Cold Spring School

3650 Cold Spring Road, Indianapolis, IN 46222

Office/Attendance:
(317)226-4155

Fax:
(317)226-4157

Welcome

The Cold Spring School Board, Administrative Team and Staff would like to welcome you to Cold Spring School. We are excited to have you as part of our learning community. At Cold Spring, we believe that education is a partnership that thrives only with the support of every staff member, the involvement of every parent and the commitment of every student. To help provide a safe and productive learning environment for students, staff, parents, and visitors, this Student/Parent Handbook outlines students’ rights, responsibilities and consequences for misbehavior, as well as important policies and practices required by the State of Indiana. Parents are encouraged to review the information in the handbook and discuss it with their children. Teachers will also review this handbook with students at the beginning of the school year.

Carrie Bruns, Chief Operating Officer
Cody Stipes, Principal
Austin Barcome, Assistant Principal
JR Rensberger, Board Chairman

Mission Statement

The mission of Cold Spring School is to create a learning environment that develops student’s natural curiosity in Science, Technology, Engineering, and Mathematics. Students will acquire 21st century skills to become global citizens and stewards of the environment.

Vision Statement

Students will use inquiry-based methods to become socially, scientifically, mathematically and environmentally literate.

Section 1-Policies and Procedures

General Information

School Address: 3650 Cold Spring Road, Indianapolis, In 46222

Phone Number: (317) 226-4155 Fax Number: (317) 226-4157

Front Office Hours: 8:00am-4:30pm

Students are allowed into the school building at 8:30am. Breakfast is served from 8:30am-9:00am. The student day is from 9:00am-3:50pm. Dismissal begins at 3:50pm. The school will assume responsibility for students between the hours of 8:30am-4:15pm. Any students arriving before or staying later than school hours will be placed in the After Care Program. After Care will bill parents for the amount of time the student is present for their services. Any student arriving after 9:00 will be counted as Tardy.

Arrival Procedures for Bus Riders

Buses will park along the south side of the building.
Buses will be unloaded by a staff member at 8:30am.
Students will enter the building following the sidewalk by the greenhouse.
If it is before 9:00, students will go to breakfast or to the gym.
If it is after 9:00, students will go to breakfast or to their classroom.

Arrival Procedures for Car Riders

Car riders will use the campus entrance at the bottom of the hill (electronic gate entrance) and will follow the path to the back of the school building.
Cones are set in place to show the appropriate traffic pattern.
A staff member will be there to welcome the students.
Car riders will walk up the ramp by the greenhouse and enter the building through the same doors as the bus riders.
If arrival is before 9:00, students will go to breakfast or to the gym.
If arrival is after 9:00, students will go to breakfast or to their classroom.
If arrival is after 9:00, drivers will need to bring their children to the front doors to enter the building.

Announcements and Communication

Morning Announcements will begin at 9:10 each morning and will be led by students. Afternoon announcements and dismissal procedures will begin at 3:50 each afternoon.

Communication is essential for creating a positive learning environment. Information from the school will be communicated through the following channels: school website, school / classroom newsletters, Connected phone calls, individual phone calls from staff members, progress reports, email, Twitter and written notes. It is the expectation that parents will communicate in a timely manner with teachers. This means that parents must provide the school with a working telephone number and that parents must consistently sign weekly behavior and progress reports. When a parent or teacher wishes to have a conference, it is necessary to make an appointment in advance. Please be sensitive to morning, lunch and dismissal duties when scheduling appointments. Parents wishing to conference with school administration need to make an appointment in advance. All students will be required to carry their daily planner/agenda books with them. This will be coming home each night and serves as a communication tool between home and school.

Field Trips

Field trips are a great addition to, or a culmination of, projects and units of study within the classroom. While we try to seek out excursions that are free, there may be a minimal student cost at various times. Students have the opportunity to participate in field trips at all grade levels. Each child must have a signed permission slip in order to be able to participate in the learning excursion. Phone calls on the day of the trip will not be allowed to grant permission for the student. Field trips are a privilege that students earn the right to attend. If a student has not been following school rules, they may be excluded from the trip unless a parent is willing to attend with the child. Staff members are responsibility for the safety of all students in their care and if a student’s behavior would hinder the staff member’s ability to supervise the other students, that particular student will not be allowed to attend the field trip.

Volunteers/Chaperones

In order for a parent or guardian to accompany their child on a school field trip, a background check MUST be completed at least 4 weeks in advance. This can be completed free of charge at www.myips.org. Click on the Students and Families tab, then Volunteer and complete the online background check. Cold Spring School receives reports of the background checks only one time a month, therefore it is encouraged that all parents wishing to participate in field trips or other classroom activities, submit a volunteer form at the beginning of the school year.

Lost and Found

A box of articles is kept in the office, as well in the hallway by the gym. If your child has lost articles of clothing, jewelry, keys, etc., ask him/her to check to see if the item has been placed in one of the Lost and Found boxes. Putting your student’s name on personal items is a good policy to practice. Valuables, or unnecessary money should not be brought to school. The school is not responsible for lost or stolen money. Articles in the Lost and Found box that are not claimed by the end of the school year will be donated to charity.

Food Services

All students, regardless of their economic status, receive free breakfast and lunch at school each day. Students, who bring their lunch to school, may purchase milk for $0.40. Students do not have access to a refrigerator or microwave during lunchtime. No soda, chips or candy may be brought to school. Staff members have been instructed to remove these items from the cafeteria and send them home with the student at the end of the day. Parents may eat lunch at school with their child, but will need to notify the office if an extra lunch needs to be ordered. Parents will have to pay for the extra lunch. If a parent brings in a special lunch (i.e. from a fast food restaurant) the parent and child will sit at a different table. Students who have food allergies or dietary restrictions need to have a form placed on file with food services in order for any dietary changes to be made to the food that student is provided. Students with peanut allergies will sit in a peanut free zone of the cafeteria.

Visitations to Classes and Special Occasions

Parents are encouraged to visit the school. All visitors must sign in at the front office, with their ID, and sign out once the visit has concluded. In order to avoid disruptions to instructional time, arrangements should be made with the classroom teacher prior to visiting individual rooms. Arrangements should also be made with the classroom teacher prior to bringing any treats to school, due to student allergies. Treats must be purchased, not homemade, and must be individually wrapped (i.e.- no trays of cupcakes from bakeries). No balloons are to be brought in for student birthdays.

Telephones and Wireless Communication Devices

Students may not use the school telephones without permission from a staff member. In order to avoid the educational environment and protect students’ right to privacy, students are prohibited from possessing/using wireless communications devices (including camera phones) on school property, at school-sponsored events, and on school buses. Using a wireless communication device to take or transmit audio and/or pictures/ video of an individual without his/her consent may be considered an invasion of privacy and students doing this may have their device confiscated or held. Students are not allowed to use their cell phones during the school day and they are not allowed to carry them around. The school is not responsible for the loss, theft, damage, or vandalism to the student cell phone or other wireless device. Students and parents are strongly encouraged to take appropriate precautions if the cell phone is needed for emergency purposes only. Students need to also remember that communication that takes place using a wireless device that would constitute bullying, harassment, or fraud is subject to school disciplinary measures that will involve the authorities and possible expulsion proceedings.

Dress Code

All students at Cold Spring School will adhere to the District Dress Code. This includes khaki, navy blue or black pants, shorts or skirts (no more than 3’ above the knee) and a polo style shirt of any solid color. Solid colored sweater vests, or sweaters or jackets without hoods may be worn. Students will not be allowed to wear jackets or coats with hoods inside the school building. Shirts must be tucked in and belts must be worn for all students in grades 3-6.

Class Configurations and Special Areas

Kindergarten-3rd grade students will have traditional homerooms with one classroom teacher. They will have art, music, gym, media skills and Project Lead the Way/environmental science each week.

4th -6th grade students will have an English Language Arts teacher and a different teacher for Math and General Science. They will have art, music, gym, media skills and environmental science/ Project Lead the Way each week.

General Office Behavior and Protocol

Everyone has the right to be treated with dignity and respect. Families will be treated in a respectful manner by the school staff. In turn, families will treat the school staff in a respectful manner. The school will maintain a calm atmosphere throughout the school building, especially in the front office area. Any persons unwilling to help maintain the respectful atmosphere in the building will be asked to leave and school police will be notified. In severe cases of offense behavior, bullying of the staff, or causing interference in the learning environment, the school reserves the right to ban parents from the school building.

