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Student Conduct and Discipline Nuts and Bolts Training. September 1, 2011 Tammy Jackson, Assistant Director of Student Services 503.916.2000 ext. 71004. Agenda. Overview of RTI and PBIS: a framework for intervention Review of current policies and procedures LUNCH

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student conduct and discipline nuts and bolts training

Student Conduct and Discipline Nuts and Bolts Training

September 1, 2011

Tammy Jackson,

Assistant Director of Student Services

503.916.2000 ext. 71004

  • Overview of RTI and PBIS: a framework for intervention
  • Review of current policies and procedures
  • Office Discipline Referral Process: AKA stages of misbehavior
  • Introduction to Intervention Services
  • Using Data for Decision-Making
  • Where to Go for Help


Examples of Risk-Producing Conditions that Can be Barriers to Learning

E n v i r o n m e n t a l C o n d i t i o n s Person Factors


>extreme economic deprivation

>community disorganization,

including high levels of

mobility & unemployment

>violence, drugs, crime, etc.

>minority and/or immigrant


>Lack of positive youth

development opportunities


>chronic poverty

>domestic conflict/


>parent/sibling substance

abuse or mental illness

>modeling problem behavior

>abusive caretaking

>inadequate provision for

quality child care

School and Peers

>poor quality school

>negative encounters with


>negative encounters with

peers &/or inappropriate

peer models

>many disengaged



>medical problems

>low birth weight/

neurodevelopmental delay

>psychophysiological problems

>difficult temperament &

adjustment problems

>inadequate nutrition and

health care

Adelman and Taylor UCLA School Mental Health

school is a key environmental factor in child development
School is a key environmental factor in child development
  • “First grade is a major transition for both child and family. “
  • “First grade is generally the first place where all children---that is those at all levels of risk of school behavior problems can be found”

From Addiction Science and Clinical Practice, Vol. 6, Issue 1, July 2011, The Good Behavior Game an the Future of Prevention and Treatment, Kellam, Mackenzie, Brown, Paduska, Wang, Petras, Wilsox

take away
Take away
  • Prevention science teaches us that life success is determined by two things: the kid and environment.
  • Schools, particularly teachers, play a major role in a child’s future school and life success.

School Environment: What does your school have in place to welcome and engage all at the beginning of the school year?

pbis what is it
PBIS What is it?
  • A framework for a comprehensive continuum of support and intervention that addresses barriers to learning and promotes healthy development
  • Includes teaching social, emotional, and behavioral skills needed to be successful in school and life
  • Addresses school environment
  • Through a data driven process provides student supports and early interventionswhich enable the student to learn
where did pbis come from
Where did PBIS come from?
  • Prevention Science Came to School
    • Public Health and Prevention Science
    • The role of the University of Oregon (Sugi, Horner, Sprick, Sprague)
    • Any connection to Response to Intervention (RTI)?
  • What do you think social, emotional, and behavioral wellness looks like?
    • Use post its for your answers
    • Share answers in triads
    • Place post it on large chart paper around room
    • Call out whole group

3-tiered model of prevention and behavior support

Intensive (Few 3-5%)

Strategic/Targeted (Some 10-15%)

Core/Universal (All)


pbis and rti common vocabulary
PBIS and RTI Common Vocabulary
  • Core (ALL)
    • Universal screening
    • ALL students
    • Preventive & proactive
  • Strategic (5-15%)
    • Some students (at risk)
    • Targeted-small group
    • High efficiency
    • Rapid response
    • Progress monitoring
  • Intensive (1-5%)
    • Individual students
    • Assessment-based
    • High intensity
    • Progress monitoring
core universal tier 1 all students with 0 3 behavioral referrals
Core/Universal--Tier 1 (ALL) Students with 0-3 behavioral referrals

• School-wide expectations defined and taught

• Effective instruction and effective classroom management with differentiated instruction

• Expectations reinforced (ratio 4:1)

• Effective supervision

• Fluent corrections for early-stage misbehavior (see CHAMPs and Teacher Encyclopedia)

• Social/emotional skills instruction (e.g. Second Step, bullying prevention, etc.)

