refers to one or more staff members in each school, appointed by the Board of Education, who are:

instructed about the provisions of the District’s DASA policies and procedures
thoroughly trained to handle human relations in the areas of actual or perceived identity group
provided with training which addresses the social patterns of harassment, bullying, and discrimination, including but not limited to those acts based on a person’s actual or perceived identity group;
provided with training in the identification and mitigation of harassment, bullying, and discrimination; and
provided with training in strategies for effectively addressing problems of exclusion, bias, and aggression in educational settings.

Dignity for All Students Act (DASA) aims to create a safe and supportive environment that is free from discrimination, intimidation, taunting, harassment, and bullying based on a person’s actual or perceived identity group. These protections extend to school grounds, district transportation, school functions, and any off-school conduct that adversely affects another student’s ability to participate in or benefit from the school’s educational or extracurricular programs.

Disability refers to:

A physical, mental, or medical condition caused by various factors such as genetic or neurological issues that hinders normal body functions, and this can be confirmed by medical tests.
A history of such a condition.
Being perceived by others as having such a condition.

(Education Law § 11[4] and Executive Law § 292[21]).

Discrimination means discrimination against any student by a student or students and/or staff on school property or at a school function including, but not limited to, discrimination based on a person’s actual or perceived identity group.

Disruptive Student means an elementary or secondary student who is substantially disruptive of the educational process, substantially interferes with the teacher’s authority over the classroom, and/or substantially interferes on the bus.

Electronic Device means a district-owned or personal device that includes, but is not limited to, mobile phones, laptops, Chromebooks, tablets, smartwatches, headphones, and recording devices.

Emotional Harm that takes place in the context of harassment or bullying means harm to a student’s emotional well-being through the creation of a hostile school environment that is so severe or pervasive as to unreasonably and substantially interfere with a student’s education.

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

Firearm means a firearm as defined in 18 USC § 921 for purposes of the Gun-Free School Zones Act.

Gender means actual or perceived sex and includes a person’s gender identity or expression (Education Law
§ 11[6]).

Harassment and Bullying mean the creation of a hostile environment by conduct or by threats, intimidation or abuse, including cyberbullying, that:

has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional or physical well-being;
reasonably causes or would reasonably be expected to cause a student to fear for his or her physical safety;
reasonably causes or would reasonably be expected to cause physical injury or emotional harm to a student;
occurs off school property and creates 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.

Acts of harassment and bullying shall include, but not be limited to, those acts based on a person’s actual or perceived identity group. For the purposes of this definition the term threats, intimidation, or abuse shall include verbal and non-verbal actions. (Education Law § 11[7]).

Identity Group is a marginalized group, community, or section of a society that is often overlooked, disadvantaged, or discriminated against due to certain characteristics or social identities. These characteristics may include: Race; Color; Weight/Appearance; National origin; Ethnic Group; Religion; Religious practices; Disability; Sex; Sexual orientation; Gender (including sex, gender identity, and expression); Socioeconomic status

Illicit Substances: Illicit substances generally refer to drugs and other substances that are illegal for use, possession, or distribution, especially by minors, including but not limited to:

Substances such as marijuana, cocaine, heroin, and other narcotics that are controlled and prohibited by law.
Controlled substances without prescription or used in a way not intended by the prescribing doctor.
Inhalants: Substances that produce chemical vapors that can be inhaled to induce psychoactive effects. Commonly abused inhalants include solvents, aerosols, gases, and nitrates, often found in household products.
Alcohol and Nicotine: While legal for adults, these are typically prohibited for minors, especially in a school setting.
Controlled Substance Violations: Dealing with or using controlled or counterfeit substances, designer drugs, or drug paraphernalia on school property or at school functions.
Prescription and Over-the-Counter Drug Misuse: Inappropriate use or sharing of prescription and over-the-counter medications.

National Origin means a person’s country of birth or ancestor’s country of birth.

Nexus Between Off-school Conduct and the School Environment is established between off-school conduct and the school environment when:

the off-school conduct:
1. unreasonably and substantially interferes with a student’s educational performance, school opportunities or benefits, or mental, emotional or physical well-being at school
2. reasonably causes a student to fear for his or her physical safety while at school
3. reasonably causes physical injury or emotional harm to a student while at school
it was reasonably foreseeable that the off-school conduct would come to the attention of school authorities and the conduct would foreseeably create a risk of substantial disruption within the school environment

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

Preferred Pronouns refer to the set of pronouns that an individual wishes others to use when talking to or about them, reflecting their gender identity. Pronouns such as he/him, she/her, they/them, or others are personal choices that affirm one's gender identity. Respecting an individual’s preferred pronouns is a fundamental aspect of acknowledging their identity and dignity.

Race means a group of persons related by a common descent or heredity. For purposes of enumeration the

U.S. Census Bureau uses terms such as: American Indian or Alaska Native, Asian, Black, or African American, Hispanic, or Latino, Native Hawaiian or Other Pacific Islander, and White to describe and classify the inhabitants of the United States.

Religion means a religious or spiritual belief or preference, regardless of whether this belief is represented to an organized group or affiliation with an organized group having specific religious or spiritual tenets.

Religious Practice means a term including practices and observances such as attending worship services, wearing religious garb or symbols, praying at prescribed times, displaying religious objects, adhering to certain dietary rules, refraining from certain activities, proselytizing, etc.

Restorative Practice is an approach to managing conflict and behavior that focuses on reconciliation, healing, and the restoration of relationships. It emphasizes understanding the impact of one’s actions, taking responsibility, and actively engaging in making amends. Through dialogue, mediation, and agreed-upon consequences, it aims to address the needs of the affected parties and reintegrate individuals into the community, thereby fostering mutual respect and a positive school culture. (See Appendix B: Restorative Practices.)