Section 2-Attendance

Attendance

Indiana state law requires children to attend school on a regular basis. For a child’s absence to be legally excused, it must be for one of the following reasons:

Illness of the child (with doctor’s note)

B. Death in the student’s immediate family (a note from the funeral home is required)

Making a court appearance (written note from the County Clerk’s office required)
Medical or dental appointment*
Serving as a Page in the State Legislature
Hospitalization of the student*

G. Observance of recognized religious holiday

H. Illness (only 5 allowed without doctor’s note, parent must provide written note to excuse absence)

*Medical excuses are needed from these offices covering the date the pupil was seen as well as the date they may return to school.

If a student is absent from school, the parent/guardian must call the school at 317-226-4155 AND send in the mandatory documentation which states the reasons for absences. All documentation must be received within 5 school days of the absence. This includes parent notes, doctor’s excuses, etc. Failure to turn in any excuse notes will result in an unexcused absence or tardy. Please note that parent phone calls do not excuse absences, documentation MUST be provided.

Any absence that is not an excused absence shall be marked as an unexcused absence. Tardy time shall be accumulated and counted as unexcused absences. Two hours of tardy time shall constitute a half day of unexcused absences. Vacations, missing the bus, etc. are not excused absences and will be counted as an unexcused absence. All days missed due to suspension are unexcused. Teachers and staff have the right to consider retention due to excessive student absences. If a bus does not arrive to pick up a student in the morning, families are asked to call (317)226-4000 to request a bus come back and pick up the student.

Excessive Absences- 5 or more Days

When a student has been absent for 5 or more unexcused days in one school year, the social worker will contact the parent with a phone call and/or formal warning letter. At the 5th day absence mark, a physician’s note will be required for all future absences deemed for medical and/or illness reasons. Additional unexcused absences may result in a parent conference with the social worker and principal or dean.

Excessive Absences- 10 or More Days

When a student has been absent for 10 unexcused days in one school year and there are no extenuating circumstances, a second warning phone call or letter is initiated and the case is referred to the Department of Child Services. Absences exceeding 10 unexcused days will result in a final notice. After a total of 11 unexcused absences, the social worker will sign a petition with the Court charging the parent/guardian and/or student with failure to ensure or habitual truancy.

Make Up Work

Students are expected to make up assignments that are given during their absences from any class. Parents must request make up work for each day of the absence by calling the school office by 10:00am each day. Teachers are expected provide make up assignments by allowing one day for make up for each day missed. Teachers are not expected to pre-plan assignments for vacation absences or prearranged absences unless extenuating circumstances make it appropriate.

Early Dismissal

A note is required for students to be dismissed early. Students must be picked up in the office and signed out of school by the parent, guardians or others designated on the student’s emergency card. Photo identification is required of all persons signing a student out of school. Parents should avoid checking out students before regular dismissal. After 3:00pm, students will not be released early due to interruption to the dismissal process. Early pick-up for doctor appointments needs to happen prior to this time. We do not accept transportation changes after 3:00pm.

On days with inclement weather, school may be dismissed early. This information will be communicated to parents through ConnectEd messages. On days with inclement weather, buses may run very late. The number for Transportation is 226-4000.

Section 3-Student Health and Well Being

Student Illness or Injury

Accidents, injuries and illnesses occur periodically at school. In order for the staff to most effective help students during one of these times, it is crucial that all emergency forms be completely filled out each year and that current phone numbers are listed on the form. Students who become ill or who are injured are to report the condition immediately and ask for permission to come to the office. We do not have a licensed nurse in our school. Students who are ill will be assessed by the office staff to determine if they should return to class, rest or go home. Parents will be notified if their child is vomiting, has a fever over 100 degrees, has diarrhea, or has a significant illness or injury is in need of emergency treatment.

All injuries must be reported to a teacher or the office. If minor, the student will be treated and may return to class. If the injury requires immediate medical attention, the office staff will call 911 first and then call the parents. A written report is filed with the district office for each accident or injury on school grounds.

Administration of Medication to Students

If a student needs to take medication during the day or needs to have medications stored in the office, the parent or guardian must complete a medical form. It is preferred that all medication be transported to and from the school by a parent or guardian as a safety precaution for the rest of the students. All medications must be brought to the office in their original container, must be clearly marked with the student’s full name, the name of the medication, and dosage instructions. Medications will be stored in the clinic area and only office personnel will administer medication to the student. A log of the administration of all medication dispensed is kept on file. Students may carry inhalers and epi-pens with physician and parent permission notes on file in the office.

Health Screenings

Students in grades 1 and 3 will have their vision checked during the school year. Hearing screenings are given to students in Kindergarten, 1st grade and any new students to the district. Students in other grades may have their hearing or vision checked if requested by the teacher or parent. Mobile Dentist visits our school and provides dental screenings and cleanings. Parents must provide permission and complete a form for the dentist to see their child. Notification of dates and times for these screenings will be sent out by the office.

Immunizations

The Indiana State Board of Health requires students attending school to provide documentation that all immunizations are current within twenty days of their enrollment. No child will be permitted to attend school for more than twenty days beyond the date of his/her enrollment without such documentation of immunization or authorized exemption. Required immunizations for the 2017-2018 school year are shown on the chart at the end of this handbook.

Returning to School From Illness

In order to reduce the spread of infection, please do not send your student to school when they are ill or are contagious. The following guidelines may help you determine when it is safe to return your child to school:

Temperature below 100 degrees for 24 hours without medication
No vomiting for 24 hours and able to eat
No diarrhea for 24 hours
Lessening of symptoms such as persistent cough, or runny nose.

LICE: If a student is found to have live head lice at school, the student will be sent home and can return the next day provided he/she has been treated with a special lice shampoo. If nits are found, the student will not be sent home, but parents will be contacted so that treatment can be given at home.

Allergies

There are many students in our school community who have severe allergies. Parents must relay allergy information to the office, the student’s teacher and to the Cafeteria Clerk. This information must also be noted on the student’s emergency card and kept on file at all times.

Section 4- Student Academic Information

Textbooks

All textbooks are the property of the school and are provided on a rental basis. Students are expected to take proper care of all textbooks. Parents will be held responsible for any lost or damaged book. Textbook rental is due on the first day of school. Failure to pay the rental fee or seek appropriate assistance could result in legal action. You should have received the list of rental fees for the various grade levels at the beginning of the school year. If you need the amount for your child’s rental, call the school secretary.

Grading Scale

A 95%-100% D+ 71%-72%

A- 92%-94% D 66%-70%

B+ 89%-91% D- 65%-66%

B 84%-88% F 64% and below

B- 82%-83%

C+ 79%-81%

C 75%-78%

C- 73%-74%

Parent Conferences

Two, Parents in Touch (P.I.T) Days have been scheduled for this school year; one in September and one in February. Attending your student’s parent/teacher conference is a responsibility of the parent. Parents will be surveyed for a convenient time slot and will receive notification of the determined conference time.

Promotion and Retention Policy

Promotion and retention decisions are to be made in all Indianapolis Public Schools for each grade level as set forth:

Kindergarten students must meet the minimum Kindergarten Indiana Academic Standards in Language arts and Mathematics by receiving a grade of Outstanding or Satisfactory.
Grades 1-6 students must receive a passing, overall, grade of “D” or higher in Reading, Math, English, Social Studies, and Science.

*Any provision in the IPS attendance policy which impacts promotion and retention must be followed when reaching a final decision on a student’s grade placement.

Progress Reports, Report Cards and Awards Assemblies

Students will receive a progress report every other week and will receive a report card at the end of each 9 weeks grading period. An Awards Program will take place at the end of each 9 weeks grading period. Students can earn awards in Citizenship, Honor Roll (All As and Bs), High Honor Roll (All As), and Perfect Attendance.

Section 5 – Safety

Emergency Safety Procedures and Notifications

A Crisis Intervention Team, as well as a School Wide Safety Plan has been established. These plans outline procedures to be followed in the event of a crisis or emergency situation.

Emergency Announcements

When an emergency announcement is necessary, Cold Spring utilizes an automated telephone system to notify all parents. Information about school delays and closing are also located on district website, news stations and Twitter.