• Parent engagement

• Grade level/peer teacher teams

• Progress monitoring tools (data collection tools)

• Attendance procedures

• Universal Assessment

• Before and after school programs/support

  • In groups of approximately four
    • Review components of tier 1
    • Share your current level of implementation
    • Identify 3 barriers to full implementation
    • Write on post it, place on large poster
targeted tier 2 some 10 15 students with 3 5 behavioral referrals
Targeted--Tier 2 (Some 10-15%) Students with 3-5 behavioral referrals

• Check-in/check-out

• Attendance phone calls/letters

• Parent/student/teacher/administrator conferences

• Individual student problem solving team

• Targeted social/emotional skills instruction groups (e.g. conflict management, anger management, organizational skills, etc.)*

• Targeted parent support groups and training (e.g. Insight, Guiding Good Choices, etc.)*

• Simple behavior plan— considering the purpose of the behavior

• Meaningful work/job assignment*

• Progress monitoring tools (on task monitoring form,

replacement behavior worksheet, ratio or interactions)

• Mentoring*

• Modify procedures/increase supervision in non-classroom settings (Structured recess and/or lunch)

intensive tier 3 few 3 5 students with more than 5 behavioral referrals
Intensive—Tier 3 (Few 3-5%)Students with more than 5 behavioral referrals

• Behavior Support Plan (with FBA)

• Collaborative Problem solving

• Special education evaluation

• Mental health evaluation referral

• Alcohol/Drug evaluation referral

• Progress monitoring

• Wraparound services (i.e., Direction Services Community Resource Team)

• Threat Assessment

• DESCC (grades 6-12)

• Major Suspension Program (MSP)

strategies to increase responsible behavior and reduce irresponsible behavior
Strategies to Increase Responsible Behavior and Reduce Irresponsible Behavior
  • Teach the behaviors you what to see
  • Don’t assume…
    • Students understand the first time you teach them
    • Remember we all code switch, even kids
  • Be positive---Reinforce behaviors you want to see
  • Think functionally
  • Be collaborative with the student, families, and community partners when addressing concerning behaviors
  • Intervene at the lowest level possible
  • In groups of approximately four
    • Review components of tiers 2 and 3
    • How do you ID students who need tier 2 and 3 supports
    • Identify 3 challenges in working with students who need tier 3 supports
    • Write on post it, place on large poster
effective leadership teams
Effective Leadership Teams
  • School climate teams, Foundations teams, PBIS teams, all are for the purpose of using data to guide decisions and planning to maintain a safe and healthy school which promotes well-being for students and staff.
  • Membership (admin. Counselor, teachers –grade level representation, specials, sped, etc.)
  • Meets regularly (monthly)
  • Assigned roles
  • Keeps a record
  • Has an agenda
  • Connects to work of site council and SIP for more parent community input
data wise process
Data Wise Process
  • Prepare
    • Organize for collaborative work
    • Build Assessment Literacy
  • Inquire
    • Create data overview
    • Dig into data
    • Examine instruction and practices
  • Act
    • Develop an action plan
    • Plan to assess progress
    • Act and assess
  • What does your school do to address key factors causing learning and behavior problems?
  • What is being done to do this work better?
    • Pair Share
    • Call out whole group
new pps discipline policy 4 30 010 p
New PPS Discipline Policy 4.30.010-P
  • Committed to positive, respectful and inclusive safe and drug free learning communities, ensures equitable outcomes in discipline and maximizes time in school
  • District staff-use principles of positive behavior support and effective discipline practices and cultural competency

Handout: Link to PPS website re Board policies and directives

policy continued discipline principles
Policy continued-Discipline Principles
  • Discipline procedures should prevent misbehavior before it occurs
  • Personnel shall make every reasonable effort to first correct misbehavior through family and school-based resources
  • Discipline should be equitable, timely, fair, developmentally appropriate, and match the severity of the student’s behavior
  • Discipline should start at the lowest level possible
  • Discipline should teach student to behave in ways that contribute to academic and behavioral success, and support school environment
what the policy means
What the policy means
  • Commitment to equity in disciplinary outcomes
  • Focus on prevention and early intervention
  • Move away from reactive and exclusionary strategies to manage student misconduct
  • Much greater accountably


