Code of Conduct

Clyde-Savannah Code of Conduct

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STATEMENT OF PHILOSOPHY

 

The Clyde-Savannah school community believes in the unlimited potential of our students. We celebrate innovation, creativity, diversity of ideas, and risk taking in the pursuit of excellence. Within this community, we will uphold an atmosphere where learning can thrive in a safe, respectful, and caring environment. Behavior contrary to this philosophy will be handled effectively and equitably.

  1.  Introduction

 

The Clyde-Savannah Board of Education (“Board”) is committed to providing a safe and orderly school environment where students may receive, and district personnel may deliver, quality educational services without disruption or interference. Responsible behavior by students, teachers, other district personnel, parents and other visitors is essential to achieving this goal.

The district has a long-standing set of expectations for conduct on school property and at school functions. These expectations are based on the principles of civility, mutual respect, citizenship, character, tolerance, honesty and integrity.

 

The Dignity for All Students Act and The Clyde-Savannah Central School District prohibit discrimination, harassment, and bullying of students based on actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex, height or socio-economic status that creates a hostile school environment by conduct, with or without physical contact and/or by verbal threats, intimidation or abuse of such a severe nature that:

(1)  Has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional, and/or physical well-being; or

(2)  Reasonably causes or would reasonably be expected to cause a student to fear for his or her physical safety, or could cause or would reasonably be expected to cause emotional harm and/or physical injury.  Such conduct shall include, but is not limited to, threats, intimidation or abuse (verbal and non-verbal) based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practices, disability, sexual orientation, gender, sex, height, or socio-economic status.

 (3)  Such conduct shall include acts of harassment and/or bullying that occur on school property, as defined in section 100.2(kk)(1)(i) of this part; and/or (ii) at a school function, as defined in section 100.2(kk)(1) of this part; or (iii) off school property where such acts create or would foreseeably create a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation, or abuse (verbal and non-verbal) might reach school property.

Any form of harassment or discrimination of students by other students or school personnel violates this.

 

 

 

 

 

 

 

 

 

Code of Conduct:

The Clyde-Savannah Central School Board recognizes the need to clearly define the expectations for acceptable conduct on school property, to identify the possible consequences of unacceptable conduct, and to ensure that discipline, when necessary, is administered promptly and fairly. To this end, the Board adopts this code of conduct (“Code”). The Principles of this school community will be clarified, supported and implemented by all buildings through this Code of Conduct. The Rules supporting these Principles should be clearly outlined in the individual building implementation plans. Unless otherwise indicated, this code applies to all students, school personnel, parents, or persons in parental relation and other visitors when on school property or attending a school function.

II.         Definitions

  • Principles-core values that demonstrate how individuals should conduct themselves and relate to each other. They encompass a set of beliefs which provide the reasons for the rules and the motivation for following them.

     

  • Rules- based on the principles (core values), they identify acceptable and unacceptable behavior that is observable, clear, specific, and enforceable.

     

  • Fair-Doing what is reasonable and in the best interest of the individual and/ or group

 

  • Parent- guardian or person in parental relation to a student.

     

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

     

  • School function-any school-sponsored extracurricular event or activity.

     

  • School Bus- every motor vehicle owned by a public or governmental agency or private school and operated for the transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity, to or from school or school activities, or, privately owned and operated for compensation for the transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity to or from school or school activities (Education Law § 11 [1] and Vehicle and Traffic Law 142).

     

  • Intervention-the modification of an event by school personnel to promote a safe physical and psychological  environment for all members of the school community
  • Disability -(a) a physical, mental, or medial impairment resulting from anatomical, physiological, genetic, or neurological conditions which prevents the exercise of a normal bodily function or is demonstrate by medically accepted clinical or laboratory diagnostic techniques or (b) a record of such an impairment or (c) a condition regarded by others as such an impairment, provided, however, that in all provisions of this article dealing with employment, the term must be limited to disabilities which, upon the provision of reasonable accommodations, do not prevent the complaint from performing in a reasonable manner the activities involved in the job or occupation sought or held (Education Law § 11[4] and Executive Law 292 [21]).

     

  • Employee -any person receiving compensation from a school district or employee of a contracted service provider or worker placed within the school under a public assistance employment program, pursuant to title nine-B of article five of the Social Services Law, and consistent with the provisions of such a  title for the provision of services to such district, its students or employees, directly or through contract, whereby such district, its students or employees, directly or through contract, whereby such services performed by such person involve direct student contact (Education Law §11[4] and 1125[3].

     

  • Sexual Orientation - actual or perceived heterosexuality, homosexuality, or bisexuality (Education Law 11§ [6]).

     

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

     

  • Disruptive student behavior –behavior from an elementary or secondary student under the age of 21 that substantially disturbs or distracts from the educational process or interferes with the teacher’s ability to manage and teach students.

     

  • Bullying- when one person uses power in a willful manner with the aim of hurting another individual.

     

  • Harassment or Bullying-the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse, including cyber bullying and defined in Education Law section 11 (8), that either: has or would have the effect of unreasonably and substantially interfering with a student’s education performance, opportunities or benefits, or mental, emotional, and/or physical well-being; or reasonably causes or would reasonably be expected to cause a student to fear for his or her physical safety, or reasonably causes or would reasonably expected to cause emotional harm or reasonably causes or would reasonably by expected to cause physical injury.  Such conduct shall include, but is not limited to, threats, intimidation or abuse (verbal and non-verbal) based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practices, disability, sexual orientation, gender, sex, height, or socio-economic status (Education Law §11[7]).

     

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

     

  • Violent student behavior -behavior occurring on or around school property, before, during or after the school day that endangers self, others or property

     

  • Firearm- is defined in 18 USC §921 for the purposes of the Gun-Free Schools Act.

     

  • Weapon- refers to the definition of firearm in the Gun-Free Schools Act. Any item that could cause physical  harm to someone depending on intent and use (can include but is not limited to: BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, sling shot, metal knuckle knife, box cutter, cane sword, electronic dart gun, Kung Fu star, electronic stun gun, pepper spray or other noxious spray, explosive or incendiary bomb or other device, instrument, material or substance).

     

  • Consequence- the results of a previous action that breaks the rules. Those responsible for administering a consequence take into account the behavior, the situation, the individual involved, and the best means for helping that individual

    Types of Consequences:

    • Logical Consequences (Restitution) - where the individual makes right what they did wrong. This is logically related to the behavior.
    • Conventional Consequences-those commonly used in practice (i.e. time-out, removal from a classroom, suspension, etc.).
    • Generic Consequences-include reminders, warnings, choice options, and/or behavior plans brought into play when there is misbehavior.
    • Instructional Consequences-teach and/or revisit the pro-social skills necessary for an individual to behave or respond in accordance with the principles and rules of the school.

