Hillcrest L.E.A.P. Elementary School 100 Edgewood Dr. Dublin, Georgia 31021 (478) 353-8200 {Office}/ (478) 353-8201 {Fax} School Website: http://hes.dcs.irish
Student Handbook & Code of Conduct 2017-2018
Principal: Dr. L. Sherrell Edmond Assistant Principal: Dr. B. Tyrone Kellogg
Leadership~Environmenal Awareness~Public Service
Table of Contents Principal’s Message……………………………………………………………………………………………………………………….……..….. 2 Title 1 Parent Right to Know……………………………………………………………………………………………………….………..….. 3 School-Parent Compact……………………………………………………………………………………………………………….….……..... 4 Parent Involvement Policy…………………………………………………………………………………………………………...……..…… 6 Counselor’s Corner……………………………………………………………………………………………………………………...……….…. 7 Complaint Procedures …………………………………………………………………………………………………………………..………… 8 _______________________________________________________
_
Dublin City Schools 2017-2018 Calendar ………………………………………………………………………………………………..…. 9 Dublin City Schools Vision, Mission, & Beliefs ………………………………………………………………………………………….. 10 Hillcrest Elementary Vision & Mission ……………………………………………………………………………………………………... 11 Non-discriminatory Statement, FERPA, PPRA………………………………………………………………………………………….. 12 Student Reporting of Acts of Sexual Abuse or Sexual Misconduct ………………………………………………………………. 13 504 Rehabilitation Act…………………………………………………………………………………………………………………………..... 14 Policy Manual, ESSA, Handbook Amendment, Reflection, Pledge, Arrival, Tardiness…………………………………... 15 Dismissal, Impact, Out of District Expectations………………………………………………………………............................... 16 Dress Code ………………………………………………………………………………………………………………………………………….… 17 Lost and Found, Traffic, Students Absent from School……………………………………………………………………………… 18 Absences & Excuses, Withdrawal, Meals ………………………………………………………………………………………………… 19 Balloons & Flowers, Parties, Valuables, Supplies………………………………………………………………………………………. 20 Textbooks, School Insurance, Entrance Requirements, Infections……………………………………………………………… 21 Emergency Illness or Accidents at School, Medication Guidelines ……………………………………………………………… 22 Use of Telephone, Websites, Student Progress ………………………………………………………………………………………….. 24 DCS Promotion/Retention Criteria ………………………………………………………………………………………………………….. 24 Appeal Process……………………………………………………………………………………………………………………………………….. 29 Homework, Classroom Visits/Conferences/Counselor ………………………………………………………………………………. 30 Gifted Education/Title I/Special Education Services/ESOL/Homebound…………………………………………………….. 31 P.E./Vandalism/Emergency Drills/Field Trips/Media Center……………………………………………………………………… 32 Clubs, Internet, Disruptions, Video/Audio Recorders ……………………………………………………………………………….... 33 Code of Conduct ……………………………………………………………………………………………………………………………………... 33 Pyramid of Behavior………………………………………………………………………………………………………………………………… 37 Student Support Process………………………………………………………………………………………………………………………….. 38 Parent Involvement, Disciplinary Jurisdiction over Student Conduct…………………………………………………………… 39 Progressive Discipline Procedures…………………………………………………………………………………………………………….. 40 Bus Rules & Regulations……………………………………………………………………………………………………………………….….. 41 Time Out/Suspensions……………………………………………………………………………………………………………………………… 43 Disciplinary Procedures for Students with Disabilities…………………………………………………………………………………. 48 Removal of Student, Specific Student Behavior Code Violations…………………………………………………………………… 50 Chronic Disciplinary Problem Students/Bullying………………………………………………………………………………………… 63 Bus Conduct…………………………………………………………………………………………………………………………………………….. 64 Definition of Terms ………………………………………………………………………………………………………………………………….. 65 Student Support/Teacher Reporting Requirements/Scope of Administrative Authority……………………………….... 68 Receipt of Handbook (Signature page must be completed, signed, and returned)………………………………………….. 70
1
PRINCIPAL’S MESSAGE
“Let us think of education as the means of developing our Greatest Abilities, because in each of us there is a private Hope and Dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” John F. Kennedy
Greetings to all Stakeholders! We are enthusiastic about what is going to take place this year at Hillcrest Elementary School! We want each of you to take part in this journey as we continue to LEAP towards success by achieving excellence. It is my desire that each of you will commit to helping all of our students learn how to be productive citizens in our community. As the words of the late 35th President, John F. Kennedy, reflect, we want our students to understand their greatness and how they can impact the world to be a better place. Our mission is to educate our students with the Georgia Standards of Excellence in all content areas while simultaneously implementing Stephen Covey’s 7 Habits of Happy Kids to be great leaders, effective communicators, successful problem solvers, and applicable lifelong learners. As we go through this process, we want to impart on each child the tools necessary to become productive citizens of our future community. We encourage each learner to apply the following daily in order to be AWESOME:
Be a Leader.
Be Respectful.
Be Responsible.
Be Safe.
As I begin my first year as Principal of Hillcrest Elementary and continue the AWESOME journey that has been taking place here thus far, I want each of you to know that I am committed to making a positive impact on the lives of every child that walks through our doors. When we employ highly effective personnel, positively engage all stakeholders, and provide quality environments and resources, then WE, as a family, will produce successful students that are ready to compete with the world with no hesitation. Our teachers and staff are planning activities which motivate and encourage students to reach new heights academically, socially, and emotionally daily. We will have new activities integrated into our instructional day that will continue to build the leader in every child. Our focus on the environment and public service will continue to expand to build well-rounded, successful students in any environment. Thank you for allowing us the opportunity to work with you and your child. We are delighted that you have shown interest in becoming a member of our family, and I look forward to working with each of you this school year. We look forward to an awesome year! Yours in Service, L. Sherrell Edmond Principal
2
Hillcrest Elementary School “Leadership Begins Here”
Parent Right to Know Professional Qualifications of Teachers and Paraprofessionals July 30, 2017 Dear Parents, In compliance with the requirements of the Every Student Succeeds Act, the Hillcrest Elementary School would like to inform you that you may request information about the professional qualifications of your student’s teacher(s) and/or Paraprofessional(s). The following information may be requested: Whether the student’s teacher: o has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; o is teaching under an emergency or other provisional status through which State qualification or licensing criteria have been waived; and o is teaching in the field of discipline of the certification of the teacher. Whether the student is provided services by paraprofessionals, and if so, their qualifications. If you wish to request information concerning your child’s teacher’s and/or paraprofessional’s qualifications, please contact Sherrell Edmond at 478-353-8200.
Sincerely,
L. Sherrell Edmond, Principal 3
SCHOOL-PARENT COMPACT FOR ACHIEVEMENT Hillcrest Elementary School 2017-2018
What is a School -Parent Compact?
Jointly Developed
Our school-parent compact is our plan to work together and help our students be successful. The compact provides strategies to support learning at school and home.
Parents, student, and staff work together to develop the school-parent compact. Teachers determine academic and grade level needs to suggest home learning strategies and parents provide feedback to help their students.
Effective Compacts: · Link academic goals
· Focus of student learning · Describes how teachers and parents can communicate about student progress · Share strategies that parents can use at home to support student learning · Describes how parents can be involved volunteering and participating in classrooms.
Building Partnerships Hillcrest Elementary School offers many opportunities for parents and students to participate and work together with our staff. Fall Open House Title I Meeting August 2017 Pre-K-4th grade Academic Parent Teacher Teams (APTT) to build the academic growth of students. Parent Resource Center (M-F 7:30 am-3:00 pm) Multiple Share and Learn Workshops throughout the year. Parent Portal workshop each year for parents to follow their student’s academic progress Family Read-In Nights during the year to assist with Accelerated Reader Goals.
Students completed suggestions cards explaining their needs. Each year a meeting is held to review and make changes to the compact based on students’ needs and school’s academic goals. Parents are welcome to offer feedback anytime throughout the year. All feedback will be collected and used at the annual meeting for revision of the compact.
Communication About Student Learning Hillcrest will communicate with parents and students throughout the year on academic progress. These Include: Fall Open House Parent Teacher Conferences. once a year Parent Portal logins for current grades and academic progress Weekly Newsletter with content assignments Student lead parent-teacher meetings
4
SCHOOL-PARENT COMPACT FOR ACHIEVEMENT Hillcrest Elementary School 2017-2018 As a SCHOOL, we will…
Provide training and resources for parents to work with their students in reading, science and math. Provide Share and Learn workshops to provide academic resources for parents to support student learning at home. Provide a Parent Resource Center for parents to access learning materials and resources to better help their child academically at home. Provide parents access to staff during their planning time at the school and encourage regular communication through e-mails, phone calls, text messaging (Remind 101) and written notes to provide information for student academic progress. Provide parents with frequent reports on their child’s progress through progress reports & report cards. Provide parents opportunities to volunteer in classrooms or media center, be on advisory boards, and surveys to complete.
As STUDENTS, we will… Complete
the learning activities at home with my parent that my teachers provided for APTT. Complete my homework assignments with my parent. Study all study guides for upcoming tests. Read AR nightly. Bring all communication folders home and show them to my parents.
As PARENTS, we will…
Review student academic progress on the Hillcrest Parent Portal weekly. Visit the Parent Resource Center to get resources to use at home with my student. Attend all A.P.T. T. meetings and use the academic resources at home with my student. Attend Parent/Teacher conferences. Attend Share and Learn Workshops that will be offered several times during the year. 5
Parent Involvement Policy & Plan for Shared Student Success 2017-2018 School Year What is it? The Parent Involvement Policy describes how Hillcrest Elementary will provide opportunities to improve parent engagement to support student learning. Hillcrest Elementary values the contributions and involvement of parents to establish an equal partnership for the common goal of improving student achievement. This plan describes the different ways that Hillcrest Elementary will support parent engagement and how parents can help plan and participate in activities and events to promote student learning at school and at home.
How is it revised? Hillcrest Elementary will invite all parents to attend our annual Parent Involvement Planning meeting in August to review and revise the parental involvement policy, as well as the school wide plan, the schoolparent compact and the parental involvement budget. Parent input and comments regarding this plan are welcomed during the school year by visiting our school website or Parent Resource Center where the plan is available. All parent feedback and input will be used to revise the plan for the next school year. We distribute an annual survey online and by mail to ask parents for their suggestions on the plan and the use of funds for parental involvement. Parents can give feedback at our annual May meeting and also during parent meetings and activities during the school year at Share and Learn workshops and APTT meetings.
Who is it for? All student participating in the Title I, Part A program, and their families, are encouraged and invited to fully participate in the opportunities described in the this plan. Hillcrest Elementary will provide full opportunity for the participation of parents with limited English, parents of students with disabilities, and parents of migratory children.
Where is it available? At the beginning of the year, the plan is included in the student information packet that is sent home with students. A detailed copy is also available in the Parent Resource Center and on our school website.
6
~COUNSELOR’S CORNER~ Dear Parent(s)/ Guardian(s),
I would like to welcome everyone to a new and exciting school year. I am your child’s school counselor. As the counselor I will be: ~Teaching classroom guidance lessons on a variety of topics. ~Counseling individual students as needed. ~Counseling with small groups of children with similar concerns. ~Consulting with teachers and parents to assist in meeting student needs. ~Coordinating referrals to school and community agencies and resources. ~Assist with state testing programs. ~Participating in IEP and 504 meetings. ~Providing information and resources for parents and teachers. ~And much more! Guidance services are available to all students and their families. Please feel free to call me if you have any questions or concerns. I can be reached at (478) 353-8207. I am looking forward to working with you and your child this year.
Sincerely, Counselor Hillcrest Elementary School
7
Dublin City Schools Complaint Procedures A. Grounds for a Complaint Any individual, organization, or agency (“complainant”) may file a complaint with the Dublin City Schools (DCS) if that individual, organization, or agency believes and alleges that DCS is violating a federal statue or regulation that applies to a program under the Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA). The complaint must allege a violation that occurred not more than one (1) year prior to the date the complaint is received, unless a longer period is reasonable because the violation is considered systemic or ongoing. B. Federal Programs for Which Complaints Can Be Filed •Title I, Part A: Disadvantaged Children, Academic Achievement Awards, Schoolwide Programs •Title I, Part C: Migrant Education Program •Title II, Part A: Teacher and Leader Effectiveness •Title III, Part A: English to Speakers of Other Languages •Title IV, Part B: 21st Century Community Learning Centers •Title X, Part C: The McKinney-Vento Homeless Act C. Complaints Originating at the Local Level As part of its Assurances within the ESEA program grant applications and pursuant to Section 9306 within the Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), an LEA accepting federal funds must have local written procedures for the receipt and resolution of complaints alleging violations of law in the administration of covered programs. Therefore a complaint should not be filed with the Georgia Department of Education until every effort has been made to resolve through local written complaint procedures. If the complainant has tried to file a complaint with the Dublin City Schools to no avail, the complainant must provide the Georgia Department of Education written proof of their attempt to migrant the issue with the Dublin City Schools. D. Filing a Complaint A complaint must be made in writing and signed by the complainant. The complaint must include the following: •A statement that the Dublin City Schools has violated a requirement of a Federal statue or regulation that applies to an applicable program. •The date on which the violation occurred. •The facts on which the statement is based and the specific requirement allegedly violated (include citation to the Federal statue or regulation). •A list of the names and telephone numbers of individuals who can provide additional information. •Whether a complaint has been filed with any other government agency, and if so, which agency. •Copies of all applicable documents supporting the complainant’s position. •The address of the complainant. The complaint must be addressed to: Title I Director, Dublin City Schools, 207 Shamrock Drive, Dublin, GA, 31021. E. Investigation of Complaint Within ten (10) days of receipt of the complaint, the Dublin City Schools will issue a Letter of Acknowledgement to the complainant that contains the following information: •The date the Dublin City Schools received the complaint. •How the complainant may provide additional information. •A statement of the ways in which the Dublin City Schools may investigate or address the complaint. •Any other pertinent information. If additional information or an investigation is necessary, DCS will have sixty (60) days from receipt of the information to complete the investigation and issue a Letter of Findings. If the Letter of Findings indicates that a violation has been found, a timeline for corrective action will be included. The sixty (60) day timeline may be extended if exceptional circumstances occur. The Letter of Findings will be sent directly to the complainant, as well as the other parties involved. F. Right of Appeal If an individual, organization, or agency is aggrieved by the final decision of the Dublin City Schools, that individual, organization, or agency has the right to request review of the decision by the Georgia Department of Education. For complaints filed pursuant to Section 9503 (20 U.S.C. 7883, complaint process for participation of private school children), a complainant may appeal to the Georgia Department of Education no later than thirty (30) days from the date on which the complainant receives the Letter of Findings. The appeal must be accompanied by a copy of the Dublin City Schools System’s decision and include a complete statement of the reasons supporting the appeal. Revised October 2015
8
9
OUR VISION
Where do we want to be in 3-5 years? The vision of Dublin City Schools is to be a world class charter school system that produces globally competitive students.
OUR MISSION
What do we need to do to get there? The mission of Dublin City Schools is to prepare all students to be effective communicators, problem solvers, and lifelong learners.
OUR BELIEFS What do we believe will get us there? That in God’s divine authority of this world, all people have equal worth, and the family is the foundation of our community All people, with effort and positive attitude, can reach their highest potential through high quality educational experiences Collaborative communication among all stakeholders is vital for all student and school district success High performing and trustworthy leadership is vital to a strong school district A safe and loving environment promotes positive learning communities for academic achievement and personal growth That striving towards common goals unites diverse people That early and on-going involvement in the education of children by family and community is critical to success
10
Hillcrest LEAP Elementary School
OUR VISION The vision of Hillcrest LEAP Elementary is to be a world-class themed school that produces respectful, lifelong leaders and learners who are confident, have positive attitudes, and work collaboratively as a team.
OUR MISSION The mission of Hillcrest LEAP Elementary is to educate learners through the process of the 7 Habits of Happy Kids in all academic areas in order to prepare our students to be effective communicators, problem solvers, and life-long learners.
OUR PRINCIPLES As Hillcrest Leaders, we establish principles that help build the leader in every individual by applying the HABITS as follow:
Honesty- We will always tell the truth and answer honestly. Achievement- We will plan ahead and set high goals. Behavior- We will do the right thing without being asked, even when no one is looking.
Integrity- We will be proactive. Teamwork- We will value other people’s strength and learn from them. Success- We will spend our time on things that are most important. 11
Dear Parents/Guardians and Students, The faculty, staff, and administration of Hillcrest Elementary, The L. E. A. P. School, welcome you to an exciting new school year. This handbook will provide you with a guide to our school, processes, and procedures. Our teachers and staff are planning activities which motivate and encourage students to reach new heights academically, socially, and emotionally. We will have new activities integrated into our instructional day that will continue to build the leader in every child. Our focus on the environment and public service will continue to expand to build well-rounded, successful students in any environment. Our goal is to produce globally, competitive students that are ready to conquer the successes of college, work, and life. We look forward to an awesome year! Thank you for allowing us the opportunity to work with you and your child!
