School Policies

Code of Conduct

Sample 1 – CDCPS

    • Each individual (student, teacher, parent and administrator) has a right to be treated with respect at all times, even if there are opposing points of view.
    • Each individual has a right to be in a climate of physical and emotional safety.
    • Each individual has a right to be viewed as a valued, contributing member of our community of learners.
    • Each individual has a personal responsibility and investment in making sure that these rights are supported in our learning environment.
    • Each individual must clearly understand the values and expectations set forth by our Code of Conduct and understand that violations of this code will lead to consequences.

Appropriate behavior includes:

    • demonstrating respect for self, others, and property
    • using courtesy and kindness for each other
    • assuming responsibility for choices and accepting consequences
    • being honest in all matters
    • using good sportsmanship

We are committed to providing a safe learning environment and will ask students to leave the group if their presence is a threat to the well being of other students or impedes the ability of other students to learn. We will not tolerate weapons, use of tobacco products or alcoholic beverages, possession or use of drugs, sexual or racial harassment within our school.

 

At Community Day Charter Public School students will:

 

    • Show respect for their teachers, all other adults, all other students, and their property.
    • Heed adult requests or directions at all times.
    • Not engage in aggressive, hands-on behavior.
    • Use acceptable language in school. Profanity and obscene gestures will not be tolerated.
    • Remain on school property during school hours.
    • Be in assigned classes/areas at designated times, and not leave the classroom without permission.
    • Take care of school property, including taking care of books, magazines, workbooks and other materials, as well as not defacing or otherwise damaging school property or facilities.
    • Maintain cleanliness in the classroom, halls, and inside and outside the building.
    • Not consume food or drink (other than water), other than at lunch or recess times unless through prior arrangement with teachers.
    • Bring in school documents or parental notes when due.
    • Bring absentee and tardy notes to school the day after being absent or tardy.
    • Not have in their possession any dangerous or disruptive objects.
    • Follow all other rules established by the school (for example, not wearing hats, using "walkmans" or chewing gum in school).
    • Not have in their possession other electronic devices such as cell phones or walkie-talkies.

 

Failure to meet any of these behavioral expectations will, at the discretion of the teachers and administration, and taking into account the age and developmental level of the student, result in a warning, detention(s), or other appropriate consequences. The school administrator will first meet with the student, and the consequence will be assigned the day of that meeting or shortly after that. A violation of any of the above rules, which is sufficiently serious, may result in suspension.

 

Sample 2– NHCS

The Code of Conduct applies to the behavior of students while they are in school, on school grounds (before school, at recess, and after school), at school-sponsored activities, and on their way to and from school (on the school bus, at the bus stop, on the MBTA, etc.).

 

Parents are urged to help students understand the expectations set forth by NHCS. The purpose of the behavior guidelines is to ensure a happy, cooperative, respectful, safe, and effective environment for learning. Students at NHCS are responsible for their personal behavior at all times.

 

NHCS Values - NHCS is governed by the following eight values:

 

    • Caring
    • Cooperation
    • Courage
    • Effort
    • Justice
    • Respect
    • Responsibility
    • Trustworthiness

 

Students and teachers frequently discuss these values throughout the course of the school year, in classes, advisory, and town meetings, as well as during informal discussions.

 

NHCS Rules - All NHCS students are expected to adhere to the following rules at all times:

 

    • Every adult in this school is your teacher, and it is your job to follow his or her directions;
    • It is always your job to listen when it is someone else’s turn to talk;
    • It is always your job to make things better, not worse;
    • It is always your job to speak your mind in the right way at the right time; and
    • It is always your job to make sure this school is safe, clean, and peaceful.

 

NHCS Basic Behaviors - The basic behaviors are more specific than the school rules. They are as follows:

 

    • Students are expected to be polite. For example, students must use an appropriate tone of voice with other students and adults; say “Please,” “Thank you,” and “Excuse me;” and generally use manners.
    • Unless directed otherwise by a teacher, students are expected to sit up properly in their seats (no tipping in chairs or resting heads on tables) and raise their hands to be called on. When one student has been called on, other students should respectfully lower their hands.
    • Swearing, bullying, name-calling, and using provocative language are not permitted.
    • Public displays of affection (PDA) such as hugging, kissing, holding hands or other similar behaviors are not allowed.

 

Sample 3– Sturgis

The Sturgis Charter Public School community values intellectual curiosity and the life of the mind, believing academic achievement to be the result of serious, persistent ef¬fort, rather than innate ability or socio-economic advantage. Sturgis also prizes indi¬vidual responsibility, initiative, respect for self and others, self-discipline, moral integrity, creativity and leadership. These values are articulated in the “Sturgis Compact,” the principles that guided the formation of the school.

Beyond these shared attitudes, beliefs, and values, Sturgis cultivates in its students an esprit de corps—“a sense of union and of common interests and responsibilities”—that will encourage students to support each other through four years of challenging academic work leading to high-stakes exams.