       

 

III.    Student Rights and Responsibilities

  1. Student Rights

Every student has the right to attend a safe, healthy, orderly, respectful and civil school environment safeguarding the rights given all students under state and federal law. These rights include, but are not limited to:

 

  1. A safe, healthy, orderly instructional environment free of distraction and interruptions
  2. Participation in all district activities on an equal basis regardless of race, color, creed, national origin, religion, gender or sexual orientation or disability
  3. Presentation of individual accounts and details of events to school personnel in connection with the imposition of a consequence
  4. Access to school rules and, when necessary, explanation of those rules from school personnel
  5. Ongoing communication directly to them or through their parent from administrators, teachers, and support staff regarding course objectives, grade level expectations, requirements, and assignments; and explanation of marking/grading procedures; a copy of the school and classroom behavior expectations
  6. A school community that is drug, alcohol and tobacco free
  7. Walking in the hallways from one location to the next without fear or impediment
  1. Use of computers, software, and the internet/intranet accounts with authorization/approval by staff/administration
  1. Redress from or grievances to appropriate school personnel

B.  Student Responsibilities

All students have the responsibility to maintain a safe and orderly school environment that is conducive to learning, and is respectful to all people and their property. These responsibilities include, but are not limited to:

  1. Knowing and following all district, school, and classroom policies, rules and regulations dealing with student conduct, instructional and/or safety given by teachers, administrators, and other school personnel
  2. Responding to direction given by teachers, administrators and other school personnel in a respectful, positive manner
  3. Attending school every day unless legally excused
  4. Being in class, on time with books and supplies and leaving class or the school building only with staff knowledge and permission
  5. Working to the best of their ability in all academic and extracurricular pursuits; striving for excellence, and avoiding all misconduct such as: plagiarism, cheating, copying, altering records, or assisting another student in any of these activities
  6. Seeking help to solve problems that might lead to discipline
  7. Asking questions when they do not understand
  8. Reporting to authority issues of concern
  9. Settling disagreements with respectable words and not fists or other weapons
  10. Working with teachers (counselors and parents) through role playing, modeling and practice to develop stronger pro-social skills (i.e., dealing with anger, recognizing the feelings of others, recognizing problem solving skills, making a good decision, etc.)
  11. Dressing appropriately for school and school functions.
  12. Wearing appropriate shoes during all school activities unless otherwise instructed due to the nature of an activity (i.e., use of mats, swimming, etc)
  13. Walking from location to location
  14. Permitting and promoting open pedestrian and vehicular traffic
  15. Respecting acceptable use guidelines for electronic devices.
  16. Remaining drug, alcohol and tobacco free.
  17. Accepting responsibility for their actions.
  1. Essential Partners

 

  1. Parents Rights

     

    Every parent has the right to assist their child in realizing their goal of academic and behavioral success within the school environment. These rights include, but are not limited to:

     

  2. Receive a copy of Code of Conduct
  3. Participate in all District activities
  4. Timely communication between District and parents regarding rules, expectations, grades attendance, behavior or other student or parent issues
  5. Advocate for their child
  6. Treated with respect by District personnel
  7. Grieve appropriately through the chain of command any/all student issues
  8.  

    Parents Responsibilities

    We recognize that the education of child (ren) is a joint right and responsibility of the parents and the school community. Parental responsibilities include, but are not limited to:

     

  1. Sending their children to school ready to participate and learn
  2. Communicating with school personnel, in a timely manner [appropriate to given issue/situation] about their child’s learning, social, and emotional needs and strengths
  3. Teaching their children to be dressed and groomed in a manner consistent with the student dress code
  4. Modeling a truthful, supportive attitude toward education and the school community
  5. Building good relationships with teachers, other parents and their children’s friends
  6. Helping their children deal effectively with peer pressure
  7. Providing a place for study and ensuring homework assignments are completed to the best of the child’s ability

     

    1.       Teachers

 

All Clyde-Savannah Central School District teachers are expected to maintain a climate of mutual respect and dignity, which will strengthen students’ self-concept and promote confidence to learn.

 

Teachers’ Rights include, but are not limited to:

 

Teachers have a right to an orderly, respectful environment that is conducive to instruction in all areas of learning. These rights include, but are not limited to:

  1. Intervening with any action that endangers the health, welfare and safety of self or others
  2. Expecting the opportunity to teach without ongoing distracting or disrupting behaviors
  3. Requesting a student to temporarily leave the classroom to reduce the impact of an anxiety-producing situation and/or give the student an opportunity to regain composure  and self-control
  4. Assigning homework to support the instructional lessons
  5. Setting course objectives, grade expectations, requirements and assignments
  6. Ongoing training to enhance academic and management skills within the school community
  7. Being prepared to teach and expand professional knowledge in the areas of instruction through specialized reading and participation in available training/in-services

 

Teachers’ Responsibilities include, but are not limited to:

 

  1. Showing concern for student achievement and well-being.
  2. Assisting students in coping with peer pressure and emerging personal, social and emotional problems
  3. Initiating teacher/student/counselor conferences and parent/teacher/student/counselor conferences, as necessary, as a way to resolve problems
  4. Communicating regularly with students, parents and other teachers concerning growth and achievement.
  5. Referring to appropriate personnel/leadership any academic or behavioral concerns or questions regarding any member of or happening within the school community.
  6. Encouraging students to benefit from the curriculum and extracurricular programs
  7. Implementing school policies and rules in a fair and consistent manner connecting the student’s actions with the outcome.
  8. Reporting to supervisors any behaviors or actions that threaten a respectfully safe educational learning environment within the school community.
  9. Determining classroom behavior intervention plans.
  10. Arriving on time for building meetings and classroom instruction.
  11. Knowing, and demonstrating through modeling and implementing, school policies and rules.
  12. Demonstrating interest in teaching, knowledge of current instructional methods, and concern for student achievement.

C.  Principals

All educational leaders have rights and responsibilities to support the mission and vision of the district, and create an orderly, safe, effective learning environment. The members of the school community can depend on them to promote success, accommodate differences, motivate, and monitor teaching and learning.  These rights include, but are not limited to:

 

  1. Evaluating on a regular basis all instructional programs.
  2. Creating and developing standards that address circumstances that may not be covered by the Code of Conduct
  3. Ensuring the code of conduct is abided by and that all cases are resolved  promptly and fairly, based on varying criteria including, but not limited to:
    • Student’s age
    • Nature of the misbehavior and the circumstances surrounding it
    • Student’s pattern of behavior
    • Effectiveness of previously tried intervention strategies
    • Information from parents, teachers and /or others as appropriate
    • Impact of a disability or suspected disability on patterns of behavior
    • Other variables and/or circumstances that would assist in or influence a fair decision process
  4. Implementing research based practices that can minimize problems of misconduct and are sensitive to student and teacher needs

 

Principals’ Responsibilities include, but are not limited to:

 

  1. Ensuring that students and staff have the opportunity to communicate regularly with the principal, and/or designee, to promote an environment of open communication where (TBD)
  2. Giving feedback to staff that contains knowledge of results for improvement and/or continuation of effective instructional approaches both academically and behaviorally
  3. Holding teachers and staff accountable in the enforcement of all school rules and regulations

 

D.  Superintendent

All educational leaders have rights and responsibilities to support the mission and vision of the district, and create an orderly, safe, effective learning environment. The members of the school community can depend on them to promote success, accommodate differences, motivate, and monitor teaching and learning.  These rights include, but are not limited to:

 

  1. Evaluating on a regular basis all district programs.
  2. Implementing research-based practices that can minimize problems of misconduct and are sensitive to student and teacher needs

 

The superintendent is responsible for supporting the district mission and vision by:

 

  1. Reviewing with district administrators the policies of the Board of Education and state and federal laws relating to school operations and management
  2. Informing the Board about educational trends relating to student discipline.
  3. Working to create systems that maximize student achievement and well-being and are sensitive to student and teacher strengths and needs
  4. Working with district administrators to ensure the code of conduct is abided by and making certain that all cases are resolved promptly and fairly

E.  Board of Education

As the governing body of the school community, the Board of Education establishes policy and works collaboratively with the Superintendent in supporting the mission and vision. To fulfill this expectation the Board of Education rights include, but are not limited to:  

  1. Adopting and reviewing, at least annually, the district’s Code of Conduct to evaluate the Code’s effectiveness and the fairness and consistency of its implementation.