NON-DISCRIMINATORY STATEMENT: The Dublin City Schools System does not discriminate on the basis of sex, race, creed, age, national origin, marital status, or disability (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins Vocational and Applied Technology Education Act of 1990); or disability (Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990) in educational programs or activities receiving federal financial assistance. Employees, students, and the general public are hereby notified that the Dublin City Schools System does not discriminate in any educational programs or activities or in employment policies. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA): Parents and students have a right to be notified and informed. In accordance with FERPA, you are notified of the following: You have a right to inspect and to review your child’s educational records maintained at the school which your child attends. You have the right to prevent disclosure of educational records to third parties with limited exceptions. It is the intent of the Dublin City Schools to limit the disclosure of information contained in your child’s educational records to those instance when prior written consent has been given to the disclosure, as an item of directory information of which you have not refused to permit disclosure, or under the provisions of FERPA which allow disclosure without prior written consent. You have the right to seek to have corrected any parts of an educational record that you believe to be inaccurate, misleading or otherwise in violation of your rights. This right includes the right to a hearing to present evidence that the record should be changed if the Dublin City Schools decides not to alter the education records according to request. You also have a right to file a complaint with the FERPA office concerning Dublin City School’s failure to comply with FERPA. PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA): The Protection of Pupil Rights Amendment (PPRA) (20 U.S.C. 1232h; 34 CFR Part 98) applies to programs that receive funding from the U.S. Department of Education (ED). PPRA is intended to protect the rights of parents and students in two ways: 12
It seeks to ensure that schools and contractors make instructional materials available for inspection by parents if those materials will be used in connection with an ED-funded survey, analysis, or evaluation in which their children participate; and It seeks to ensure that schools and contractors obtain written parental consent before minor students are required to participate in any ED-funded survey, analysis, or evaluation that reveals information concerning: Political affiliations; Mental and psychological problems potentially embarrassing to the student and his/her family; Sex behavior and attitudes; Illegal, anti-social, self-incriminating and demeaning behavior; Critical appraisals of other individuals with whom respondents have close family relationships; Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; or Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program). Parents or students who believe their rights under PPRA may have been violated may file a complaint with ED by writing the Family Policy Compliance Office. Complaints must contain specific allegations of fact giving reasonable cause to believe that a violation of PPRA occurred. For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877-8339. STUDENT REPORTING OF ACTS OF SEXUAL ABUSE OR SEXUAL MISCONDUCT: The Professional Standards Commission shall establish a state mandated process for students to follow in reporting instances of alleged inappropriate behavior by a teacher, administrator, or other school employee toward a student which shall not prohibit the ability of a student to report the incident to law enforcement authorities. Each local school system shall be required to implement and follow such state mandated process and shall include the mandated process in student handbooks and in employee handbooks or policies. (a) Any student (or parent or friend of a student) who has been the victim of an act of sexual abuse or sexual misconduct by a teacher, administrator or other school system employee is urged to make an oral report of the act to any teacher, counselor or administrator at his/her school. (b) Any teacher, counselor or administrator receiving a report of sexual abuse or sexual misconduct of a student by a teacher, administrator or other employee shall make an oral report of the incident immediately by telephone or otherwise to the school principal or principal’s designee, and shall submit a written report of the incident to the school principal or principal’s designee within 24 hours. If the principal is the person accused of the sexual abuse or sexual misconduct, the oral and written reports should be made to the superintendent or the superintendent’s designee. (c) Any school principal or principal’s designee receiving a report of sexual abuse as defined in O.C.G.A. 19-7-5 shall make an oral report immediately, but in no case later than 24 hours from the time there is reasonable cause to believe a child has 13
been abused. The report should be made by telephone and followed by a written report in writing, if requested, to a child welfare agency providing protective services, as designated by the Department of Human Resources, or, in the absence of such agency, to an appropriate police authority or district attorney. (d) Reports of acts of sexual misconduct against a student by a teacher, administrator or other employee not covered by O.C.G.A. 19-7-5 or 20-2-1184 shall be investigated immediately by school or system personnel. If the investigation of the allegation of sexual misconduct indicates a reasonable cause to believe that the report of sexual misconduct is valid, the school principal or principal’s designee shall make an immediate written report to the superintendent and the Professional Standards Commission Ethics Division. "Sexual abuse" means a person's employing, using, persuading, inducing, enticing, or coercing any minor who is not that person's spouse to engage in any sexual act as defined in O.C.G.A. 19-7-5. “Sexual misconduct” includes behavior by an educator that is directed at a student and intended to sexually arouse or titillate the educator or the child. Educator sexual misconduct by an educator may include, but is not limited to, the following behavior:
Made sexual comments, jokes, or gestures. Showed or displayed sexual pictures, photographs, illustrations, or messages. Wrote sexual messages/graffiti on notes or the internet. Spread sexual rumors (i.e. said a student was gay or a lesbian). Spied on students as they dressed, showered or used the restroom at school. Flashed or “mooned” students. Touched, excessively hugged, or grabbed students in a sexual way. Forced a student to kiss him/her or do something else of a sexual nature. Talked or asked about a student’s developing body, sexuality, dating habits, etc. Talked repeatedly about sexual activities or sexual fantasies. Made fun of your body parts. Called students sexual names.
DISCIPLINE OF STUDENTS SERVED UNDER SECTION 504 OF THE REHABILITATION ACT Any student or parent or guardian (“grievant”) may request an impartial hearing due to the school system’s actions or inactions regarding your child's identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to the school system’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the school system’s obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the school system’s Section 504 Coordinator. The school system’s Section 504 Coordinator will assist the grievant in completing the written Request for Hearing. The Section 504 Coordinator may be contacted through the school system’s Central Office. Copies of the 504 Procedural Safeguards and Notice of Rights of Students and Parents Under Section 504 may be found at the system website or may be picked up at the Central Office or at any of the school offices. 14
DUBLIN CITY BOARD OF EDUCATION POLICY MANUAL: A copy of the Dublin City Board of Education Policy Manual may be reviewed at the school or at the superintendent’s office at 207 Shamrock Drive. The Board Policy Manual may also be viewed electronically at www.dublincityschools.us. EVERY STUDENT SUCCEEDS ACT (ESSA): The Every Student Succeeds Act (ESSA) is a US law passed in December 2015 that governs the United States K-12 public education policy. The law replaced its predecessor, the No Child Left Behind Act (NCLB), and modified but did not eliminate provisions relating to the periodic standardized tests given to students. HANDBOOK AMENDMENT: The handbook may be amended as deemed necessary by the administration and staff in the best interest of the students. Any changes will be provided in oral and/or written form. MOMENT OF REFLECTION: At the opening of school each day, the principal or designee will conduct a brief period of quiet reflection for not more than 60 seconds with the participation of all the pupils and staff therein assembled. The moment of quiet reflection is not intended to be and shall not be conducted as a religious service or exercise, but shall be considered as an opportunity for a moment of silent reflection on the anticipated activities of the day. This activity complies with the 1994 Georgia General Assembly Legislation (SB 396). PLEDGE: Each day during homeroom the Pledge of Allegiance to the American flag and to the State of Georgia Flag will be led by the principal or students over the school intercom. No student will be required to take part if there is some objection to the pledge. ARRIVAL/START TIME: School begins promptly at 8:10 a.m. each day. The academic classes begin at 8:15 a.m. Car riders and walkers should arrive no earlier than 7:30 a.m. Students that are car riders and walkers should enter the building from the rear under the ramp. All cars should be in the inside lane as they drop off their student(s). Only bus riders will be allowed to enter the front entrance of the building between 7:30 a.m. – 8:00 a.m. Upon arrival, students will report to their homeroom class to get tickets and then proceed to cafeteria for breakfast. Students planning to eat breakfast must be in the cafeteria by 8:00 a.m. TARDINESS: Students are expected to arrive to school on time. Students who arrive after 8:15 a.m. will need to enter the building from the front entrance of school and will be marked tardy. We encourage you to have your child at school no later than 8:10 a.m. Five tardies and/or early dismissals equal one (1) unexcused absence. DISMISSAL: School is dismissed at 3:00 p.m. each day, unless partial days are planned which will be communicated prior to the days. Students should leave the school 15
campus immediately after school unless detained by a teacher or the principal. Parents must pick up children on time! Car riders will use both lanes to drive up to ramp to pick up students. Staff members will load students and direct cars when they can pull off and merge back into one lane. You may only make right turns. Please pay attention to the staff member that is directing traffic. This ensures the safety of our students, as well as other stakeholders. EARLY DISMISSAL: Parents must sign the student out in the office in order for the student to leave early, and the student must check in with the office if he/she returns during the school day. For security reasons, anyone checking out a student will be required to show a picture I.D. (i.e. Driver’s License) and/or give the security code prior to having a child released to exit the building with him/her. The teachers are not permitted to release students from the classroom. Your cooperation is appreciated as this is a safeguard for all of our children. Early checkout should be reserved for special circumstances and not used as a student’s regular method of dismissal. This will ensure that your child does not miss important instructional time.
NO EARLY DISMISSALS ARE ALLOWED AFTER 2:30 P.M. ANY CHILD NOT GOING HOME HIS/HER USUAL WAY, MUST BRING WRITTEN INSTRUCTIONS FROM THE PARENT OR GUARDIAN TO SCHOOL. ABSOLUTELY NO CHANGES IN TRANSPORTATION WILL BE MADE OVER THE TELEPHONE AFTER 12:00 P.M. AND THE SECURITY CODE MUST BE GIVEN. IMPACT An after-school program, IMPACT, is available until 6:00 P.M. daily. A snack, homework assistance, and other planned activities will be included in the $35 per week per child fee. Please contact the school office for further information. OUT OF DISTRICT EXPECTATIONS Students whose residences are located outside of the city limits must fully comply with the following guidelines in order to remain enrolled in the Dublin City Schools System: (1) Conduct - students must fully follow school rules and receive less than 4 discipline referrals from the office. (2) Truancy (definition: any student having 5 unexcused absences in GA) A student having more than 5 unexcused absences will be exited following written notification to parent. (3) Timely Arrival To and From School students must be transported to and from school according to times in the handbook. After a combination of 10 tardies, unexcused absences, early dismissals or late pickups, a student will be exited from the Dublin City Schools System. Parents will be contacted prior to exiting the student.
16
DUBLIN CITY SCHOOLS STUDENT DRESS CODE
17
LOST AND FOUND: Please label all personal belongings with a permanent marker. Every 9 weeks, lost and found items not picked up will be donated to charitable organizations, such as Goodwill. TRAFFIC: For the safety of the students, please do not park or try to pass on the front circle. Traffic violators may be reported to the local police because student safety is jeopardized. No student will be allowed to be picked up on Hillcrest Parkway or Edgewood Drive. You MUST pull through the back of school to pick up child and STAY in car rider line. Please drive carefully on the campus. Young students do not always watch for oncoming traffic, so please reduce your vehicle speed and be observant. No cars will be allowed to park on the circle after 2:30 p.m. to keep the entrance open for deliveries and buses. If you are picking up a child early or visiting a teacher, please limit parking on the circle to less than 20 minutes. STUDENTS ABSENT FROM SCHOOL: As mandated by OCGA 20-2-690.2, a county-wide Attendance Protocol for all schools in Laurens County (city & county schools) was recently updated (March 10, 2015) at the request of a Laurens County Juvenile Court Judge. In summary the attendance policy reads: - at 3 or more unexcused absences, the school will notify the parent/guardian in writing or will receive a phone call. This is a courtesy to make parents/guardians aware that we are monitoring their student’s attendance. This reminder will serve as the good faith effort required of the school before taking further steps. Failure to see this reminder does not prevent further action taken to attempt to improve attendance. - at 5 or more unexcused absences, the parent/guardian will be notified of the attendance policy and the consequences for 5 unexcused absences in conjunction with a Truancy Meeting, which the parent/guardian will be requested to attend. The meeting will take place at the Laurens County Courthouse. The objective of this meeting will be to explore the barriers to attendance, develop a plan to improve attendance, and to remind the parent/guardian of the attendance policy and consequences for further unexcused absences. - at 10 or more unexcused absences, A. a petition for educational neglect or truancy will be filed with the Laurens County Juvenile Court. B. In the event of a referral, each additional unexcused absence following the notification of the parent/guardian of 10 unexcused days of absence for a child shall constitute a separate violation of the Compulsory Education Law. The violation will be reported to the court. C. Any parent, guardian, or other person with control of a child, who violates the Compulsory Education Law shall be guilty of a misdemeanor, and upon conviction thereof, shall be subject to a fine not less than $25.00 and not greater than $100.00, imprisonment not to exceed 30 days, community service, or any combination of such penalties, at the discretion of the court having jurisdiction. Doctor's notes or written excuses for all absences, tardies, or early dismissals are required. Five tardies, early dismissals, or a combination, will be the equivalent of 1 absence. 18
Upon returning to school, the student will have three (3) days to present the necessary written documentation to have the absences count as excused. Failure to present this documentation will result in an unexcused absence. Phone calls and emails will NOT be accepted in place of written notice. After a student reaches seven (7) total absences (any combination of excused and unexcused), a parent’s note will no longer be accepted. A doctor’s note will be REQUIRED to excuse ALL further absences. Excused must include: the dates of the absence(s), the student’s name, the reason for the absence, and the signature of the parent or guardian. This new policy can be viewed on our website: www.dublincityschools.us. We will be glad to provide a copy at your request. ABSENCES AND EXCUSES: Students are expected to be regular in attendance, to arrive at school on time in the morning, and to remain at school until the end of the day. Student attendance shall be recorded daily, and any instructional time missed due to late arrival or early departure shall be recorded at the time it occurs. Students shall be counted present for the day when they are: In attendance at least one half of the instructional day until (at least until 11:30 am.) Serving as pages of the Georgia General Assembly. Students may be temporarily excused from school when: Personally ill and when attendance in school would endanger their health or the health of others. A serious illness or death in their immediate family necessitates absence from school. Mandated by order of governmental agencies. Celebrating religious holidays. Conditions render attendance impossible or hazardous to their health or safety. Registering to vote or voting, for a period not to exceed one day. Students are responsible for making arrangements for any make up work at a time and place agreeable to the teacher. Principals will establish reasonable time limits for makeup work. WITHDRAWAL: If a student is withdrawing from school, please come by the office on the child’s final day at the school in order to complete the necessary paperwork. All textbooks, library books, and IMPACT fees must be turned in at this time. MEALS: The Dublin City Board of Education provides both breakfast and lunch free to all students in Pre-K through Grade 5. Extra milk and juice are available for an extra cost. Menus will be sent home each month. Adult and teacher meals are $2.75. When a 19
student needs dietary substitutions or supplemental foods due to medical reasons, a written statement from a physician must be submitted regarding specific food modifications before the modification will be made. Religious rights are provided for the extent possible with documentation provided by the parent or guardian. BALLOONS AND FLOWER BOUQUETS: Procedures for receipt of balloons, flowers, and/or delivered gifts are as follow: 1. Flowers may be brought to the school between 10:00 a.m. and 1:00 P.M. All deliveries MUST be completed by 1:00 P.M. 2.
Please furnish the florist with the following: Student’s Full Name Grade Teacher’s Name School Name
3.
The student will be called to pick up their flowers at 2:30 P.M. Students who leave before that time WILL NOT BE NOTIFIED.
4.
STUDENTS WHO RECEIVE BALLOONS OR FLOWERS IN A GLASS VASE WILL NEED TO BE PICKED UP AT SCHOOL BY CAR. BALLOONS OR GLASS ITEMS WILL NOT BE ALLOWED ON THE BUSES!
PARTIES: Celebration of birthdays will be observed by allowing parents to provide snacks for the class during a convenient time communicated with the child’s teacher. No birthday favors (balloons, hats, etc.) will be allowed. Birthday invitations to individual student parties will not be distributed. VALUABLES: Please put any money in an envelope and mark on the envelope exactly what the money is earmarked for. Cell phones, pagers, toys, athletic equipment, electronic games, and other expensive items must be left at home. The school cannot be responsible for damage to or loss of such items. SUPPLIES: Elementary schools have no supply fees. Each student is encouraged to come to school equipped with pencils and paper. A recommended supply list will be available. Occasionally parents are asked to donate food items, materials, or money for students to enjoy a special activity. No student will be denied the right to participate based on inability to contribute.
20
TEXTBOOKS: Textbooks and workbooks are issued to students free of charge. Once issued, the materials become the responsibility of the student and parents to ensure that the materials do not become lost or damaged beyond normal usage. Loss or excessive damage to textbooks will result in the student’s being fined $25 per textbook. SCHOOL INSURANCE: School insurance insures students for accidents that might occur at school or while traveling to or from school. Students will be given insurance information during the first week of school. Insurance is available only at the beginning of the school year.
