1 2644 Riva Road Annapolis, MD Phone: TDD: Fax: Board of Education Stacy L. Korbelak President 2017 Julie Hummer Vice President 2019 Tom Frank Member ...
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Anne Arundel County Public Schools
Code of Conduct Expected Behaviors • 4 Tiers of Intervention • 6 Levels of Consequences • 8 Consequences for Elementary Students • 10 Consequences for Secondary Students • 12 Transportation & Bus Behavior • 14
2017–18 Pages from the 2017–18 Student Handbook
The Code of Student Conduct 4
Expected Student Behaviors We believe everyone deserves a safe, supportive, and orderly learning environment. We encourage appropriate behaviors by teaching, guiding, directing, and providing opportunities for new learning to occur. We create opportunities for students to practice and succeed in making responsible and effective choices in order to reach their academic potential and contribute to the school community.
Students should: 1. Promote and work toward making school a positive, supportive, safe, and welcoming place for all students and staff.
I will show Respect for... Myself by: Others by: • Attending school regularly and being on time.
• Being understanding of other’s feelings.
2. Respect and be courteous to fellow students, parents/ guardians, and school staff.
• Following the rules and directions of adults.
• Using positive words with others (no putdowns).
3. Understand and comply with discipline policies, regulations, and rules.
• Doing my schoolwork and homework neatly and completely.
• Treating others like I want to be treated.
4. Follow school rules, even when not specifically asked to do so.
• Practicing positive behavior choices.
5. Make every reasonable effort to participate actively in any conferences, activities, interventions, or programs recommended appropriately by school staff. 6. Recognize how their conduct affects other students and school staff, and make every reasonable effort to restore relationships affected by their conduct. 7. Request to complete make- up work while they are out of school for disciplinary reasons, so that they do not fall behind. 8. Share ideas and strategies for improving school climate and school discipline practices.
• Remaining on school grounds unless I have permission to leave school. • Learning from consequences of my behavior. • Choosing not to bring tobacco, alcohol, other drugs, or weapons to school. • Dressing in a way that is appropriate for the learning environment in accordance with school expectations.
• Not bullying or threatening. • Being honest by telling the truth, and admitting to things I have done. • Working with others in positive ways. Keeping my hands to myself. • Refraining from using profanity in school. • Working together and/or with adults to manage negative behaviors and emotions. • Using a respectful, positive, and considerate tone of voice and body language when I am speaking to others. • Listening when others are speaking to me.
• Following school rules and school staff directions.
• Taking care of things in my school and on school grounds.
• Keeping focused on my work.
• Not bringing dangerous or distracting things, such as matches, lighters, weapons, toys, fireworks, alcohol/tobacco/other drugs, medicine not prescribed for me, etc.
• Coming to school prepared to work. • Participating in class activities and discussions. • Completing my own schoolwork and homework. • Keeping my eyes on my own paper when taking quizzes and tests.
• Using school materials or a classmate’s materials for their intended purpose. –– Using technology devices as directed by adults. • Following rules about safety: –– Refraining from touching a fire alarm unless there is an emergency. –– Refraining from making threats about bombs or blowing something up. –– Using playground equipment in a safe manner. • Following the school’s rules and expectations regarding personal electronic devices
When I make positive behavior choices, I will be successful. If I do not make positive behavior choices, I will receive interventions to help me learn to make better choices.
The Code of Student Conduct 6
Tiers of Interventions A major initiative in AACPS is Positive Behavioral Intervention & Supports (PBIS) which includes proactive strategies for defining, supporting, and teaching appropriate behaviors to create positive learning environments. Attention is focused on sustaining a three-tiered or level system of support to enhance student learning. Students often need encouragement and new skills to improve their behavior and assistance in learning to do so. School staff recognize that maintaining and changing student behaviors involves a continuum of acknowledgements, supports, and interventions. (Center for Positive Behavior Intervention Supports, University of Oregon)
Three Tiers of Intervention Tier 1—All Students Includes: • general curriculum enhanced by acknowledgments of positive behaviors, and clearly stated expectations that are applied to all students Tier 2—Targeted Interventions Focus on: • specific interventions for students who do not respond to universal efforts • targeted groups of students who require more support • interventions that are part of a continuum of behavioral supports needed in schools Tier 3—Intensive Individualized Interventions Focus on: • the needs of individual students who exhibit a pattern of problem behaviors • diminishing problem behaviors and increasing the student’s social skills and functioning • interventions involving functional behavioral assessments and behavioral intervention plans
The Three Tiers of Intervention
Interventions may include (but are not limited to) the examples below.