 

Board of Education Responsibilities include, but are not limited to:

 

  1. Collaborating with student, teacher, administrator, parent organizations, school safety personnel and other school personnel to develop a code of conduct that clearly defines expectations for the conduct of students, district personnel and visitors on school property and at school functions.

     

  2. Exemplifying, by their behavior, the principles embedded in this Code of Conduct.

     

    V.        Student Dress Code

    All Clyde-Savannah Central School students are expected to give proper attention to personal cleanliness and to dress in a manner that is consistent with the district’s commitment to safety, respect for self and others, and does not disrupt or interfere with the educational process. Students and their parents have the primary responsibility for acceptable student dress and appearance. Teachers and all other district personnel should model and reinforce acceptable dress and help students develop an understanding of appropriate appearance in the school setting and as preparation for post-graduation activities.

     

    Acceptable:

     

    Each shoulder is covered by at least two (2) inches of continuous fabric

    Shorts, skirts and dresses that measure no more than six (6) inches up from the top of the kneecap

    Outer clothing that completely covers underwear

    Safe footwear

    Necklines that do not expose cleavage or underwear

     

    Not Acceptable:

     

    Headgear (hats, scarves, head wraps, bandanas and any other type of headwear) in the classroom, except for a medical or religious purpose

    Items that are vulgar, obscene, libelous or denigrate others on account of race, color, religion, creed, national origin, gender, sexual orientation or disability

    Items that promote and/or endorse the use of alcohol, tobacco or illegal drugs and/or encourage other illegal or violent activities

    Pajamas or swim wear

    Clothing that is see-through, backless, or leaves a student’s mid-section exposed

    Items that could be considered weapons or dangerous

     

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

     

    Students who violate the student dress code shall be required to modify their appearance by covering or removing the offending item and, if necessary or practical, replacing it with an acceptable item. Any student who refuses to do so shall be subject to discipline, up to and including in-school suspension for the day. Any student who repeatedly fails to comply with the dress code shall be subject to further discipline, up to and including out of school suspension.

    VI.       Student Conduct

    The Clyde-Savannah School Community expects all students to conduct themselves in an appropriate and civil manner, with proper regard for the rights and welfare of other students, district personnel and other members of the school community, and for the care of school facilities and equipment. The expectations for appropriate student conduct are in effect at all times while students are on school property, school buses, or engaged in a school function.

     

    Students may be subject to disciplinary action, up to and including suspension from school, when they engage in behavior that is:

     

                Disorderly or disruptive

                Insubordinate

                Violent

                Endangers the safety, morals, health or welfare of others

                Academically dishonest

     

    VII.      Reporting Violations

    The best discipline is self-imposed, and students must learn to assume and accept responsibility for their own behavior, as well as the consequences of their misbehavior. District personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on the student’s ability to grow in self-discipline.

    All Clyde-Savannah Central School students are expected to promptly report violations of the code of conduct to a teacher, guidance counselor, the building principal or his or her designee. Any student observing a student possessing a weapon, alcohol or illegal substance on school property or at a school function shall report this information immediately to a teacher, the building principal, the principal’s designee or the superintendent.

    All Clyde-Savannah Central School District staff that is authorized to impose disciplinary sanctions is expected to do so in a prompt, fair and lawful manner. District staff that is not authorized to impose disciplinary sanctions is expected to promptly report violations of the code of conduct to their supervisor, who shall in turn impose an appropriate disciplinary sanction, if so authorized, or refer the matter to a staff member who is authorized to impose an appropriate sanction.

    Any weapon, alcohol or illegal substance found shall be confiscated immediately, if possible, followed by notification to the parent of the student involved and the appropriate disciplinary sanction if warranted, which may include permanent suspension and referral for prosecution.

    The building principal or his or her designee will notify the appropriate local law enforcement agency of those code violations that constitute a crime and substantially affect the order or security of a school as soon as practical, but in no event later than the close of business the day the principal or his or her designee learns of the violation. The notification may be made by telephone, followed by a letter mailed on same day as the telephone call is made. The notification will identify the student and explain the conduct that violated the code of conduct and constituted a crime.

    VIII.     Disciplinary Interventions, Procedures, and Referrals

    Discipline is most effective when it deals directly with the problem at the time and place it occurs, and in a way that students view as fair and impartial. School personnel who interact with students are expected to use discipline as a way to develop the student’s self-regulatory and pro-social skills.

     

    Disciplinary action, when necessary, will be firm, fair and consistent so as to be the most effective in changing student behavior. In determining the appropriate disciplinary action, school personnel authorized to impose disciplinary penalties will consider the following:

    • Student’s age.
    • Nature of the misbehavior and the circumstances surrounding it.
    • Student’s pattern of behavior.
    • Effectiveness of previously tried intervention strategies.
    • Information from parents, teachers and /or others as appropriate.
    • Impact of a disability or suspected disability on patterns of behavior.
    • Other variables and/or circumstances that would assist in or influence a fair decision process.

       

      Disciplinary interventions serve multiple purposes:

                  To teach a lacking skill; change a behavior pattern

                  To set an example of standards expected in the school community

      To promote the good of the order by maintaining physical and psychological safety.

       

      A.  Interventions

      Students who are found to have violated the District’s Code of Conduct may be subject to the following penalties, either alone or in combination. The school personnel identified after each penalty are authorized to impose that penalty, consistent with the student’s right to due process.

      1.   Verbal feedback – any member of the district staff

      2.   Written feedback – bus drivers, hall and lunch monitors, coaches, guidance counselors, teachers, principal, superintendent

      3.   Written notification to parent – bus driver, hall and lunch monitors, coaches, guidance counselors, teachers, principal, superintendent

      4.   Detention – teachers, principal, superintendent

      5.   Suspension from transportation – director of transportation, principal, superintendent

      6.   Suspension from athletic participation – coaches, principal, superintendent

      7.   Suspension from social or extracurricular activities – activity director, principal, superintendent

      8.   Suspension of other privileges – principal, superintendent

      9.   In-school suspension – principal, superintendent

      10. Removal from classroom by teacher – teachers, principal

      11. Short-term (five days or less) suspension from school – principal, superintendent, board of education

      12. Long-term (more than five days) suspension from school – principal, superintendent, board of education

      13. Permanent suspension from school – superintendent, board of education.

      B.  Procedures

      The amount of due process a student is entitled to receive before a penalty is imposed depends on the penalty being imposed. In all cases, regardless of the penalty imposed, the school personnel authorized to impose the penalty must inform the student of the alleged misconduct and must investigate, to the extent necessary, the facts surrounding the alleged misconduct. All students will have an opportunity to present their version of the facts to the school personnel imposing the disciplinary penalty in connection with the imposition of the penalty.

       

      Students who are to be given penalties other than verbal feedback, written feedback, or written notification to their parents are entitled to additional rights before the penalty is imposed. These additional rights are explained below.

      1.   Detention

      Teachers, principals and the superintendent may use after school detention as a penalty for student misconduct in situations where removal from the classroom or suspension would be inappropriate. 