 

The Sturgis Code of Conduct supports the kind of educational environment the trus¬tees and faculty believe is essential to achieving the mission of the school. In keeping with the school’s maritime inspiration, Sturgis uses the analogy of a ship and its crew to illustrate what can be accomplished when everyone works together to reach a common destination. For Sturgis students, the common goal is meeting world-class standards of academic achievement while growing in individual curiosity, character, and courage. Such a goal is achievable only in an environment where there is abso¬lute adherence to respect, responsibility, and safety for self, for others, and for the school and larger community.

Rules for Everyone to Live By - All within the Sturgis Charter School community agree to support the school’s vi¬sion, mission, and guiding principles. We also agree to follow these basic rules of behavior.

 

    • Be a person of integrity. Act honorably.
    • Be kind, polite, and caring at all times. Treat everyone with dignity and respect.
    • Strive for excellence without arrogance. Do your best.
    • Don’t do anything you wouldn’t want your parents to know about.
    • Respect the positions and ideas of those around you, even if you don’t like them. Keep an open mind.
    • Allow for imperfections in others; you’re not perfect yourself. Tolerate honest mistakes from people that are doing their best.
    • Lead by example.
    • Speak well of others; gossip undermines human dignity.
    • Seek the truth in all matters.
    • Celebrate life with humor.
    • Live and learn, but teach others as well.

 

These rules reflect in part the character guidelines written by Admiral Charles R. Larson of the U.S. Naval Academy and the Academy’s Character Development Program.

 

Disciplinary Procedure

Sample 1 – EWB

Community Violation - When a student receives a community violation, parents will be informed by phone when possible. Additionally, parents will receive written notification in the form of a Community Violation sheet that will be sent home in the Life Work folder. A parent is required to sign the Community Violation that night and return it to school the next day. A copy of the Community Violation forms follows this page.

 

Suspensions and Expulsions - In the case of suspension or expulsion, the student will be removed from class or school, and will be sent to the Main Office or another designated school location, following which, the student’s parent or guardian will be notified of the incident by the school.

 

Short-Term Suspension - Unless a student presents a danger or risk of substantial disruption to the educational process, the student shall receive the following prior to suspension of one to ten days:

 

    • oral or written notice of the charges;
    • if the student denies the charges, an oral or written explanation of the evidence against him/her; and
    • an opportunity to present his/her version of the relevant facts.
    • In the case of danger or a risk of substantial disruption, this process will occur immediately after rather than before the suspension.

 

Expulsion or Long-Term Suspension - For expulsion or suspension longer than ten days, the student shall receive:

 

    • written notice of the charges;
    • the right to be represented by a lawyer or advocate (at the student's expense);
    • adequate time to prepare for the hearing;
    • the right to present witnesses and to cross examine witnesses presented by the school;
    • a reasonably prompt, written decision including specific grounds for the decision.

 

The school will record (by tape or other appropriate means) the hearing and a copy of such will be made available to the student upon request.

 

Notices and proceedings will be translated into the student's/parent's primary language if necessary for their understanding of the proceedings.

 

The role of the Principal and Board of Trustees in Suspension and or Expulsion - The Principal, pursuant to M.G.L. c.71, §37H or M.G.L. c.71, §37H½, is vested with the authority to suspend and/or expel students in the following four circumstances:

 

    • Student possession of dangerous weapon;
    • Student possession of controlled substance;
    • Student assault of educational personnel; or
    • Student charged with or convicted of a felony.

 

All decisions by the Principal regarding suspension or expulsion of a student for any of the above-cited [four] reason(s) are subject to review by the Executive Director.

 

Expulsion for all offenses except for the four listed above, must involve the Executive Director. Expulsion shall be defined as permanent exclusion from Edward Brooke Charter School. Upon receipt of the recommendation of the Principal, the Executive Director will consider the expulsion of a student as provided for in M.G. L. c. 76, §16 and § 17. The following procedures will apply:

 

    • The Principal may commence an expulsion proceeding before the Executive Director by providing the Executive Director with notice of the reasons for the proposed expulsion.
    • Prior to any decision by the Executive Director to expel a student, the student will be provided with written notice of the following:
      • Charges and a statement of the evidence;
      • Date, time, and place of a hearing;
      • Notice of the right at the hearing to:
        • be represented by legal counsel (at the student’s/parent’s own expense)
        • present evidence
        • confront and cross-examine witnesses
    • Hearings to consider the expulsion of a student will be held in executive session unless the student or parent requests an open hearing.
    • A student and/or parent, upon request, will have the right to review the student’s records in accordance with the Massachusetts Student Records Regulations or other applicable law.

 

The decision by the Executive Director will be in writing and the controlling facts upon which the decision is made will be stated in sufficient detail to inform the parties of the reasons for the decision.

 

Sample 2 - Excel

Short-Term Suspension - For suspension between one and ten days, the following procedures will apply:

 

When an infraction occurs, the student will be removed from class and sent to the Main Office, Dean of Students’ office, or another designated school location. The student’s parent or guardian will be notified of the incident by the Principal, Dean of Students, or another representative of the school.

 

Unless a student presents a danger or risk of substantial disruption to the educational process, the student shall receive the following prior to a suspension of one to ten days:

 

    • Notice and an opportunity to present her/his version of the relevant facts.

 

In the case of danger or a risk of substantial disruption, the student will be removed from the school building and provided notice and the opportunity to present his/her version of the relevant facts as soon as possible.