Fire/ Tornado/ Lockdown Drills

Indiana requires all schools facilitate monthly fire drills and tornado and lock down drills twice a school year. Each room has exit information posted by the door. Each staff member and student is trained on and practices action for each drill to be better prepared in the even of an actual emergency.

Staff members will adhere to the school Safety Plan and to the district’s Guide to Emergency Procedures.

Bus Safety

Riding the school bus is a privilege that can be revoked for a short period of time to the remainder of the school year. Students are to behave in a safe, respectful manner while waiting at the bus stop and riding the bus. Students are expected to display appropriate behavior whenever they ride the bus, whether during their daily commute, traveling to sporting events or on field trips. Please review the following basic bus riding rules and expectations with your student.

Obey the driver
Walk safely approaching or leaving bus stops
Do not play in the roadway or at the bus stop
Respect all property
Be at the bus stop on time
Leave the bus when directed by the driver and only when the bus has come to a complete stop
Sit in your seat at all times
Food and drinks are prohibited on the bus
Respect all students riding the bus
Disrespect or violation of proper conduct on the bus may result in the loss of bus service or privileges

Section 6 – Student Behavior

Expected Behaviors/Code of Conduct

Maintaining the classroom environment is the responsibility of the administrator, staff and students. Students are expected to follow the district Code of Conduct. Violations of the Code of Conduct will result in Informal and Formal consequences. Informal discipline takes place within the school (writing assignments, change of seating or location, time out in buddy classroom, in-school restrictions, removal from class, etc.) If a student is posing a threat to a safe or orderly educational environment, they may be removed from the classroom for the activity or the entire day. In-School suspensions, Out of School Suspensions, Withdrawal from the Magnet Program, Alternative Educational Programs and Expulsion are formal types of discipline. All students are entitled to due process.

Students are expected to exhibit appropriate behavior at all times. Actions that will not be tolerated include:

Possession or use of tobacco products, alcoholic beverages, or drugs, guns knives or any other type of weapon.
Fighting on school property, on the bus, or bus stop.
Disrespect for any adult or peer.
Use of bad language.
Leaving a classroom without permission.
Misconduct in the hallways, lunchroom, restrooms, or on the playground.
Vandalizing, destroying, or misusing any school property.
Disrupting classroom instruction.
Threats to any adult or student.

As an Innovation Network School, Cold Spring is able to hold students to an additional level of student behavior. The school will follow a modified version of the IPS Student Code of Conduct, included in this handbook, but students attending Cold Spring School will accumulate points for discipline referrals, In-School Suspensions and Out of School Suspensions. Once a student has reached 15 points, they will be put on a ‘probationary’ status. A meeting will be held with the student, the parents and members of the administration team to outline the terms of their behavior probation. Once a student has reached 30 points, a meeting will take place and further disciplinary actions may be taken, which include but are not limited to (continued suspension, expulsion, or change of school assignment or withdrawal from the program). Manifests conferences will be used for Special Education students and students with 504 plans.

Points are accumulated at follows:

1 point for each discipline referral completed by a staff member

2 points for each day of In-School Suspension

5 points for each day of Out-of-School Suspension

Bullying

Cold Spring School is committed to a safe and civil educational environment for all students, employees, volunteers and patrons free from bullying. Bullying can take many forms including: slurs, rumors, jokes, innuendos, demeaning comments and actions, drawing cartoons, pranks, gestures, physical attacks, threats, or written, oral, cyber, and physical actions. For purposes of this policy and per state law, bullying means overt repeated acts or gestures including:

Verbal or written communication
Physical acts committed; or
Any other behaviors committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the other student.

Bullying is prohibited:

On school grounds immediately before, or during school hours, immediately after school hours, or at any other time when the school is being used by a school group
Off school grounds at a school activity, function, bus stop, or even
Traveling to or from school or a school activity, function, or event

School personal will investigate reports of bullying. Internal remedies include:

An opportunity for the complainant to explain the alleged perpetrator that the conduct is unwelcome, disruptive, or inappropriate either in writing or face-to-face.
A statement from the staff member to the alleged perpetrator that the alleged conduct is not appropriate and could lead to discipline if proven or repeated;
Intervention by the administrator;
Repeated or several offenses may result in suspension or expulsion from school

Corrective discipline, referral to law enforcement, and/or referral to counseling will be used to change the behavior of the perpetrator and remediate the impact on the victim. This includes appropriate interventions, restoration of a positive climate, and support for victims and others impacted by the violation. False reporting, or retaliation for bullying, also constitutes a violation of this policy.

COLD SPRING STUDENT CODE OF CONDUCT
(*modified from IPS)

INTRODUCTION

In order to maximize the learning of all students, classrooms and schools must provide an environment that promotes appropriate behavior and minimizes disruptions. All students should have clear, consistent and obtainable expectations for behavior at school. This Student Code of Conduct (SCC) is a modified version of the Indianapolis Public Schools’ Student Code of Conduct (SCC), and includes both standards of conduct designed to maintain a productive educational environment and a student support system designed to address individual needs and promote social, emotional and behavioral growth. This balanced approach is most effective when school staff and parents/family work collaboratively to guide and support students to function appropriately in the school environment and as citizens in the greater community. As an Innovation Network School, Cold Spring School promotes the Indianapolis Public Schools’ Student Code of Conduct but maintains its right, under law, to hold students to a higher level of accountability with regard to discipline.

To assist students, parents/guardians/families, administrators, and school personnel in maintaining a safe and supportive learning environment, this Student Code of Conduct will:

describe rights and responsibilities of all students and parents/families;
identify prevention strategies;
identify classifications of incidents and describe corrective strategies for low level behavioral incidents;
describe potential disciplinary consequences involving suspension or expulsion for serious or dangerous incidents; and
standardize procedures for administering disciplinary actions to students, including students with disabilities.

PROMOTING POSITIVE SCHOOL CLIMATE AND CULTURE

Indianapolis Public Schools, including Cold Spring School, promotes positive school climates to facilitate high levels of teaching and learning. The school community is responsible for developing a school climate that supports optimal learning and positive behavior throughout a student’s school experiences. A positive school climate includes:

positive relationships among all stakeholders (students, parents/families, all school personnel and community partners);
engaging in culturally responsive academic and extra-curricular activities for students that meet behavioral, developmental, and academic needs;
effective communication among schools, parents and communities;
training and resources to resolve conflicts peacefully and respectfully, with suspensions used only as a disciplinary measure of last resort;
support for students who are experiencing emotional crisis, trauma, or serious challenges in their homes and communities;
clean and well-maintained environments that support school pride and the importance of life-long learning; and
learning environments where students and staff feel physically and emotionally safe.

A Multi-Tiered System of Supports (MTSS) is the framework used to promote a school climate that supports the instruction of students in the academic, social and behavioral skills needed for students to be successful in school and as citizens of the community. Multi-tiered systems of support create school environments where standards for behavior are taught, problem behaviors are prevented, students and adults have positive relationships, and students understand what is expected of them as learners at school. In this effort, IPS promotes the following universal expectations for all students and staff: Be Safe, Be Respectful and Be Responsible.

All students are supported through a tiered model of increasingly intense interventions or enhancements that are available based upon a student’s individual academic and behavioral needs. For example, in a tiered system ALL students in a school are taught to use conflict resolution skills, yet there are SOME students who need more support to use the skills because they also need to practice social skills to interact successfully with peers. An additional tier of support would be needed for a FEW students who need more personal instruction and direct practice of the conflict resolution skills. With the use of prevention and intervention strategies that support students’ behavior and social-emotional needs, school staff facilitates both academic and social development of all students.

School principals and staff members are expected to engage students, including students with disabilities, in prevention and intervention strategies that promote positive behavior and address problem behavior. Student behavioral concerns are considered opportunities for problem solving and instruction for growth. Corrective and restorative responses to behavioral concerns include both instruction and appropriate consequences to support children’s development of appropriate behavior. The use of consequences should be carefully planned with well-defined outcomes in order to provide the greatest benefit to the student.

PARENTS AS PARTNERS

Students, parents, and school staff all have a role in making schools safe and must cooperate with one another to achieve this goal. When school staff and parents work together as partners, they create important opportunities for children to develop social, emotional, and academic competencies. As role models, parents and school staff should exhibit the behaviors they would like to see students emulate and thus be successful in school and in society. Parents are encouraged to discuss with their child’s teacher(s) and other school staff issues that may affect student behavior. Likewise, school staff should keep parents informed of their child’s behavior and enlist parents as partners in addressing concerns. Meetings between parents and school staff are encouraged as a means to solve problems, prevent behavior problems and support behavior change and skill development. Parents who want to discuss behavioral supports and interventions for their child should contact their child’s teacher, school administrator, or parent educator.