      2.   Suspension from transportation

      If a student does not conduct himself/herself properly on a bus, the bus driver is expected to bring such misconduct to the building principal’s attention. Students who become a serious disciplinary problem may have their riding privileges suspended by the building principal or the superintendent or their designees. In such cases, the student’s parent will become responsible for seeing that his or her child gets to and from school safely. Should the suspension from transportation amount to a suspension from attendance, the district will make appropriate arrangements to provide for the student’s education.

       

      A student subjected to a suspension from transportation is not entitled to a full hearing pursuant to Education Law §3214. However, the student and the student’s parent will be provided with a reasonable opportunity for an informal conference with the building principal or the principal’s designee to discuss the conduct and the penalty involved.

      3.   Suspension from athletic participation, extra-curricular activities and other privileges

      A student subjected to a suspension from athletic participation, extra-curricular activities or other privileges is not entitled to a full hearing pursuant to Education Law §3214. However, the student and the student’s parent will be provided with a reasonable opportunity for an informal conference with the district official imposing the suspension to discuss the conduct and the penalty involved.

      4.   In-school suspension

      The Board recognizes the school must balance the need of students to attend school and the need for order in the classroom to establish an environment conducive to learning. As such, the board authorizes building principals and the superintendent to place students who would otherwise be suspended from school as the result of a code of conduct violation in “in-school suspension.” 

       

      A student subjected to an in-school suspension is not entitled to a full hearing pursuant to Education Law §3214. However, the student and the student’s parent will be provided with a reasonable opportunity for an informal conference with the district official imposing the in-school suspension to discuss the conduct and the penalty involved.

      5.   Teacher disciplinary removal of disruptive students

      A student’s behavior can affect a teacher’s ability to teach and can make it difficult for other students in the classroom to learn. In most instances the classroom teacher can control a student’s behavior and maintain or restore control over the classroom by using good classroom management techniques. These techniques may include practices that involve the teacher directing a student to briefly leave the classroom to give the student an opportunity to regain his or her composure and self-control in an alternative setting. Such practices may include, but are not limited to: (1) short-term “time out” in an elementary classroom or in an administrator’s office; (2) sending a student into the hallway briefly; (3) sending a student to the principal’s office for the remainder of the class time only; or (4) sending a student to a guidance counselor or other district staff member for counseling. Time-honored classroom management techniques such as these do not constitute disciplinary removals for purposes of this code.

       

      On occasion, a student’s behavior may become disruptive. For purposes of this code of conduct, a disruptive student is a student who is substantially disruptive of the educational process or substantially interferes with the teacher’s authority over the classroom. A substantial disruption of the educational process or substantial interference with a teacher’s authority occurs when a student demonstrates a persistent unwillingness to comply with the teacher’s instructions or repeatedly violates the teacher’s classroom behavior rules.

       

      A classroom teacher may remove a disruptive student from class for up to two days. The removal from class applies to the class of the removing teacher only.

       

      If the disruptive student does not pose a danger or ongoing threat of disruption to the academic process, the teacher must provide the student with an explanation for why he or she is being removed and an opportunity to explain his or her version of the relevant events before the student is removed. Only after the informal discussion may a teacher remove a student from class.

       

      If the student poses a danger or ongoing threat of disruption, the teacher may order the student to be removed immediately. The teacher must, however, explain to the student why he or she was removed from the classroom and give the student a chance to present his or her version of the relevant events within 24-hours.

      The teacher must complete a district-established disciplinary removal form and meet with the principal or his or her designee as soon as possible, but no later than the end of the school day, to explain the circumstances of the removal and to present the removal form. If the principal or designee is not available by the end of the same school day, the teacher must leave the form with the secretary and meet with the principal or designee prior to the beginning of classes on the next school day.

       

      Within 24-hours after the student’s removal, the principal or another district administrator designated by the principal must notify the student’s parents, in writing, that the student has been removed from class and why. The notice must also inform the parent that he or she has the right, upon request, to meet informally with the principal or the principal’s designee to discuss the reasons for the removal.

       

      The written notice must be provided by personal delivery, express mail delivery, or some other means that is reasonably calculated to assure receipt of the notice within 24 hours of the student’s removal at the last known address for the parents. Where possible, notice should also be provided by telephone if the school has been provided with a telephone number(s) for the purpose of contacting parents.

       

      The principal may require the teacher who ordered the removal to attend the informal conference.

       

      If, at the informal meeting the student denies the charges, the principal or the principal’s designee must explain why the student was removed and give the student and the student’s parents a chance to present the student’s version of the relevant events. The informal meeting must be held within 48 hours of the student’s removal. The timing of the informal meeting may be extended by mutual agreement of the parent and principal.

       

      The principal or the principal’s designee may overturn the removal of the student from class if the principal finds any one of the following:

      1.   The charges against the student are not supported by substantial evidence.

      2.   The student’s removal is otherwise in violation of law, including the district’s code of conduct.

      3.   The conduct warrants suspension from school pursuant to Education Law §3214 and a suspension will be imposed.

       

      The principal or his or her designee may overturn a removal at any point between receiving the referral form issued by the teacher and the close of business on the day following the 48-hour period for the informal conference, if a conference is requested. No student removed from the classroom by the classroom teacher will be permitted to return to the classroom until the principal makes a final determination, or the period of removal expires, whichever is less.

       

      Any disruptive student removed from the classroom by the classroom teacher shall be offered continued educational programming and activities until he or she is permitted to return to the classroom.

       

      Each teacher must keep a complete log for all cases of removal of students from his or her class. The principal must keep a log of all removals of students from class.

       

      Removal of a student with a disability, under certain circumstances, may constitute a change in the student’s placement. Accordingly, no teacher may remove a student with a disability from his or her class until he or she has verified with the principal or the chairperson of the Committee on Special Education that the removal will not violate the student’s rights under state or federal law or regulation.

       

      6.   Suspension from school

      Suspension from school is a severe penalty, which may be imposed only upon students who are insubordinate, disorderly, violent or disruptive, or whose conduct otherwise endangers the safety, morals, health or welfare of others.

       

      The Board retains its authority to suspend students, but places primary responsibility for the suspension of students with the superintendent and the building principals.

       

      Any staff member may recommend to the superintendent or the principal that a student be suspended. All staff members must immediately report and refer a violent student to the principal or the superintendent for a violation of the code of conduct. All recommendations and referrals shall be made in writing unless the conditions underlying the recommendation or referral warrant immediate attention. In such cases a written report is to be prepared as soon as possible by the staff member recommending the suspension.

       

      The superintendent or principal, upon receiving a recommendation or referral for suspension or when processing a case for suspension, shall gather the facts relevant to the matter and record them for subsequent presentation, if necessary.

            A. Short-term (5 days or less) suspension from school

       

      When the superintendent or principal (referred to as the “suspending authority”) proposes to suspend a student charged with misconduct for five days or less pursuant to Education Law §3214(3), the suspending authority must immediately notify the student verbally.  If the student denies the misconduct, the suspending authority must provide an explanation of the basis for the proposed suspension. The suspending authority must also notify the student’s parents in writing that the student may be suspended from school. The written notice must be provided by personal delivery, express mail delivery, or some other means that is reasonably calculated to assure receipt of the notice within 24 hours of the decision to propose suspension at the last known address for the parents. Where possible, notice should also be provided by telephone if the school has been provided with a telephone number(s) for the purpose of contacting the parents.

