ARLINGTON PUBLIC SCHOOLS

1 ARLINGTON PUBLIC SCHOOLS Policy implementation Procedure PIP-1 Student Code of Conduct Page 1 of 10 ARLINGTON PUBLIC SCHOOLS is committed to working collaboratively with parents/guardians to ensure a positive and safe learning experience for each student. These procedures are developed to address the needs of all students, be responsive to individual needs and work together as a school community. While these procedures describe a range of circumstances and situations where students may need a variety of levels of support, interventions, and possibly administrative responses, the goal is to have all students feel successful, safe and welcomed in their school environment. Equity in the implementation of Student Code of Conduct Policy ARLINGTON PUBLIC SCHOOLS has a vested interest in the consistent and the equitable implementation of policy across school sites and varying demographics.

2 ARLINGTON PUBLIC SCHOOLS utilizes identification and implementation of policies, practices and procedures that lead to the just and fair distribution of resources based on the needs of individual students and individual school buildings. To guarantee that all students and families have the resources to succeed, ARLINGTON PUBLIC SCHOOLS focuses on four approaches to equity: governance equity practices, educational equity practices, workforce equity practices, and operational equity practices. It is important to consider the definition of equity as it applies to Student Code of Conduct policy. Currently, ARLINGTON PUBLIC SCHOOLS defines equity as the elimination of opportunity gaps and achievement of excellence by providing access to SCHOOLS , resources, and learning opportunities according to each student s unique needs. VDOE has also defined equity as our commitment to eliminating the predictability of student outcomes based on race, gender, zip code, ability, socio-economic status, and/or languages spoken at home.

3 ARLINGTON PUBLIC SCHOOLS will employ an equity system for student behavior that monitors more than outcomes (exclusionary practices) for groups of students; it also monitors the opportunities (interventions) afforded students in the adult responses to behavior as outlined in PIP-2, 3(a) & 3(b) Student Code of Conduct. This monitored information will be included in the Superintendent s annual report of Policy Student Code of Conduct as stated in the policy evaluation section. When there are concerns about a student s behavior, staff should schedule contact with the parent/guardian to discuss any issues, obtain any helpful information from the parent/guardian, share resources and support opportunities to help in addressing the concerns. Definitions Regarding Administrative Responses to Student Behavior To ensure a clear understanding of the levels of responses to student behavior, the following definitions are provided: 1.

4 Administrative responses are consequences or restrictions issued by an administrator as a result of student behavior issues that were not able to be resolved through alternative measures or were of a significant or serious nature. 2. Aggravating Circumstances as defined by Code of Virginia and , aggravating circumstances shall mean: that a student engaged in misconduct which caused serious harm (including but not limited to physical, emotional, and psychological harm) to another person(s) or posed a credible threat of serious harm to another person(s), as determined by a threat assessment; or that a student s presence in the school poses an ongoing and unreasonable risk to the safety of the school, its students, staff, or others in the school; or that a student engaged in a serious offense that is: a) persistent (repeated ARLINGTON PUBLIC SCHOOLS Policy implementation Procedure PIP-1 Student Code of Conduct Page 2 of 10 similar behaviors are documented on the student s disciplinary record), and b) unresponsive to targeted interventions as documented through an established intervention process.

5 3. Alternative education program is a program not located at a comprehensive school. It is designed to offer instruction to students for whom the regular program of instruction and/or school setting may be inappropriate. 4. Alternatives to suspension include a range of actions, interventions and opportunities for students to reflect on their behavior and its impact on other students and to explore different ways to resolve conflict. 5. Exclusion is the Superintendent/Designee and/or School Board s denial of school admission to a student who has been expelled or has been placed on a long-term suspension of more than 30 calendar days, by another school board or a private school, either in Virginia or another state, or for whom admission has been withdrawn by a private school in Virginia or another state.

6 6. Expulsion is any action imposed by the School Board whereby a student is not permitted to attend school within the school division and is ineligible for readmission for at least 365 calendar days after the date of the expulsion. 7. Intervention Plan is a formalized plan including specific interventions with timelines and staff-identified and expected outcomes, developed through a Student Study Team if individual interventions by the teacher have not been successful. 8. Long-term suspension is any administrative response whereby a student is not permitted to attend school for 11 to 45 school days and may only be issued by the Superintendent/designee. 9. One year means 365 calendar days as required in federal regulations. 10. Sanctions means consequences for student behavior. 11. Short-term suspension is any administrative response whereby a student is not permitted to attend school for a period not to exceed 10 school days.

7 12. Student Safety Plan is a formalized plan based on a student s individual unsafe behaviors. It includes identifying unsafe behaviors, specific interventions to those behaviors, warning signs and behavior supports. The plan also includes staff identified to support the student and expected outcomes, developed through a team to include but not limited to teachers, administration, parent(s)/guardian(s) and student services staff. 13. Superintendent s designee is a 1) trained hearing officer or 2) professional employee in the administrative offices of the school system who is not a school-based instructional or administrative employee Administrative Responses to Student Behavior Scope of Authority to Address Student Behavior All ARLINGTON PUBLIC SCHOOLS staff have the responsibility for establishing a positive learning environment.

8 Students may be reminded of behavioral expectations by any staff member whether that staff person is the staff member to whom the student is assigned or not. With the goal of helping students to develop skills in self-discipline, it may be necessary to adopt measures designed to assist students in developing self-control and self-reliance. Possible administrative responses associated with behavior issues are identified here as a guide. In handling responses to student behaviors, school administrators may use a range of activities, interventions and responses depending on the seriousness of the situation. This may include the appropriate use of physical ARLINGTON PUBLIC SCHOOLS Policy implementation Procedure PIP-1 Student Code of Conduct Page 3 of 10 interventions as outlined in School Board Policy J-13 Physical Interventions.

9 Before issuing administrative sanctions, students shall receive notice of any accusations against them and must be afforded the opportunity to explain the circumstances at the local school level before the initiation of administrative responses. Alternatives to Suspension Behavioral interventions and positive support strategies include building healthy relationships among all individuals in order to facilitate a safe and supportive school environment that provides the emotional, psychological, and physical safety needed to teach new positive behaviors. If individual interventions and collaboration with the parent/guardian have not been successful, the teacher should refer the student to a Student Support Team meeting with staff, administrator and parent/guardian to determine if an intervention plan is appropriate.

10 Use of restorative justice practices is one example of the interventions and supports provided to students to help nurture healthy relationships, repair harm, transform conflict and promote equity. When used as an intervention measure, a restorative approach to student behavior issues changes the fundamental questions that are asked when a behavioral incident occurs. Instead of asking who is to blame and how those engaged in the misbehavior will be punished, a restorative approach identifies what needs to be done to make things right. A listing of alternatives to administrative responses, including a description of leveled interventions and responses for student behaviors by category is included in PIP-2 Student Code of Conduct and PIP-3a and PIP-3b Student Code of Conduct. Detention Detention is the retention of a student during non-instructional time ( lunch) during the school day or after the school day ends.