In this document the terms “parent” and “family” are used interchangeably and refer to any adult caretaker or group of caretakers who play a primary role in a child’s cognitive, social and emotional development, including guardians, grandparents, foster parents, and extended family members.

WHO SHOULD READ THE STUDENT CODE OF CONDUCT

The Student Code of Conduct (SCC) is important for all members of the school community to read and understand. When all partners know, understand and follow the SCC, they will help schools be safe, respectful and productive places for all to learn and thrive.

Students: The SCC is your guide for behavior at school. Your principal, teachers, and other staff members will help you learn and understand the behaviors that are expected of you at school. The SCC describes behaviors that are allowed at school and explains the consequences if you behave inappropriately. If you follow the SCC, you will be helping your school be a safe, respectful, and productive place for you and your classmates to learn.

Parents/Families: The SCC is your guide for understanding the behaviors that are expected of your student at school and the steps that will be taken if your child behaves inappropriately at school. Please read the SCC with your student and discuss any questions with the school principal. If you have concerns about your student’s safety or behavior, please talk with your school principal so that you and the school staff can cooperate to help your child succeed.

School Staff: The SCC is your guide for supporting positive student behavior at school and understanding the steps that may be taken if a student demonstrates inappropriate behavior. If you have concerns about safety or the school’s climate, please talk to your school principal so that you and your administrator can work to maintain a safe and orderly learning and work environment.

School Administrators: The SCC is your guide for supporting positive student behavior at school and an outline of the steps you should take to address inappropriate student behavior. As the school year begins and as students enroll in school during the school year, distribute a copy of the SCC to students and parent /families and discuss the policy with them. If students behave inappropriately, use this policy to properly address the situation so that your school can maintain a safe learning environment and positive climate.

Other District Staff: The SCC is your guide for supporting schools in developing a positive school climate that ensures student safety and minimizes inappropriate student behavior. The Superintendent or designee is responsible for monitoring the implementation of prevention strategies and the safety and security in each school, and for systematically monitoring suspension, expulsion, and other disciplinary data by ethnicity and gender of students and preparing recommendations for improving school discipline.

RIGHTS AND RESPONSIBILITIES

Students have the right to:

A public education unhindered because of race, religion, national origin, gender, sexual orientation, disability, parenthood, pregnancy, marital status, economic status, and other personal characteristics or any reason not related to their individual capabilities.
An orderly, safe school and classroom environment that will promote learning for all students.
Be treated fairly, courteously, and respectfully.
Express themselves in speech, writing, or symbolism within boundaries of the law and policies of the school system.
Peaceful assembly.
Protection from unlawful search and seizure of their personal possession(s) or their person without reasonable suspicion.
Safe and orderly transportation to and from school or a school activity when such transportation is provided within the transportation guidelines of the school system.
Tell his/her side of the story before receiving a consequence and document, both verbally and/or in writing, the reason(s) for any disciplinary action.

Students have the responsibility to:

Read and become familiar with the Student Code of Conduct.
Be accountable for the decisions they make in the classroom and school-related activities.
Attend school daily, prepare for class, and complete classwork and homework assignments to the best of their ability.
Avoid actions or activities that may be unsafe and interfere with the right of any other person to a public education.
Know and obey school expectations and instructions given by the school principal, teachers and other staff.
Ensure that communications do not disrupt the educational process, present health or safety hazards, damage public property, infringe on the rights of others or violate the law or Board policy.
Respect school property, community property and the property of others.
Ensure that their conduct contributes to a safe environment while being transported to and from school.
Tell school staff about any dangerous behavior or bullying that occurs at school, on the way to and from school, or in the school community.

Parents/Families have the right to:

Be actively involved in your child’s education.
Be treated courteously, fairly and respectfully by all school staff and principal(s).
Receive information about the policies of the Board and procedures related to the SCC and their children’s education.
Get regular reports, written or oral, from school staff regarding your child’s academic progress and behavior.
Be notified promptly of behavior violations by your child and any disciplinary actions taken by principal(s) or school staff.
Receive information about due process procedures for disciplinary matters concerning your child.
Receive information from school staff about ways to improve your child’s academic or behavioral progress.

Parents/Families have the responsibility to:

Read and become familiar with this Student Code of Conduct.
Make sure your child attends school regularly and on time, and when absent, let the school know why.
Inform school officials about any concerns in a respectful and timely manner.
Work with principals and school staff to collaboratively address academic and behavioral problems their child may exhibit.
Talk with your child about the behaviors expected at school.
Be respectful and courteous to staff, other parents, families and students while on school premises.
Support your child’s learning and school activities at home.
Give the school accurate and current contact information.

School staff has the right to:

Be treated courteously, fairly and respectfully by students, families and other school staff.
Receive timely notification of appointments, meetings, and/or conferences with parents/community members.
Not be interrupted by parents/community members during instructional time.
Work in a safe and orderly environment.
Professional development to support understanding of the SCC and the implementation of positive behavior supports and other interventions to maintain a positive school climate.

School staff has the responsibility to:

Demonstrate respect and courtesy for all persons in the community – students, parents, and all other staff.
Begin school/class every day on time, prepared with well-planned, effective, culturally responsive, and engaging instruction.
Actively supervise students at all times.
Set clear and high expectations for student achievement and behavior.
Teach what students are expected to know and do.
Be knowledgeable about Student Code of Conduct and policies/procedures.
Model and teach behavioral expectations and procedures to students and articulate them to parents.
Keep parents/family informed of student’s academic progress and behavior status.
Communicate with parents in a timely manner using their preferred language.
Create meaningful opportunities for family participation.
Provide make-up work for students with absences and suspensions.

School administrators have the right to:

Be treated courteously, fairly and respectfully by students, parents/families and other school staff.
Receive timely notification of appointments, meetings, and/or conferences with parents/community members.
Work in a safe and orderly environment.
Professional development to support understanding of the SCC and implementation of positive behavior supports and interventions to maintain a positive school climate.

School administrators have the responsibility to:

Define, teach, model, reinforce, and support appropriate student behaviors to create positive school environments.
Monitor, support and sustain the effective implementation, including data analysis, and maintenance of Multi-Tiered Systems of Support.
Expand and support the adoption and implementation of alternatives to suspension.
Distribute the Student Code of Conduct to students, parents and all school personnel.
Ensure English Language Learners (ELL) and their parents are provided the opportunity to fully understand behavior expectations and consequences in a language that they understand.
Practice an awareness and sensitivity to cultural differences a student or groups of students may exhibit.
Implement the Student Code of Conduct in an equitable, fair and consistent manner.
Review each discipline referral and ensure that appropriate interventions and/or corrective strategies/consequences are developed and implemented in accordance with the Student Code of Conduct.
Ensure an equitable, just discipline system and prevent minor behavioral incidents from becoming major challenges.
Identify appropriate training and resources needed to implement Multi-Tiered Systems of Support and interventions.
Maintain accurate, disaggregated discipline data.

WHERE AND WHEN THE STUDENT CODE OF CONDUCT APPLIES

The SCC applies to students at all times during the school day, while on school property (including during

before and after school programs), while traveling to and from school, at any school-related event, at bus stops, on any vehicle funded by Indianapolis Public Schools, or at any time or place which may affect an educational function, including when accessing the district’s electronic network services.

If a student in kindergarten or younger is exhibiting behaviors that seriously disrupt the classroom, staff should respond with Level 1 and 2 instructive and corrective consequences. A Level 3 consequence, which may include a type of suspension, should only be considered as a last resort and if the student’s behavior is a serious danger to themselves or others.

The SCC also applies to student behavior outside of school if (1) a student commits a Level 4 behavior (serious violations) and (2) the behavior disrupts or may disrupt the educational process at the school. In other words, students may be disciplined at school for seriously inappropriate behavior off school property and during non-school hours if the behavior will interfere with teaching and learning at the school. This includes seriously inappropriate behavior on social networking websites that disrupts or may disrupt the learning process.

A student may approach a school staff member and voluntarily surrender an object prohibited by the SCC without being subject to discipline so long as the object is one that the student could lawfully possess off school grounds. This rule does not apply to firearms or destructive devices.