       

      The notice shall provide a description of the charges against the student and the incident for which suspension is proposed and shall inform the parents of the right to request an immediate informal conference with the principal. Both the notice and informal conference shall be in the dominant language or mode of communication used by the parents. At the conference, the parents shall be permitted to ask questions of complaining witnesses under such procedures as the principal may established.

       

      The notice and opportunity for an informal conference shall take place before the student is suspended unless the student’s presence in school poses a continuing danger to persons or property or an ongoing threat of disruption to the academic process. If the student’s presence does pose such a danger or threat of disruption, the notice and opportunity for an informal conference shall take place as soon after the suspension as is reasonably practicable.

       

      After the conferĀ­ence, the principal shall promptly advise the parents in writing of his or her decision. The principal shall advise the parents that if they are not satisfied with the decision and wish to pursue the matter, they must file a written appeal to the superintendent within five business days, unless they can show extraordinary circumstances precluding them from doing so. The superintendent shall issue a written decision regarding the appeal within 10 business days of receiving the appeal. If the parents are not satisfied with the superintendent’s decision, they must file a written appeal to the board of education with the district clerk within 10 business days of the date of the superintendents’ decision, unless they can show extraordinary circumstances precluding them from doing so. Only final decisions of the Board may be appealed to the Commissioner within 30 days of the decision.

       

            b. Long-term (more than 5 days) suspension from school

      When the superintendent or building principal determines that a suspension for more than five days may be warranted, he or she shall give reasonable notice to the student and the student’s parents of their right to a fair hearing. At the hearing the student shall have the right to be represented by counsel, the right to question witnesses against him or her and the right to present witnesses and other evidence on his or her behalf.

       

      The superintendent shall personally hear and determine the proceeding or may, in his or her discretion, designate a hearing officer to conduct the hearing. The hearing officer shall be authorized to administer oaths and to issue subpoenas in conjunction with the proceeding before him or her. A record of the hearing shall be maintained, but no stenographic transcript shall be required. A tape recording shall be deemed a satisfactory record. The hearing officer shall make findings of fact and recommendations as to the appropriate measure of discipline to the superintendent. The report of the hearing officer shall be advisory only, and the superintendent may accept all or any part thereof.

       

      An appeal of the decision of the superintendent may be made to the Board that will make its decision based solely upon the record before it. All appeals to the Board must be in writing and submitted to the district clerk within 10 business days of the date of the superintendent’s decision, unless the parents can show that extraordinary circumstances precluded them from doing so. The Board may adopt in whole or in part the decision of the superintendent. Final decisions of the Board may be appealed to the Commissioner within 30 days of the decision.

            c. Permanent suspension

      Permanent suspension is reserved for extraordinary circumstances such as where a student’s conduct poses a life-threatening danger to the safety and well-being of other students, school personnel or any other person lawfully on school property or attending a school function.

      C.  Minimum Periods of Suspension

      1.   Students who bring a weapon to school

      Any student found guilty of bringing a weapon onto school property will be subject to suspension from school for at least one calendar year. Before being suspended, the student will have an opportunity for a hearing pursuant to Education Law §3214. The superintendent has the authority to modify the one-year suspension on a case-by-case basis. In deciding whether to modify the penalty, the superintendent may consider the following:

      1.  The student’s age.

      2.  The student’s grade in school.

      3.  The student’s prior disciplinary record.

      4.  The superintendent’s belief that other forms of discipline may be more effective.

      5.  Input from parents, teachers and/or others.

      6.  Other extenuating circumstances.

      A student with a disability may be suspended only in accordance with the requirements of state and federal law.

      2.   Students who commit violent acts other than bringing a weapon to school

       Any student, other than a student with a disability, who is found to have committed a violent act, other than bringing a weapon onto school property, shall be subject to suspension from school for at least five days. If the proposed penalty is the minimum five-day suspension, the student and the student’s parents will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed penalty exceeds the minimum five-day suspension, the student and the student’s parents will be given the same notice and opportunity for a hearing given to all students subject to a long-term suspension. The superintendent has the authority to modify the minimum five-day suspension on a case-by-case basis. In deciding whether to modify the penalty, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon.

  1. Students who are repeatedly, substantially disruptive of the educational process or repeatedly, substantially interfere with the teacher’s authority over the classroom

    Any student, other than a student with a disability, who repeatedly is substantially disruptive of the educational process or substantially interferes with the teacher’s authority over the classroom, will be suspended from school for at least five days. For purposes of this code of conduct, “repeatedly is substantially disruptive” means engaging in conduct that results in the student being removed from the classroom by teacher(s) pursuant to Education Law §3214(3-a) and this code on four or more occasions during a semester, or three or more occasions during a trimester. If the proposed penalty is the minimum five-day suspension, the student and the student’s parent will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed penalty exceeds the minimum five-day suspension, the student and the student’s parent will be given the same notice and opportunity for a hearing given to all students subject to a long-term suspension. The superintendent has the authority to modify the minimum five-day suspension on a case-by-case basis. In deciding whether to modify the penalty, the superintendent may consider the same factors considered in modifying a one-year suspension for possessing a weapon.

    D.  Referrals

    1.   Counseling

    The Guidance Office shall handle all referrals of students to counseling.

    2.   PINS Petitions

    The district may file a PINS (person in need of supervision) petition in Family Court on any student under the age of 18 who demonstrates that he or she requires supervision and treatment by:

    a.   Being habitually truant and not attending school as required by part one of Article 65 of the Education Law.

    b.   Engaging in an ongoing or continual course of conduct which makes the student ungovernable or habitually disobedient and beyond the lawful control of the school.

    c.   Knowingly and unlawfully possesses marijuana in violation of Penal Law § 221.05. A single violation of § 221.05 will be a sufficient basis for filing a PINS petition.

    3.   Juvenile Delinquents and Juvenile Offenders

    The superintendent is required to refer the following students to the County Attorney for a juvenile delinquency proceeding before the Family Court:

    a.   Any student under the age of 16 who is found to have brought a weapon to school, or

    b.   Any student 14 or 15 years old who qualifies for juvenile offender status under the Criminal Procedure Law §1.20 (42).

    The superintendent is required to refer students age 16 and older or any student 14 or 15 years old who qualifies for juvenile offender status to the appropriate law enforcement authorities.

     

    1. Alternative Instruction

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

 

X.        Discipline of Students with Disabilities

The Clyde-Savannah Board of Education recognizes that it may be necessary to suspend, remove or otherwise discipline students with disabilities to address disruptive or problem behavior. The Board also recognizes that students with disabilities enjoy certain procedural protections whenever school authorities intend to impose discipline upon them. The Board is committed to ensuring that the procedures followed for suspending, removing or otherwise disciplining students with disabilities are consistent with the procedural safeguards required by applicable laws and regulations.

 

This code of conduct affords students with disabilities subject to disciplinary action no greater or lesser rights than those expressly afforded by applicable federal and state law and regulations.

A.  Authorized Suspensions or Removals of Students with Disabilities

1.   For purposes of this section of the code of conduct, the following definitions apply.

A “suspension” means a suspension pursuant to Education Law § 3214.

A “removal” means a removal for disciplinary reasons from the student’s current educational placement other than a suspension and change in placement to an interim alternative educational setting (IAES) ordered by an impartial hearing officer because the student poses a risk of harm to himself or herself or others.

An “IAES” means a temporary educational placement for a period of up to 45 days, other than the student’s current placement at the time the behavior precipitating the IAES placement occurred, that enables the student to continue to progress in the general curriculum, although in another setting, to continue to receive those services and modifications, including those described on the student’s current individualized education program (IEP), that will enable the student to meet the goals set out in such IEP, and include services and modifications to address the behavior which precipitated the IAES placement that are designed to prevent the behavior from recurring.