Behavioral Contract Behavioral Intervention Plan (BIP)
Multi-disciplinary comprehensive assessments, such as Functional Behavioral Assessments (FBA) Collaboration with, and linkages to, community resources, agencies, parent groups Community Conferencing Expanded School-Based Mental Health Community Resource Initiative Care Team Restorative Practices— Responsive Circles
Referral to Student Support Services Staff (school counselor, school psychologist, PPW, school social worker)
Decision Making Rooms— support for minor infractions
Social Emotional Learning Positive Supports
Social Skills Groups (anger management, conflict resolution, peer mediation)
Second Step Advisory Restorative Practices— Community Building Circles
1 Classroom Examples Positive School Culture Classroom Rules
Positive Supports in the Classroom
Reinforcement of Appropriate Behaviors
Use of Student Problem-Solving Activities/Forms Seat Change
Time-Out in Another Classroom Setting Cooperative Discipline Verbal Warning
Behavior Support Teams Check in and Check out Check and Connect Alternative One Teacher Social/Emotional Counseling Groups Mentoring Parent Groups Restorative Practices— Responsive Circles or 5 Questions In School Intervention
The Code of Student Conduct 8
Levels of Interventions/Consequences The Code of Student Conduct shall apply to all students at all times on all Board of Education property, including: • in school buildings • on school grounds • in all school vehicles • at all school, school-related, or Board-sponsored activities, (whether such activities are held on school property or at locations off school property, including private business or commercial establishments)
Levels of Interventions and Consequences for Violations of the Code of Student Conduct As with any incident of student behavior, school administrators must exercise informed judgment as to whether a student’s actions constitute a violation of Board policy and/ or regulation. The levels, shown on the following page, guide administrators to use progressive interventions to change student behaviors. Interventions include a continuum of proven activities, supports and programs to support students’ social, emotional, and behavioral health. Interventions are aimed at reducing continued and/or escalation of inappropriate behaviors or violations of the code of conduct. Consequences are actions taken by school administrators in response to a violation of the Code of Conduct. Interventions and Consequences may be used simultaneously. The administrator always has the option to use an intervention from a lower level as long as one from the prescribed level is also employed. Moreover, if a behavior is deemed a criminal offense by local authorities and such offense is not identified in this Code of Student Conduct, the consequence may be expulsion from the Anne Arundel County Public Schools. Restitution for loss or damage will be required in addition to any other prescribed consequences. Levels of consequences and options for progressive interventions follow. Repeated chronic or cumulative offenses may require higher levels of interventions/consequences. For serious violations, interventions/ consequences may begin at a higher level.
Classroom Level interventions If these interventions are successful, referral to the school administrator may not be necessary.
Appropriate when Level 1 intervention has been ineffective In some cases, referral to the school administrator may be necessary.