If a student discovers an illegal item or other contraband on school property or at a school function, the student may approach a school official and report the discovery. A student shall not be in violation of the SCC solely for making this report. School official shall make a determination after an investigation of the report.

DISCIPLINE-RELATED POLICIES

ANTI-BULLYING

The administration of Indianapolis Public schools is committed to providing all students a learning environment free from bullying and harassment based upon race, color, religion, national origin, disability/handicap, sexual orientation, ancestry or gender (including gender identity) expression, and appearance. The District expects all students and staff to treat each other with civility and respect. The District will not tolerate acts of bullying and harassment.

Bullying is defined as overt, unwanted, repeated acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors that are committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted students and create for the targeted student an objectively hostile environment.

Students may not engage in bullying on school grounds, or while traveling to or from a school or a school activity, function or event. Further, bullying is prohibited off school grounds while using property or equipment provided by the school or while attending a school activity, function, or event.

Parents or students who suspect that bullying is taking place should report the matter to the principal. Upon receiving the report, the principal will investigate the matter at the building level and consequences will be assessed as appropriate, consistent with Levels 3 and 4.

ANTI-DISCRIMINATION AND HARASSMENT

Indianapolis Public Schools has adopted and will follow district-wide policies forbidding harassment and discrimination. No student will be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any education program or activity on the basis of gender. A student may not, on the basis of gender, be limited in the enjoyment of any right, privilege, advantage, or opportunity, including courses, extracurricular activities, benefits, and facilities. Gender discrimination includes a prohibition against sexual harassment. Sexual harassment consists of sexual advances, sexual gestures, requests for sexual favors, or other verbal or physical conduct of a sexual nature that is unwelcome.

Parents and students are encouraged promptly to submit a complaint or provide information about suspected gender discrimination or sexual harassment so that IPS can take appropriate action to resolve the situation. A parent or student should make the complaint or report orally or in writing to the building administrator, school counselor, or school social worker.

DRESS CODE

The dress and grooming of students shall contribute to the health and safety of the individual and promote an orderly learning environment. The District’s expectations apply to all students, unless a specific exception is made by the school administration. Refer to School handbooks for the specific Uniform Dress Code.

Any necessary modifications for individual students (e.g., health concerns, religious, etc.) to the IPS Uniform Dress Code must be formally addressed and approved through the Board Waiver process. To obtain a waiver form please visit the District website at www.myips.org (under Families and then Uniforms).

ILLEGAL SUBSTANCES

Indianapolis Public Schools supports universal drug prevention education for all students. The District acknowledges that responding to students’ use of chemical substances requires both correction and consequences. It is a violation of Indiana discipline code to possess, use and/or distribute controlled substances, alcohol, marijuana, stimulants, depressants, hallucinogens, inhalants, look-a-like drugs, or to possess or provide to any person items for storage, processes, delivery or consumption. Examples include but are not limited to: pipes, rolling papers, clips, e-cigarettes, or any other inhaling device.

The penalties of suspension, expulsion, and referral and notification of law enforcement will be applied at school, within 1000 feet of the school property, as per Indiana Code 35-48.4-4 and at school-related functions and activities.

When students have violated the drug policy for use or possession, they will be subject to the following corrective and disciplinary action:

Grades Pre-K through 6

First Offense

IPS police will be notified in compliance with ICC 35-48-4-4 for possible legal action.
Building administrator will meet with student and parent/guardian.
Appropriate recommendations will be made for corrective consequence (e.g., instructional programming, in-school suspension) and the student will be immediately referred to the school’s social service team for assessment and development of a support plan.

Subsequent Offense

IPS police will be notified in compliance with ICC 35-48-4-4 for possible legal action.
Building administrator will meet with student and parent/guardian.
Building administrator and/or the school’s student support team will review the student’s support plan and determine if modifications are needed.
Building administrator will review the incident using the factors to be considered when determining the appropriateness of out-of-school consequence (Level 3). If it is determined that a request for expulsion is appropriate, a request for a hearing is filed with the Superintendent or designee who may rule that referral to an approved alternative to expulsion program may be appropriate to respond to the issues related to the usage of illegal substances.

INTERNET SAFETY AND ACCEPTABLE USE OF TECHNOLOGY

Technology greatly increases students’ educational opportunities. Technology, especially the Internet, allows students to move beyond the walls of the school to experience new places and obtain information that expands their understanding of the world around them. Use of the Internet also involves understanding the issues of security, privileges, and responsibilities associated with access. IPS is committed to providing Internet access to all students and staff in an equitable, meaningful and safe manner. Thus, it is essential that staff and students be trained and aware of the rights, privileges and responsibilities connected with Internet access. Additionally, parents must be informed of their shared responsibility for their children’s safe use of the Internet.

As an educational tool, the Internet is a part of educational activities that promote and foster student learning. However, the Internet can be dangerous and place students in contact with inappropriate and potentially dangerous material and people. IPS is diligent, through policies and procedures, in our responsibility to protect students and guide staff who are responsible for enforcing District policies. It is the students’ responsibility to be accountable for their own words and actions regarding the Internet and other technical resources.

District standards include:

Technical resources are for instructional use and activities necessary to support the education and instruction of students.
Internet traffic, non-educational content, chat rooms and non-authorized email or other forms of direct electronic communications shall be restricted, blocked or filtered.
Internet and IPS technical resources shall not be used to transmit, send, receive, copy, upload, download, and/or distribute, jokes, comments, texts, images or messages containing content that may be considered discriminatory, bullying, cyberbullying, harassing, threatening, defamatory, offensive, or disruptive to any staff, student, parent or third party.
Technical resources shall not be used to gain unauthorized access, by hacking and/or through any other means, to the electronic documents, files or email of others.
Internet and IPS technical resources shall not be used to transmit, send, receive, copy, upload, download, distribute, and/or access acts of violence, pornographic, obscene, and/or sexually explicit content – text and/or images.

PERSONAL TECHNOLOGY DEVICES, including “Sexting”

A personal technology device (PTD) is a portable Internet-accessing device that is not the property of the district that can be used to transmit communications by voice, written characters, words or images, share information, record sounds, process words, and/or capture images, such as a laptop computer, tablet, smartphone, cellphone, personal digital assistant or E-Reader. A student may possess and use a PTD on school property, after-school activities, and at school related-related functions, provided that during school hours and on a school bus the PTD remains off and put away. The principal may permit students to possess and use PTDs during the school day for educational purposes. “Educational purposes” include student education, research, and career development. Possession of a PTD by a student is a privilege, which may be revoked for violations of the SCC. Violations may result in confiscation of the PTD (to be returned only to the family) and/or other disciplinary actions determined by the school administrator.

A student may not record, possess, view, send, or share pictures or text having acts of violence, sexual content or sexual material while the student is on school grounds, at school-sponsored events or on school buses and other vehicles provided by IPS. If a student violates this policy, a Level 3 corrective response is required by the school administrator.

A principal may allow individual students to possess a PTD for any good case after considering a written request from a parent.

The school and district are not responsible for theft, loss or damage to PTDs or other electronic devices brought onto Indianapolis Public School property. Students permitted to use PDTs during the school day must sign the Student Internet Use Agreement.

SECLUSION AND RESTRAINT

IPS administration believes that all students have the right to be treated with dignity and respect. All students have the right to be free from physical or mental abuse, aversive behavioral interventions that compromise health and safety, and any physical seclusion or restraint imposed solely for purposes of discipline or convenience.

As part of the emergency procedures in place in our schools, no student will be restrained and/or placed in seclusion by school staff unless the student’s behavior poses an imminent risk of injury to him/herself or others. Seclusion or restraint shall not be used as a strategy to address instructional problems or inappropriate behavior (e.g., disrespect, noncompliance, insubordination, out of seat). However, significant violations of the law including assaults on students and staff will be reported to the police. As soon as possible after the use of restraint and/or seclusion, the parents or guardian will be informed and provided with a detailed account of the incident including the circumstances that led to the use of restraint and or seclusion.

STUDENT SEARCHES

Routine Use of Metal Detectors

In light of the concern both locally and nationally about violence and the possession of weapons in schools, the IPS Board authorizes the use of hand-held or walk-through metal detectors to check a student’s person or personal possessions in accordance with this policy.