The general flow

activity beliefs matter
Activity—Beliefs matter
  • Read scenario
  • Silently answer questions on front of page
  • Share in small group your beliefs
  • Large group report out
  • Establish a preponderance of evidence/information.
  • Interview
  • Searches???
  • Systematic analytic process directed at providing timely pertinent information relevant to the situation on hand thus aiding the investigative process and solidifying how the chain of events actually took place.
tips to interviewing
Tips to Interviewing
  • Be detached
  • Take your time
  • Interviews should be done individually…keep kids apart
  • Look for proof…what was seen and/or heard by the reporter
  • Document Document, Document
investigations process continued
Investigations Process Continued
  • Students who have consumed alcohol/drugs should be isolated and held until parents/guardians pick them up or give permission for students to be released for home.
  • Hold all evidence in a secure place (indicate date and signature of receiver on the evidence). School Resource Officer (SRO) will collect evidence. If SRO takes evidence prior to a hearing please take a picture for the hearing of the item(s).
  • ALWAYS contact Student Services when ANY weapon is discovered at school.
    • Student Services works with Security Services and determines weapon type
    • We then inform you of your disciplinary options and find the best intervention fro the student given legal parameters
more investigation process
More Investigation Process
  • If the incident is A/D related, check eSIS for priors. [Remember if something looks funny in the eSIS history, check the. cum]
  • If incident involves: weapons of any type, internet violations, and/or occurs off campus or before or after school administrators or designees must call the Student Services
more investigation process1
More Investigation Process
  • Notify key school staff and parent/guardian of the investigation and any disciplinary action or hearing.
  • Contact Principal, Student Services, or RA if you have questions.
  • Know your resources.
biggest mistakes
Biggest Mistakes
  • Moving too quickly without complete information
  • Not having physical evidence or picture of evidence when there is such evidance
  • Not keeping good records
keeping track of information
Keeping Track of Information
  • Notes as part of an investigation
  • ESIS Incident Module as a running record
so now what

So, Now What?

Major disciplinary responses

the basics of discipline
The Basics of Discipline
  • Misbehavior occurs at a level that is referred to the office (“A Referral”)
  • Office admin./SMS investigates and talks to the student (Investigation and Due Process)
  • Office admin./SMS determine consequences and/or interventions
characteristics of effective iss programs
Characteristics of Effective ISS Programs
  • Designated administrator who is able to pursue other actions when an inappropriate referral is made
  • Requires teachers to provide daily assignments, resources, and materials to referred students
  • Provides a counseling component
  • Notifies and engages parents
  • Procedures for monitoring and follow-up
characteristics of effective iss programs1
Characteristics of Effective ISS Programs
  • Holds students accountable for school assignments AND involves some type of rehabilitation or functional behavior assessment
  • Has a clear statement of purpose
  • Written procedures developed by teachers, parents, and students clearly stating how students are assigned and referred to ISS
characteristics of ineffective iss programs
Characteristics of Ineffective ISS programs
  • Assignments don’t come with students
  • Little or no time spent on addressing the behavior that lead to the ISS assignment
  • Lack of follow-up allows students to fall back into old patterns of behavior
additional recommendations
Additional Recommendations
  • Use data to monitor program effectiveness
  • Use school-wide school climate strategies
  • Teach the rules (involve staff, students, and parents in establishing the rules)
  • Establish a peer mediation program
  • Reinforce positive behaviors
  • What is Normal?
      • The continuum of use
      • PPS drug/alcohol discipline data
      • The adolescent brain
      • Disease model
how can we help
How Can We Help?
  • Be fair, firm, consistent, compassionate
  • Provide a consequence – result of an action
  • Provide an intervention – prevents the behavior from reoccurring
pps drug alcohol policy definitions
PPS Drug/Alcohol PolicyDefinitions
  • Drug - All non prescribed mood-altering substances or facsimiles –this includes alcohol
  • Drug-impaired learning – The degradation of student learning, participation or behavior which is caused by the presence of drugs, alcohol or their residuals in the body.
definitions continued
Definitions (continued)
  • Drug related activity – Includes but is not limited to use transfer, sale or possession of drugs or drug paraphernalia, drug-impaired learning, drug influenced behavior, and any act assisting or promoting such activity. Assisting and Promoting includes being where drugs, including alcohol, are being used transferred, sold or possessed; or engaging in any conduct that aids or facilitates drug related activity.
pps drug alcohol policy
PPS Drug/Alcohol Policy
  • PPS has a system of rulesand consequences for drug-related activity which applies to students of all grade levels in all schools. Students receive services as consequences for drug-related activity. They are not suspended prior to a hearing unless they are under the influence or charged with drug transfer and the school is unable to serve them separately from other students.
system of rules
System of Rules