School Function means any school-sponsored extracurricular event or activity whether on or off school property.

School Property means any building, structure, athletic playing field, playground, parking lot, or land contained within the real property boundary line of a public elementary or secondary school, or in or on a school bus, as defined in Vehicle and Traffic Law § 142.

Sex means the biological and physiological characteristics that define men and women (male and female denote sex.).

Sexual Orientation means actual or perceived heterosexuality, homosexuality, or bisexuality (Education Law
§ 11[5]).

Social Media means any website, program, or application which involves internet forums, weblogs, social blogs, microblogging, wikis, podcasts, the sharing or posting of photographs, pictures, videos, or text and the rating or tagging of the same. This includes, but is certainly not limited to, the following examples: TikTok, Snapchat, Tumbler, Discord, Facebook, Instagram, Skype, LinkedIn, Flickr, YouTube, Google in Education, YouTube Education.

Socioeconomic Status is a measure of an individual’s or family’s economic and social position relative to others, based on income, education, and occupation. It impacts access to resources, opportunities, and privileges, and can influence one’s experiences and opportunities in education. Recognizing socioeconomic status as a relevant factor aims to address disparities and promote equity within the school community.

Staff refers to all individuals employed by the school district, as well as any contracted service providers and volunteers who have direct contact with students, encompassing a broad range of roles including, but not limited to, teachers, building and district administrators, paraprofessionals, security, bus drivers, clerical, custodial staff, and food service staff. This definition is inclusive of anyone who works with or has the potential to impact students in any capacity within the school environment or during school-related activities. (Education Law § 11[4] and § 1125[3])

Student refers to a child enrolled as a PreK-12 registrant in any of the Port Washington School District’s academic programs.

Violent Student means a student who:

Commits an act of violence upon a school employee, or attempts to do so.
Commits, while on school property, at a school function, and/or on the bus, 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 weapon.
Displays, while on school property or at a school function, what appears to be a weapon.
Threatens, while on school property or at a school function, to use a weapon.
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 school district property.

Weapon means a firearm as defined in 18 USC § 921 for purposes of the Gun-Free Schools Act. It also includes replica weapons, devices, instruments, materials or substances, animate or inanimate, that can be used for, or readily capable of, causing or threatening death or serious bodily injury.
Weight means aside from the obvious meaning in the physical sciences, the word is used in reference to a person’s size.

Appendix B: Restorative Practices

Philosophy Behind Restorative Practices

Restorative Practices in schools focus on building a positive school climate through strengthening relationships and community. The philosophy underpinning Restorative Practices is that all individuals in a school community are interconnected, and the well-being of each person affects the entire community.
Restorative Practices aim to shift from traditional punitive approaches to a more inclusive, empathetic, and solution-oriented method. This involves recognizing the harm caused by inappropriate behavior, understanding its impact, and collaboratively finding ways to repair the harm and restore relationships. By emphasizing accountability and personal growth, Restorative Practices encourage students to develop empathy, conflict resolution skills, and a sense of responsibility towards their peers and the broader school community.

Key Questions in Restorative Practices

Central to Restorative Practices is a set of key questions that guide the process of addressing misconduct and resolving conflicts. These questions aim to delve into the root causes of behavior, understand its impact, and collaboratively develop solutions. The primary questions include:

What happened?

This question allows individuals to share their perspective on the incident without assigning blame.

What were you thinking and feeling at the time?

This helps to uncover the emotional and cognitive state of the individuals involved, providing insight into their actions.

Who has been affected by what happened and how?

This encourages reflection on the impact of one’s actions on others, fostering empathy and awareness of the consequences.

What do you think needs to happen to make things right?

This focuses on identifying steps to repair harm and restore relationships, emphasizing accountability and constructive solutions.

How can we prevent this from happening again?

This question seeks to address underlying issues and develop strategies for future prevention, promoting long-term positive behavior.

Types of Restorative Practices

Restorative Practices encompass a variety of approaches and activities, each designed to build community, resolve conflict, and repair harm. Key types of Restorative Practices include:

Affective Statements and Questions

These are expressions of personal feelings in response to specific behaviors, aimed at promoting understanding and reflection. For example, “I feel upset when you interrupt because it makes it hard for me to concentrate.”

Restorative Circles

Circles are structured meetings where participants sit in a circle to discuss issues, share feelings, and develop solutions collectively. They can be used for community building, conflict resolution, or addressing specific incidents.

Restorative Conferences

Conferences involve structured dialogues between the person who caused harm, those affected, and facilitators. The goal is to discuss the incident, its impact, and agree on steps to make amends.

Peer Mediation

This practice involves trained student mediators who help their peers resolve conflicts amicably. It empowers students to take an active role in managing their relationships and resolving disputes.

Restorative Agreements

These are written agreements developed during restorative processes, outlining the actions that will be taken to repair harm and prevent future issues. They serve as a commitment from all parties involved.

Community Service

As a restorative measure, community service allows students to give back to their school or local community, thereby repairing harm through positive contributions.

By integrating these practices, schools create a supportive environment that prioritizes emotional well-being, mutual respect, and cooperative problem-solving. Restorative Practices not only address misconduct effectively but also build a foundation for a cohesive and resilient school community.

Adopted/Revised:	February 24, 2015
Revised:	April 21, 2021
	June 21, 2022
	September 24, 2024
Reviewed	June 13, 2023