SCHOOL ENTRANCE REQUIREMENTS BIRTH CERTIFICATES All students entering school for the first time must present an official copy of the birth certificate at the time of registration. Children must be four years old on or before September 1 to enroll in the Pre-Kindergarten program. Students must be five years old on or before September 1 to participate in the Kindergarten program. IMMUNIZATION CERTIFICATES All students enrolling in a Georgia school must have an official current Georgia Department of Human Resources Certificate of Immunization, Form #3231 on file. These certificates may be secured from local physicians of the County Health Department. State law prohibits enrollment without this certificate. HEARING, VISION, AND DENTAL CERTIFICATES All students entering school for the first time must present a current Hearing, Vision, and Dental Examination Form #3300 completed by the Health Department, a physician and /or a dentist licensed by the State of Georgia PROOF OF RESIDENCY All students entering school for the first time must show proof of residency within the school attendance zone. Parents should provide a current lease and one current utility bill (water, gas, or electric) in the parent’s name. SOCIAL SECURITY NUMBERS Georgia law states that it is optional for parents to provide a Social Security number for all students enrolled in public schools. Waiver forms are required for those choosing not to provide Social Security numbers. ___________________________________________________________________________________
LICE/RINGWORM/CONTAGIOUS INFECTIONS (SKIN OR RESPIRATORY): Parents of any child found with lice, nits, unidentified infections or ringworms will be contacted immediately. Before returning the child to school, the parent must present proof of treatment and/or a doctor’s diagnosis at the discretion of the school nurse. Children with temperatures over 100 degrees will be sent home and should remain at home until fever-free for at least 24 hours without Tylenol or Motrin. If a student vomits at home or school, the child must remain at home for 24 hours. 21
EMERGENCY ILLNESS OR ACCIDENTS AT SCHOOL: In the event of an accident, basic first aid will be provided by the nurse or designated personnel for minor injuries. In case of serious injuries, the school will render first aid while contacting the parent/guardian. If neither the parent, guardian nor designee can be reached and the situation requires immediate treatment/care for the child, the school will notify Emergency Medical Service (911) to transport the student to Fairview Park Hospital for treatment. FEES FOR TRANSPORTATION AND MEDICAL TREATMENT WILL BE THE RESPONSIBILITY OF THE PARENT/GUARDIAN. Children with temperatures over 100 degrees will be sent home and should remain at home until fever-free for at least 24 hours without Tylenol or Motrin. If a student vomits at home or school, the child must remain at home for 24 hours. EMERGENCY INFORMATION Parents/guardians are responsible for keeping the school informed of all changes regarding telephone numbers, addresses, medication a student may be taking, etc. IT IS IMPORTANT FOR THE SCHOOL TO HAVE CURRENT TELEPHONE AND ADDRESS NUMBERS IN CASE OF MEDICAL EMERGENCIES!
DUBLIN CITY SCHOOLS MEDICATION GUIDELINES Dublin City School Board policy recommends that parents give medication doses at home when at all possible. If it is necessary for the school Nurse or designated personnel to administer medication during school hours, the following guidelines will be strictly followed: As of February 17th, 2015, Dublin City School Nurses nor appointed personnel will accept medication sent to school with your child. We will STRICTLY enforce our board policy, which states that NO MEDICATION WILL BE TRANSPORTED ON THE BUS. If you send medication on the bus, bus privileges for your child may be revoked. The medication will be secured at school until you come in to verify it. We will continue to accept medications delivered by the pharmacy. If your child is a car rider, please walk the medication to the office. *ASTHMA INHALERS WILL CONTINUE TO BE ALLOWED ON THE BUS If you are bringing in a NEW medication or if the DOSE is being changed on a current medication, you will be required to bring in a new form signed and dated by your physician. The form should designate the doses to be given at school and MUST be signed by the parent. WE WILL NO LONGER FAX FORMS TO YOUR DOCTOR FOR ORDERS. NO MEDICATION WILL BE ADMINISTERED WITHOUT A CURRENT DOCTOR’S ORDER. The doctor’s order and pill bottle MUST match. No changes to doses will be made at parental request. No additional doses will be given without a WRITTEN consent by the parent. You may request that medication administration be discontinued at any time by submitting a written request and picking up medication from the office. 22
If your child requires ½ pills or another dose requiring that pills be cut, it is your responsibility to cut the pills or request that the pills are cut upon delivery to the school. Please make sure this is completed BEFORE YOU LEAVE. The school nurse will ensure that all pediatrician offices have a copy of our form on file for completion; however, it will be your responsibility to ask for it and get it to the school. Some offices use a computer-generated form and we will accept those; however, the parent MUST sign, date, and indicate in writing the requested dose times for it to be valid. Some offices charge a fee for forms requested after office visits, so please take care of getting necessary documentation while you are there, as this will not be an exception for providing required forms. We apologize for any inconvenience. Your child’s safety is our first priority. If you have questions, feel free to contact the school nurse at 478-353-8267. MEDICINES: If it is necessary for students to receive medication during school hours: Parents will be responsible for the transport and supply of medication to the school. No medication will be allowed on the bus for transport. All medications supplied to the school for long term administration, (longer than 2 weeks), must be accompanied by a Request for Medication form completed and signed by the physician and parent/guardian. All medications supplied to the school for short term administration, (less than 2 weeks), must be accompanied by an Authorization To Give Medication At School form completed and signed by the parent/guardian. A Health Information Form must be completed, signed and on file prior to administration of any stock drug (if applicable) by the nurse or other designated personnel. All medication supplied to the school will be received in the original container in which it was dispensed or purchased. The medication and dosage listed on the bottle must be identical to the authorization form completed by the physician and/or parent/guardian. Issue and expiration dates must be valid. Parental requests for dosages other than those outlined by the manufacturers’ recommendations for over the counter drugs or label directions for prescribed medications will be denied unless accompanied by written orders by a physician. The building principal will designate personnel to administer medications and provide a storage place for all medications. All drugs should be stored in a locked cabinet. The principal, nurse, and/or designee will maintain keys to the locks. Drugs that require refrigeration may be kept in a refrigerator not commonly used by students. Students who self-administer (carry on their person) asthma inhalers must have the Authorization for Student to Carry a Prescription Inhaler form completed and signed by the prescribing physician and the parent/guardian. It will be the student’s responsibility to maintain and secure the medication while at school or at school functions. Any medication that is left at school for more than one week after it is discontinued by a physician, has expired or is left in the building after the last day of school will be discarded.
23
USE OF TELEPHONE: Students will be permitted to use the telephone in case of emergency only. Please do not ask the school to relay personal messages to students. SCHOOL WEBSITES: Important school information will be updated frequently on our school website.
http://hes.dcs.irish Each teacher will have a teacher webpage that will post class information, assignments, tests, projects, and needed materials throughout the school year. It will be accessed through the school website. Additional information will be upcoming concerning our new teacher web pages. Staff may be contacted through their teacher accounts, which will be: teacher’s first name-dot-last
[email protected], such as:
[email protected] REPORTING STUDENT PROGRESS: Report cards will be issued every 9 weeks. Progress Reports will be issued every 4 ½ weeks. Please sign and return the card the following day. Test papers and other significant work by students will be sent home on days designated by grade levels. Students are expected to return these papers signed by the parent or guardian. GRADING PROCEDURES: Each teacher will send a copy of the grading procedures for his/her class to the parents at the beginning of the year.
DUBLIN CITY SCHOOLS PROMOTION/RETENTION CRITERIA Dublin City Schools System Board Policy (K-8) DEFINITIONS: (a)Accelerated instruction- challenging instructional activities that are intensely focused on student academic deficiencies in reading and/or mathematics. This accelerated instruction is designed to enable a student who has not achieved grade level, as defined by the Governor's Office of Student Achievement, to meet grade-level standards in a compacted period of time. (b)Additional instruction- academic instruction beyond regularly scheduled academic classes designed to bring students not performing on grade level, as defined by the Governor's Office of Student Achievement, to grade level performance. It may include more instructional time allocated during the school day, instruction before and after the school day, Saturday instruction, and/or summer/inter-session instruction. (c)Differentiated instruction- instructional strategies designed to meet individual student learning needs. (d)Grade level- standard of performance, as defined by the Governor's Office of Student Achievement, on state-adopted assessment. 24
(e)Placement- the assignment of a student to a specific grade level based on the determination that such placement will most likely provide the student with instruction and other services needed to succeed and progress to the next higher level or academic achievement. (f)Placement committee- the committee established by the local school principal or designee to make placement decisions concerning a student who does not meet expectations on the state-adopted assessment. This committee shall be comprised of the principal or designee, the student’s parent or guardian, and the teacher(s) in the content area(s) in which the student did not achieve grade level on the state-adopted assessment. (g)Promotion- the assignment of a student to a higher grade level based on the student’s achievement of established criteria in the current grade. (h)Retention- the re-assignment of a student to the current grade level during the next school year.
PROMOTION STANDARDS AND CRITERIA The Dublin City Schools maintain high academic expectations for all students and believe that staff, students, parents, and the community share the responsibility for continuous growth in student achievement/accountability. Moreover, it is the philosophy of the Dublin City Schools to provide a quality education for each child based on academic progress and mastery of skills. In order to assure the attainment of minimum standards, local and state criteria have been developed to provide the basis for promotion from one grade to the next. Requirements for promotion shall be supported by early and continuous assistance to students who are not performing at a proficient level. Placement decisions shall be made on an individual basis. Written documentation of evidence (Student Support Team minutes, Individual Educational Plan, and 504, Testing Participation Committee, (ELL) etc.) which supports the promotion/retention decision shall be on file in the student’s permanent record with the exception of students with disabilities. Each disabled student’s record will be maintained in the special education file to ensure compliance with the Family Educational Rights and Privacy Act (FERPA). Information obtained from the Georgia Kindergarten Inventory of Developing Skills Program, state assessments, and report cards shall be used as part of the required written documentation for promotion/retention decisions. In addition, the local school system may administratively place in any grade an English Language Learner (ELL) as defined in 160-3-1-.07 whose inability to meet promotion requirements is determined to be due to a lack of English Language skills rather than a lack of academic skills. The Testing Participation Committee at each school shall serve as the governing body for decisions about the placement of ELL students. Parents of potential retainees shall be notified in writing at the time the student’s progress indicates that promotion may be in question. This notification may be done at any time but is required by the end of the second grading period. 25
The principal, upon the recommendation of teachers and in accordance with state law and local board of education, shall determine whether a student is promoted or retained in a particular grade. In regards to students with disabilities, the IEP Placement Committee will make the decision about promotion and retention.
PROMOTION CRITERIA: Local Requirements for Grades K-8 Progress toward reaching the required local and state standards will be continuously monitored at each grade level throughout the year. Students are expected to meet the following local standards in order to be considered for promotion to the next grade. Grades K-1 A.
B.
C.
At the end of the school year, students in Kindergarten and grade one should demonstrate mastery of state standards in reading and math. Mastery of these standards/skills will be measured by: Teacher assessments Local assessments State assessments Satisfactory progress will be determined by students’ yearly average (C or better) and a proficiency score on required state-adopted assessments.
Grades 2 A.
B.
C.
At the end of the school year, students in grades 2 should demonstrate mastery of state standards in reading, language arts, and math. Mastery of these standards/skills will be measured by: Teacher assessments Local assessments State assessments Satisfactory progress will be determined by student’s yearly average (70 or higher) in Reading, Language Arts, Math, and Science or Social Studies.
Grades 3-4 A.
B.
At the end of the school year, students in grades 3 and 4 should demonstrate mastery of state standards in reading, language arts, and math. Mastery of these standards/skills will be measured by: Teacher assessments Local assessments 26
State assessments C. Satisfactory progress will be determined by student’s yearly average (70 or higher) in Reading, Language Arts, Math, and Science or Social Studies.
Procedures for Use of Assessment Data A. Each school principal shall distribute student data from the state-adopted assessment to teachers prior to the beginning of each school year. Each teacher shall use data to focus instruction on identified student academic performance in grades 1-8. B. Each school principal shall establish a student support team for any student in grades 1, 2, 4, 6, and 7 who does not achieve grade level on the reading and/or mathematics sections of the state-adopted assessment. It shall be the responsibility of this committee to: 1. Determine whether each student shall be retained or promoted based on a review of the overall academic achievement of the student, as well as, the student’s state-adopted assessment. 2. Develop an accelerated, differentiated, or additional instruction plan for each student who does not achieve grade level on the reading and/or mathematics sections of the state-adopted assessment; and 3. Develop a plan of continuous assessment during the subsequent school year in order to monitor the progress of the student. C. Students shall be tested in accordance with requirements specified in State Board Rule 160-3-1-.07 Testing Programs - Student Assessment. D. The school principal or designee shall annually notify parents or guardians that placement or promotion of a student into a grade, class, or program will be based on the academic achievement of the student on criterion-referenced assessments and other criteria established in this policy. State Requirements for Grades 3, 5, & 8 A. Promotion of a student shall be determined as follows: 1. No third grade student shall be promoted to the fourth grade if the student does not achieve grade level on the state-adopted assessment in reading and meet promotion standards and criteria established in this policy for the school that the student attends. 2. No fifth grade student shall be promoted to the sixth grade if the student does not achieve grade level on the state-adopted assessment in reading and in mathematics and meet promotion standards and criteria established in this policy for the school that the student attends. 27
3. No eighth grade student shall be promoted to the ninth grade if the student does not achieve grade level on the state-adopted assessment in reading and in mathematics and meet promotion standards and criteria established in this policy for the school that the student attends. 4. The school principal or designee may retain a student who performs satisfactorily on the state-adopted assessment but who does not meet promotion standards and criteria established in this policy. B. When a student does not perform at grade level in grades 3, 5, or 8 on the stateadopted assessment(s) specified in section (a) above, then the following shall occur: 1. Within ten calendar days, excluding weekends and holidays, or receipt of the stateadopted assessment individual student scores, the school principal or designee shall notify in writing by first-class mail the parent or guardian of the student regarding the following: The student’s below-grade-level performance on the state-adopted assessment The specific retest(s) to be given the student and testing date(s); The opportunity for accelerated, differentiated, or additional instruction based on the student’s performance on the state-adopted assessment and The possibility that the student might be retained at the same grade level for the next school year. 2. The student shall be given an opportunity for accelerated, differentiated, or additional instruction in the applicable subject(s) prior to the retesting opportunity; and 3. The student shall be retested with appropriate section(s) of the state-adopted assessment(s) or an alternative assessment instrument that is appropriate for the student’s grade level as provided for by the State Board of Education and this board. 4. A student who is absent or otherwise unable to take the state-adopted assessment in reading and/or mathematics on the first administration or its designated make-up day(s) shall take the state-adopted assessment and/or mathematics on the second administration day(s) or an alternative assessment instrument that is appropriate for the student’s grade level as provided for by the State Board of Education and Local Board of Education. 5. A student’s failure to take the state-adopted assessment in grades 3, 5, and 8 in reading and/or mathematics on any of the designed testing date (s) or an alternative assessment instrument that is appropriate for the student’s grade level as provided for by the State Board of Education and the Local Board of Education shall result in the student being retained. 28
C. When a student does not perform at grade level on the state-adopted assessment in grades 3, 5, and 8, and also does not perform at grade level on a second opportunity to take the assessment, then the following shall occur: 1. The school principal or designee shall retain the student for the next school year except as otherwise provided for in this policy. 2. The school principal or designee shall notify in writing by first-class mail the parent or guardian of the student and the teacher(s) regarding the decision to retain the student. The notice shall describe the option of the parent or guardian or teacher to appeal the decision to retain the student; The notice shall describe the composition and functions of the placement committee; The notice shall include the requirement that the decision to promote the student must be the unanimous decision of the placement committee comprised of the parent or guardian, teacher(s), and principal or designee.
APPEAL PROCESS: If the parent or guardian or teacher(s) appeals the decision to retain the student, the school principal or designee shall establish a placement committee to consider the appeal. 1. The placement committee shall be comprised of the principal or designee, the student’s parent or guardian, and the teacher(s) of the subject(s) of the stateadopted assessment or the alternative assessment instrument on which the student failed to perform at grade level. 2. The principal or designee shall notify in writing by first-class mail the parent or guardian and teacher(s) of the time and place for convening the placement committee. 3. The placement committee shall review the overall academic achievement of the student in light of the performance on the state-adopted assessment or the alternative assessment instrument and promotion standards/criteria established in this policy for the school that the student attends, and make a determination to promote or retain. 4. The decision to promote must be the unanimous decision of the placement committee and must determine that if promoted and given accelerated, differentiated, or additional instruction during the next year, the student is likely to perform at grade level by the conclusion of the school year. 29
5. The placement committee shall prescribe such additional assessments as may be appropriate in addition to assessments administered to other students at the grade level during the year. 6. The placement committee shall provide for a plan of continuous assessment during the subsequent school year in order to monitor the progress of the student. 7. For students receiving special education or related services, the Individualized Education Plan Committee shall serve as the placement committee. 8. Appeals of promotion/retention decisions are not allowed beyond the school level. HOMEWORK: Recognizing that students have individual needs, we believe that homework should be assigned at the discretion of the teacher. The classroom teacher will exercise professional judgment as to the needs of each student, the out-of-school resources available to each student, and the probability of student academic success. These homework activities will be a reflection of specific classroom and district curricula. The recognized purpose of homework is the practice of learned skills, completion of unfinished assignments and the extension and enrichment of curricula. CLASSROOM VISITATION/PARENT-TEACHER CONFERENCES: We would like all of our parents to feel free to visit our school. By law, all parents and visitors must check-in through the office, state the purpose of the visit, and wear a visitor’s badge while in the school. During these visits the regular school program must continue. As a courtesy to the teacher and other students, a prior appointment should be made for visitation or personal conferences. Due to ongoing school violence in school from external subjects the principal reserve the right to restrict all parents and/or guest for safety.