Progressive over three years

  • Level A – first time possession or use
  • Level B – second time possession or use - or first time sale or transfer
  • Level C – third time possession or use or second violation if the first was for sale or transfer
  • Preliminary Hearing
    • Inform student of the offense
    • Consider student explanation
    • Investigate further if needed
    • Is it likely the student violated the rules?
      • If yes, CALL FOR PRIORS. (Student Services at 5460)
  • Violations of law – contact SRO
procedures continued
Procedures (continued)
  • Parent/Guardian Notification (Call for priors before calling/notifying family)
    • Hearing notice
    • Consider translation and interpretation
  • Hearing
    • Was there a violation of the rules?
    • What happens as a result?
  • Finding
    • Level A, Level B or Level C
level a
Level A

Mandatory Consequences

  • Insight Class (6 hours –student and parent guardians)
  • 28 day ban –
    • Barred from performing, competing, or representing the school in school sponsored activities
    • Barred from attending school sponsored activities
      • Athletes/performers/participants are expected to practice and attend games/events, remain with the team, not dress down, and not compete
      • May be required to attend practices, meetings, etc. but not serve as a representative of the school
level a1
Level A

Optional Consequences

  • Suspension – up to 5 days
  • Community Service – up to 8 hours
level a2
Level A


  • Satisfactory progress toward completing level A requirements within a 4 week period
    • No unexcused absences from Insight
    • Complete community service if assigned
alternative plan highlights
Alternative Plan (highlights)
  • Available for ALL levels of violations
  • A substitution for prescribed mandatory consequences therefore must be equal in weight
  • Must include the 28-day ban
  • Proposed by families within 2 days of hearing
  • Administrator, family, Student Conduct Coordinator/Area Director must approve the plan
non compliant level a failure to make satisfactory progress
Non Compliant Level A (failure to make satisfactory progress)
  • Expulsion (for non compliance with disciplinary action) Follow expulsion procedures
  • Expulsion may be delayed
    • School approved alternative program or treatment service which addresses the student’s alcohol and other drug issues
level b
Level B


  • May be delayed
    • School approved alternative program or treatment service which addresses the student’s alcohol and other drug issues
level c
Level C
  • Expulsion – no delayed expulsion
re entry from expulsion
Re-entry From Expulsion
  • Level B
    • Complete A/D assessment
    • Following recommendations of assessment
  • Level C
    • Complete approved therapy program that includes urinalysis (not at district expense)

In both cases the school must be obtain information from the provider about the students