School officials or law enforcement officers may conduct metal detector checks of groups of students in a minimally intrusive, random, and nondiscriminatory manner. These routine and random metal detector checks may not be used to single out a particular student or category of students. The location at a school or other facility for the use of the metal detectors will be determined based on safety, the privacy and dignity of students, and weather conditions. Metal checks authorized under this subsection will not be conducted in the classrooms. Random or routine “pat downs” or searches are not authorized.

Use of Metal Detectors Based on Reasonable Suspicion

When there is reasonable suspicion to believe that a particular student or group of students is in possession of an illegal or unauthorized metal-containing object or weapon, the student(s) may be required to submit to a metal detector check.

“Pat Downs” and Searches

If a metal detector check results in activation, or if reasonable suspicion otherwise exists, a principal or law enforcement officer may conduct a “pat down” or, if necessary, a search of the students person and/or personal possessions. Any such “pat down” or search shall be conducted in a manner that preserves the student’s privacy and dignity to the extent feasible.

TRANSPORTATION

It is the responsibility of IPS to provide students a safe school environment, including while being transported to and from school.Students who cannot comply with the school bus regulations may be denied the privilege of riding school buses. When this happens, school attendance is still required and parents must make other arrangements for their children to get to school. Students may be suspended and/or recommended for expulsion by the principal due to violations of bus policies.

Parent Responsibilities

Parents are responsible for reviewing the “School Bus Rules and Regulations” with their children.
Parents are responsible for instructing their children to cross in front of the bus after being discharged, if the locations of their residences require them to cross the road at bus stops.
Parents are responsible for the safety and supervision of their children from the time the children leave home in the morning until they board the bus, and at the end of the day from the time the school bus departs the unloading area until the children reach their home.
Parents are liable for damage caused by their children to the property of others, including the school bus. When children walk to and from the bus stop or school, while they wait at the school bus stop, and when they walk home from the school bus stop at the end of the school day, they must show consideration and respect for the property of citizens whose homes and places of business are located along their routes.
Parents should have their children ready to board the bus ten (10) minutes before the scheduled arrival time of the bus.
Parents of children who walk to bus stops should develop specific routes that minimize the exposure of their children to vehicular traffic when walking to and from the bus stops.
Parents should talk to their children about obeying school crossing guards and traffic control signals.
Parents should walk to and from the bus stops with their younger children, using this opportunity to teach their children proper pedestrian practices. If parents cannot accompany their children, arrangements should be made, if possible, for older children (sister, brother, or neighbor) to do so.
Parents with special needs children should be home to receive their children from the school bus at the end of the school day. If parents cannot be home to receive their children from the school bus, arrangements should be made, if possible, for older children (sister, brother, or neighbor) to receive the children from the school bus.
Parents are responsible for completing the “Student School Bus Information” form. The bus personnel or transportation staff may need to contact parents about emergencies or discipline matters.
Parents should notify their children’s schools a week before they move to another residence.

Riding the school bus is a privilege. This privilege may be temporarily denied or permanently revoked if the misconduct of the child jeopardizes the safe operation of the school bus or the safety of the children riding the bus.

PROGRESSIVE LEVELS OF CORRECTIVE RESPONSES

Corrective responses provide a profound emphasis on what we want students “to do and learn”. Corrective responses include a focus on instruction in appropriate behavior, culturally responsive support strategies and social emotional learning opportunities. The goals of assigning corrective responses and consequences are to maintain a safe environment, maximize all students’ learning, and improve students’ behavior and problem solving skills. Appropriate interventions and consequences for students place an emphasis on correcting student behavior through classroom and school-based resources at the lowest possible level of intrusion and exclusion. All interventions should balance needs of the student, needs of those affected by the behavior and the needs of the overall school community. When teachers and/or administrators consider corrective responses, restorative practices, or instructive consequences, the following factors should be considered:

Student’s age, developmental level, and grade

Student’s prior behavior patterns and responses to interventions
Student’s willingness to acknowledge his/her behavior,
Student’s willingness to make restitution,
Impact of the incident on the overall school community,
Student’s intent and the severity of harm caused, and
Parent/family’s level of involvement.

LEVELS OF CORRECTIVE AND RESTORATIVE RESPONSES

Level 1: Classroom and Building Based Corrective Responses

Level 1 corrective responses are appropriate for inappropriate behavior that should be managed by the teacher in the classroom and usually does not warrant a discipline referral to the administrator. These behaviors are of low level intensity, can be passive in nature, and are non-threatening. Level 1 corrective responses will NOT include removal from instruction, and the classroom teacher determines consequences.

Level 2: Support Staff, Administrative and Classroom Teacher Corrective Responses

Level 2 corrective responses are appropriate for inappropriate behavior that should be managed by the teacher, with possible assistance from an administrator or member of the school’s student services team, if needed for access to supports. These infractions will be addressed with corrective responses that will NOT include removal from school, but may include in-school suspension.

Level 3: Intensive Personalized Corrective Responses

Level 3 corrective responses are appropriate for inappropriate behaviors that are chronic in nature, significantly interfere with others’ safety or learning, are of a threatening or harmful nature and/or are legal violations and warrant administrative involvement. Level 3 responses to behavioral incidents may include in-school or out-of-school suspension on the first violation, if it is a safety related behavior.

Level 4: Corrective Responses for Serious Violations

Level 4 corrective responses are appropriate for inappropriate behavior that seriously affects the learning environment or the safety of the student and/or others in the school or is a legal violation. Corrective responses at this level could include extended suspension, expulsion and/or referral to law enforcement.

DEFINITIONS AND EXAMPLES OF CORRECTIVE AND RESTORATIVE RESPONSES

Level 1: Classroom and Building Based Corrective Responses

Corrective responses at this level are designed to teach and reinforce appropriate behavior and reduce the amount of instructional time students lose. Instructional responses should be used when the student’s inappropriate behavior is caused by lack of knowledge of a replacement behavior for the inappropriate behavior. Corrective responses should be used when a student knows and understands behavioral expectations, but situational disregards behavioral expectations. Level 1 responses may also be appropriate when students have no prior behavioral incidents and instructional interventions have not been required. So they do not repeat inappropriate behaviors, students must be afforded the opportunity to correct their behavior and engage in restoration, if appropriate for the situation.

Teachers are encouraged to use natural consequences and consequences that promote student skill development and problem solving. Classroom teachers are responsible for implementing evidence-based responses and maintaining documentation. Common teacher responses at Level 1 may include: restatement of expectation, verbal or non-verbal re-direction, proximity control, differential reinforcement, alter seating or assignment, or natural consequences. In some situations, classroom teachers may consult with the school’s student services team to obtain access to additional school-wide supports that may be available to meet a student’s needs. This might include academic supports the student may require because inappropriate behavior may be related to academic skill deficits.

Additional examples of corrective and restorative responses include:

Apology/Restitution– Student makes amends for negative actions by taking responsibility to correct them
Check In/Out– Daily contact with an assigned adult at school to check on behavior progress
Parent/Family Conference– Teacher communication through phone, email, text, notes or in person
Conference with Student– Conversation with student to discuss behavior interventions/solutions
Corrective Assignment Restitution– Student completes a task that compensates for the negative action and triggers a desire not to revisit the negative behavior (i.e., clean-up, helping another person)
Differential Reinforcement– Reinforcing the desired behavior while ignoring other behaviors demonstrated by the students (i.g. “catch them being good”).
Home/School Plan– Parent(s) and teacher agree on a consistent approach. The plan should be consistent with positive practices, emphasizing teaching and rewarding of appropriate behaviors and using consistent consequences for problem behaviors.
In–Class Time Out– Pre-determined consequence for breaking classroom rules of short duration (ten minutes or less, usually separated from group, but remains in class).
Mentoring– A designated adult or student who provides consistent support, guidance, and concrete help to a student who is in need of a positive role model.
Pre-arranged Brief Time Away– Student is assigned to another classroom for a brief time period
Privilege Loss– Incentives given for positive behavior are lost (i.e., 5 minutes off of computer time).
Reflective Assignment– Help students realize why misbehavior was wrong by completing a structured problem solving form.
Teach/Reteach Student Expectations– Teach and model behavioral expectation that students are having difficulty with adhering to.
Written Contract-Student, teacher and parent(s) may formulate a document expressing student expectations
Restorative Conversation– Structured conversation facilitated by the teacher in which the participants in the incident examine the intended and unintended impact of their actions
Written Behavioral Contract– Written agreement negotiated between the student, teacher and parent.