Appropriate when Level 2 intervention has been ineffective Office referral required (except Check-in Check-out)
Appropriate when Level 3 intervention has been ineffective Office referral required
Appropriate when Level 4 intervention has been ineffective Office referral required
• Acknowledgement/ reinforcement continuum • Behavior Contract • Behavioral Intervention Plan • Collaborative Decision Making (CDM)* • Functional Behavior Assessment • Informal and/or preventative schoolbased mentoring • Mentoring • Parent/guardian notification required • Parent outreach • Referral to student Support Team/MIT/RST • Restorative Practices* • Scheduling Changes* • Second Step* • Teacher conference with student • Use of Student Problem Solving Worksheet • Warning • Written reflection about incident • Student Re-entry or Success Plan
• Behavior contract • Behavioral Intervention Plan • Collaborative Decision Making (CDM)* • Community Conferencing • Conference with parent or guardian • Functional Behavioral Assessment • Information and/or preventative school-based mentoring • Mentoring • Parent/guardian involvement • Parent contract • Parent or guardian accompany student to school or classes • Peer mediation • Phone call or letter to parent/guardian • Restorative Practices* • Safety Plans • School-based or outside facilitated conflict resolution • Second Step* • Teacher and/or administrator conference with student and/or parent/guardian • Threat Determination
• Behavioral Intervention Plan • Check and Connect • Check-in-Check-out* (referral not required) • Collaborative Decision Making (CDM)* • Community Conferencing • Decision-making Room* • Functional Behavioral Assessment • In-school intervention* • Informal and/or preventative schoolbased mentoring • Learning Lab* • Mentoring • Parent or guardian accompany student at school or classes • Referral to Student Support Team/CDM/RST • Restorative Practices* • Safety Plans • Second Step* • Social Skills Group • School-based or outside facilitated conflict resolution • Threat Determination
• Behavioral Intervention Plan • Collaborative Decision Making (CDM)* • Community Conferencing • Functional Behavioral Assessment • Mentoring • Modified school day • Parent or guardian accompany student at school or classes • Parent/guardian notification required • Referral to Student Support Team/MIT/RST • Restorative Practices* • Safety Plans • School-based or outside facilitated Conflict Resolution • Threat Determination
• Behavioral Intervention Plan • Collaborative Decision Making (CDM)* • Community Conferencing • Functional Behavior Assessment • Mentoring • Parent/guardian notification required • Referral to student Support Team/MIT/RST • Restorative Practices* • Safety Plans • Student Re-entry or Success Plan • Threat Determination
• Parent Conference • Restitution • Supervised time-out outside of classroom • Temporary removal from class • Warning
• Alternative school-based program • Charles Leisure Programs (RAP, ATUP, ADP, BMBP) • Class or schedule change • Confiscation of item • Detention • Loss or suspension of privileges • Restitution • Supervised time-out outside of classroom • Suspension (shortterm, 1–3 days, except for attendance-related offenses) • Temporary removal from class • Warning on car
• Alterative school-based program • Campus Clean-up • Charles Leisure Programs (RAP, ATUP, ADP, BMBP) • Community Service (Volunteer work for any non-profit organization public or private, as a form of restitution) • Detention • Friday/Saturday School • In-school suspension • Loss of parking privileges/ Car towed • Loss or suspension of privileges • Restitution • Suspension (shortterm, 1–3 days, except for attendance-related offenses) • Temporary removal from class
• Adjustment transfer to another school • Alternative school-based program • Friday/Saturday school • Loss of parking privileges/ Car towed • Loss or suspension of privileges • Referral to Alterative Education Program • Restitution • Restricted activity • Suspension (shortterm, 1–3 days, except for attendance-related offenses) • Suspension (long-term, 4–10 days, except for attendancerelated offenses) • Temporary removal from class
• Adjustment transfer to another school • Alternative school-based program • Expulsion (to be considered only in the most extreme cases) • Extended Suspension (11–45 days) • Referral to Alternative Education Program • Restitution • Suspension (long-term, 4–10 days, except for attendancerelated offenses)
*if available in your school
The Code of Student Conduct 10
Consequences for Elementary Students Level of Consequence
1 2 3 4 5
Major Incident Report
School will contact: Police | AACPS Office† DSSS
Academic Dishonesty (Cheating & Plagiarism) Alcohol and Other Drugs
Use of Weapon to Cause or Attempt to Cause Injury Alternatives to Drugs Program Bias Motivated Behavior Program 3 Responsible Actions Program 4 Alternatives to Tobacco Use Program
Police | CC | OSOS
AACPS Offices CC: Communication Center DSSP: Division of Student Support Services OSOS: Office of Safe and Orderly Schools OSS: Office of School Security
The Code of Student Conduct 14
Behavior on the School Bus Consequences for Violations Related to Transportation for all students include, but are not limited to: 1st Offense
Parent conference required Appropriate Action required Student Conference Seat change on bus Bus or School Suspension commensurate with offense Code of Student Conduct implemented as appropriate
Bus Suspension (up to 5 days)
Bus Suspension (6 to 10 days)
Bus Suspension (remainder of the year)
Appropriate Action Required Additional Bus or School Suspension commensurate with offense Implement Code of Student Conduct as Appropriate For students with disabilities, bus suspension is counted as a suspension from school if transportation is included as a related service on the IEP/504 Plan
Riding the school bus is a privilege. This privilege may be temporarily denied or permanently revoked if misconduct jeopardizes the safe operation of the school bus or the safety of students riding the bus. School suspension is a possible sanction. Behavior or activity jeopardizing the safe operation of the school bus or interfering with the welfare of other vehicle occupants is prohibited. The school bus operator will report promptly and in writing to appropriate administrative staff any conduct appearing to require disciplinary action. After administrative staff evaluation, appropriate disciplinary action will follow. A copy of the misconduct report will be returned to the school bus operator. Generally, misconduct on a school bus will not deny a student access to the classroom. School suspension, including expulsion, will occur only in special cases of misconduct that warrant this type of action.