  • All information regarding student alcohol/drug treatment (includes assessment) is held in strictest confidence (CFR 42)
  • Student discipline is not treatment and is shared on a need to know basis (FERPA)
students with disabilities
Students With Disabilities
  • 504/IEP or being considered for special education
  • Manifestation determination requirements
    • No for level A
    • Yes for levels B and C
students with disabilities1
Students With Disabilities
  • If the manifest determines no relationship between the behavior and the disability; proceed with district prescribed interventions and consequences
  • If it is determined that there is a relationship between the behavior and the disability; modify 504 or IEP (call Student Services for support if needed)
do s and don ts
Do’s and Don’ts
  • Do keep your eye on the goal
    • Don’t forget that consistency will help you get there
  • Do check for priors
    • Rely on eSISand student cum for complete student history
  • Do enter all student discipline into eSIS
    • Don’t add incidents when you mean to add actions (remember to use “other action” tab) enter level A,B,C
  • Do call Student Services anytime
    • Don’t forget—you are not alone
business process improving communication
Business Process/Improving Communication
  • Keep track of “who does what” use the Discipline Management form (see:
  • Ensure all staff responsible for student discipline are aware of students with IEPs, Section 504 plans, and students who are being considered for special education services---Make a list---keep it current
  • Establish a process for ensuring sped case manager is notified when discipline occurs---regardless of the level of action
problem 1 disproportionate discipline of 10 school days
Problem #1: Disproportionate Discipline (of > 10 school days)
  • Black and Hispanic students, disabled and non disabled, are excluded at a higher rate than white students.
  • Students with disabilities were excluded at a rate 3 times higher than that of students without disabilities.
  • Black students with disabilities were excluded for more than ten days at a higher rate than other students with disabilities.
  • Hispanic students grades 6-12 with disabilities are excluded for more than ten days at a higher rate than other students with disabilities.
problem 2 manifestation determination procedures
Problem #2: Manifestation Determination Procedures

Manifestation determination meetings are not consistently occurring before a student’s 11th cumulative day of suspension.

problem 3 access to education
Problem #3: Access to education

Some special education students are not receiving educational services on the 11th day of exclusion (and beyond).

watch lists help us respond
Watch Lists Help us Respond
  • Notification of students with 6 days of exclusion
    • Review IEP and update as necessary
    • Refer to individual student problem solving team…SST, etc.
    • Goal: To prevent further exclusion
  • Notification when student with IEP is being excluded for 11th day
    • Need to hold manifestation determination or complete exception form
    • Need to provide educational services
why is there an exception provision for a manifestation determination no pattern
Why is there an exception provision for a manifestation determination (“no pattern”)?
  • Congress balanced the need for discipline protections for students with disabilities with the need for safe schools.
    • Thus the exception provision should only be used sparingly and when there is a clear safety issue. (objective standard) Safety meaning significant risk of harm to self and/or others
    • There is a very limited number of extra days (over 10) that the exception can provide – not really more than 7.
when would an exception for no pattern be appropriate
When would an exception for “no pattern” be appropriate?
  • When the proposed exclusion would result in less than 18 total days of exclusion for this school year
  • When the current behavior is different than behavior resulting in past suspensions
  • As indicated in the handout-Guidelines for Determining a “Pattern” for Students with Disabilities
  • After completing Manifestation Determination Exception Form
let s apply the watch list process to matt
Let’s apply the “watch list” process to Matt

…a mid-level student with an intellectual disability who has two periods/day in the learning center…

let s apply the manifestation determination process to tiffany
Let’s apply the manifestation determination process to Tiffany …

a high school student with a specific learning disability, has one period in the learning center

tiffany s disciplinary incidents
Tiffany’s Disciplinary Incidents

10/6 Battery – 10 day suspension pending expulsion

(hit teacher’s arm when teacher tries to take away cell phone)

What needs to happen before the 11th day of exclusion?

let s apply the manifestation determination process to michael
Let’s apply the manifestation determination process to Michael…

a 3rd grade student (ED & OHI), receives special education services in Behavior Focus classroom for 60% of school day

but what about a student not yet eligible like gabriella
But what about a student “not yet eligible” like Gabriella…

A second grader who moved into PPS this year.