2.   School personnel may order the suspension or removal of a student with a disability from his or her current educational placement as follows:

a.   The Board, the district (BOCES) superintendent of schools or a building principal may order the placement of a student with a disability into an IAES, another setting or suspension for a period not to exceed five consecutive school days and not to exceed the amount of time a non-disabled student would be subject to suspension for the same behavior.

b.   The superintendent may order the placement of a student with a disability into an IAES, another setting or suspension for up to 10 consecutive school days, inclusive of any period in which the student has been suspended or removed under subparagraph (a) above for the same behavior if the superintendent determines that the student has engaged in behavior that warrants a suspension and the suspension or removal does not exceed the amount of time non-disabled students would be subject to suspension for the same behavior.

c.   The superintendent may order additional suspensions of not more than 10 consecutive school days in the same school year for separate incidents of misconduct, as long as those removals do not constitute a change of placement.

d.   The superintendent may order the placement of a student with a disability in an IAES to be determined by the committee on special education (CSE), for the same amount of time that a student without a disability would be subject to discipline, but not more than 45 days, if the student carries or possesses a weapon to school or to a school function, or the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a school function.

1)   “Weapon” means the same as “dangerous weapon” under 18 U.S.C. § 930(g)(w) which includes “a weapon, device, instrument, material or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury, except...[for] a pocket knife with a blade of less than 2 1/2 inches in length.”

2)   “Controlled substance” means a drug or other substance identified in certain provisions of the federal Controlled Substances Act specified in both federal and state law and regulations applicable to this policy.

3)   “Illegal drugs” means a controlled substance except for those legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act or any other federal law.

3.   Subject to specified conditions required by both federal and state law and regulations, an impartial hearing officer may order the placement of a student with a disability in an IAES setting for up to 45 days at a time, if maintaining the student in his or her current educational placement poses a risk of harm to the student or others.

B.  Change of Placement Rule

1.   A disciplinary change in placement means a suspension or removal from a student’s current educational placement that is either:

a.   for more than 10 consecutive school days; or

b.   for a period of 10 consecutive school days or less if the student is subjected to a series of suspensions or removals that constitute a pattern because they cumulate to more than 10 school days in a school year and because of such factors as the length of each suspension or removal, the total amount of time the student is removed and the proximity of the suspensions or removals to one another.

2.   School personnel may not suspend or remove a student with disabilities if imposition of the suspension or removal would result in a disciplinary change in placement based on a pattern of suspension or removal.

However, the district may impose a suspension or removal, which would otherwise result in a disciplinary change in placement, based on a pattern of suspensions or removals if the CSE has determined that the behavior was not a manifestation of the student’s disability, or the student is placed in an IAES for behavior involving weapons, illegal drugs or controlled substances.

C.  Special Rules Regarding the Suspension or Removal of Students with Disabilities

1.   The district’s Committee on Special Education shall:

a.   Conduct functional behavioral assessments to determine why a student engages in a particular behavior, and develop or review behavioral intervention plans whenever the district is first suspending or removing a student with a disability for more than 10 school days in a school year or imposing a suspension or removal that constitutes a disciplinary change in placement, including a change in placement to an IAES for misconduct involving weapons, illegal drugs or controlled substances.

            If subsequently, a student with a disability who has a behavioral intervention plan and who has been suspended or removed from his or her current educational placement for more than 10 school days in a school year is subjected to a suspension or removal that does not constitute a disciplinary change in placement, the members of the CSE shall review the behavioral intervention plan and its implementation to determine if modifications are necessary.       

            If one or more members of the CSE believe that modifications are needed, the school district shall convene a meeting of the CSE to modify such plan and its implementation, to the extent the committee determines necessary.

b.   Conduct a manifestation determination review of the relationship between the student’s disability and the behavior subject to disciplinary action whenever a decision is made to place a student in an IAES either for misconduct involving weapons, illegal drugs or controlled substances or because maintaining the student in his current educational setting poses a risk of harm to the student or others; or a decision is made to impose a suspension that constitutes a disciplinary change in placement.

2.   The parents of a student who is facing disciplinary action, but who has not been determined to be eligible for services under IDEA and Article 89 at the time of misconduct, shall have the right to invoke applicable procedural safeguards set forth in federal and state law and regulations if, in accordance with federal and state statutory and regulatory criteria, the school district is deemed to have had knowledge that their child was a student with a disability before the behavior precipitating disciplinary action occurred. If the district is deemed to have had such knowledge, the student will be considered a student presumed to have a disability for discipline purposes.

a.   The superintendent, building principal or other school official imposing a suspension or removal shall be responsible for determining whether the student is a student presumed to have a disability.

b.   A student will not be considered a student presumed to have a disability for discipline purposes if, upon receipt of information supporting a claim that the district had knowledge the student was a student with a disability, the district either:

1)   conducted an individual evaluation and determined that the student is not a student with a disability, or

2)   determined that an evaluation was not necessary and provided notice to the parents of such determination, in the manner required by applicable law and regulations.

If there is no basis for knowledge that the student is a student with a disability prior to taking disciplinary measures against the student, the student may be subjected to the same disciplinary measures as any other non-disabled student who engaged in comparable behaviors.

However, if a request for an individual evaluation is made while such non-disabled student is subjected to a disciplinary removal, an expedited evaluation shall be conducted and completed in the manner prescribed by applicable federal and state law and regulations. Until the expedited evaluation is completed, the non-disabled student who is not a student presumed to have a disability for discipline purposes shall remain in the educational placement determined by the district, which can include suspension.

3.   The district shall provide parents with notice of disciplinary removal no later than the date on which a decision is made to change the placement of a student with a disability to an IAES for either misconduct involving weapons, illegal drugs or controlled substances or because maintaining the student in his/her current educational setting poses a risk of harm to the student or others; or a decision is made to impose a suspension or removal that constitutes a disciplinary change in placement.  The procedural safeguards notice prescribed by the Commissioner shall accompany the notice of disciplinary removal.

4.   The parents of a student with disabilities subject to a suspension of five consecutive school days or less shall be provided with the same opportunity for an informal conference available to parents of non-disabled students under the Education Law.

5.   Superintendent hearings on disciplinary charges against students with disabilities subject to a suspension of more than five school days shall be bifurcated into a guilt phase and a penalty phase in accordance with the procedures set forth in the Commissioner’s regulations incorporated into this code.

6.   The removal of a student with disabilities other than a suspension or placement in an IAES shall be conducted in accordance with the due process procedures applicable to such removals of non-disabled students, except that school personnel may not impose such removal for more than 10 consecutive days or for a period that would result in a disciplinary change in placement, unless the CSE has determined that the behavior is not a manifestation of the student’s disability.

7.   During any period of suspension or removal, including placement in an IAES, students with disabilities shall be provided services as required by the Commissioner’s regulations incorporated into this code.

D.  Expedited Due Process Hearings

1.   An expedited due process hearing shall be conducted in the manner specified by the Commissioner’s regulations incorporated into this code, if:

a.   The district requests such a hearing to obtain an order of an impartial hearing officer placing a student with a disability in an IAES where school personnel maintain that it is dangerous for the student to be in his or her current educational placement, or during the pendency of due process hearings where school personnel maintain that it is dangerous for the student to be in his or her current educational placement during such proceedings.

b.   The parent requests such a hearing from a determination that the student’s behavior was not a manifestation of the student’s disability, or relating to any decision regarding placement, including but not limited to any decision to place the student in an IAES.