ACADEMIC PARENT-TEACHER TEAMS (APTT): Hillcrest will continue Academic Parent Teacher Teams (APTT) in the 2017-2018 school year to increase communication and family engagement. There will be three team meetings and one individual conference during the school year as part of the APTT model. Every effort will be made to notify parents in a timely manner of these engagement opportunities. COUNSELOR: Counseling services are available at every school. Students and parents are encouraged to make an appointment to discuss matters of concern. In addition to individual conferences, guidance classes will be provided at each grade level throughout the school year.
30
GIFTED EDUCATION SERVICES: The purpose of gifted program is to provide gifted education services to any student who demonstrates a high degree of intellectual, and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or ancillary services to achieve at levels commensurate with his or her abilities. A student may be referred for consideration for gifted educational services by teachers, counselors, administrators, parents or guardians, peers, self and other individuals with knowledge of the student’s abilities. Students scoring above certain levels on specified criteria shall be automatically referred. Persons wishing to nominate students for consideration must complete a nomination form and submit other specified information concerning the student’s work. These are submitted to the Eligibility Committee for review, along with other required information. The Eligibility Committee will then make a determination as to whether a student nomination will be referred for formal evaluation. In order for a student to be eligible for Gifted services, he/she must either (a) score at the 99th percentile (for grades K-2) or the 96th percentile (for grades 3-12) on the composite or full scale score of a standardized test of mental ability and meet one of the achievement criteria specified in Board Policy (IDDD-R), or (b) qualify through a multiple-criteria assessment process by meeting the criteria in any three of the following four areas: mental ability (intelligence), achievement, creativity, and motivation. TITLE I SCHOOLWIDE PROGRAMS: The purpose of school-wide Title I programs is to improve the entire educational program in a school which should result in improving the academic achievement of all students, particularly the lowest achieving students. The goal of such a program is to assist those students to demonstrate proficiency on academic standards. All of Dublin City Schools, excluding Hillcrest Pre-K, are schools in a Title I School-wide Program. The core elements of a school-wide program are a comprehensive needs assessment, a comprehensive plan, an evaluation, and parent involvement. A Title 1 packet with information on our District’s Title 1 plan and services is to be sent home at the beginning of every school year. A Title 1 meeting is held at the beginning of the school year, and all parents are strongly encouraged to attend.
SPECIAL EDUCATION SERVICES/ESOL: Children with special needs may benefit from several different programs. Resources and self-contained classes are available for students who qualify. Speech therapy is offered to children with speech needs. English Speakers of Other Languages (ESOL) services are offered to qualifying students who speak English as a second language. Children who need these special programs must be referred through the Response to Intervention Committee (RTI), Student Support Team (SST), or the Multi-Disciplinary Team. HOSPITAL HOMEBOUND: A Hospital Homebound Program is available for those students enrolled in school who have a medically-diagnosed physical condition that restricts them to a hospital or their 31
home for a period of time that will significantly interfere with their education. A student is eligible for hospital/homebound educational services upon submitting a medical referral form to the local school system completed and signed by a licensed physician. Included in this form shall be a statement by the physician that the student will be absent a minimum of 10 school days and that the student is physically able to participate in educational instruction. Students are not eligible for hospital/homebound instructional services if absence is due to communicable disease, except as specified in state board policy JGCC. PHYSICAL EDUCATION: All students are required to attend PE classes as part of the instructional program. Students are required to have a doctor's note to be excused from PE class. On April 28, 2009 Georgia Governor Sonny Purdue signed Georgia House Bill (HB) 229 called the “Student Health and Physical Education Act.” This bill is to be entitled an ACT to amend Part 3 of Article 16 of Chapter 2 of Title 20 of the Official Code of Georgia Annotated, relating to health of students in elementary and secondary students, so as to enact the “Student Health and Physical Education Act”; to require local school systems to conduct an annual fitness assessment and to comply with state physical education instruction requirements; to provide for reporting of results; to provide for an annual report to the Governor; to provide for a recognition program; to provide for related matters; to repeal conflicting laws; and for other purposes. -GA HB 229 VANDALISM: Willful and intentional damage to any school property will be subject to punishment. Parent/guardian will be responsible for reimbursement of damages. EMERGENCY DRILLS: Drills are necessary for the safety of the students, staff, and faculty. The escape plans for fire drills, tornado drills, and emergency evacuations are posted in each room. FIELD TRIPS: Field trips are a valuable part of a young child's education. The teacher must request permission for a field trip in advance and have it approved by the principal. The request must state the educational objectives for the field trip. An all-inclusive field trip permission form will be sent home with each student at the beginning of the school year to be signed by the parents/guardians. Every child will have the opportunity to attend field trips, but there will be stipulations for those students that have excessive behavioral referrals. The final determination will be made by school administration. Some field trips may also require a cost to attend certain locations and/or events that the student will be responsible for in order to attend. MEDIA CENTER: The media center will remain open to students during school hours. Students may come individually with a pass from his/her teacher. Books are checked out for a two week 32
period. A student must return his/her books before checking out additional books. A fee of $15.00 per book is charged for lost or damaged media books. The fee for damaged or lost textbooks will vary. The fee should be paid directly to the Media Center. CLUBS: Parental permission must be given prior to a child’s placement in any school-sponsored club or extracurricular organization. INTERNET: Every classroom is connected to the Internet. Only students who have Internet permission forms signed by a parent or guardian will have access to the Internet. DISRUPTION OF PUBLIC SCHOOLS: It is unlawful for any person to disrupt or interfere with the operation of a public school. Also, Georgia law prohibits the degrading, insulting, or abusing any public school teacher or bus driver upon the premises of any public school in the presence and hearing of a student. Violation of the law is a misdemeanor. (O.C.G.A., 20-2-1181, 1976, 1989). VIDEO/AUDIO RECORDERS: Video/audio recorders are used on school buses for the purpose of aiding supervision. Video/audio recordings may be used in the classroom for the purpose of improving instruction, developing strategies for dealing with student behavior or as evidence that misbehavior has taken place. Surveillance cameras are placed throughout the building. These cameras are used for the safety and security of the building.
CODE OF CONDUCT POLICY STATEMENT: The Dublin City Board of Education is responsible for establishing policies under which schools operate. The Board recognizes that it is the job of every teacher to provide high quality, differentiated instruction for every student, and the job of every school to create an environment that supports high quality instruction. To promote schools that are safe, civil and respectful learning environments and facilitate desirable student conduct and behavior, the Board has adopted the Student Code of Conduct This Code recognizes that the Dublin City Schools has the responsibility to ensure that the school environment is safe for all students and school personnel and that it is important to provide students with a consistent set of expectations for behavior. The Board expects school staff to intentionally describe and teach students the behaviors expected of them as learners in a safe, civil and respectful school. All staff shall be encouraged to proactively redirect student behavior and use minor misconduct as an opportunity to reteach or practice expected behaviors. The Board also expects all students to respect the rights of fellow students, personnel and others, and to behave in a manner that does not violate school rules, procedures, Board policy or the law. Students shall be encouraged to seek assistance from school personnel for any incident 33
that may threaten or disrupt the educational environment. The Code of Conduct requires all students enrolled in Dublin City Schools to accept responsibility and the appropriate consequences for their actions and behavior, while also recognizing that student behavior in school is often dictated by the guidance, modeling and interaction with adults in school. The disciplinary process set forth in the Code is intended to be instructional and corrective, not punitive. Schools shall use out-of-school suspension as a last resort, unless mandated by the severity of the infraction. All students shall be entitled to receive due process in disciplinary reassignment, in-school or out-of-school suspension and expulsion. Moreover, students shall be entitled to appeal the issuance of certain intervention or consequences, as provided herein. PURPOSE AND GOALS : Through the establishment of the Student Code of Conduct, the Board seeks to: (1) create a consistent set of expectations for the behavior of all students; (2) reinforce positive behavior and provide students with opportunities to develop appropriate behavioral skills; and (3) outline the interventions and consequences for students who engage in inappropriate behavior. SCOPE OF THE STUDENT CODE OF CONDUCT: The Student Code of Conduct addresses two aspects of creating a positive school learning environment: (1) proactively guiding students to positive behavior, and (2) correcting, redirecting and rendering consequences as needed to respond to misconduct. Proactive Guidance for Positive Behavior Proactive guidance focuses on preventing problems by providing students with meaningful, positive feedback to enhance motivation, engagement and performance, and teaching expectations at the beginning of each year, reviewing expectations as necessary and treating minor misbehavior as a learning opportunity. Teaching desired behaviors to minimize misconduct is based on three principles: All behavior is learned; Any repeated behavior is serving a purpose for the student; and Student behavior can be changed. Schools must proactively teach, reinforce, correct and supervise student behavior. Proactively teaching and reinforcing positive behaviors greatly reduces the number of subsequent misconducts, and modeling for students how they are expected to interact and perform in an educational setting improves learning and engagement. Whether guiding, correcting or rendering consequences for behavior, all staff should:
Have high expectations for student success; Build positive relationships with students; Create consistent, predictable school and class routines; Teach students how to behave in all school settings (classrooms, cafeteria, halls, bathrooms, etc.); 34
Provide frequent, positive feedback for appropriate behavior; and Correct misbehavior in a calm, consistent and logical manner.
Schools will use the following research-based practices as a guide to creating a safe, respectful and productive learning climate and implement these minimum expectations for proactive behavioral support systems:
There is an established set of common expectations and beliefs that student success and engagement in school are the responsibility of all school stakeholders. The common expectations and beliefs define interactions for the entire school community. There are clearly articulated, school-wide expectations for behavior that are consistently posted, taught, modeled and positively reinforced by all staff. There are established classroom management practices that link to school-wide expectations for behavior. Classroom management practices promote student engagement and support high quality instruction. The school-wide expectations for behavior are aligned with the Student Code of Conduct and focused on maximizing instructional time for students. Social and emotional learning skills are explicitly taught to assist students in meeting established expectations and to increase student participation in teaching and learning activities. A leadership team is in place; the team uses and reviews behavioral as well as academic data to improve supports for students, refine teacher/staff practices and to drive school-wide improvement.
The Student Code of Conduct expects school leaders and teachers to clearly describe what they expect from students as learners in their school at the beginning of each school year and after each break. SCHOOL LEVEL INTERVENTION PROCESS: The Dublin City Board of Education supports a framework of tiered interventions for students experiencing behavioral challenges. Students displaying behaviors designated in the Behavior Matrix will be provided tiered interventions in accordance with Dublin City Schools Pyramid of Behavior Interventions. Each school has Pyramid of Interventions that is based on the system framework. All students are provided Tier 1 interventions. However, students that experience behavioral challenges after Tier 1 interventions have been implemented with fidelity are provided Tier 2 interventions. If Tier 1 and Tier 2 interventions and consequences are not successful in decreasing student’s behavior that disrupts the educational progress of the student and others, Tier 3 interventions are then implemented. The Code of Conduct provides a systematic process of behavioral correction in which inappropriate behaviors are followed by interventions and consequences. Disciplinary actions are designed to teach students self-discipline and to help them substitute inappropriate behaviors with those that are consistent with the school and system behavioral expectations.
35
CODE OF CONDUCT MATRIX AND PROGRESSIVE DISCIPLINE: The Dublin City School System Code of Conduct Matrix is designed to provide administrators and teachers a guideline for implementing interventions and consequences for student behavior that does not align with the school system’s behavioral expectations. The interventions and consequences are progressively more intense if student misbehavior continues. The matrix is built on a progressive discipline philosophy and is designed to create the expectation that the degree of consequences imposed by each school will be in proportion to the severity of the behavior of the student, the previous discipline history of the student and other relevant factors while ensuring that each student receives the due process mandated by law. STATEMENT ON AUTHORITY OF SCHOOL LEADERSHIP: The Principal is the designated leader of the school and, with the staff, is charged by the Superintendent with the safe and orderly operation of the school. In case of disciplinary violations not covered by this brochure, the Principal may impose corrective measures which he or she believes to be in the best interest of the student involved and the school. The Code of Conduct Matrix is a guideline for school leaders to use when providing interventions and consequences for student misbehavior. Based on the circumstances of a disciplinary violation, Principals have the authority and discretion to impose interventions and consequences ranked higher on the matrix than indicated for each behavior.
36
Specialized Instruction TIER 4
Dublin City Schools Pyramid of Behavior Interventions
Individualized Assessment and Intervention 1. Student Support Team 2. Functional Behavior Assessment 3. Behavior Intervention Plan
TIER 3
Administrative Intervention 1. Detention/Time-out/Loss of Privileges 2. Suspension 3. Check-in/Check-out 4. Behavior Intervention Groups
TIER 2 Classroom Teacher Intervention 1. Track Behavior(s) 2. Parent Contact 3. Classroom Consequences Systematic Teaching of Behavior 1. Teach/Model Appropriate Behaviors 2. Recognize Appropriate Student Behaviors 3. 1 Correction Accompanied with 4 Positive Remarks 4. Reteach Expectations/Verbal Redirect 4. Recognize Student Behavior Improvement
TIER 1 4:1 Positive Reinforcement to Corrective Statements
37
STUDENT SUPPORT PROCESSES: The Dublin City Board of Education provides resources which are available at every school within the district to help address student behavioral problems. The school process for addressing student behavioral challenges will include appropriate consideration of support processes to help students resolve such problems. Based on the severity of the misconduct, students may be assigned interventions and/or consequences. The Dublin City Pyramid of Behavior Interventions assigns the interventions to specific tiers that become more intensive as the misconduct continues or as the behaviors become more serious. Disciplinary consequences for misconduct are listed in the disciplinary definitions and the Code of Conduct Matrix. Teacher Managed – Tier 1 Teachers provide re-teaching and modeling of appropriate behaviors. Students are recognized for following behavioral expectations. Four positive reinforcement statements for every one corrective statement Misconduct is tracked by teachers to monitor situational factors of behavior. Parent contact initiated and classroom consequences implemented by teacher. Check-in/Check-Out – Tier 2 A program that is designed to help students eventually monitor their own behavior. Students are first assigned a mentor that a student checks-in and out with at the beginning and end of each day. The system ensures that the student begins and ends the day with a positive adult interaction and is provided constructive feedback regarding their progress toward meeting behavior goals. Students are provided a behavior progress report that is completed by each teacher and then provided to their mentor. The mentor gives feedback on their behavior progress for the day. Behavior Intervention Groups – Tier 2 Students experiencing similar behavioral challenges meet with a guidance counselor or other school staff to address the common challenges, provide alternative replacement behaviors and additional support specific to the problem behaviors. Student Support Team – Tier 3 The SST is an interdisciplinary group that uses a systematic process to address learning and/or behavioral challenges. The SST consists of the academic teachers, counselor, school administrator, parents and any other relevant support personnel. The SST is responsible for creating and monitoring a Behavior Intervention Plan using assessment data from the Functional Behavior Assessment. Functional Behavior Assessment (FBA) – Tier 3 A process for gathering information to understand the function and purpose of behavior in order to write an effective intervention plan. Assumptions underlying an FBA include: o Behavior is learned and serves a specific purpose. o Behavior is related to the context within which it occurs. 38
A Functional Behavior Assessment is implemented once data demonstrates that Tier 1 and Tier 2 interventions are not effectively decreasing student’s problematic behaviors.