 

In the case that a student is assigned a suspension, the student’s parent/guardian must immediately come to the school, meet with the Dean of Students and/or Principal, and remove the student from the school building. If the parent/guardian cannot immediately come to the school building, the student will wait in a designated area until the parent/guardian arrives. Written notice will be sent home designating the length of suspension.

 

In order for the student to re-enter the Excel Academy community following an In-Class or Out of School suspension:

 

    • The student may have to write a letter of apology and publicly present this letter to Excel Academy staff and/or students.
    • An administrator will contact the parent/guardian to schedule a required re-entry meeting
    • Students who are suspended two or more times may be asked to submit a reasonable and genuine plan for improvement in addition to an apology to the Dean of Students.
    • The student may have to meet additional conditions as required by Excel Academy.

 

Once the above conditions are met, the student will be welcomed back into the community.

 

If a student has not met the above requirements, he or she may earn In-Class Suspension.

 

Students are responsible for completing academic work missed during the suspension. This work will be available in a folder for pick-up by a family member at the school daily between 3:45-5:00pm. The completed work will receive full credit, if submitted by deadlines in accordance with the school make-up policy. If a student does not complete this work, the student may face standard academic consequences (e.g., Homework Club, no academic credit).

 

Long-term Suspensions and Expulsion - Prior to a suspension of more than ten days, the following procedures will apply:

 

    • The student shall receive written notice of the following:
    • Charges and a statement of the evidence;
    • Date, time and place of a hearing;
    • Notice of the right at the hearing to:
    • Be represented by their parents, legal or other representative (at the student’s / parent’s own expense).
    • Present evidence.
    • Confront and cross-examine witnesses.
    • The school will record (by tape or other appropriate means) the hearing and a copy of such will be made available to the student upon request.
    • Notices and proceedings will be translated into the student's/parent's primary language if necessary for their understanding of the proceedings.
    • A student and/or parent, upon request, will have the right to review the student’s records in accordance with the Massachusetts Student Records Regulations or other applicable law.

 

All decisions by the Principal regarding long-term suspension or expulsion of a student for any of the four reasons cited in M.G.L. c. 71, §37H and §37H1/2 will be in writing and are subject to review by the Executive Director. An explanation of appeal rights for suspensions and/or expulsions based on the four behavioral infractions outlined in M.G.L. c. 71, §§ 37H and 37H1/2 are outlined in the statutes in the Appendix.

 

All decisions made by the Principal regarding long-term suspension of a student for any reason other than the four outlined in M.G.L. c. 71, §§ 37H and 37H1/2 will be in writing and are subject to review by the Executive Director, if requested.

 

Expulsion for all offenses except for the four listed in M.G.L. c. 71, §§37H and 37H1/2, must involve the Board of Trustees. Upon receipt of the recommendation of the Executive Director or her/his designee, the Board of Trustees will conduct a hearing to consider the expulsion of a student as provided for in M.G. L. c. 76, §16 and § 17.

 

As stated above, the Executive Director reserves the right to request that the Board of Trustees hold an expulsion hearing and consider the student for expulsion for a specific, severe behavioral infraction or for repeated disregard of school policies and procedures. Specifically, regarding the latter, a family meeting will be required once a student has been Out-of-School Suspended for four separate incidents. A contract will be made between the student and school once a student has been Out-of-School Suspended for six separate incidents. A student’s breach of this contract may lead to the recommendation of an expulsion hearing.

 

Whenever an expulsion hearing is recommended, the above procedural safeguards will be in effect:

 

    • The student shall receive written notice of the following:
    • Charges and a statement of the evidence;
    • Date, time and place of a hearing;
    • Notice of the right at the hearing to:
    • Be represented by their parents, legal or other representative (at the student’s / parent’s own expense).
    • Present evidence.
    • Confront and cross-examine witnesses.
    • The school will record (by tape or other appropriate means) the hearing and a copy of such will be made available to the student upon request.
    • Notices and proceedings will be translated into the student's/parent's primary language if necessary for their understanding of the proceedings.
    • A student and/or parent, upon request, will have the right to review the student’s records in accordance with the Massachusetts Student Records Regulations or other applicable law.
    • All decisions by the Board of Trustees regarding expulsion of a student will be issued to the student in writing.

 

Sample 3 - CDCPS

All disciplinary procedures are subject to, and students must comply with, all policies adopted by the CDCPS Board of Directors (which may change and/or be updated from time to time). No student shall be disciplined without being afforded appropriate due process. Prior to any disciplinary action, the student should be informed of the charges against him/her and the facts which led to those charges, and given an opportunity to present his/her side of the story. This hearing must occur before a student may be directed to leave school, unless the student's conduct presents a threat to the physical safety of that student or others or is to disruptive as to make the student's immediate removal necessary to preserve the right of other students to pursue an education. Expulsion or permanent exclusion of a student from school is additionally subject to the policy and procedures set forth in Mass. Gen. Laws, c.71 § 37H. Discipline of students with special needs is subject to the provisions of the Massachusetts General Laws, as well as to the provisions of the federal Individuals with Disabilities Education Act, as amended to date.