1)   During the pendency of an expedited due process hearing or appeal regarding the placement of a student in an IAES for behavior involving weapons, illegal drugs or controlled substances, or on grounds of dangerousness, or regarding a determination that the behavior is not a manifestation of the student’s disability for a student who has been placed in an IAES, the student shall remain in the IAES pending the decision of the impartial hearing officer or until expiration of the IAES placement, whichever occurs first, unless the parents and the district agree otherwise.

2)   If school personnel propose to change the student’s placement after expiration of an IAES placement, during the pendency of any proceeding to challenge the proposed change in placement, the student shall remain in the placement prior to removal to the IAES, except where the student is again placed in an IAES.

2.   An expedited due process hearing shall be completed within 15 business days of receipt of the request for a hearing. Although the impartial hearing officer may grant specific extensions of such time period, he or she must mail a written decision to the district and the parents within five business days after the last hearing date, and in no event later than 45 calendar days after receipt of the request for a hearing, without exceptions or extensions.

E.   Referral to law enforcement and judicial authorities

In accordance with the provisions of IDEA and its implementing regulations:

  1. The district will report a crime committed by a child with a disability to appropriate authorities, and such action will not constitute a change of the student’s placement.

 

2.   The superintendent shall ensure that copies of the special education and disciplinary records of a student with disabilities are transmitted for consideration to the appropriate authorities to whom a crime is reported.

XI.       Physical Intervention

New York State Law states situations where alternative procedures and methods have been unsuccessful when the use of reasonable therapeutic physical intervention would not be considered corporal punishment. These circumstances include to:

1.   Protect oneself, another student, teacher or any person from physical injury.

2.   Protect the property of the school or others.

3.   Restrain or remove a student whose behavior interferes with the orderly exercise and performance of school district functions, powers and duties, if that student has refused to refrain from further disruptive acts or to leave the area when directed to do so.

 

Corporal punishment is any act of physical force upon a student for the purpose of punishing that student. Corporal punishment of any student by any district employee is strictly forbidden. The district will file all complaints about the use of corporal punishment with the Commissioner of Education in accordance with Commissioner’s regulations.

XII.      Student Searches and Interrogations

The Clyde-Savannah Board of Education is committed to ensuring an atmosphere on school property and at school functions that is safe and orderly. To achieve this kind of environment, any school official authorized to impose a disciplinary penalty on a student may question a student about an alleged violation of law or the district code of conduct. Students are not entitled to any sort of “Miranda”-type warning before being questioned by school officials, nor are school officials required to contact a student’s parent before questioning the student. However, school officials will tell all students why they are being questioned.

In addition, the Board authorizes the superintendent, building principals, the school nurse and district security officials to conduct searches of students and their belongings if the authorized school official has reasonable suspicion to believe that the search will result in evidence that the student violated the law or the district code of conduct.

An authorized school official may conduct a search of a student’s belongings that is minimally intrusive, such as touching the outside of a book bag, without reasonable suspicion, so long as the school official has a legitimate reason for the very limited search.

An authorized school official may search a student or the student’s belongings based upon information received from a reliable informant. Individuals, other than the district employees, will be considered reliable informants if they have previously supplied information that was accurate and verified, or they make an admission against their own interest, or they provide the same information that is received independently from other sources, or they appear to be credible and the information they are communicating relates to an immediate threat to safety. District employees will be considered reliable informants unless they are known to have previously supplied information that they knew was not accurate.

Before searching a student or the student’s belongings, the authorized school official should attempt to get the student to admit that he or she possesses physical evidence that they violated the law or the district code, or get the student to voluntarily consent to the search. Searches will be limited to the extent necessary to locate the evidence sought.

Whenever practicable, searches will be conducted in the privacy of administrative offices and students will be present when their possessions are being searched.

A.  Student Lockers, Desks and other School Storage Places

The rules in this code of conduct regarding searches of students and their belongings do not apply to student lockers, desks and other school storage places. Students have no reasonable expectation of privacy with respect to these places and school officials retain complete control over them. This means that student lockers, desks and other school storage places may be subject to search at any time by school officials, without prior notice to students and without their consent.

B.  Strip Searches

A strip search is a search that requires a student to remove any or all of his or her clothing, other than an outer coat or jacket. If an authorized school official believes it is necessary to conduct a strip search of a student, the school official may do so only if the search is authorized in advance by the superintendent or the school attorney. The only exception to this rule requiring advanced authorization is when the school official believes there is an emergency situation that could threaten the safety of the student or others.

Strip searches may only be conducted by an authorized school official of the same sex as the student being searched and in the presence of another district professional employee who is also of the same sex as the student.

In every case, the school official conducting a strip search must have probable cause – not simply reasonable cause – to believe the student is concealing evidence of a violation of law or the district code. In addition, before conducting a strip search, the school official must consider the nature of the alleged violation, the student’s age, the student’s record and the need for such a search.

School officials will attempt to notify the student’s parent by telephone before conducting a strip search or in writing after the fact if the parent could not be reached by telephone.

C.  Documentation of Searches

The authorized school official conducting the search shall be responsible for promptly recording the following information about each search:          

1.   Name, age and grade of student searched.

2.   Reasons for the search.

3.   Name of any informant(s).

4.   Purpose of search (that is, what item(s) were being sought).

5.   Type and scope of search.

6.   Person conducting search and his or her title and position.

7.   Witnesses, if any, to the search.

8.   Time and location of search.

9.   Results of search (that is, what items(s) were found).

10. Disposition of items found.

11. Time, manner and results of parental notification.

The building principal or the principal’s designee shall be responsible for the custody, control and disposition of any illegal or dangerous item taken from a student. The principal or his or her designee shall clearly label each item taken from the student and retain control of the item(s), until the item(s) is turned over to the police. The principal or his or her designee shall be responsible for personally delivering dangerous or illegal items to police authorities.

D.  Police Involvement in Searches and Interrogations of Students

Clyde-Savannah Central School District officials are committed to cooperating with police officials and other law enforcement authorities to maintain a safe school environment. Police officials, however, have limited authority to interview or search students in schools or at school functions, or to use school facilities in connection with police work. Police officials may enter school property or a school function to question or search a student or to conduct a formal investigation involving students only if they have:

1.   A search or an arrest warrant; or

2.   Probable cause to believe a crime has been committed on school property or at a school function; or

3.   Been invited by school officials.

 

Students who are questioned by police officials on school property or at a school function will be afforded the same rights they have outside the school. This means:

1.   They must be informed of their legal rights.

2.   They may remain silent if they so desire.

3.   They may request the presence of an attorney.

E.  Child Protective Services Investigations

Consistent with the district’s commitment to keep students safe from harm and the obligation of school officials to report to child protective services when they have reasonable cause to suspect that a student has been abused or maltreated, the Clyde Savannah Central School District will cooperate with local child protective services workers who wish to conduct interviews of students on school property relating to allegations of suspected child abuse, and/or neglect, or custody investigations.

All requests by child protective services to interview a student on school property shall be made directly to a building principal or his or her designee. The principal or his or her designee shall set the time and place of the interview. School official or designated school personnel must be present during the interview. If the nature of the allegations is such that it may be necessary for the student to remove any of his or her clothing in order for the child protective services worker to verify the allegations, the school nurse or other district medical personnel must be present during that portion of the interview. No student may be required to remove his or her clothing in front of a child protective services worker or school district official of the opposite sex.