Behavior Intervention Plan – Tier 3 The Behavior Intervention Plan is created by the Student Support Team. The team considers the observations made in a Functional Behavioral Assessment to create a specific plan of action to develop appropriate replacement behaviors. PARENTAL INVOLVEMENT: This Code of Conduct is based on the expectation that parents, guardians, teachers, and school administrators will work together to improve and enhance student behavior and academic performance and will communicate freely their concerns about, and actions in response to, student behavior that detracts from the learning environment. Parents are encouraged to review the Code of Conduct with their children and inform them of all the possible consequences for Code of Conduct violations, including potential criminal penalties, of underage sexual conduct and crimes for which a minor can be tried as an adult. Parents are required to become familiar with the Code of Conduct, sign a statement of confirmation of receipt of the code of conduct, and to be supportive of it in their daily communication with their children and others in the community. Parents or guardians who do not acknowledge of the code of conduct shall not be absolved of responsibility with respect to information contained in the student code of conduct. DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT: The Dublin City Board of Education shall have jurisdiction over all offenses occurring at school, on school system property, off school grounds at any school sponsored activity, traveling to and from school sponsored events, on school buses, at school bus stops, in other school vehicles, or off school property provided that the actions cause a substantial disruption of the educational environment. Student behavior at athletic and extracurricular events is subject to the provisions of this Code of Conduct. Student athletes, coaches, spectators, and all others associated with the activity should adhere to the fundamental values of respect, fairness, honesty, and responsibility, while promoting good sportsmanship. Profanity, degrading remarks, and intimidating actions directed at officials or competitors will not be tolerated and are grounds for removal from the event site and possible disciplinary action. Student behavior on a school-sponsored trip is subject to the provisions of this code of conduct. A school-sponsored trip is defined as any off-campus experience whereby one or more students, under the supervision of school personnel, represent the school in some capacity. The trip begins upon arrival at school and concludes upon return to school and dismissal from campus. Any student that has been arrested, charged, or convicted of a misdemeanor or felony offense or a delinquent act occurring off school property and whose presence at school is 39
reasonably certain to endanger other students or staff or causes substantial disruption to the educational climate, may be disciplined and/or suspended from school.
PROGRESSIVE DISCIPLINE PROCEDURES: When it is necessary to apply consequences for a violation of the Code of Conduct, school administrators and teachers will follow a progressive discipline process. The severity of the consequence will be in proportion to the severity of the violation and will take into account the student's discipline history, the age of the student, and other relevant factors. The Code of Conduct provides a systematic process of behavioral correction in which inappropriate behaviors are followed by consequences. Consequences are designed to teach students self-discipline and to help them substitute inappropriate behaviors with those that are consistent with the character traits from Georgia's Character Education Program. Principals are authorized to use the following consequences, as appropriate, for violations of the Code of Conduct:
Warning Loss of Privileges Isolation Temporary Removal from Class or Activity Notification of Parents Parent Conference Detention/After School Intervention Saturday School In-School Suspension Short-term (Out-of-School) Suspension Referral to a Tribunal for Long-term Suspension or Expulsion Temporary Placement in an Alternative Education Program Suspension or Expulsion from the School Bus Referral to Law Enforcement or Juvenile Court Officials for acts of misconduct, which under Georgia Law are required to be referred to the appropriate law enforcement officials. The School will refer any act of misconduct to law enforcement officials when school officials determine such referral to be necessary or appropriate.
The following list of offenses and (in some cases) the required or recommended consequences are provided for the information of students, parents and school personnel. These Code of Conduct rules are in effect during the following times and in the following places:
On the school grounds before, during and after school hours. On the school grounds at any other time when the school is being used by a group. Off the school grounds at a school activity, function or event. En route to and from school on a school bus or any other school vehicle. At the bus stop
Principals may not impose suspensions longer than 10 days. Long-term suspension or 40
expulsion for periods of more than 10 days can be imposed only by a disciplinary tribunal as outlined in the Dublin City Board of Education policies. Before a student is suspended for 10 days or less, the principal or designee will inform the student of the offense for which the student is charged and allow the student to explain his or her behavior.
AFTER SCHOOL INTERVENTION: An After School Intervention may be held after school from 3:15 p.m. – 5:15 p.m. at the discretion of school administration. Members of the administrative staff assign students to this program. Certified teachers provide assistance to the program. Students who are assigned to this program and who miss their assigned day will be assigned to Saturday School, if available.
ALTERNATIVE SCHOOL : The Dublin City School System may elect to provide an alternative school for students who have been expelled from Dublin Middle or Dublin High School by a Disciplinary Tribunal. This program will allow students who otherwise would not be allowed to attend school in the system to go to school and continue earning credit toward promotion and/or graduation. Students who have been expelled from Dublin Middle or Dublin High School and who are attending the alternative school may come on the Dublin Middle or Dublin High School campus to attend after school athletic events provided they follow all rules and procedures outlined in the Dublin City Code of Conduct. ATHLETIC DISCIPLINE PROCEDURES: The coach may immediately suspend a player from a contest or a practice. Any suspension period of more than one week shall be determined by a meeting of the athlete’s coach or coaches, the head coach or coaches, and the athletic director. A written statement of violation by the coach will be required. As a result of the decision to suspend for more than one week, the following steps will be taken: o A consultation will be held with parent or guardian or their representative, preferably by a meeting. o A consultation will be held with the student athlete. o Notification of the appeal process will be given.
BUS RULES AND REGULATIONS School transportation is furnished by the Dublin City Board of Education for all eligible students. Safety is of the utmost importance. Students are considered to be “at school” while on the bus and all school rules apply. If necessary, riding privileges may be suspended and/or revoked. The following rules are for the safety, welfare, and health of all students riding a bus: 41
The driver is charge of the bus and all students on board and may assign seats if they wish Obey the driver promptly and cheerfully; you are on school property. Ride only on the assigned bus. Students shall not be permitted to change buses without written approval from the parent and consent of the principal. They should ride their regular assigned buses to and from school. Wait in an orderly line off the street or road. Be on time! The driver cannot wait for students who are tardy. Cross in front of the bus after it comes to a complete stop and far enough in front of the bus to be seen by the driver at all times. Students are to get on and off the bus in an orderly fashion and are to find a seat quickly and remain seated while the bus is in motion. Behave on the bus just as you would in the classroom. Do not engage in any activity that will distract the driver. Balloons, glass vases, or large flowers may not be taken on buses. The following activities and items are forbidden on buses: smoking, drinking, or eating; throwing anything from the bus; possessing knives or any other sharp object; bringing animals on the bus; tampering with mechanical equipment, accessories, or controls; using any electronic devices such as cell phones, pagers, audible radios, tape or CD players without headphones, mirrors, lasers, flash cameras or other reflective devices or lights. Other activities and items may be forbidden at the discretion of the bus driver when safety is a concern.
NOTE: For violating these rules the driver will report the student to the school administration for disciplinary action. Anyone having a complaint about a bus or bus driver should contact either the school administration or the Dublin City Board of Education (359-3742.) AT NO TIME IS A PARENT OR OTHER ADULT TO BOARD A SCHOOL BUS WHILE IT IS ON THE ROUTE. IN THE EVENT THIS HAPPENS, TRESPASSING CHARGES WILL BE FILED. The principal or his/her designee has the authority to deny the privilege of riding school bus based on the misconduct of the student. This action is for a reasonable and specific amount of time. Buses are an extension of the school campus, and all rules under the DCS Code of Conduct apply to students on buses and at bus stops. DETENTION: Detention is held at the discretion of school administration. A student assigned to detention hall must be on time and bring study materials. Students are to make all necessary plans so that no days are missed. In the case of an emergency situation, the student should see an administrator as soon as possible for approval to miss. Students who miss a day in detention hall without first having the absence excused will be assigned to Saturday School. No athletic practice or other activity supersedes an 42
assignment to detention hall. Students assigned to detention hall will be given one day to make arrangements to attend. DISCIPLINARY TRIBUNAL (Middle/High): A disciplinary tribunal shall convene and conduct a hearing in the following cases: a. b.
c.
d.
e.
f. g.
h.
Where a student has committed an alleged assault or battery upon any teacher, other school official, or employee; Where a student has committed an alleged assault or battery upon another student and the school principal determines that expulsion or long term suspension may be appropriate punishment; Where a student has intentionally caused substantial damage while on school premises to personal property belonging to a teacher, other school employee, or student, and the school principal determines that expulsion or long term suspension may be appropriate punishment; Where a student has possessed, distributed, or been under the influence of illegal drugs and/or alcohol while at school, while en route to and from school, or while attending a school sponsored event and the principal determines that expulsion or long term suspension may be appropriate punishment; Where a student has demonstrated a chronic behavioral pattern that is detrimental to the ongoing mission of the school and the principal determines that expulsion or long term suspension may be appropriate punishment; Where the superintendent refers a matter to a tribunal for a hearing. Waiver – A waiver is an agreement not to contest whether a student has committed an infraction of the Code of Conduct and the acceptance of consequences in lieu of a hearing before a disciplinary tribunal. Expulsion – Suspension of a student from a public school beyond the current school quarter or semester. Only a disciplinary tribunal may take such action.
TIME OUT/IN-SCHOOL SUSPENSION: The Dublin City Schools In-school Suspension Program provides the school and students with an alternative to out-of-school suspension. Students assigned to the In-school Suspension center must adhere to all rules and regulations that accompany the program. While assigned, students are counted present at school and are allowed to continue to do work that is counted as credit in class. The program (In-School Suspension) is a disciplinary action to which a student is assigned for the reasons presented in the DCS Disciplinary Code (presented later in this section) or for general disruptive behavior. Alternative discipline procedures up to and including out of school suspension or being taken to a disciplinary tribunal will be utilized for students who do not follow the rules of in-school suspension and/or who create chronic or severe behavior problems.
43
A. GENERAL DISRUPTIVE BEHAVIOR IS DEFINED AS: 1. Behavior that interferes with the student’s own learning or the educational process of others. It is behavior that requires attention and assistance beyond that which the traditional program can provide, or behavior that results in frequent conflicts of a disruptive nature while the student is under the jurisdiction of the school, either in or out of the classroom. 2. Behavior that threatens the welfare of others with whom the student comes in contact. B. ASSIGNMENT TO IN-SCHOOL SUSPENSION: 1. Only a school administrator may assign students. 2. Students assigned should report to the In-School Suspension room by the start of school each morning of their assigned days. 3. Students are to bring their own textbooks, workbooks, paper, pencils, and pens to complete all assignments. 4. One day in In-School Suspension equals one instructional day. C. CURRICULUM FOR THE IN-SCHOOL SUSPENSION PROGRAM: In-school Suspension provides a highly structured daily program that includes: 1. Social isolation for the student from the rest of the student body. 2. Removal of the student from almost all school activities for the length of the In-School Suspension assignment. 3. Continuation of the regular academic work as provided by the student’s classroom teachers. 4. Individual or group guidance to enable the student to examine his/her disruptive behavior and the consequences of that behavior that led to In-School Suspension assignment. 5. Additional assistance in essential academic skills (both remedial and enrichment.) 6. Individual counseling. D. INSTRUCTIONAL MATERIALS: The regularly assigned classroom teacher shall provide the daily assignments for the students. All students shall be expected to complete all assigned classroom work as a condition to being released from In-School Suspension Additional learning packets may be provided by the In-School Suspension Coordinator including remedial and enrichment activities. E. FOLLOW-UP OF STUDENTS: A follow-up of each student’s academic and behavioral progress in the regular classroom will be maintained. F. PARENTAL INVOLVEMENT: The parent/guardian of each student assigned to the In-School Suspension center 44
will be notified when the student is placed in the program. 1. The parent/guardian will be notified by phone whenever possible. 2. The parent/guardian will receive a copy of the In-School Suspension assignment form. 3. The parent/guardian must sign a copy of the disciplinary referral form and return to school. G. REPEAT OFFENDERS: If being assigned to In-School Suspension does not bring about the appropriate changes in behavior, this type of disciplinary action will be discontinued and additional corrective action will be taken. H. PARTICIPATION SCHOOL SPONSORED EVENTS WHILE ASSIGNED TO IN-SCHOOL SUSPENSION: Students will not be allowed to participate in school sponsored events on the days during which the student is assigned to In-School Suspension. (This step is at the discretion of school administration.)
LONG TERM SUSPENSION: Under the provisions of Dublin City Board of Education policy JCEB a student shall be subject to a long term suspension (more than ten days), or expulsion for a semester, a school year, or longer for violation of any state or federal law. Such suspension or expulsion may be recommended by the administration notwithstanding that the student was previously suspended by other school officials. Where long term suspension or expulsion is recommended, notice of the pending action shall be sent to the student and parents (or other persons acting in loco parentis), either in person, with a witness present, or by United States mail directed to the last known address. Included in the notice shall be the following: 1. 2. 3.
4. 5.
A copy of the rule allegedly violated and a summary of the evidence to be used to support the charges. A statement that the student has the right to a hearing within ten days, or that the student and or parent/guardian may waive such hearing. A notification that the hearing shall be before a tribunal with the right of the student and his/her parents to be represented by an attorney and to have witnesses appears and testify in the behalf of the student. A statement that the Board of Education shall subpoena witnesses upon request. That the parent has the right to appeal the decision of the tribunal to the Board of Education.
A student under a long term suspension or expulsion cannot come on campus for any reason nor can the student attend any school activity, whether on campus or at another location without the permission of the principal during the period of the suspension or expulsion. All long term suspensions and expulsions will be handled through the Dublin City Schools tribunal process. 45
OFF-CAMPUS CONDUCT: The Board of Education has a responsibility to provide protection for students and employees and to provide and maintain a safe and orderly environment for education to take place. Therefore, it is the duty of the Board of Education to make necessary rules and policies to regulate student conduct for the purpose of maintaining good order and discipline in the schools. 1. Administrators are authorized to take disciplinary action for conduct that occurs: (a) on the school grounds at any time; (b) off the school grounds at a school activity, function or event, or, (c) en route to and from school or a school activity. 2. Administrators are also authorized to take disciplinary action against a student for any off-campus actions, at any time of the year, which have a direct and immediate impact on school discipline, the educational function of the school, or the welfare of the student and/or staff. 3. A student who has been charged with a criminal act while off campus is subject to disciplinary action and may receive expulsion from school or assigned to an alternative learning environment for a period to be determined by appropriate school officials. Such act could include, but would not be limited to, a felony charge that poses a potential danger or disruption at school, a drug charge, an alcohol charge, or any type of sexual charge. 4. Such student whose presence on school property may endanger the welfare and/or safety of other students or staff, or whose presence may cause substantial disruption at school, would also be subject to other appropriate disciplinary action. This includes imposing restrictions on the student from attendance at after-school events on the school campus or school-related events off the school campus for a period to be determined by appropriate school officials. 5. School officials shall contact proper authorities to verify any and all allegations that a student has been arrested or charged. 6. The Superintendent, principal and/or other administrators shall cooperate with the probation office or courts in order to allow for that office to conduct a proper investigation. 7. If the matter involves a juvenile, the Superintendent and staff shall cooperate with the Juvenile Court concerning the student’s conduct and record in school. 8. Any suspension, expulsion, or exclusion from enrollment under this policy shall be handled in accordance with due process as set out in Board policy relating to suspension or expulsion.
ON-CAMPUS CHARGES: A student who has been charged with a criminal act while on campus is subject to the same discipline as the off-campus policy.
SATURDAY SCHOOL: Saturday School is held at the discretion of the principal or his/her designee. Members of the administrative staff assign students to this program. Students who are assigned to this program and who miss their assigned days without a proper excuse will be placed in In-School Suspension two days.
46
SEARCHES: To maintain order and discipline in the school and to protect the safety and welfare of students and school personnel, school administrators may search a student, student lockers, and student vehicles under the circumstances outlined in the following sections and may seize illegal, unauthorized, or contraband materials discovered during the search. Failure to permit or comply with a search or seizure will be grounds for disciplinary actions up to and including long-term suspension and/or expulsion. 1.
Personal Searches: A student’s person or personal effects may be searched whenever a school official has reasonable suspicion to believe that the student is in possession of illegal or unauthorized materials, including cell phones. Such searches shall be conducted in a manner that assures that the student is not arbitrarily deprived of personal privacy.
SHORT TERM SUSPENSION: The principal or his/her designee may suspend a student for a period not to exceed ten (10) days for any violation of a school rule or state or federal law. Any such suspension shall not require a formal hearing but shall require an informal investigation be conducted prior to the suspension whereby the school authority shall give the student oral notice of the accusation(s) against him/her, and if the student denies the charges, the student is given the opportunity to present any defensive matter in his/her behalf that is reasonably available. There need be no delay between the time the student is notified of the accusation and opportunity for the student to explain his/her side. The purpose of the investigation is to notify the student of the charges and to ensure fairness in the matter. Students facing immediate suspension shall be detained pending the arrival of their parents whenever feasible. School authorities shall endeavor to notify the parents/guardians in writing or by telephone as quickly as possible regarding a student’s suspension.
ATTENDANCE AT SCHOOL EVENTS WHILE SUSPENDED (OSS): Students assigned out-of-school suspension, long-term suspension, or expulsion from school may not attend or participate in any school functions on the day of the infraction or the days of suspension until the assigned suspension is complete. Students assigned out-of-school suspension, long-term suspension, or expulsion from school may not be on Dublin City Board of Education’s property without the principal‘s permission.
ELIGIBILITY WHILE SUSPENDED: Students assigned to the alternative school, out-of-school suspension, or expulsion for disciplinary reasons, lose their eligibility to participate in any before/after school-related activities on the day(s) of suspension. Additionally, students are considered suspended on the day of the infraction until the assigned suspension is complete. An assigned disciplinary suspension is considered to have ended when the student returns to the regular class setting the following school day with the exception of students whose 47
suspension ends on a Friday. Students are eligible to participate in weekend (Saturday/Sunday) school-related activities if the last day of suspension assigned is Friday.