She is not on an IEP or 504 plan but has received mental health services in the community for PTSD due to abuse at an early age.

students who have exceeded 10 days
Students Who Have Exceeded 10 Days
  • MUST have plan in place for how general education and IEP services will be provided on subsequent days of suspension, expulsion, or removal.
  • Home instruction is an option:
    • Pending placement in alternative ed program
    • For short term suspensions
when is columbia an option
When is Columbia an option?
  • Interim for up to 45 school days for “big three”:
    • Drug offense
    • Weapon offense (IDEA definition of weapon)
    • Serious bodily injury (must be really serious)
  • Eval/stabilization under some circumstances
  • Students expelled from a special focus class & no appropriate alt ed program available
and a couple more things to remember
And a couple more things to remember…
  • Every manifestation determination meeting must have:
    • SPED meeting minutes showing parents have been given a copy of the Parent Rights booklet.
  • Every time the answer is YES, there is a manifestation, the team must:
    • Complete or review an FBA on that behavior
    • Complete or review a BIP/BSP on that behavior
  • Special Education Materials
    • Procedures for Disciplining Students with Disabilities
    • Manifestation Determination Q & A
    • Roles & Responsibilities
    • Guidelines for Determining “Pattern”
    • Manifestation determination Exception Form
  • Student Conduct Materials
    • “The chart”
    • “The guide”
    • Discipline Management Form
three stages of misbehavior
Three Stages of Misbehavior
  • Stage 1
    • Never refer to the office
  • Stage 2
    • Chronic misbehavior
  • Stage 3
    • Always refer to the office
  • Amy Ruona—parent programing, Insight, A/D assessments, staff development
  • Monica Parmley-- Mental Health Services
  • Penny Bartemus—Major Suspension Program
  • Lisa Weatheroy--Delayed Expulsion School Counseling Center
  • Review the data presented in your handouts
  • In your groups discuss the data answering the following:
    • What you observe?
    • What you think?
    • What you wonder?
levels of support
Levels of Support
  • Printed materials
  • Student Service web site
  • Julie McGalliard for assistance using these resources
  • Julie and Pam Brumer for eSIS questions
  • PBIS Coach for individual student problem solving
  • Sped Program Administrators for IEP questions
  • Tara Vargas—504 support, and support for counselors
  • Suzy Harris—504 and sped legal issues
  • Tammy Jackson for things that are not resolved by other means and urgent and/or complicated issues
  • If in doubt call any Student Services staff and they will get you to the person who can best support you in your situation
student discipline

Student Discipline

Records and Processes

where it all begins
Where it all begins
  • A disciplinary event occurs and a Discipline Referral form is completed
ode use of suspensions expulsions and truancy data
ODE Use of Suspensions, Expulsions, and Truancy Data
  • To complete required reporting at the federal level to receive federal funding for the state LEAs. The data will also be used to identify effective strategies to create safe and drug-free school environments conducive to learning.
no child left behind act of 2001 unsafe school choice option
No Child Left Behind Act of 2001 Unsafe School Choice Option
  • Each state to establish their own definition
  • Definition to be enacted for 2002-2003 data
ODE considers any school “Persistently Dangerous” if one or more of the following conditions exist for three-consecutive school years
  • Expulsions for weapons and/or
  • Expulsions for violent behavior and/or
  • Expulsions for students arrested for violent crimes on school property, at school events, etc.

The total number of expulsions for these combined categories must meet or exceed a defined threshold

what does that mean
What Does That Mean?
  • The total number of combined expulsions for weapons, violent behavior, arrests for violent crimes must meet or exceed:
    • For a school with fewer than 500 students, 5 expulsions
    • For a larger school, one expulsion for every 100 enrolled students or fraction thereof
what happens if our school meets or exceeds the threshold
What Happens If Our School Meets Or Exceeds The Threshold?
  • First year— Corrective action plan and District may direct Safe and Drug-Free Schools and Communities Act program funds toward planning efforts
  • Second Year— Revised corrective action plan and ODE to provide technical assistance
  • Third Year— Designated unsafe/persistently dangerous. Revise corrective action plan. Parents may exercise their right to transfer.
portland public schools