 

Suspension and Expulsion:

Overview - Suspension or expulsion from school is considered to be an extreme measure, whose primary purpose is to redirect the attitude and behavior of a student. Suspension is the temporary exclusion of a student from the school program. Suspensions may be served out of school or in school at the Head of School's discretion. This policy describes the process associated with suspension and possible expulsion.

 

Description and Process for Suspension - The Head of School has the power to suspend pupils for sufficient reason for a period not to exceed ten days. The student and his/her parents are given an opportunity to be heard within 24 hours of the completion of the investigation and notice to the parents that the student is facing short-term suspension. In all cases of suspension, the suspended student's parents/guardians will be notified by telephone as soon as possible after the suspension is assigned, preferably on the same day. The Head of School will also provide the parents with a written report of the reasons for suspension, the period of suspension, the procedure for reinstatement and the student's right to appeal the decision. This report is given to the parents within one working day of the Head of School's final decision regarding the suspension. As a condition of reinstatement, the student must reassure the Head of School, in the presence of the parents, of his intent to improve his attitude and behavior. A copy of the written report to the parents is forwarded to the Executive Director’s office immediately following the suspension.

 

Documentation of Discipline Incidents - Students involved in discipline incidents will receive written notices of the incidents and of the actions taken by school personnel. These notices are to be signed by parents and returned to the school. Notices will placed in the student yearly files, but in accordance with the law, will not become a part of students’ permanent school records. Notices will remain in students’ working files for the duration of his/her enrollment at Community Day Charter Public School. In addition, parents of students who may have been involved in an incident but are not at fault will also receive written documentation of these incidents.

 

Discipline - Students with Disabilities

Sample 1 – Abby

The Code of Conduct applies to all students. There are specific procedures, however, for disciplining students with disabilities who are eligible for Individualized Education Program (IEP) or Section 504 services.

 

Under federal and state laws and regulations, students with disabilities may not be discriminated against on the basis of their disability or impairment. The following procedures will be implemented to comply with state and federal law and regulations regarding the discipline of students with disabilities.

 

The IEP for every special needs student will indicate whether the student is expected to meet the regular discipline code, or the code should be modified because of the student’s individual needs. Any modifications to the code will be described in the IEP.

 

Prior to any removal that constitutes a change of placement, the school district must send the parents a full statement of their procedural rights and inform them that the IEP Team will conduct a Manifestation Determination. Parents are members of the student’s IEP Team.

 

Special education students may be removed (suspended) from their educational placement for up to ten days in a school year without receiving services. A ‘change of placement’ (more than ten consecutive days or a pattern of removals) invokes certain procedural protections under the IDEA, the federal special education law. If AKFCS determines that a disciplinary ‘change of placement’ will be considered, then within ten days of that decision and prior to the removal, the IEP Team must convene to conduct a Manifestation Determination. If the removal of a special needs student will accumulate to more than ten days in a school year, AKFCS may remove the student from his or her IEP placement without conducting a Manifestation Determination but must provide services in an interim alternate educational setting.

At the Manifestation Determination Team meeting, the Team must review all relevant information, including the student’s IEP, teacher observations and any relevant information provided by the parents, and determine whether the behavior was caused by or was in direct and substantial relationship to the child’s disability, or was a direct result of AKFCS’ failure to implement the student’s IEP.

 

If the student’s conduct is related to his/her special needs or was a direct result of AKFCS’ failure to implement the IEP, the IEP will be amended and/or steps will be taken to fully implement the current IEP. Additionally, if the Team determines that the behavior was a manifestation of the child’s disability, the IEP Team must conduct a functional behavioral assessment and implement a behavior intervention plan. If a behavior intervention plan was previously developed, the Team must review the existing plan and modify it as necessary.

 

If the Team determines that student’s conduct is not related to his/her special needs or to an inappropriate IEP, the school may suspend or otherwise discipline the child according to the school’s code of student conduct, except that for any period of removal exceeding ten days, the school district must provide the child with a Free Appropriate Public Education (FAPE) in an alternate educational setting. Parents will be notified of the removal, the reasons therefore, and the alternate plan. Any dispute regarding the removal will be resolved through the special education mediation and hearing process. If a hearing is requested, the student must stay in the interim alternate educational setting unless the parents and AKFCS agree otherwise.

 

If a student carries or possesses a weapon to or at school, on school premises or at a school function; or if the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school, on school premises or at a school function; or if the student inflicts serious bodily injury (injury that involves a substantial risk of death; extreme physical pain; protracted or obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ or faculty) upon another person while at school, on school premises or at a school function, the school may order a change of placement for a period not to exceed 45 days without regard to whether the behavior is determined to be a manifestation of the student’s disability. Thereafter, the child will return to the previously agreed upon educational placement unless either a hearing officer orders another placement or the parent and the school agree to another placement.

 

Interim alternate educational placements are determined by the IEP Team.

 

If a student with special needs presents a danger to other students, staff, or the student himself/herself, AKFCS will immediately seek court approval to suspend or exclude the student from the school premises.