IMMEDIACY OF SUSPENSION: Suspension, when deemed necessary, will begin no later than the day following an act subject to suspension, providing due process rights can be afforded within this time.
ENROLLMENT OF STUDENTS SUSPENDED FROM OTHER SYSTEM: Students suspended from other school systems will be required to complete their assigned suspension prior to attending regular classes. Students may complete their suspension as assigned at the Alternative School, In-School Suspension, or Out of School Suspension. Upon receipt of records, Dublin City Schools reserves the right to follow all disciplinary resolutions specified by previous school of enrollment.
MAKE-UP WORK DURING SUSPENSION: All students are required to make up all class assignments missed during short-term suspension or suspension pending tribunal.
DISCIPLINARY PROCEDURES FOR STUDENTS WITH DISABILITIES UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) The Code of Conduct applies to all students including students with disabilities. However, students with disabilities are afforded specific due process protections. Discipline for students with disabilities will be handled in accordance with State Board Rule 160-4-7-.10 Discipline, which is available in its entirety on the Dublin City Schools Policy website as Regulation IDDF-R. SUSPENSION FOR UP TO 10 DAYS IN A SCHOOL YEAR: Students with disabilities can be suspended for a total of up to 10 consecutive or 10 cumulative school days in one school year without providing special education procedural safeguards and services. Saturday school and before/after-school detention do not count toward the 10 days.
A Functional Behavior Assessment and Behavior Intervention Plan should be completed on any students approaching 10 days of suspension.
The Special Education Director should be notified of any special education student approaching 10 days of suspension.
SUSPENSION BEYOND 10 DAYS IN A SCHOOL YEAR: School provides written notice to parent/guardian of intervention or consequence 48
being considered and date of Individual Education Program Manifestation Determination Review. Meeting must be held within 10 days of the date of the decision to discipline student. A copy of the Notice of Procedures Safeguards should be provided to parents.
IEP team will determine whether the misconduct is related to the student’s disability by reviewing all current and relevant information.
If the behavior is a manifestation of the disability, the IEP team will review and revise the behavior intervention plan specifically for the misconduct of the student. A disciplinary change in placement (expulsion) cannot occur.
If the behavior is not a manifestation of the disability, school officials may apply the Code of Conduct interventions and consequences. However, the student may not be suspended for more than 10 consecutive or cumulative school days in a year without providing appropriate educational services. Students with disabilities may be placed in an interim alternative educational setting for a maximum of 45 school days.
Students with disabilities, even if expelled, must be provided with an appropriate education in an alternative educational setting.
APPEALS : The school principal has the authority to suspend a student out of school for a period of not to exceed ten cumulative days per semester. Any out of school suspension, in-school suspension, Saturday school or detention is not subject to appeal beyond the school level. Any rulings by the Disciplinary Tribunal involving long-term suspension or expulsion may be appealed to the Dublin City Board of Education in accordance with the policies and regulation of the Board.
STUDENT SEARCHES: School officials may search a student in accordance with Board policy JCAB Interrogations and Searches if there is reasonable suspicion the student is in possession of an item that is illegal or against school rules. Student vehicles brought on campus; student book bags, school lockers, phones and other personal technology, desks and other school property are subject to inspection and search by school authorities at any time without further notice to students or parents. Students are required to cooperate if asked to open book bags, lockers, or any vehicle brought on campus. Metal detectors and drug or weapon sniffing dogs may be utilized at school or at any school function, including activities which occur outside normal school hours or off the school campus at the discretion of administrators.
POLICE NOTIFICATION: Notification of Police for specific Code of Conduct violations is designated in the Code of Conduct Matrix. School administration will contact the parent/guardian of the student 49
when Police have been requested to report to the school for a Code of Conduct violation. When parents are not available to report to the school, administrators may serve as loco parentis when minors are being questioned by Police.
POLICIES FOR REMOVAL OF STUDENTS FROM CLASSROOM FOR DISRUPTIVE BEHAVIOR: Students who engage in repeated disruptive behavior may be immediately removed from the classroom and subject to the disciplinary provisions in the Official Code of Georgia Annotated §20-2-738.
SPECIFIC STUDENT BEHAVIOR CODE VIOLATIONS ACADEMIC DISHONESTY Receiving or providing unauthorized assistance on classroom projects, assignments, or exams. Consequences for Academic Dishonesty can include administrative detention up to in-school suspension. Teachers will notify parents. Students must redo assignment. Level 1 Level 2
Level 3
Intentional receiving or providing of unauthorized assistance on classroom projects, assessments and assignments. May include but is not limited to failure to cite sources. Intentional plagiarism or cheating on a minor classroom assignment or project. Includes but is not limited to Intentional dishonesty on minor classroom projects, assignments, homework, etc. Intentional plagiarism or cheating on a major exam, statewide assessment or project or the falsification of school records. Includes but is not limited to cheating on major exams, statewide assessments or other state mandated academic work; Includes the falsification of school records; forgery; Level 3 may be used for students that violate the school policy on academic dishonesty three or more times during the same year.
ACCESSORY Causes someone else to commit a violation, helps in commission of violation; or advises, encourages, hires or procures acts in concert with another to commit violation. Violators are subject to the same interventions and consequences as the students who are actively involved in committing the offense. ALCOHOL Violation of laws or ordinances prohibiting the manufacture, sale, purchase, transportation, possession, or consumption or intoxicating alcoholic beverages or substances represented as alcohol. Students under the influence of alcohol may be included if it results in disciplinary action. Consequences for Alcohol can include inschool suspension, long-term suspension or expulsion. All infractions will be reported to law enforcement and to the Superintendent of Schools. Level 1
Unintentional possession of alcohol.
Level 2
Under the influence of alcohol without possession. Violation of laws or ordinances prohibiting the manufacture, sale, purchase, transportation, possession, or consumption of alcoholic beverages or substances represented as alcohol.
Level 3
50
ARSON Intentional damage or attempted damage to any real or personal property by fire or incendiary device. Consequences for Arson can include in-school suspension, out-ofschool suspension, long-term suspension or expulsion. All infractions will be reported to law enforcement. Level 2 Level 3
Attempt to commit arson or transporting or possessing incendiary devices to school; includes but not limited to the use of fireworks and trashcan fires without damage to school property. Intentional damage as a result of arson-related activity or the use of an incendiary device and includes but not limited to setting fires to school property.
BATTERY Intentional touching or striking of another person to intentionally cause bodily harm (NOTE: The key difference between battery and fighting is that fighting involves mutual participation.) Consequences for Battery can include administrative detention, Saturday school, in-school suspension, out-of-school suspension, long-term suspension, or expulsion. Infractions may be reported to law enforcement and to the Superintendent of Schools. Level 1 Level 2
Level 3
Intentional physical attack with the intent to cause bodily harm resulting in no bodily injuries. Includes but not limited to pushing, hitting, kicking, shoving, pinching, slapping, and other intentional physical confrontations Intentional physical attack with the intent to cause bodily harm resulting in mild or moderate bodily injuries. Includes but not limited to pushing, hitting, kicking, shoving, pinching, slapping, and other physical confrontations that result in mild or moderate injuries Intentional physical attack with the intent to cause bodily harm resulting in severe injuries or any physical attack on school personnel; Level 3 may be used for students that violate the school policy on battery three or more times during the same school year. Includes but not limited to choking, pushing, hitting, kicking, shoving, pinching, slapping, and other physical confrontations resulting in severe injuries; Includes any physical attack on school personnel; includes incidents serious enough to warrant calling the police or security.
BULLYING A pattern of behavior, which may include written, verbal, physical acts, or through a computer, computer system, computer network, or other electronic technology occurring on school property, on school vehicles, at designated school bus stops, or at school related functions that is so severe, persistent, or pervasive so as to have the effect of substantially interfering with a student’s education, threatening the educational environment, or causing substantial physical harm or visible bodily harm. Consequences for Bullying can include in-school suspension, long-term suspension, or expulsion. Infractions may be reported to law enforcement and to the Superintendent of Schools.
Level 1
First Offense of bullying as defined in Georgia Code Section 20-2-751.4. Includes but is not limited to a pattern of unwanted teasing, threats, name calling, intimidation, harassment, humiliation, hazing, physical attacks, extortion, social exclusion, coercion, spreading of rumors or falsehoods, gossip, stalking, or using any type of electronic means to harass or intimidate
51
Level 2
Level 3
Second incident of bullying as defined in Georgia Code Section 20-2-751.4. Includes but is not limited to a pattern of unwanted teasing, threats, name calling, intimidation, harassment, humiliation, hazing, physical attacks, extortion, social exclusion, coercion, spreading of rumors or falsehoods, gossip, stalking, or using any type of electronic means to harass or intimidate Repeated acts, as defined in Georgia Code Section 20-2-751.4, occurring on school property or school possession that is a willful attempt or threat to inflict injury, or apparent means to do so, any display of force that puts victim at fear of harm, any written, verbal or physical act that threatens, harasses, or intimidates; causes another person physical harm; interferes with a student's education; so severe and pervasive intimidated or threatens educational environment.
BREAKING/ENTERING/BURGLARY Unlawful or unauthorized forceful entry into a school building or vehicle with or without intent to commit theft. (NOTE: The key difference between breaking and entering— burglary is that trespassing does not include forceful entry.) The consequences for Breaking/Entering/Burglary can include long-term suspension or expulsion. All infractions will be reported to law enforcement and the Superintendent of Schools. BUS MISCONDUCT Misconduct on the bus is subject to the same disciplinary measures as misconduct at school. CLASSROOM DISRUPTIONS (Outside Classroom) Disruptions that include not following classroom behavior matrix rules and /or stops instruction for an extended period of time and requires administrative intervention. Consequences for Classroom Disruptions can include administrative detention, Saturday school, or in-school suspension. Level 1 Level 2
Minor disruption that includes not following hallway, restroom, cafeteria and other school area behavior rules Major disruption outside classroom that requires administrative intervention.
CLASSROOM DISRUPTIONS Disruption outside of the classroom that includes not following hallway, restroom, cafeteria, and other school area behavior matrix rules. Consequences for Disruptions outside of the classroom can include administrative detention, Saturday school, or inschool suspension. Level 1 Level 2
Minor classroom disruption that includes not following classroom behavior matrix rules. Major classroom disruption that stops instruction for an extended period of time and requires administrative intervention.
52
COMPUTER/INTERNET MISUSE Use of a school computer for anything other than instructional purposes or unauthorized use of a computer or computer network with the intention of deleting, obstructing, interrupting, altering, damaging, or in any way causing the malfunction of the computer, network, program(s), or data. Consequences for Computer/Internet misuse is at the discretion of the school administrator and may range from Saturday school to a recommendation for expulsion. Level 2
Level 3
Unauthorized use of school computer for anything other than instructional purposes. Includes but not limited to computer misuse, using computer to view inappropriate material, and violation of school computer use policy Unauthorized use of a computer or computer network with the intention of deleting, obstructing, interrupting, altering, damaging, obtaining confidential information or in any way causing the malfunction of the computer, network, program(s) or data; includes disclosure of a number, code, password, or other means of access to school computers or the school system computer network without proper authorization. Includes but not limited to hacking, using school computer to change or alter school records (grades, attendance, discipline, etc.)
DEFIANCE/WILLFUL REFUSAL Failure to comply with instructions, blatant insubordination; willfully and defiantly refuses to immediately follow school staff directives. Consequences for Defiance and/or Willful Refusal can include administrative detention, Saturday school, and in-school suspension. Level 1 Level 2
Failure to comply with instructions Blatant insubordination; willfully and defiantly refuses to immediately follow school staff directives.
DISORDERLY CONDUCT Any act that substantially disrupts the orderly conduct of the school, of a school function, substantially disrupts the orderly learning environment, or poses a threat to the health, safety, and/or welfare of students, staff or others. (Includes disruptive behaviors on school buses). Consequences for Disorderly Conduct can include in-school suspension, out-of-school suspension, long-term suspension or expulsion. Infractions may be reported to law enforcement and Superintendent of Schools. Level 1 Level 2 Level 3
Creating or contributing to a moderate disturbance that substantially disrupts the normal operation of the school environment but doesn't pose a threat to the health or safety of others. Includes but not limited to general bus misbehavior, spitting on property or persons, encouraging disruptive behavior Creating or contributing to a severe disturbance that substantially disrupts the normal operation of the school environment but doesn't pose a threat to the health or safety of others; may represent a repeat action. Creating or contributing to a severe disturbance that substantially disrupts the school environment or poses a threat to the health and safety of others. Level 3 may be used for students that violate the school policy on disorderly conduct three or more times during the same school year.
53
DISRESPECT TO TEACHER/STAFF (STUDENT INCIVILITY) Disrespect to school personnel that is generally considered disrespectful actions. Consequences for Disrespect can include administrative detention, Saturday school, and In-school suspension. Level 1
Disrespect to school personnel that is generally considered disrespectful actions.
Level 2 Inappropriate language directed towards school personnel.
DRESS CODE Violation of school dress code that includes standards for appropriate attire. Consequences can include administrative detention, Saturday School, or In-school suspension. Students who take pride in their appearance generally behave better in school and are more likely to do well in class. The standards of appearance for students shall ensure that pupils are clean, neat, and properly dressed. They shall observe modes of dress, styles of hair, and standards of personal grooming that are in conformity with the studious atmosphere necessary for a school setting and are not in any way a distraction to others. It is the responsibility of each teacher and administrator to see that the dress and grooming of the students are not so disruptive as to interfere with the teaching and learning atmosphere. Students will demonstrate body cleanliness, modesty, neatness of appearance, and good grooming. Clothes worn must be in good taste as deemed appropriate by the administration. Because fashions change quickly and unpredictably, DCS cannot list all acceptable and unacceptable attire. DCS administration reserves the right to determine if a student’s attire meets the acceptable school dress code.
Level 1
Level 2
Non-invasive and non-suggestive clothing, jewelry, book bags or other articles of personal appearance. Pursuant to local dress codes, dress code violations for Level 1 may include but are not limited to bare feet; trousers, slacks, or shorts worn below waist level; no belt; clothing that is excessively baggy or tight; skirts or shorts that are shorter than required length (folding paper – 5 ½ by 8 ½); sunglasses worn inside the building; hats, caps, hoods, sweatbands and bandanas or other head wear worn inside school building. Jeggings, treggings, spandex, tights, leggings, and lyrca type pants will be permitted providing the top worn over them meets dress code (paper length). Invasive or suggestive clothing, jewelry, book bags or other articles of personal appearance. Pursuant to local dress codes, dress code violations for Level 2 may include but are not limited to depiction of profanity, vulgarity, obscenity or violence; promote the use or abuse of tobacco, alcohol or drugs; creates a threat to the health and safety of other students; creates a significant risk of disruption to the school environment; clothing worn in such a manner so as to reveal underwear, cleavage or bare skin; cut-off shirts, muscle shirts, spaghetti straps, strapless tops, razorbacks, halter tops, see-through or mesh garments or other clothing that is physically revealing, provocative or contains sexually suggestive comments.
54
DRUG POSSESSION (Prescribed) Unlawful use, cultivation, manufacture, distribution, sell, purchase, possession, transportation, or importation of any drug or narcotic substance, or equipment or devices used for preparing or using drugs or narcotics; or any medication prescribed to a student or purchased over-the-counter and not brought to the office upon arrival to school. Consequences for drug possession can include in-school suspension, long-term suspension, and or expulsion. Infractions will be reported to law enforcement and to the Superintendent of Schools. Level 1 Level 2 Level 3
Unintentional possession of prescribed or over the counter medication. Does not include the possession of narcotics or any illegal drugs. Does not include autoinjectable epinephrine as properly administered pursuant to O.C.G.A. 20-2-776. Any medication prescribed to a student or purchased over-the-counter and not brought to the office upon arrival to school. Does not include auto-injectable epinephrine as properly administered pursuant to O.C.G.A. 20-2-776. Unlawful use, cultivation, manufacture, distribution, sale, purchase, possession, transportation, or importation of any controlled drug or narcotic substance, or equipment or devices used for preparing or using drugs or narcotics. Does not include auto-injectable epinephrine as properly administered pursuant to O.C.G.A. 20-2-776.
ELECTRONIC VIOLATION Use of any electronic device, including but not limited to paging devices, cellular phones, smart phones, walkie-talkies, and similar devices for non-instructional purposes during instructional class time or in areas deemed off limits for electronic use by administrator. Consequences can include confiscation, administrative detention, Saturday school, or inschool suspension. FIGHTING Mutual participation in a fight involving physical violence where there is no one main offender and intent to harm. (NOTE: The key difference between fighting and battery is that fighting involves mutual participation.) Consequences can include in-school suspension, out-of-school suspension, long term suspension, or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. Level 1 Level 2
Level 3
Physical confrontation between two or more students with the intent to harm resulting in no bodily injuries; no injuries. A physical confrontation between two or more students with the intent to harm resulting in mild or moderate bodily injuries. Mild or moderate Injuries may include but are not limited to scratches, bloody noses, bruises, black eyes, and other marks on the body. A physical confrontation between two or more students with the intent to harm resulting in severe bodily injuries. Level 3 may be used for students that violate the school policy on fighting three or more times during the same school year. Repeated physical confrontations resulting in severe injuries that require medical attention.