Portland Public Schools

Student Responsibilities and Rights

student responsibilities
Student Responsibilities
  • Attend school regularly, arrive on time, bring appropriate materials, and be prepared to participate in class and do homework
  • Do one’s best.
  • Respect the rights, feelings and property of other students, parents, school personnel, visitors, guests and school neighbors.
student responsibilities cont
Student Responsibilities (cont.)
  • Behave properly on school grounds, school buses, at bus stops, at any school-related activity, and in the classroom so as not to interfere with teaching and learning.
  • Follow classroom, school, and district rules.
  • Read and understand the Student Responsibilities, Rights and Discipline Handbook.
  • Report violations of school rules.
student rights
Student Rights
  • Discuss educational concerns with teachers and other school staff.
  • Receive a copy of the Student Responsibilities, Rights and Discipline Handbook.
  • Receive fair discipline without discrimination.
  • Report any concerns including incidents of verbal or physical threats including bullying, harassment, menacing or abuse.
student rights cont
Student Rights (cont.)
  • Access their school records within appropriate guidelines
  • Receive discipline information in a language they can understand in accordance with the district translation policy
summary of expectations
Summary of Expectations
  • Attendance and Punctuality- Students are expected to attend school and be on time
  • Protection of Property-Students are expected to respect other’s property
  • Protection of Physical Safety and Mental Well-Being-Students are expected to respect the physical safety and emotional well-being of others.
summary of expectations cont
Summary of Expectations (cont.)
  • Appropriate Learning Environment-Students are expected to act so that teachers can teach and students can learn without interference or disruption
  • Tobacco-Students are not to use, possess, sell or transfer tobacco.
  • Alcohol and Other Drugs-Students are not to use possess sell/transfer alcohol and other drugs. In addition, drug impaired learning is prohibited.
prohibited items
Prohibited Items
  • Weapons of any kind (even toys)
  • Explosives (including ammunition/bullets)
  • Noxious, irritating, or poisonous gases
  • Alcohol, other intoxicant drugs, and drug paraphernalia
  • Tobacco
prohibited items cont
Prohibited Items (cont.)
  • Stolen property
  • Material or devices which endanger the physical safety of persons or property
  • Gang identifying markings or paraphernalia
  • Materials, devices, identifying markings or paraphernalia which are patently racially, religiously or sexually offensive
  • PLACE YOUR LIST OF Other items or materials prohibited by school rules HERE
dress code
Dress Code

Students may be directed to change their dress or grooming if it:

  • Interrupts learning process or school climate,
  • Threatens the learning environment,
  • Endangers the health or safety of students or other persons,
dress code cont
Dress Code (cont.)
  • Be sexually suggestive (ex. Bare midriffs, visible under-garments, plunging necklines, see-through materials, or sagging pants,
  • Is alcohol, tobacco, or other drug related (including advertising or advocating for the use of such products),
  • Is vulgar, lewd, obscene or plainly offensive,
dress code cont1
Dress Code (cont.)
  • Is insulting, and/or demeaning to a particular person or group,
  • Is indicative of gang activity or membership
other school rules
Other School Rules
  • Add your additional school rules here

Will depend on:

  • The nature of the offense
  • The level of seriousness
  • The number of occurrences
consequences discipline levels
Consequences-discipline levels!
  • Conferences
  • Interventions
  • Suspension, temporary removal, reassignment, referral
  • Expulsion, delayed expulsion, reassignment, referral
  • Mandatory expulsion
consequences alcohol drugs
  • Level A- Insight class and student barred from competition, games, performances for 28 days. Possible suspension and/or community service.
  • Level B- Expulsion. May be delayed if student is accepted into school-approved alternative program or treatment service.
  • Level C- Expulsion.
who you can turn to for help
Who you can turn to for help:

Your teacher

Your counselor

Your administrators

Teen health clinic personnel

Your coach

Your club or activities advisor

Your student advocate

Your school resource officer

Your parent or guardian

Your school nurse

Any other school official

things you can say to stay in control
Things you can say to stay in control

I’m trying to graduate.”

“My mom will ground.”

“I can’t afford to get in trouble this week.”

“You go ahead, but I can’t afford to.”

“I’m trying to quit.”

“Been there, done that.”

“That will have to wait.”

“Thanks but no thanks.”

“Let’s settle this later.”

“It’s a respect thing.”

“I’ve gotta’ go.”