A child protective services worker may not remove a student from school property without a court order, unless the worker reasonably believes that the student would be subject to danger of abuse if he or she were not removed from school before a court order can reasonably be obtained. If the worker believes the student would be subject to danger of abuse, the worker may remove the student without a court order and without the parent’s consent.

 

XIII.     Visitors to the Schools

The Clyde-Savannah Board of Education encourages parents and other district citizens to visit the district’s schools and classrooms to observe the work of students, teachers and other staff. Since schools are a place of work and learning, however, certain limits must be set for such visits. The building principal or his or her designee is responsible for all persons in the building and on the grounds. For these reasons, the following rules apply to visitors to the schools:

1.   Anyone who is not a regular staff member or student of the school will be considered a visitor.

2.   All visitors to the Clyde-Savannah Elementary and the Middle/High School must report to the single point of entry. All visitors must report their attendance at the counter located at the single point of entry. There they will be required to sign the visitor’s register and will be issued a visitor’s identification badge, which must be worn at all times while in the school or on school grounds. Visitors must return the identification badge to the attendance desk before leaving the building.

3.   Visitors attending school functions that are open to the public, such as parent-teacher organization meetings or public gatherings, are not required to register.

4.   Parents or citizens who wish to observe a classroom while school is in session are required to arrange such visits in advance with the building principal so that class disruption is kept to a minimum.

5.   Teachers are expected not to take class time to discuss individual matters with visitors.

6.   Any unauthorized person on school property will be reported to the principal or his or her designee. Unauthorized persons will be asked to leave. The police may be called if the situation warrants.

7.   All visitors are expected to abide by the rules for public conduct on school property contained in this code of conduct.

XIV.     Public Conduct on School Property

The Clyde-Savannah Central School District is committed to providing an orderly, respectful environment that is conducive to learning. To create and maintain this kind of an environment, it is necessary to regulate public conduct on school property and at school functions. For purposes of this section of the code, “public” shall mean all persons when on school property or attending a school function including students, teachers and district personnel.

The restrictions on public conduct on school property and at school functions contained in this code are not intended to limit freedom of speech or peaceful assembly. The district recognizes that free inquiry and free expression are indispensable to the objectives of the district. The purpose of this code is to maintain public order and prevent abuse of the rights of others.

All persons on school property or attending a school function shall conduct themselves in a respectful and orderly manner. In addition, all persons on school property or attending a school function are expected to be properly attired for the purpose they are on school property.

A. Prohibited Conduct

No person, either alone or with others, shall:

1.   Intentionally injure any person or threaten to do so.

2.   Intentionally damage or destroy school district property including graffiti or arson or the personal property of a teacher, administrator, other district employee or any person lawfully on school property

3.   Disrupt the orderly conduct of classes, school programs or other school activities.

4.   Distribute or wear materials on school grounds or at school functions that are obscene, advocate illegal action, appear libelous, obstruct the rights of others, or are disruptive to the school program.

5.   Intimidate, harass or discriminate against any person on the basis of race, color, creed, national origin, religion, age, gender, sexual orientation or disability.

6.   Enter any portion of the school premises without authorization or remain in any building or facility after it is normally closed.

7.   Obstruct the free movement of any person in any place to which this code applies.

8.   Violate the traffic laws, parking regulations or other restrictions on vehicles;

9.   Possess, consume, sell, distribute or exchange alcoholic beverages, narcotics, drugs, inhalant, controlled substances, or be under the influence of either on school property or at a school function.  Includes look a like drugs and any substances referred to as “Designer Drugs”.

10. Smoking a cigarette (includes electronic cigarettes), cigar, pipe, or using chewing or smokeless tobacco/nicotine.

11. Possess or use weapons in or on school property or at a school function, except in the case of law enforcement officers or except as specifically authorized by the school district.

12. Loiter on or about school property.

13. Gamble on school property or at school functions.

14. Refuse to comply with any reasonable order of identifiable school district officials performing their duties.

15. Willfully incite others to commit any of the acts prohibited by this code.

16. Violate any federal or state statute, local ordinance or board policy while on school property or while at a school function.

B.  Penalties

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

1.   Visitors. Their authorization, if any, to remain on school grounds or at the school function shall be withdrawn and they shall be directed to leave the premises. If they refuse to leave, they shall be subject to ejection.

2.   Students. They shall be subject to disciplinary action as the facts may warrant, in accordance with the due process requirements.

3.   Tenured faculty members. They shall be subject to disciplinary action as the facts may warrant in accordance with Education Law §3020-a or any other legal rights that they may have.

4.   Staff members in the classified service of the civil service entitled to the protection of Civil Service Law §75. They shall be subject to immediate ejection and to disciplinary action as the facts may warrant in accordance with Civil Service Law §75 or any other legal rights that they may have.

5.   Staff members other than those described in subdivisions 4 and 5. They shall be subject to warning, reprimand, suspension or dismissal as the facts may warrant in accordance with any legal rights they may have.

C.  Enforcement

The building principal or his or her designee shall be responsible for enforcing the conduct required by this code.

 

When the building principal or his or her designee sees an individual engaged in prohibited conduct, which in his or her judgment does not pose any immediate threat of injury to persons or property, the principal or his or her designee shall tell the individual that the conduct is prohibited and attempt to persuade the individual to stop. The principal or his or her designee shall also warn the individual of the consequences for failing to stop. If the person refuses to stop engaging in the prohibited conduct, or if the person’s conduct poses an immediate threat of injury to persons or property, the principal or his or her designee shall have the individual removed immediately from school property or the school function. If necessary, local law enforcement authorities will be contacted to assist in removing the person.

The Clyde-Savannah Central School District shall initiate disciplinary action against any student or staff member, as appropriate, with the “Penalties” section above. In addition, the district reserves its right to pursue a civil or criminal legal action against any person violating the code.

XV.      Dissemination and Review

A.  Dissemination of Code of Conduct

The Clyde-Savannah Board of Education will work to ensure that the community is aware of this code of conduct by:

1.   Providing copies of a summary of the code to all students at a general assembly held at the beginning of each school year.

2.   Making copies of the code available to all parents at the beginning of the school year.

3.   Mailing a summary of the code of conduct written in plain language to all parents of district students before the beginning of the school year and making this summary available later upon request.

4.   Providing all current teachers and other staff members with a copy of the code and a copy of any amendments to the code as soon as practicable after adoption.

5.   Providing all new employees with a copy of the current code of conduct when they are first hired.

6.   Making copies of the code available for review by students, parents and other community members.

The Board will sponsor an in-service education program for all district staff members to ensure the effective implementation of the code of conduct. The superintendent may solicit the recommendations of the district staff, particularly teachers and administrators, regarding in service programs pertaining to the management and discipline of students.

The Board of Education will review this code of conduct every year and update it as necessary. In conducting the review, the Board will consider how effective the code’s provisions have been and whether the code has been applied fairly and consistently.

The Clyde-Savannah Board of Education may appoint an advisory committee to assist in reviewing the code and the district’s response to code of conduct violations. The committee will be made up of representatives of student, teacher, administrator, and parent organizations, school safety personnel and other school personnel.

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

The code of conduct and any amendments to it will be filed with the Commissioner no later than 30 days after adoption.

 

Adopted 07/02/03

Revised 07/25/16