GAMBLING Engaging in a game or contest in which the outcome is dependent upon chance even though accompanied by some skill, and in which a participant stands to win or lose something of value. Consequences can include administrative detention, Saturday School. Restitution must be paid. 55
GANG-RELATED ACTIVITIES Any group of three (3) or more students with a common name or common identifying signs, symbols, tattoos, graffiti, or attire which engage in school disruptive behavior. Consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools.
Level 2
Level 3
Wearing or possessing gang-related apparel; communicating either verbally or nonverbally to convey membership or affiliation with a gang. Examples include but not limited to possession or wearing of gang-related clothing, jewelry, emblems, badges, symbols, signs, or using colors to convey gang membership or affiliation; gestures, handshakes, slogans, drawings, etc. to convey gang membership or affiliation; committing any other illegal act or other violation of school policies in connection with gang-related activity. The solicitation of others for gang-membership, the defacing of school or personal property with gang-related symbols or slogans, threatening or intimating on behalf of a gang, the requirement or payment for protection or insurance through a gang. Level 3 should be used for students who display a pattern of violating the school policy related to gang activity. Examples include but not limited to soliciting students for gang membership; tagging or defacing school or personal property with symbols or slogans intended to convey or promote membership or affiliation in any gang; requiring payment for protection, insurance, otherwise intimidating or threatening any person related to gang activity; inciting other students to intimidate or to act with physical violence upon any other person related to gang activity.
HOMICIDE Killing of one human being by another includes but is not limited to shooting, stabbing, choking, bludgeoning, etc. Consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. INAPPROPRIATE LANGUAGE/OBSCENITY Use of vulgar or inappropriate language. Consequences can include Saturday school, inschool suspension or out-of-school suspension KIDNAPPING Unlawful abduction, transportation and/or detention of a person against his/her will. Consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. OTHER – ATTENDANCE RELATED Repeated or excessive unexcused absences or tardies; including failure to report to class, skipping class, leaving school without authorization, or failure to comply with disciplinary sanctions. Consequences can include Saturday school, in-school suspension, or out-of-school suspension. OTHER DISCIPLINARY EVENT Discipline event not listed in code of conduct that warrants intervention and consequences. In-school suspension, Out-of-school suspension/expulsion are not options as consequences. Consequences can include administrative detention or Saturday school.
56
OTHER NON-DISCIPLINARY EVENT This code is used exclusively for the reporting of physical restraint. Event does not warrant consequences, but may warrant intervention to include restraint. POSSESSION OF UNAPPROVED ITEMS The use or possession of any unauthorized item disruptive to the school environment. (NOTE: The use of fireworks or incendiary devices must be coded as arson.) Consequences can include administrative detention, Saturday school, in-school suspension, out-of-school suspension, long-term suspension, or expulsion. Infractions may be reported to law enforcement and Superintendent of Schools. Level 1 Level 2
Level 3
The possession of any unauthorized item. Does not include the possession of fireworks, matches, toy weapons, or other items that can be construed as dangerous. Includes but is not limited to possession of toys, gadgets, personal items, etc.; includes possession of pepper spray. The use of the any unauthorized item (i.e. toys, mobile devices, or gadgets). Does not include the possession of fireworks, matches, toy weapons, or other items that can be construed as dangerous. Includes but is not limited to use of toys, gadgets, personal items, etc. The use or possession of unauthorized items including but not limited to matches, lighters, toy guns, or other items that can be construed as dangerous or harmful to the learning environment; Includes the possession of fireworks but the use of fireworks should be coded as Arson; Level 3 should be used for students who display a pattern of violating the school policy related to unapproved items. Includes but are not limited to matches, lighters, or the possession of fireworks, bullets, stink bombs, CO2 cartridges; includes the use of pepper spray with injury.
PROVIDING FALSE INFORMATION (AGAINST PERSONNEL) Includes, but not limited to falsifying school records, forging signatures, providing false statements to school officials. Consequences can include administrative detention, Saturday school, long-term suspension or expulsion. Infractions may be reported to law enforcement and the Superintendent of Schools. Level 1 Level 2 Level 3
Issuing false reports on other students Issuing false reports to school personnel Includes but not limited to issuing false reports on school staff.
REPEATED OFFENSES Collection of state reportable offences occurring within a single academic year. Students provided Tier 1 through 3 interventions with no evidence of progress. Consequences can include long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. ROBBERY The Taking of, or attempting to take, anything of value that is owned by another person or organization under confrontational circumstances by force, or threat of force or violence and/or by putting the victim in fear. (NOTE: The key difference between robbery and larceny/theft is that the threat of physical harm or actual physical harm is involved in a robbery. Consequences can include long-term suspension or expulsion. 57
Infractions will be reported to law enforcement and the Superintendent of Schools. Level 2 Level 3
Robbery without the use of a weapon; taking something by force or threat of force Robbery with the use of a weapon. Weapons may include but are not limited to guns, knives, clubs, razor blades, etc.
SERIOUS BODILY INJURY Bodily injury that involves a substantial risk of death, protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ, or mental faculty. Consequences can include long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. SEXUAL BATTERY Sexual advances against the person’s will or where the victim did not or is incapable of giving consent; touching of private body parts of another person either through human contact or using an object forcibly or against the person’s will or where the victim did not or is incapable of giving consent. Includes but is not limited to rape, fondling, child molestation, indecent liberties and sodomy. Consequences can include long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools HARASSMENT Non-physical and unwelcome sexual advances, lewd gestures or verbal conduct or communication of a sexual nature; requests for sexual favors; possession of sexually explicit images; gender-based harassment that creates an intimidating, hostile, or offensive educational or work environment. Includes harassment based on race, national original, disability and sexual orientation. Level 1 Level 2 Level 3
Comments that perpetuate gender stereotypes or suggestive jokes that are not directed towards specific individuals. Includes but not limited to insensitive or sexually suggestive comments or jokes. Includes harassment based on race, national original, disability and sexual orientation. Comments that perpetuate gender stereotypes, suggestive jokes or lewd gestures that are directed towards specific individuals or group of individuals. Includes but not limited to insensitive or sexually suggestive comments or jokes. Includes harassment based on race, national original, disability and sexual orientation. Physical or non-physical sexual advances; requests for sexual favors; Level 3 may be used for students that violate the school policy on sexual harassment three or more times during the same school year. Includes harassment based on race, national original, disability and sexual orientation.
SEXUAL OFFENSE Unlawful sexual behavior, sexual contact without force or threat of force, or possession of sexually explicit images; can be consensual. Consequences can include administrative detention, Saturday school, or In-school suspension. Infractions will be reported to law enforcement and the Superintendent of Schools. Level 1
Inappropriate sexually-based physical contact including but not limited to public groping, inappropriate bodily contact, or any other sexual contact not covered in levels 2 or 3. Examples include but not limited to public groping or inappropriate bodily contact. 58
Level 2 Level 3
Inappropriate sexually-based behavior including but not limited to sexting, lewd behavior, possession of pornographic materials; simulated sex acts. Examples include but not limited to sexting; lewd behavior, possession of pornographic materials; simulated sex acts. Engaging in sexual activities on school grounds or during school activities. Examples include but not limited to oral, anal or vaginal penetration; pimping; prostitution; indecent exposure of private body parts.
TAUNTING (STUDENT INCIVILITY) Teasing, taunting, demeaning others, picking, emotional stress (not on a repeated basis). Consequences can include administrative detention, Saturday school, In-school suspension. THEFT/LARCENY The unlawful taking of property belonging to another person or entity (e.g., school) without threat, violence, or bodily harm. (NOTE: The key difference between theft/larceny and robbery is that the threat of physical harm or actual physical harm is involved in robbery). Consequences can include in-school suspension, out-of-school suspension, or expulsion. Restitution must be paid. Infraction will be reported to law enforcement and the Superintendent of Schools. Level 1 Level 2
Level 3
The unlawful taking of property belonging to another person or entity that does not belong to the student with a value between $25 and $100. Includes but not limited to theft by taking, theft by receiving stolen property, and theft by deception. The unlawful taking of property belonging to another person or entity that does not belong to the student with a value between $100 and $250. Includes but not limited to theft by taking, theft by receiving stolen property, and theft by deception. The unlawful taking of property belonging to another person or entity that does not belong to the student with a value exceeding $250. Level 3 may be used for students that violate the school policy on larceny/theft three or more times during the same school year. Includes but not limited to theft by taking, theft by receiving stolen property, and theft by deception.
THREAT/INTIMIDATION Any threat through written or verbal language or act with creates a fear of harm and/or conveys a serious expression of intent to harm or violence without displaying a weapon and without subjecting the victim to actual physical attack. Consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. Level 2
Level 3
Physical, verbal or electronic threat which creates fear of harm without displaying a weapon or subjecting victims to physical attack. Examples include but not limited to physical, verbal or electronic threats. School-wide physical, verbal or electronic threat which creates fear of harm without displaying a weapon or subjecting victims to physical attack; Note: Students that display a pattern of behavior that is so severe, persistent, or pervasive so as to have the effect of substantially interfering with a student’s education, threatening the educational environment, or causing substantial physical harm, threat of harm or visibly bodily harm may be coded as bullying. Includes but not limited to bomb threats or unauthorized pulling of the fire alarm. 59
TOBACCO POSSESSION – (JCDAA) Possession, use, distribution or sell of tobacco products on school grounds at schoolsponsored events and on transportation to and from school. Consequences can include Saturday School, in-school suspension, and mandatory Behavior Intervention Group for Tobacco Level 1 Level 2 Level 3
Unintentional possession of tobacco products Use of or knowledgeable possession of tobacco products Distribution and/or selling of tobacco products; Level 3 may be used for students that violate the school policy on tobacco three or more times during the same school year.
TRESPASSING Entering or remaining on a public school campus or school board facility without authorization or invitation and with now lawful purpose of entry. (NOTE: The key difference trespassing and breaking/entering/burglary is that trespassing does not include forceful entry into the facility.) Consequences can include in-school suspension or out-of school suspension. Infractions will be reported to law enforcement and the Superintendent of Schools. Level 2 Level 3
Entering or remaining on school grounds or facilities without authorization and with no lawful purpose Entering or remaining on school grounds or facilities without authorization and with no lawful purpose. Refusing to leave school grounds after a request from school personnel; Level 3 may be used for students that violate the school policy on trespassing three or more times during the same school year.
VANDALISM The willful and/or malicious destruction, damage, or defacement of public or private property without the consent. Consequences can include in-school suspension, out-ofschool suspension, long-term suspension or expulsion. Restitution is required. Infractions will be reported to law enforcement and the Superintendent of Schools. Level 2 Level 3
Participating in the minor destruction, damage or defacement of school property or private property without permission Participation in the willful/malicious destruction, damage or defacement of school property or private property without permission; Level 3 may be used for students that violate the school policy on vandalism three or more times during the same school year.
WEAPONS/KNIFE– (JCDAE) The possession, use, or intention to use any type of knife, dirk, bowie knife, switchblade knife, ballistic knife, any other knife having a blade of two or more inches, straight-edge razor or razor blade. (OCGA 16-11-127.1). Infractions will be reported to law enforcement and the Superintendent of Schools. Level 2 Level 3
Unintentional possession of a knife or knife-like item without intent to harm or intimidate Intentional possession, use or intention to use of a knife or knife-like item with the intent to harm or intimidate 60
WEAPONS/HANDGUN– (JCDAE) Intentional or unintentional possession or use of a handgun in a manner that could produce bodily harm or fear of harm. Possession of a firearm that has a short stock and is designed to be held and fired by the use of a single hand; and any combination of parts from which a firearm described above can be assembled. (NOTE: This definition does not apply to items such as toy guns, cap guns, bb guns and pellet gun.) {Pursuant to Gun-Free Schools Act-Public Law 107-110, Section 4141} Consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. WEAPONS/OTHER– (JCDAE) The possession, use, or intention to use any instrument or object that is used or intended to be used in a manner that may inflict bodily harm (does not include knives or firearms). Unintentional possession consequences can include in-school suspension. Intentional possession consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. Level 2 Level 3
Unintentional possession of a weapon, other than a knife or firearm, or simile of a weapon with intent to harm or intimidate. Intentional possession and use of any weapon, other than a knife or firearm, with intent to harm or intimidate
WEAPONS/RIFLE– (JCDAE) Intentional or unintentional possession or use of a rifle or shotgun in a manner that could produce bodily harm or fear of harm. The term “rifle” means a weapon designed or redesigned, made or remade, and intended to be fired from the shoulder and designed or redesigned and made or remade to use the energy of an explosive to fire only a single projectile through a rifled bore for each single pull of the trigger. The term “shotgun” means a weapon designed or redesigned, made or remade to use the energy of an explosive to fire through a smooth bore either a number of ball shot or a single projectile for each single pull of the trigger. {Pursuant to Gun-Free Schools Act—Public Law 107110, Section 4141}. Consequences are long-term suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. WEAPONS/OTHER FIREARMS– (JCDAE) Intentional or unintentional possession or use of any firearms other than rifle, shotgun, or handguns (including starter pistols) and any other destructive device which includes explosives. Includes any weapon (including starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of any explosive; the frame or receiver of any weapon described above; any firearm muffler or firearm silencer; any destructive device, which includes any explosive, incendiary, or poison gas (i.e. bomb, grenade, rocket having a propellant charge more than 4 ounces, missile having an explosive or incendiary charge or more than ¼ ounce, mine or similar device); any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than ½ inch in diameter; any combination or parts either designed or intended for use in converting any device into any destructive device described above, and from which a destructive device may be readily assembled. (NOTE: This down not include toy guns, cap guns, bb guns, pellet guns, or Class-C common fireworks). {Pursuant to Gun-Free Schools Act—Public Law 107-110, Section 4141}. Consequences are long-term 61
suspension or expulsion. Infractions will be reported to law enforcement and the Superintendent of Schools. (JCDAE)
LEVEL 1 CONSEQUENCES: The following consequences for Level 1 violations may include, but are not limited to: After school detention Bus Suspension – 1 or more days Corporal Punishment Counselor Referral Formal Conference Informal Conference ISS – Part of Day ISS – 1 or more days Loss of school privileges Lunch detention Miss Recess Miss Rotation
Office Detention Parent Conference Parent Contact by Phone Parent Contact on Campus Restitution Suspended from Computer Use Timeout Written Assignment Written Warning Work detail
Consequences are determined by the principal or designee.
LEVEL 2 CONSEQUENCES: The following consequences for Level 2 violations may include, but are not limited to: Bus Suspension – 3 or more days Corporal Punishment Counselor Referral Counselor Referral ISS – 3 or more days Loss of school privileges
OSS – 1 or more days Parent Conference Parent Contact by Phone Parent Contact on Campus Restitution
Consequences are determined by the principal or designee.
LEVEL 3 CONSEQUENCES: The following consequences for Level 3 violations may include, but are not limited to: Bus Riding Privileges Revoked Expulsion Law Enforcement Notification Long Term Suspension Loss of School Privileges
OSS – 5 to 10 days Parent Conference Modified Schedule Restitution Tribunal Hearing
Consequences are determined by the principal or designee. 62
CHRONIC DISCIPLINARY PROBLEM STUDENT: Chronic Disciplinary Student: A student who exhibits a pattern of behavioral characteristics which interferes with the learning process of other students and which are likely to recur. Georgia law mandates that any time a teacher or principal identifies a student as a chronic disciplinary problem student, the principal shall notify by telephone call and by mail the student’s parent or guardian of the disciplinary problem, invite the parent or guardian to observe the student in a classroom situation, and request at least one parent or guardian to attend a conference to devise a disciplinary and behavioral correction plan. Georgia law states that before any chronic disciplinary problem student is permitted to return to school from a suspension or expulsion, the school shall request by telephone call and by mail at least one parent or guardian to schedule and attend a conference to devise a disciplinary and behavioral correction plan Georgia law allows a local board of education to petition the juvenile court to require a parent to attend a school conference. If the court finds that a parent or guardian has willfully and unreasonably failed to attend a conference requested by the principal pursuant to the laws cited above, the court may order the parent or guardian to attend such a conference, order the parent or guardian to participate in such programs or such treatment as the court deems appropriate to improve the student’s behavior, or both. After notice and opportunity for hearing, the court may impose a fine, not to exceed $500.00 on a parent or guardian who willfully disobeys an order of the court under this law. BULLYING: The act of bullying is prohibited throughout Dublin City Schools System and on the campus of Hillcrest Elementary School-related events, activities, and/or extensions such as school bus(es), bus stops, technology. Bullying is defined as aggressive behavior that involves unwanted and/or negative actions. One who is bullied has been exposed to negative acts and/or activity over a period time or frequent instances. Bullying can be conducted by one or more individuals or individuals who fail to defend him or herself and/or afraid to divulge the information to an adult. A student who bullies can have a wide-ranging impact on the students they bully as well as the overall school climate and community. Students deserve to feel safe in school, but when they experience bullying activity, it can produce a wide range of ramifications such as depression, low self-esteem, health problems, academic decline, and suicidal thoughts among the many. There are multiple types of bullying. Some typical forms are: 1. 2. 3. 4. 5. 6. 7. 8.