 

Any disputes regarding the IEP will be resolved through the Bureau of Special Education Appeals mediation and hearing process. If a hearing is requested concerning a disciplinary change of placement, the student must stay in the interim alternate educational setting unless the parents and AKFCS agree otherwise.

 

Sample 2 – CDCPS

In general, if your child has violated the school’s disciplinary code, the school may suspend or remove your child from his or her current educational placement for a period not to exceed ten (10) consecutive school days in any school year. If your child possesses, uses, sells or solicits illegal drugs on school grounds or at a school-sponsored event or carries a weapon to school or a school function, the school district may place your child in an interim alternative educational setting for up to 45 calendar days. If your child has been placed in an interim alternative education setting as a result of a disciplinary action, your child may remain in the interim setting for a period not to exceed 45 days. Thereafter, your child will return to the previously agreed-upon educational placement unless either a hearing officer orders another placement or you and the school agree to another placement.

 

Anytime the school wishes to remove your child from his or her current educational placement for more than ten (10) consecutive school days in any school year, or for more than ten cumulative days when a pattern of removal is occurring, this constitutes a “change of placement.” A change of placement invokes certain procedural protections under the IDEA, the federal special education law. These include the following:

 

    • Prior to any removal that constitutes a change in placement, the school district must convene a Team meeting to develop a plan for conducting a functional behavioral assessment that will be used as the basis for developing specific strategies to address the problematic behavior. If a behavioral intervention plan has been previously developed, the Team shall review its implementation and modify it if necessary.
    • Prior to any removal that constitutes a change in placement, the school district must send you a full statement of your procedural rights (this brochure) and inform you that the Team will consider whether or not the behavior that forms the basis for the removal is related to the student’s disability. This consideration is called a “manifestation determination.” Remember that you, as the parent, always have the right to participate as a member of the Team.

 

Consideration of whether the behavior is a manifestation of the student’s disability: The law provides that the Team must consider evaluation information, observational information, the student’s IEP and placement, and must determine whether the behavior prompting disciplinary removal was a manifestation of the student’s disability. The Team considers if the student understood the impact and consequences of the behavior, and further considers if the student’s disability impaired the student’s ability to control his or her behavior.

 

If the Team determines that the behavior was related to your child’s disability, then your child may not be removed from the current educational placement (except in the case of weapon or drug possession or use) until the IEP Team develops a new IEP and decides upon a new placement and you consent to that new IEP and placement.

 

If the Team determines the behavior was not related to your child’s disability, then the school may suspend or otherwise discipline your child according to the school’s code of student conduct, except that for any period of removal exceeding ten days, the school district must provide your child with a Free Appropriate Public Education (FAPE). The school district must determine the educational services necessary for FAPE and the manner and location for providing those services.

In the case of a disagreement with the Team’s determination: If you disagree with the Team’s decision on the “manifestation determination” or with the decision relating to placement of your child in an interim alternative education setting or any other disciplinary action, you have the right to request an expedited due process hearing from the Bureau of Special Education Appeals.

 

Sample 3 – Sturgis

Federal and state laws govern the disciplining of students with disabilities eligible for Special Education and the regulations promulgated there under. These laws include the Individuals with Disabilities Act, 20 U.S.C. § 1400, et seq., 34 C.F.R. § 300.519-529 et seq., and Massachusetts General Laws, c. 71B. Students with disabilities eligible for Special Education who violate school rules are subject to removal from their current placement for up to ten (10) days, to the extent that such a removal would be applied to students without disabilities, without a prior determination as to whether the misconduct is related to the student’s disability. Additionally, in certain circumstances, special needs students may be removed for additional periods of up to ten (10) consecutive school days in the same school year for separate incidents of misconduct. School personnel may also order a change in the placement of a student with a disability to an interim alternative educational setting for not more than forty-five (45) days if a student:

 

    • carries a weapon to school or to a school function; or
    • possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance while at school or school functions.

 

Additionally, a Massachusetts Department of Education Hearing Officer, under certain circumstances, may order a change in the placement of a student with disabilities eligible for Special Education to an interim alternative educational setting for not more than forty-five (45) days. Under the circumstances described in this paragraph, or if the removal of a student will constitute a change in the student’s placement, as defined by Federal Special Education Law, a student’s IEP Team may convene to review the student’s educational program, conduct a manifestation determination, change an existing IEP, conduct a Functional Behavioral Assessment and/or develop and implement a Behavior Modification Plan.

 

Incentives and Consequences

Sample 1 – NHCS

Awards – All NHCS students are responsible for following the Code of Conduct. NHCS has several programs to recognize students who consistently uphold the Code of Conduct.

 

Student Spotlight - Lower School students are recognized for excellent behavior with the Student Spotlight. Every Friday morning, all NHCS students and staff gather for Town Meeting. In addition to remarks from the Headmaster and student presentations, one student from each Lower School classroom is recognized as a part of the Student Spotlight program. Students are awarded this distinction for demonstrating one or more of the NHCS Values. The following week, recipients of Student Spotlight join the Headmaster for a special pizza lunch in honor of their achievements.

