Christina School District 2014-2015 Student Manual Overview

1. Christina School District 2014-2015 Student Manual Overview Responsibilities, Expectations, Rights, and Resources

2. CSD Mission To improve student outcomes To give every student opportunities to learn in an academically challenging, safe, equitable, and nurturing school environment We pledge to value parents, caregivers, and families as partners in educating all students to learn, live, and lead in the 21st century and beyond.

3. CSD Vision Christina will be a district where excellence is an expectation that is embraced by every member of the Christina community every day, for every child, in every school. Educators and families will work together to ensure that all students have the opportunity to achieve and to graduate prepared to pursue higher education or a career as a successful adult.

4. Move from Code of Conduct to Student Manual • We feel it is important to cultivate and highlight • Positive learning environments • Create a culture which promotes academic achievement • Teaching students the importance of making positive choices • Teaching students the importance of taking responsibility for their actions

5. Purpose of this Manual • Describes strategies and practices used to promote positive learning environments • Illustrates expected appropriate and respectful student behaviors • Describes what actions and interventions are taken when students exhibit challenging, inappropriate, or harmful behaviors • Outlines student rights, privileges, and responsibilities • Provides information about the disciplinary process • Details how to get help from school system personnel concerning appeal requests, processes and procedures, and resources for students and families. (This handbook also includes a glossary of terms that may be used throughout the document)

6. Student Manual Acknowledgement Page 2 Once you have reviewed the manual in detail, you will be asked to acknowledge receipt of the Student Manual These acknowledgements will be collected and housed in each building in a central location

7. The Student Pledge of Respect

8. I am a vital part of the CSD and I Pledge to show Respect for Myself by… • Attending school regularly and being on time. • Following rules and directions of adults. • Doing my schoolwork and home­work neatly and completely. • Practicing positive behavior choices. • 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. • Following school rules and school staff directions. • Keeping focused on my work. • Coming to school prepared to work. • Participating in class activities and discussions. • Completing my own schoolwork and homework.

9. I Pledge to show Respect for Others by… • Being understanding of other’s feelings. • Using positive words with others (no putdowns). • Treating others like I want to be treated. • 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.

10. Introduction to the NEW Student Manual

11. Key Components of our Plan • High expectations for behavior of all students and staff • Clear, consistent, district-wide discipline policies and processes • Multi-tiered supports for all students that begin in the classroom

12. We, the District, want… • We want our schools to be places where students are excited about learning • We want students to feel that their teachers, principals, and other staff in the school support them, so that they can achieve their best • We want to make sure that all students are treated fairly • We want students to have new skills and encouragement by adults to improve their behavior

13. We, the District, want… • We want adults to make all classrooms and schools positive places for all students • We want schools to be welcoming to parents and the community • We want students to learn strategies to prevent negative behavior • We want to focus on the WHOLE child, providing support for student success, and not focusing only on discipline

14. Positive School Environments • Positive School Environments will be created when: • Clear, concise, and consistently communicated expectations for respectful behavior are shared • Engaging instruction and academic materials are on hand • Appropriate & equitable supports to assure academic success and achievement are implemented

15. Rational for our Plan • CRPBS – Culturally Responsive Positive Behavior Support • The valuation, consideration, and integration of individuals’ culture, language, heritage and experiences leading to supported learning and development.

16. Our Plan Moving Forward • Proactive Strategies • Address issues as they arise • Identify opportunities to take preemptory action against potential problems • Interventions • Actions, ideas and plans designed to interrupt problematic behavior and promote positive behavior • Functional Behavioral Assessments, Intervention Plans, and Behavior Support Plans • When intense, individual support is needed • Plans are created by school teams, the student, and family

17. Interventions • Environmental • Design of shared/classroom spaces & routines, infrastructures for communication • Skill building • Self-instruction, problem-solving, & social skill learning and practice • Contingency Management • Behavior enhancement & reduction supports (reinforcement and extinction) • Self-esteem / Insight Issues • Understanding of students’ own troubling perceptions/clarifications of their reality

18. Comprehensive CSD Interventions in School Envioronments Rest & recovery spaces (take a break/cool down area) Small Group Social Skill Building Check in / Check out Mentoring

19. CSD School Environments On school grounds In school buildings When students are at a bus stop In District vehicles, including buses At all school sponsored events, trips, and all other activities where school administrators have jurisdiction over students

20. Response to Intervention (RTI) Plan for assisting students both academically AND behaviorally

21. Student Responsibilities

22. Our expectations of YOU: The Student, The Scholar • RESPONSIBLITY FOR MAINTAINING ACADEMIC INTEGRITY • Academic integrity is defined as exhibiting honesty in all academic exercise and assignments. • RESPONSIBILITY FOR ENGAGING IN APPROPRIATE BEHAVIOR ON/OFF SCHOOL GROUNDS AND AT SCHOOL FUNCTIONS TO ENSURE PARTICIPATION IN SCHOOL-BASED SENIOR ACTIVITIES

23. Our expectations of YOU: The Student, The Scholar • RESPONSIBILITY TO ABIDE BY THE DISTRICT’S POSITION ON GANG RELATED AND/OR GANG-LIKE ACTIVITY • RESPONSIBILITY TO DRESS IN APPROPRIATE STUDENT ATTIRE • RESPONSIBILITY TO ATTEND SCHOOL ON A REGULAR BASIS • School attendance is mandated by state law and regulations of the Delaware State Board of Education. Every parent, guardian, or other person having legal control of a child between the ages of 5 and 16 is required to send such child to school.