Verbal Bullying Bullying through social exclusion or isolation Physical Bullying such as hitting, kicking, shoving, spitting, etc. Bullying through lies and false rumors Cyber Bullying Racial Bullying Having personal items damaged or taken by bullies Being threaten or forced to do things by bullies 63
Bullying will not be tolerated at Hillcrest LEAP Elementary School at any time; and if a student feels that he or she is being bullied, he/she should report it to a teacher, school administrator, guidance counselor, or supervising adult in the building IMMEDIATELY. All students (K-4) at HES will participate in a Bullying Prevention curriculum facilitated by the school guidance counselor. The purpose of this curriculum is to educate children in grades K-4 about bullying and cyberbullying, and to raise their awareness about how these behaviors impact children. The curriculum also teaches about bystander behaviors and how these can unwittingly contribute to bullying in school and how online bullying feels and can lead to more problems in school, as well. BUS CONDUCT: (Descriptor Code: JCDAD-R) The bus driver is in full charge of the bus and passengers at all times. Any violations of the following rules will be reported to the principal of the school for appropriate disciplinary action as though such conduct had occurred on the school premises. Riding the bus is a service provided at the expense of all taxpayers. Acceptance of this service implies a willingness to abide by all rules governing conduct. Students who violate safety and system and school codes of conduct may have their right to ride the bus suspended or terminated. The violator may be subject to other disciplinary action including suspension or expulsion from school. Bus Rules: 1. All system policies and school rules are in force on school buses. 2. Damage to the bus should be reported to the driver or to proper authorities. Restitution for damages to the school bus will be pursued by the school system from the student's parents. 3. No pushing or shoving is permitted when loading or unloading. 4. Remain seated while the bus is in motion. 5. Students shall not carry drink bottles, cans or glass containers, or any objects which might impair the ability of the driver to see. 6. Emergency doors or exits or any of the controls or devices on the buses are to be used only in an emergency or emergency evacuation practice. 7. No animals, dead or alive of any description, may be brought on the bus without the approval of the school principal. 8. Aisles of the bus must remain clear at all times. Emergency exits must not be blocked by books, baggage, band instruments or other items. 9. Students will ride assigned bus unless a note from parents is provided and brought to the office. NO PHONE CALLS. LEVEL II – Bus Infractions and Consequences 1. Students should: A. Remain seated at all times when the bus is moving. B. Keep hands, arms and head inside the bus. C. Stand off the street while waiting for the bus. D. Cross the street in front of the bus. E. Speak in a conversational level of voice 2.
The bus driver is in complete charge of the bus and has the right to: A. Assign pupil’s seats to promote an orderly and safe environment. B. Require students to load and unload the bus according to his/her preference. 64
Consequences: First Offense: Second Offense: Third Offense: Fourth Offense: Fifth Offense: Sixth Offense:
Parent Conference 5 Day Suspension from Bus 10 Day Suspension from Bus 20 Day Suspension from Bus 9 Week Suspension Suspended from Bus the remainder of Year
LEVEL III – Bus Infractions and Consequences 3. Some misconduct that usually results in immediate suspension of a student from the bus include: A. Fighting; B. Physical or verbal abuse or sexual harassment of students or driver; C. Smoking; D. Playing with matches or lighter; E. Throwing objects on the bus or out the windows; F. Possession of drugs, alcohol, weapons, or dangerous objects; G. Riding another bus while on suspension. Consequences: First Offense: Second Offense: Third Offense: Fourth Offense: Fifth Offense:
5 Day Suspension from Bus 10 Day Suspension from Bus 20 Day Suspension from Bus 9 Week Suspension Suspended from Bus the remainder of Year
RIDING A SCHOOL BUS TO AND FROM SCHOOL IS A PRIVILEGE, NOT A RIGHT!! It is the responsibility of the parent or guardian to see his/her child is transported to school by 8:10 a.m. and from school by 3:00 p.m. while he/she is suspended from the bus. When students are suspended from riding a school bus, they are not allowed to switch buses. Suspended from riding a Dublin City School Bus means suspended from riding all Dublin City School Buses. Students and parents are reminded that they should not attempt to discuss bus rule violations with the driver at a bus stop. Parents may request a conference with the driver through the principal’s office at the school. The Principal may also request a conference with the student, parent, and bus driver to help eliminate possible problems that could lead to long term transportation suspensions. DEFINITION OF TERMS: Assault: Any verbal threat or attempt to physically harm another person or any act, which reasonably places another person in fear or physical harm. Battery: Intentionally making physical contact with another person in an insulting, offensive or provoking manner or in a way that physically harms the other person. Bullying: In accordance with Georgia law, bullying is defined as (1) Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to 65
do; or (2) Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm. Chronic Disciplinary Problem Student: A student who exhibits a pattern of behavioral characteristics which interferes with the learning process of students around him or her and which are likely to recur. Corporal Punishment: Physical punishment of a student by a school official in the presence of another school official. Criminal Law Violations: A student who has committed a violation of the criminal laws and whose presence on the school campus may endanger the safety of other students or cause substantial disruption to the school operation may be subject to disciplinary action, including inschool suspension, short-term suspension and referral to a disciplinary tribunal. Detention: A requirement that the student report to a specified school location and to a designated teacher or school official. Detention may require the students attendance before or after school. Students must be given a 24 -hour notice so that arrangements of transportation can be made by the parents or guardians. Disciplinary Tribunal: School officials appointed by the Board of Education to sit as fact finder and judge with respect to student disciplinary matters. Disruption or Interference with School: Any act which substantially hinders the normal operations of the school. Examples include, but not limited to; a). occupying any school building, gymnasium, school grounds, properties or part thereof with intent to deprive others of its use, or acting so as to produce the effect of depriving others of its use; b). blocking the entrance or exit of any school building or property or corridor or room thereof so as to deprive others of access thereto; c). preventing or attempting to prevent the convening or continued function of any school, class, activity or lawful meeting or assembly on the school campus; d). preventing students from attending a class or school activity; blocking normal pedestrian or vehicular traffic on a school campus or adjacent grounds (except under the direct instruction of the principal); e). making noise or acting in any other manner continuously or intentionally so as to interfere with the teachers ability to conduct class; f). by the use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct, causing intentionally the disruption of any lawful mission, process or function of the school or engaging in any such conduct for the disruption or obstruction of any such lawful mission, process or function; g). refusing to identify oneself upon request of any teacher, principal, superintendent, school bus driver, or other authorized school personnel; h). urging, encouraging, or counseling other students to violate school rules. Dress Code: A description of acceptable and unacceptable apparel which can be worn by students. Drug: As used in this code of conduct the term drug refers to any controlled substance the possession of which is prohibited by law and includes but is not limited to any narcotic, hallucinogen, amphetamine, barbiturate, cocaine, marijuana, anabolic steroid, or any other substance which is represented by any individual to be a drug. The term, drug, does not include prescriptions issued to the individual, aspirin or similar medications and/or cold medications that are taken according to product use recommendations and board policy. Caffeine pills are considered drugs. Expulsion: Suspension of a student from a public school beyond the current school quarter or semester. Such action may be taken only by a disciplinary tribunal. Extortion: Obtaining money or goods from another student by violence, threats, or misuse of authority. Fireworks: The term, fireworks, means any combustible or explosive composition or any substance of combination of substances or article prepared for the purpose of producing a visible or audible effect by combustion, explosion, deflagration, or detonation, as well as articles containing any explosive or flammable compound and tablets and other devices containing an 66
explosive substance. Gambling: Engaging in a game or contest in which the outcome is dependent upon chance even though accompanied by some skill, and in which a participant stands to win or lose something of value. Harassment, Racial: Racial harassment consists of physical or verbal conduct relating to an individual’s race when the conduct: 1. Has the purpose or effect of creating an intimidating, hostile or offensive working or academic environment; 2. Has the purpose or effect of substantially or unreasonably interfering with an individual’s work or academic performance; or 3. Otherwise adversely affects an individual’s employment or academic opportunities. Harassment, Religious: Religious harassment consists of physical or verbal conduct which is related to an individual’s religion when the conduct: 1. Has the purpose or effect of creating an intimidating, hostile, or offensive working or academic environment; 2. Has the purpose or effect of substantially or unreasonably interfering with an individual’s work or academic performance; or 3. Otherwise adversely affects an individual’s employment or academic opportunities. Harassment, Sexual: Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct or communication of a sexual nature when: 1. Submission to that conduct or communication is made a term or condition, either explicitly or implicitly, of obtaining or retaining employment or of obtaining an education; or 2. Submission to or reaction of that conduct or communication by an individual is used as a factor in decisions affecting the individual’s employment or education, or 3. That conduct or communication has the purpose or effect of substantially or unreasonably interfering with an individual’s employment or education, or creating an intimidating, hostile or offensive employment or educational environment. Sexual harassment may include but is not limited to: 1. Unwelcome verbal harassment or abuse; 2. Unwelcome pressure for sexual activity; 3. Unwelcome, sexually motivated or inappropriate patting, pinching or physical contact, other than necessary restraint of pupil(s) by teachers, administrators or other school personnel to avoid physical harm to persons or property; 4. Unwelcome sexual behavior or words, including demands for sexual favors, accompanied by implied or overt threats concerning an individuals employment or educational status; 5. Unwelcome sexual behavior or words, including demands for sexual favors, accompanied by implied or overt promises of preferential treatment with regard to an individual’s employment or educational status; or 6. Unwelcome behavior or words directed at an individual because of gender. In-school Suspension: Removal of a student from class(es) or regular school program and assignment of that student to an alternative program isolated from peers. Physical violence: Intentionally making physical contact of an insulting or provoking nature with the person of another; or intentionally making physical contact which causes physical harm to another unless such physical contacts or physical harm were in defense of himself or herself, as provided in Code Section 16-3-21. Suspension: Removal of a student from the regular school program for a period not to exceed 10 days (short-term) or for a period greater than 10 days (long-term, which may be imposed only by a disciplinary tribunal). During the period of suspension, the student is excluded from all school-sponsored activities including practices, as well as any competitive events, and/or activities sponsored by the school or its employees. Theft: The offense of taking or misappropriating any property of another with the intention of depriving that person of the property, regardless of the manner in which the property is taken or 67
appropriated. Weapons: The term weapon is defined as any object which is or may be used to inflict bodily injury or to place another in fear for personal safety or well-being. The following are defined as dangerous weapons: any pistol, revolver, or any weapon designed or intended to propel a missile of any kind, or any dirk, any bat, club, or other bludgeon type weapon, any stun gun or taser, bowie knife, switchblade knife, ballistic knife, and other knife, straight-edge razor or razor blade, spring parts connected in such a way as to allow them to swing freely, which may be known as a nunchaku, or fighting chain, throwing star or oriental dart, of any weapon or like kind.
TEACHER REPORTING REQUIREMENT: A teacher shall have the authority, consistent with board policy, to manage his or her classroom, discipline students, and refer a student to the principal or his designee to maintain discipline in the classroom. Any teacher who has knowledge that a student has exhibited behavior which violates the student code of conduct and repeatedly or substantially interferes with the teacher’s ability to communicate effectively with the students in his/her class or with the ability of such student’s classmates to learn shall file a report of such behavior with the principal or his designee. The principal and teacher shall thereafter follow the procedures set forth in Georgia law, specifically O.C.G.A. 20-2737-738. The superintendent shall develop procedures as necessary for implementation of this policy and this state law. SCOPE OF ADMINISTRATIVE AUTHORITY: The principal is the designated leader of the school and, in concert with the staff, is responsible for the orderly operation of the school. In cases of disruptive, disorderly or dangerous conduct not covered in this Code, the principal may undertake corrective measures which he or she believes to be in the best interest of the student and the school provided any such action does not violate school board policy or procedures. Administrators are authorized to take disciplinary action for the conduct which occurs: (a) on the school grounds during or immediately before or immediately after school hours; (b) on the school grounds at any other time; (c) off the school grounds at a school activity, function or event; (d) en route to and from school or a school activity; (e) offcampus if the student’s actions have a direct and immediate impact on school discipline, the educational function of the school, or the welfare of the student and staff. A student who has been arrested, charged, or convicted of a criminal act while off campus is subject to disciplinary action and may be excluded from school. Such act could include but would not be limited to a felony or an offense which would be considered to be a felony if the student were an adult, or an assault upon another student, a violation of the drug laws or sexual misconduct of a serious nature. Such student whose presence on school property may endanger the welfare and/or safety of other students or staff, or whose presence may cause substantial disruption at school, would also be subject to other appropriate disciplinary action including but not limited to in-school suspension, and assignment to an alternative educational program or site may be made. School officials shall contact proper authorities to verify any and all allegations that a student has been arrested or charged. The Superintendent and staff shall cooperate with the probation office or courts in order to allow for that office to conduct a proper 68
investigation. If the matter involves a juvenile, the Superintendent and staff shall cooperate with the Juvenile Court concerning the student’s conduct and record in school. Any suspension, expulsion, or exclusion from enrollment under this policy shall not waiver the student’s right to a due process hearing as set out in Board policy relating to suspension or expulsion. Any time a teacher or principal identifies a student as a chronic disciplinary problem student, the principal shall notify by certified mail with return receipt requested, by first class mail or by telephone call the students parent or guardian of the disciplinary problem, invite such parent or guardian to observe the student in a classroom situation and request at least one parent or guardian to attend a conference with the principal or the teacher or both to devise a disciplinary and behavioral correction plan. In the event a student is to be detained after school, the parent or guardian will be notified and be given at least 24 hours to make arrangements for transportation. The principal is authorized by the Board of Education to use all disciplinary alternatives as specified in the Dublin City School Board Policy. Teachers will refer students who have repeated offenses to Response to Intervention. Disclaimer: School rules published in this handbook are subject to such change as may be needed to insure continued compliance with federal, state or local regulations and are subject to such review and alteration as become necessary for the routine operation of the school. Not all school rules of behavior can be written and inserted in a guidebook; however, we expect students to follow reasonable rules and not violate the rights of others. Dublin High School utilizes an in-school suspension program as an alternative to out-of-school suspension. Except where specified in the Code of Conduct, the school administrator, at his/her discretion, may choose whether a student serves suspension in the in-school center or out-of school. Additionally, the administrator may choose, at his/her discretion, to utilize the After School Intervention Program or the Saturday School Program as possible alternatives to suspension, but only within a limited scope. In unusual situations, the schools administrator(s) may, upon reviewing the circumstances of a discipline situation, choose to utilize disciplinary procedures other than the ones specified herein. This will be done in the case where the administrator feels the best interest of the school is better served by using alternative disciplinary procedures. Dublin High School feels strongly that parents should be an integral part of the discipline process. Teachers are encourage to contact parents at any time they have a student who appears to be a chronic behavior problem in class. Similarly, administrators will attempt to contact parents whenever possible after dealing with a student even if no formal action (In-School Suspension, suspension, etc.) was taken. Camera surveillance is utilized around campus and evidence can be used to supply information for disciplinary actions.
All parents and guardians are encouraged to inform their children on the consequences, including potential criminal penalties, of underage sexual conduct and crimes for which a minor can be tried as an adult. RECEIPT OF HANDBOOK A copy of the student handbook will be available on the Hillcrest website under Parent Information. A hard copy will be provided upon request by the parent to the school office. A form will be sent home for the parents to sign, stating that the handbook has been reviewed. This form will be kept on file in the classroom. It is the responsibility of the parents to read and understand the information contained in the handbook.
69
Hillcrest L.E.A.P. Elementary School Student Handbook & Code of Conduct 2017-2018
Parent Receipt of Handbook I have received a copy of the Hillcrest Elementary School 2017-2018 Student Handbook & Code of Conduct and understand that I am responsible for all information contained herein. My child and I agree to abide by all of the policies and procedures mentioned within. This signed statement will be placed in my temporary discipline file.
_____________________ Student Name (Please Print)
Student I.D. Number
_____________________
Student Signature
Date
__ Parent’s/Guardian’s Name (Please Print)
Parent’s/Guardian’s Signature Date
__________________________ Parent’s/Guardian’s Name (Please Print)
__
__________________________
__
__________________________
__
____________
Homeroom Teacher’s Name
Parent’s/Guardian’s Signature Date
Grade
……………………………………………………………………………………………………… Parents/Guardians and students: Please sign and return signed sheet to your child’s Homeroom Teacher. Parents please initial each to indicate that said letters listed were read. ______ Title I “Parents Right to Know”
______ School-Parent Compact
______ HES Highly Qualified Teacher Status
______ Parent Involvement Policy
______ Complaint Procedures
______ Counselor’s Corner
70