 

Merit System - Middle School students can receive merits and demerits from NHCS staff members. Merits are awarded for behavior that meets or exceeds staff members’ expectations of students. For example, a Middle School student might earn merits for volunteering to help a struggling classmate or for going above and beyond on a particularly challenging assignment. Students’ merits are tallied and can be redeemed for various awards and privileges. Demerits are given out when students do not demonstrate the NHCS Values. A teacher might give a student a demerit for being uncooperative in class or for using a rude tone of voice with a classmate. Demerits are also tallied o and can lead to after school detentions.

 

Citizenship Awards - Middle School students are recognized for excellent behavior with the Citizenship Award. Students who have earned at least one “Outstanding” and nothing lower than a “Satisfactory” for all of their citizenship grades in a particular quarter are awarded this distinction.

 

Commendations - Middle School teachers award commendations for positive behavior and academic achievement or improvement during weekly Middle School meetings.

 

Consequences - Classroom teachers and the Lower School and Middle School Deans will decide on appropriate consequences for students who do not follow the Code of Conduct. They will notify parents about serious or repeated infractions. If students do not improve their behavior, they can be suspended or expelled. Consequences may also be enforced for student actions in the morning on the way to school or in the afternoon when they are leaving school and traveling home. This rule applies to school sponsored activities as well.

 

Office Trips (Lower School) - The following consequences may apply to students sent to the Dean for inappropriate behavior:

 

    • Students will be required to perform community service;
    • Students will write a letter of apology to the teacher and class explaining their behavior; and
    • A Behavior Report will be sent home.

 

Additionally, repeated trips to the office carry the following consequences:

 

    • 1st trip: Up to one hour stay in the office.
    • 2nd trip in the same week: Two hour stay in the office and the Dean will call parents.
    • 3rd trip in the same week: Half-day in-school suspension to be served that day or next as time allows and the Dean will call parents.
    • 4th trip in the same week: Full-day at-home suspension and parents are called in to meet with the Dean.

 

Detentions (Middle School) - Middle School Students will be assigned an after school detention if:

 

    • They are sent to the office four times in one week.
    • They are sent to the office by a teacher and do not go calmly and cooperatively.
    • They perform a negative behavior that deserves a more severe consequence than a trip to the office but not so severe as a suspension
    • They do not complete required homework assignments.

 

NHCS staff members and administrators reserve the right to assign detention for other behaviors or actions that are inconsistent with the Code of Conduct. Families will be notified if their child is assigned a detention. Students who do not report for detention or are uncooperative during detention will be assigned a one-day suspension.

 

Sample 2 - BCCS

Incentive System - As we work to provide a productive learning environment, it is equally important for us to acknowledge and reward desirable behavior in students. We accomplish this primarily through the middle school MAPP Merit System, the high school MAPP Mile System, and Rubric Rewards.

 

Merits in grades 5-7 acknowledge individual acts that promote a positive community or support academic achievement. Students in grades 5-7 can earn merits from a staff member for a variety of reasons, including but not limited to:

 

    • volunteering to help a student or teacher
    • volunteering service to the school
    • taking initiative
    • showing courtesy
    • performing an act of kindness
    • outstanding effort or improvement
    • doing what’s expected when others are not.

 

Students accumulate merits over time and are able to spend merits at the Merit Store for school supplies, free lunches, gift certificates, and a variety of other prizes and privileges.

 

MAPP Miles - In grades 8-12, students earn points (called “miles”) for being Mindful, Achieving, Professional, and Prepared. Students earn rewards, privileges, and recognition depending on their performance.

 

Rubric Rewards - During every period of the school day, middle and high school classes receive a rubric score from 0 to 4 that assesses their performance as a group and that incorporates the values of MAPP. The rubric encourages students to work together in their efforts to improve academic achievement. The rubric score is based on the following observable criteria:

 

    • having necessary materials for class
    • Do Now completion
    • work ethic in class
    • degree of respect and cooperation in class
    • degree of participation and alertness
    • quality of questions and comments

 

Teachers record rubric scores at the end of every class and advisors tally scores at the end of every week. Classes in grades 5-7 receive rewards for consistently high rubric scores, such as ordering lunch from a restaurant or taking a field trip. In grades 8-12, students receive individual MAPP miles for their whole-class performance.

 

School-Related Disciplinary Offenses - Below is a description of school-related disciplinary offenses for which a student may be subject to detention, in-school suspension, out-of-school suspension, or expulsion. A school-related disciplinary offense refers to the violation of this code occurring:

 

    • while the student is on school grounds or school-related transportation;
    • during a school-sponsored activity.

 

The list of offenses that follows is not meant to be comprehensive; there may be other circumstances that warrant disciplinary measures as well. And along with the list of consequences that result from such offenses, students may also earn a loss of privileges, which include but are not limited to:

 

    • sitting in their seat during breaks;
    • eating lunch in the office and/or in lunch detention;
    • missing school events, trips, or activities (including dances and assemblies);
    • remaining in school for the entire day during ½ days;
    • serving Saturday Suspension;
    • losing bus privileges;
    • losing the privilege of wearing the school uniform;
    • reflecting on their behavior orally and/or in writing;
    • apologizing to their peers in advisory group or at a school assembly; and
    • performing extra service for the school.