Level 2: Support Staff, Administrative and Classroom Teacher Corrective Responses

Level 2 corrective responses are appropriate for inappropriate behavior that is managed by the teacher, with possible assistance from an administrator or member of the school’s student services team, if needed for access to supports. Level 2 responses are appropriate when Level 1 responses and school-wide supports have been put into place to address a behavior, but the behavior continues to negatively impact the learning of the student and others and/or the safety of students or self. These infractions will be addressed with corrective responses that will NOT include removal from school, but may include in-school suspension.

At this level it is appropriate for the teacher, student, parent/family, representative of school support team, and/or administrator to conference to identify and address the cause of the inappropriate behavior and develop a strategic, corrective response. This level of collaboration may also include referral to the RTI or building problem solving team. Exceptions to this level of response are offenses that are more serious in nature and require a Level 3 or Level 4 response and/or have occurred without prior opportunity to provide and document early intervention or corrective responses.

Some examples of corrective and restorative Level 2 responses include:

Behavior Contracts– A written/verbal contract or plan for the student with stated goals, objectives, and outcomes for the student to develop the necessary skills to address the stated incident.
Check In/Out– Daily contact with an assigned adult in the school. Student sees the adult before the school day starts, as well as at the end of the day. Often behavior rating sheets are used to monitor and reinforce goal behaviors.
Community Service– Donated service or activity that is performed by the student for the benefit of the school public or its institutions.
Conference with Parent(s)– Administrator and teacher communicate with student’s parent(s) by phone, email, written notes, texts or in person about the problem. Could include a home visit.
Conference with Student– Private conversation with student to discuss behavior interventions/solutions. This can include direct instruction in expected behaviors.
Daily/Weekly Report– A progress report and/or assignment sheet which gives the student and parent an opportunity to track the student’s academic and behavioral progress throughout the day
In-School Suspension– Structured, self-contained programs designed to teach and support appropriate behaviors that allow the student to complete academic assignments that mirror their classroom instruction
Mentoring– A designated adult or older student who provides consistent support, guidance, and concrete help to a student who is in need of a positive role model.
Parent/Family Member Attends Class with Child– Parent/family member agrees to shadow child at school
Plan Review Meeting (IEP or 504)- A case conference is convened to review the student’s plan and recommend changes in supports and interventions as are needed to address behavior problems.
Referral for Mediation-Referral to mediation with an administrator or counselor for stated incident.
Referral to School Based Team– Referral to the RTI team for a targeted intervention plan
Referral to Social Worker– Counseling of the students by the school social worker to assist the student in developing or utilizing the necessary skill to address the stated incident or needed skill development
Restorative Justice Conference– A structured process guided by a trained facilitator in which the participants involved in an incident examine the intended and unintended impact of their actions and decide upon interpersonal remedies to repair harm and restore relationship
Silent Lunch/Lunch Detention– A separate facility/seating arrangement for the student during lunch
Temporary Classroom Removal– The short-term removal of a student from their regular classroom to a different classroom.
Voluntary Restitution/Self-Designed Actions– Student agrees to make amends for negative actions and take responsibility to correct the harm created by their behavior, through written or verbal apology.

Level 3: Intensive Personalized Corrective Responses

Level 3 corrective responses are appropriate for discipline incidents that significantly interfere with others’ safety and learning, are of a threatening or harmful nature and/or are legal violations that warrant administrative involvement. Administrators or their designee determines level 3 responses. Committing a Level 3 infraction may result in in-school or out-of-school removal on the first violation or with repeated serious or dangerous behavior. For a behavior to be categorized as a repeated behavior, there should be written documentation of Level 1 and Level 2 interventions that have been implemented to reduce the frequency of the student’s behavior and teach the needed replacement behavior. When disciplinary responses require the removal of students from the classroom, the goal is to make sure that students continue their education, receive appropriate educational services, learn appropriate behavior and correct any harm they may have caused.

In-School Suspension

In-school suspension is the exclusion of a student within the school building from his or her regular education program for up to, but not more than three (3) days per incident. In-school suspension programs are designed to teach and support appropriate behaviors and allow student instructional time to complete academic assignments. Teachers must supply all classwork related to the student’s curriculum for the student to complete. Work must be turned in daily in order to receive full credit. Students with disabilities should receive the identified support services designated in their IEPs when they are referred to in-school suspension. These absences from class will be coded as in-school suspensions.

Short-Term Suspension

Short-term suspension is the removal from school for up to, but not more than two (2) school days for elementary students and three (3) days for secondary students. If an out-of-school suspension is necessary, the student will have an opportunity to hear the charges against him/her and to present his/her side of the situation. The reason(s) for the suspension and conditions for suspension will be provided in writing to the parents and student. Parents will be offered the opportunity to meet with school administrators to discuss the suspension. If the intent of the administrator is to file written charges for an expulsion, parents will be notified in writing within two (2) school days.

Students with disabilities identified under Article 7 or Section 504 of the Rehabilitation Act of 1973 or are in the process of being identified, located, evaluated and possibly receiving special education services may be suspended. Administrators may suspend students with disabilities and cease educational services for a total of up to two (2) school days for elementary students and three (3) days for secondary students or ten (10) cumulative school days in one year without providing special educational procedural safeguards. Any removal from school, even if the necessary paperwork for a formal suspension is not initiated or completed, counts toward the ten (10) day rule. Prior to considering suspension, the school must have made and documented reasonable attempts to use less restrictive alternatives and/or interventions to decrease the inappropriate behavior.

Students are permitted to make-up, for full credit, any academic work missed while on suspension. Missed assignments, homework, quizzes, tests, and exams will be made up in a timely manner for the student to receive full credit. Teachers have responsibility to provide necessary assignments. However, absences will be coded as a suspension.

Factors to Review when Considering Out-of-School Suspension:

In determining the appropriateness of out-of-school suspension, the following factors should be considered. The factors are not a rubric, but rather a decision-making tool to be used when considering whether an alternative or out-of-school suspension is warranted. Efforts shall be made to eliminate any racial disparities in school discipline, especially suspensions. School staff are charged with monitoring the impact of their actions on students from racial and ethnic groups or other protected classes that have been over-represented among those students who are suspended, expelled, or referred to law enforcement.

Age, grade level, and developmental stage of student
Severity of the infraction or disruption, the student’s disciplinary history and any patterns or identified behavioral antecedents
Student’s intent and expressed reasons for engaging in the problem behavior
Special learning, behavioral, or emotional needs of the student and whether these needs have been addressed through referral to a school-based problem solving team or case conference committee, if the student has an IEP
Student’s prior response to disciplinary interventions, including positive behavior support strategies
Student’s academic progress and relative risk of lost instruction, disengagement from school and increasing the likelihood of dropping out of school
Degree of involvement of parent support in efforts to improve student’s behavior in school
How student’s culture has been considered in disciplinary and corrective responses

Upon the student’s return from suspension, it is the responsibility of the administrator or designee to meet with the student and parent to develop a written corrective action plan that will include methods for changing behavior and the necessary supports to remedy the problem behavior. The plan may include services of school social worker, counselor, mental health provider (may require referral), student services team, and/or RTI team. In addition, the plan will include a date for review and, if needed, modification of the plan.

Level 3 corrective and restorative responses may include:

In-School Suspension– Structured, self-contained program designed to teach and support appropriate behaviors that allow student to complete academic assignments that mirror their classroom instruction
Loss of Privileges– The loss of privileges such as attending events, removal from the athletic team or club and/o exclusion from specified activity.
Out-of-School Suspension– Temporary removal of a student from school for a period of 1-5 days. During an out-of-school suspension, the student is prohibited from attendance at school or any school related event.
Plan Review Meeting (EP or 504)– The student’s IEP or 504 plan is reviewed through a manifest determination review conference. Behavior intervention plan (BIP) is revised or developed to address the problem behavior. The BIP is based upon a functional behavioral assessment.
Referral to School Social Worker– Counseling of the student by the social worker to assist the student in developing or utilizing the necessary skills and relationships to address the stated incident.
Restitution– Repayment of damages or loss
Restorative Justice: Formal Conference- A structured process guided by a trained facilitator in which the participants in an incident examine the intended and unintended impact of their actions and decide on interpersonal remedies to repair harm and restore relationships.
Service at Approved Program– Assignment of not more than 120 hours of service with a nonprofit organization operating near the school. Parent permission required. Must develop a plan outlining expectations, obligations of the non-profit organization and obligations of school, including monitoring.