Video/Digital Cameras and Audio Recording Devices Many school buses are now equipped with video/ digital cameras and audio recording devices. These tools monitor the passenger area of the bus. As such, you could be subject to audio surveillance. The objective is to provide an important additional tool to assist the driver and administration in managing student conduct on school buses, an important safety consideration that benefits all.
Bus Behavior Expectations & Safety Requirements for All Students Riding the school bus is a privilege. This privilege may be temporarily denied or permanently revoked if misconduct jeopardizes the safe operation of the school bus or the safety of students riding the bus. School suspension is a possible sanction. Students are expected to observe the following rules for safety and courtesy on the bus. Parents are responsible for the supervision and safety of students from home until they board the bus, and from the bus stop to home.
1. At the Bus Stop
2. When the Bus Arrives
• Exercise safe pedestrian practices while on the way to the waiting area for the bus stop. • Students need to be in line ready to board the bus 10 minutes before the scheduled pickup. Do not sit in vehicles until the bus arrives. • Wait in a quiet and orderly manner and respect private property. • Stay on your side of the roadway controlled by the bus warning lights. • Where same side service is provided, you should not cross the roadway for any reason. Please remain at the designated school bus stop on the same side of the road where you live. • Be aware, cautious, and respectful of traffic. • Wait in a safe place, clear of traffic, and away from where the bus stops.
• Remain at the waiting area until the bus comes to a complete stop. • Check traffic from all directions, then check again. • Before walking from the waiting area to the entrance of the bus be certain that the bus warning lights are activated and that all traffic in all directions has stopped. • When safe to board, do so promptly. • When boarding, be aware of and avoid the “danger zone,” the twelve foot area immediately surrounding the stopped school bus. • Be sure that you can see the bus driver’s eyes when in the vicinity of the school bus. • If crossing a street controlled by bus warning lights is necessary, cross promptly after checking that all traffic in all directions has stopped. Cross only in front of the bus. • Upon entering the bus proceed directly to an available or assigned seat.
3. On The Bus
4. Exiting the Bus_
• • • • • • •
• • • • •
• • • • • •
Follow instructions of bus personnel. Be respectful of all people, including all bus personnel. Use language appropriate for the school setting. Keep the bus neat and clean. Do not eat or drink. Talk quietly and politely. Students must sit in their assigned seat, if one has been assigned by school bus personnel or school staff. Stay seated while the bus is in motion; keep aisles and exits clear. Carry-on items are limited to those that can be held in your lap only (including some musical instruments). No hazardous materials, nuisance items, or animals are permitted on the bus. Be respectful of the rights and safety of others. Do not extend head, arms, or objects out of bus windows. Appropriate use of electronic devices including, but not limited to, cell phones and tablets that does not jeopardize the safe operation of the bus or the safety of the bus occupants is permitted. Remember that school rules apply to the school bus. For example, use or possession of tobacco, alcohol, and other drugs is not allowed.
• • • • •
Remain seated until the bus comes to a complete stop. Exit the bus at the bus stop area in an orderly manner. Exit at your designated bus stop. Check traffic from all directions, then check again. Before exiting the bus, be certain that all traffic in all directions has stopped. When safe to exit, do so promptly. Be aware of and avoid the “danger zone,” the twelve foot area immediately surrounding the stopped school bus. Be sure that you can see the bus driver’s eyes while in the vicinity of the school bus. If crossing a street controlled by bus warning lights, cross promptly after checking that all traffic in all directions has stopped. Only cross in front of the bus. Exercise safe pedestrian practices while on the way from the bus stop to your home.