 

Demerits and Detentions - If a student commits any of the following infractions, the student may receive a demerit, may receive detention, may lose some or all school privileges including bus privileges, may be sent out of class, and/or may be sent home for the rest of the day.

 

Infractions that result in an immediate after-school detention* (at minimum) include, but are not limited to:

 

    • Disrespecting a fellow student
    • Disrespecting faculty, staff, or other member of school community
    • Disrespecting school property
    • Disruptive behavior that affects classroom learning (and may lead to being sent out of class)
    • Inappropriate physical contact with a student or staff member
    • Improper behavior in class, school, on school-related transportation, or during a school-sponsored activity
    • Out of uniform
    • Failing to produce a signed progress report the day after distribution
    • Failing to produce a signed report card the day after distribution
    • For students in grades 7-12: failure to produce a demerit sheet to a BCCS faculty member (7th and 8th grade students are issued new demerit sheets at the beginning of each week; 9th-12th grade students are issued new demerit sheets at the beginning of each month. Demerit sheets must be kept in school-issued folders.)
    • Other behaviors deemed inappropriate by school staff

 

*Students who receive three or more detentions in one week may be required to serve their suspension on a Saturday.

Infractions that result in a demerit include, but are not limited to:

 

    • Un-tucked shirt/minor uniform infraction
    • Arriving late to school or class
    • Minor classroom disruption
    • Being unprepared for class
    • Chewing gum
    • Other (to be specified)

 

In grades 5-8, if a student commits three of the above demerit-infractions in one week, a student will receive an after-school detention. In grades 9-12, if a student commits three of the above demerit- infractions in one month, a student will receive an after-school detention.

 

In an effort to maintain the quality and integrity of programs throughout the school year, infractions of school rules which occur after May 1st of any school year may be subject to further penalties in addition to those listed below, which include but are not limited to, removal from school activities, senior class activities and/or participation in graduation activities or ceremonies.

 

Students are expected to always respond respectfully to the authority and direction of school staff. Behaviors that are considered disrespectful include but are not limited to: rolling of the eyes, making inappropriate remarks or sounds in response to a request, questioning a staff person’s action or authority, or talking back to a staff member. Such disrespect will not be tolerated, and demerits, detentions, and other consequences will be issued appropriately.

 

If a student is required to leave a classroom due to his/her behavior, the student must meet with the teacher to resolve the problem prior to the student returning to the classroom. This is in addition to receiving an automatic detention for being sent out of class. A meeting between the student and his or her parent or guardian, and the student’s Advisor, classroom teacher, Dean of Students, or Principal may be required in order to address the student’s behavior and plan for improvement.

 

Our rules and regulations are based on a system of progressive discipline. This means that an administrator has the discretion to significantly increase penalties in the cases of second and third offenses. In determining the severity of the penalty or suspension, the principal may consider all relevant factors, including but not limited to the following:

 

    • The student’s previous disciplinary record,
    • The severity of disruption to the educational process,
    • The degree of danger to self, others, and the school in general,
    • The degree to which the student is willing to change his/her inappropriate behavior.

 

Sample 3 - Excel

Individual Incentive and Accountability System: Student PREP Reports - Excel Academy has developed a student PREP Report system to provide students, families, and teachers with a frequent, comprehensive report of student performance. A student’s weekly PREP Report total is impacted by his/her fulfillment of Behavioral, Academic, and Attendance expectations.

 

All students receive PREP Reports every Friday. At the beginning of each week (PREP Report weeks begin on Friday and end on Thursday), a student’s score starts at 90 PREP points. Simply by meeting school expectations throughout the week, students can retain their beginning balance of 90 PREP Points.

 

Students may increase their PREP Score by exceeding expectations during a given week by:

 

    • Earning Merits from a staff member for a variety of reasons, including but not limited to:
    • volunteering to help a student or teacher,
    • volunteering service to the school,
    • exemplary classroom behavior (taking initiative, showing courtesy, performing an act of kindness)
    • outstanding effort or improvement in core academic subjects
    • Accomplishing something worthy of public recognition at Community Circle meetings

 

Students will decrease their PREP Score when they fail to meet expectations. Specifically, PREP Points are deducted when:

 

    • Students do not meet behavioral expectations (e.g., they earn demerits or detentions)
    • Students do not meet attendance expectations (e.g., they are absent, late, or dismissed early)
    • Students do not meet homework expectations

 

Students with PREP scores of less than 70 must attend Friday Extension.

 

At the end of each week, a student’s PREP points are transferred into the student’s PREP Report Bank. Students may use accumulated points to spend on prizes (e.g., school supplies, lunches with staff members, gift certificates, tickets to sporting events) at the PREP store or during PREP auctions.

 

Over time, a student’s average weekly PREP score is also monitored. Students with high PREP Report averages earn rewards, including but not limited to:

 

    • invitations to the PREP Store, where they may use PREP Points in their bank to purchase:
    • school celebration invitations,
    • school dance invitations,
    • field trip invitations, and
    • “golden” and “silver” passes (a series of privileges reserved only for students with the highest PREP averages)

Students with low PREP Report averages lose privileges and receive other consequences. Specifically:

 

    • Students are not invited to the PREP store.
    • Students cannot participate in various extra-curricular activities (i.e. school celebrations, school dances, or school field trips).