Referral to Alternative Education Program

A referral to a District’s Alternative Education Program may be considered as a Level 3 corrective response. Alternative programs help students improve academic skills, become more responsible, and develop self-control. For a student to be eligible for Alternative Educational Program there must be a documented record of frequent disruptions of the traditional school learning environment despite repeated attempts by the school staff to modify the student’s behavior through Level 1 and Level 2 interventions and collaboration with parent/family. School administration will be required to complete the District’s application process if this level of response is required to support the student’s needs for behavioral support and instruction.

Level 4: Corrective Responses for Serious Violations

Level 4 corrective responses are appropriate for violations that seriously affect the learning environment or the safety of the student and/or others in the school and/or are legal violations. Corrective responses at this level could include extended suspension, expulsion and/or referral to law enforcement. Often behavior incidents at this level require school police involvement because the behavior violates the criminal code of Indiana. Prosecution and adjudication of criminal violations occur separately from the administration of school procedures. In determining the response to serious violations, the administrator should consider the factors impacting decisions related to consequences outlined in Level 3.

A student can be suspended while waiting on the hearing to determine expulsion. The superintendent or the person designated by the superintendent may continue suspension of a student for more than ten (10) school day period of the principal’s suspension and until the time of the expulsion decision if it is determined that the student’s continued suspension will prevent or substantially reduce risk. Risk includes (1) interference with an educational function or (2) a physical injury to the student, other students, or school employees. However, a student may not be suspended until the proposed expulsion is heard if the school administrator and the district hearing officer agree that the educational process would not be at risk if the student returned to school before the hearing.

If an expulsion is recommended for a non-disabled student, parents will receive notice by certified mail of the date, time and location of expulsion meeting. This documentation will notify the parent if the student’s suspension has been continued pending the outcome of the expulsion meeting. In the expulsion meeting, a representative from the school presents evidence to support the request for an expulsion. The student and parent will have an opportunity to respond to the evidence. Following the meeting, the expulsion examiner will make a decision about expulsion.

Before an expulsion hearing for a student with disabilities (having IEP or 504 plan) can be held, a Manifest Determination Case Conference must be held. At that conference it is determined whether there is a relationship between the student’s disability and the Code of Conduct violation(s). If it is determined that a relationship exists, educational services will continue to be provided in a setting agreed upon by the Case Conference Committee. If a relationship is not found, the request for expulsion will continue to the expulsion hearing.

The results of an expulsion meeting could be one of the following:

Student may be returned to the school with no further consequences;
Student may be returned to the school on probation with stipulations;
Student may be offered an alternative placement with a waiver being signed prior to placement; or
In extreme cases, the student may not be offered educational options.

Appeal of Expulsion Determination: The parent and/or the student have the right to appeal the result of action taken at the expulsion meeting to the Board of School Commissioners. A request for an appeal must be: (1) in writing; (2) delivered in person or by mail; and (3) received by the Secretary of the Board of School Commissioners within 10 calendar days of the date the notice of expulsion was received. The parent will be notified in writing of the outcome of the appeal request.

Level 4 corrective and restorative responses may include:

Alternative Placement Pending Expulsion- Assignment by District administrator to alternative school or program, pending an expulsion.
Assignment to Special Program or Alternative Program- Assignment by District administrator to an alternative school or program for a specified period of time.
Expulsion- The removal of the right and obligation of a student to attend public school under conditions set by the Board of School Commissioners and for a period of time not to exceed the remainder of the semester and school year or one year from the behavioral incident. Expulsions may be imposed with or without continuing educational services.
IAES (Interim Alternative Educational Setting)- IAES is recommended for a student with and IEP for up to 45 calendar day without parental consent for: Possession of dangers weapons in school or at school functions; Possession, use, sale or solicitation of a controlled substance while at school or at a school function; or serious bodily harm
Probationary Contract- The school administrator may develop an alternative disciplinary contract. This written document between the student, parents, and administrator will outline consequences, responsibilities and the designated contract period. The contract will be monitored and if the contract is not completed, an alternative Level 4 action will be recommended for the student.

DUE PROCESS AND APPEAL

Whenever a student is accused of committing a violation of the Student Code of Conduct, he or she has the right to due process. This means that he or she must: (1) be informed of the charges and evidence, (2) be provided with an opportunity to present his or her side of the case; and (3) be provided with an opportunity to appeal the decision.

A student or parent may request that he student stay in school during the appeal of a suspension. A student determined by the principal to be a danger to himself or herself and others or is likely to be disruptive or destructive shall not be allowed to attend school during the appeal process unless he or she is placed in an alternative school or program.

Appeals are to be made in writing and mailed/delivered to the appropriate administrator. If parent/student needs help writing a letter of appeal, he or she may contact the Secretary of the Cold Spring School, Inc. Board for guidance. The letter should explain the reasons for appealing the suspension or disciplinary action. The letter should be received at the student’s school within three days after the suspension or disciplinary action. If the appeal is denied by the school principal, the second level of appeal can be made to the Cold Spring School Board Chairman for review. The Board Chairman will investigate, consult with appropriate District administrators, and prepare a written recommendation that will be sent to the parents within ten (10) days.

DISCIPLINARY LEVELS OF RESPONSE

Corrective and restorative responses to behavioral concerns include both instruction and appropriate consequences to support student’s development of appropriate behavior. The use of consequences should be carefully planned with well-defined outcomes in order to provide the greatest benefit to the student. Responses to incidents of inappropriate behavior or discipline referrals in Indianapolis Public Schools are classified as Level 1, Level 2, Level 3, or Level 4. When deciding what correctional or consequential action should be taken, the teacher, administrator or designee shall consider the student’s age, exceptionality, ENL status, previous conduct, intent, and severity of the incident. Administrators are expected to administer discipline and supports in a progressive manner. The underlying principle is to use the least severe and intrusive response that is appropriate to respond to the inappropriate behavior. Administrators should increase the severity of the response if the inappropriate behavior continues or is severe, despite planned corrective and restorative responses. The following discipline guide is designed so that students are disciplined fairly when their behavior requires a corrective, restorative, or instructional response or consequence.

Welcome

Mission Statement

Vision Statement

Section 1-Policies and Procedures

Section 2-Attendance

Section 3-Student Health and Well Being

Section 4- Student Academic Information

COLD SPRING STUDENT CODE OF CONDUCT (*modified from IPS)

INTRODUCTION

PROMOTING POSITIVE SCHOOL CLIMATE AND CULTURE

PARENTS AS PARTNERS

WHO SHOULD READ THE STUDENT CODE OF CONDUCT

RIGHTS AND RESPONSIBILITIES

WHERE AND WHEN THE STUDENT CODE OF CONDUCT APPLIES

DISCIPLINE-RELATED POLICIES

ANTI-BULLYING

ANTI-DISCRIMINATION AND HARASSMENT

DRESS CODE

ILLEGAL SUBSTANCES

Grades Pre-K through 6

INTERNET SAFETY AND ACCEPTABLE USE OF TECHNOLOGY

PERSONAL TECHNOLOGY DEVICES, including “Sexting”

SECLUSION AND RESTRAINT

STUDENT SEARCHES

Routine Use of Metal Detectors

Use of Metal Detectors Based on Reasonable Suspicion

“Pat Downs” and Searches

TRANSPORTATION

PROGRESSIVE LEVELS OF CORRECTIVE RESPONSES

LEVELS OF CORRECTIVE AND RESTORATIVE RESPONSES

Level 1: Classroom and Building Based Corrective Responses

Level 2: Support Staff, Administrative and Classroom Teacher Corrective Responses

Level 3: Intensive Personalized Corrective Responses

Level 4: Corrective Responses for Serious Violations

DEFINITIONS AND EXAMPLES OF CORRECTIVE AND RESTORATIVE RESPONSES

Level 1: Classroom and Building Based Corrective Responses

Level 2: Support Staff, Administrative and Classroom Teacher Corrective Responses

Level 3: Intensive Personalized Corrective Responses

Level 4: Corrective Responses for Serious Violations

DUE PROCESS AND APPEAL

DISCIPLINARY LEVELS OF RESPONSE

COLD SPRING STUDENT CODE OF CONDUCT
(*modified from IPS)