24. Our expectations of YOU: The Student, The Scholar • RESPONSIBILITY TO ABIDE BY THE DISTRICT’S TECHNOLOGY RESOURCE USE • Social Media: • It is the practice of Christina School District to monitor social media activity and utilize the information for the safety and security of all students and staff

25. Our expectations of YOU: The Student, The Scholar…on the bus Riding the school bus is a privilege. 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. Behavior that is disruptive, disrespectful, or dangerous will invoke the same consequences as if the incident occurred in the school. Many school buses are now equipped with video/digital cameras and audio recording devices. These tools monitor the passenger area of the bus. 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.

26. STUDENT BEHAVIORAL EXPECTATIONS

27. Expectations of YOU: The Student, The Scholar • Attend all classes daily and on time • Prepare for class assignments and activities • Come to class with appropriate working materials • Respect all persons and property • Refrain from using profanity, abusive language or inflammatory actions in personal interactions • Demonstrate safe and responsible conduct while in the school environment or on school property • Be clean, and neat • Be responsible for individual work and behavior • Demonstrate safe and responsible conduct to and from school with other students, with members of the community and within the community • Seek changes in an orderly and approved manner • Ask for help from administrators, counselors, teachers and other staff members for problems, concerns or other issues that need to be resolved or answered

28. CSD STEPS: ADMINISTRATIVE STRATEGIES, APPROACHES, AND RESPONSES for CHRISTINA STUDENTS

29. OVERVIEW OF OFFENSES

30. CLASS CUTTING Unexcused absence from a class without authorization or approved reason

31. INAPPROPRIATE BEHAVIOR: CARELESS / RECKLESS Intentional/unintentional behavior that threatens to or causes personal injury or property damage. For example: shoving, horseplay.

32. INAPPROPRIATE BEHAVIOR Language, gestures, or actions that incite, produce distractions or disruptions, which after appropriate behavior interventions seriously or repeatedly interfere with effective functioning of the teacher, another student, class, or any school activity. This does NOT include insubordination. Insubordination is a separate offense.

33. INSUBORDINATION Verbal or non-verbal refusal to comply with a reasonable request – student to teacher.

34. OFFENSIVE TOUCHING: STUDENT TO STUDENT Intentionally touching another person either with a member of his or her body or with any instrument, knowing that the person is thereby likely to cause offense or alarm to such other person; or Intentionally striking another person with saliva, urine, feces or any other bodily fluid, knowing that the person is thereby likely to cause offense or alarm to such other person.

35. FIGHTING Any aggressive physical altercation between two or more individuals.

36. DEFIANCE (STUDENT TO STAFF) (1) A verbal or non-verbal refusal to immediately comply with a reasonable request from school personnel, or refusal to identify oneself at the request of school personnel, and/or refusal to comply with disciplinary action; or (2) A verbal or non-verbal display of disrespect and/or uncivil behavior toward school personnel which either causes a substantial disruption or material interference with school activities.

37. Progressive Interventions Once it is determined that a student’s behavior is of a nature where the disciplinary process must be invoked, staff will use the CSD STEPS: ADMINISTRATIVE STRATEGIES, APPROACHES, AND RESPONSES for CHRISTINA STUDENTS to provide appropriate responses for the level of student behavior. These Steps will be applied consistently across all schools and all students unless otherwise provided in a student’s Behavioral Intervention Plan.

38. Discipline Christina School District defines DISCIPLINE as a deliberate, proactive process that supports the development of positive social behavior vital to the success of its students.

39. 8 Administrative Steps

40. 8 Administrative Steps

41. 8 Administrative Steps

42. Elementary Matrix Offenses are listed on the following 2 slides

45. Secondary Matrix Offenses are listed on the following 2 slides

48. STUDENT & FAMILY RIGHTS PLEASE REFER TO YOUR PRINTED COPY OF THE STUDENT MANUAL FOR A COMPLETE LISTING

49. STUDENT & FAMILY RIGHTS A student has legal rights guaranteed by the Constitution of the United States and Delaware State Law. In addition, students have privileges provided by the Board of Education Policies and Regulations. These rights and privileges can be exercised in a school as long as they do not interfere with the rights of others or the school’s responsibilities to provide safe and orderly schools. CSD encourages each student to balance the expression of his/her rights by honoring his/her responsibilities outlined in this publication.

50. RIGHT TO DUE PROCESS & APPEAL When students are alleged to have violated school policy, they have the right to certain due process protections. This means that they are entitled to notice of the allegations against them, a discussion of the evidence and the opportunity to respond to the allegations. Please see Disciplinary Processes and Procedures section. If a student is suspended for five or fewer school days or believes that an action taken by the school is a violation of policy, the parent may use the Appeal Process in this manual.