 

Weekly PREP Reports are sent home for review and to be signed by parents/guardians. If a PREP Report is not returned the day it is due, the student will earn a detention and lose 50 points from his/her PREP bank.

The school reserves the right to add or subtract PREP Points for examples of very good or very poor behavior.

R. Whole Class Incentive and Accountability: Building Block Challenge - The Building Block program is a class-wide, positive incentive system. The system uses peer-motivation and inter-class competition to encourage students to work together to meet high expectations for preparedness, respect, engagement, and posture. During every period of the school day, classes are assessed on their performance as a group, earning between zero and four building blocks. The number of building blocks earned is based on the following observable criteria:

 

Teachers will score a class on four criteria:

 

    • Prepared to Learn:
    • All students come to class ready to succeed. All students have completed their homework, have the necessary materials for class, and begin Do Now silently and immediately
    • Respectful of Selves, Classmates, Teacher, and School
    • All students cooperate with each other and treat all with respect
    • Engaged in Learning
    • All students listen to and look at the person who is speaking, volunteer to participate, ask smart questions, and make insightful comments
    • Professionalism
    • All students act professionally by staying organized, demonstrating good posture throughout the class period, and following all directions and procedures

 

Teachers record Building Block scores at the end of every class and advisors tally scores at the end of every day. A block is earned only if there is 100% compliance. Classes receive rewards for consistently high scores, such as ordering lunch from a restaurant, watching a movie or taking a field trip. Conversely, classes lose privileges for receiving low scores (e.g., silent breaks, no outdoor recess, silent lunches). When giving the score to the class, teachers use this opportunity to give concrete suggestions for improvement.

 

Behavioral Infractions - The following list of behavioral infractions is not comprehensive; it offers examples of inappropriate or unacceptable behaviors. While we have stated possible consequences for certain behavioral infractions, Excel staff has sole discretion to determine the consequence of each behavioral infraction.

 

A school-related behavioral infraction refers to the violation of this code occurring:

 

    • while the student is on school grounds or school-related transportation,
    • during school-sponsored activities and trips, and
    • during all other school-related events.
    • off of school grounds that results in substantial disruption to the learning environment

 

Students are expected to always respond respectfully to the authority and direction of school staff. Behaviors that are considered disrespectful include but are not limited to: rolling of the eyes, making inappropriate remarks or sounds in response to a request, or questioning a staff person’s action or authority in a disrespectful manner. Such disrespect will not be tolerated.

 

At Excel we seek to help students become mature young adults. To that end, while we will not tolerate disrespect, we do allow for students to express disagreement in a respectful manner. The school has developed routines and procedures that enable students to easily express such disagreement with respect for all involved. Failure to disagree respectfully will result in further consequences.

 

Enforcement of Excel Academy’s Code of Conduct is based upon a framework of progressive discipline. Specifically, minor infractions result in less severe consequences while larger infractions result in more severe consequences. Furthermore, first-time infractions result in less severe consequences while repeated infractions result in more severe consequences.

Demerits - If a student commits any of the following infractions, the student will receive a demerit. In addition to a demerit, the student may receive additional targeted, corrective consequences and/or lose other school privileges as determined by Excel Academy staff.

 

Infractions which may warrant a demerit include, but are not limited to:

 

    • Being out of uniform (e.g., shirt is untucked)
    • Arriving late to class
    • Being unprepared for class
    • Poor posture during class
    • Making inappropriate noises during class
    • Failing to follow directions or procedures of the class or school
    • Talking out of turn
    • Other behaviors deemed inappropriate by school staff

 

Detention - If a student commits any of the following infractions, the student may receive a detention. Infractions which warrant a detention include, but are not limited to:

 

    • Receiving three demerits within a given week (Friday-Thursday)
    • Low-level disrespect towards a fellow student
    • Low-level disrespect towards faculty, staff, or other members of the school community
    • Low-level disrespect of school property
    • Deliberately disrupting class
    • Horse playing or engaging in physical contact that causes a disruption
    • Possessing an electronic device (e.g., cell phone) in the school building
    • Failing to return forms by school-mandated deadlines (e.g., PREP Reports, Report Cards)
    • Being in Brooks Pharmacy without an adult, before or after school
    • Possession of, or drinking, soda

 

Friday Extension - If a student earns a weekly PREP Score of lower than 70, the student may receive a Friday Extension.

In-Class Suspension - At times, particular infractions warrant consequences that are more severe than detention or Friday Extension, but less severe than Out-of-School Suspension. Therefore, Excel Academy has an In-Class Suspension model ensuring that students have access to the curriculum while at the same time ensuring that students face serious consequences.

 

Specific infractions which may warrant In-Class Suspension from the community include:

    • Low-level forging, cheating, plagiarism or dishonesty
    • Skipping school, after school commitments, or Saturday Academy

 

In addition, students who have not met behavioral expectations over an extended period of time, as measured by a PREP Report score less than a specific school-determined threshold, may face In-Class Suspension.

 

Furthermore, in order to promote and uphold our school community’s values and Code of Conduct, students who communicate with a student who is currently In-School Suspended may also earn the consequence of being In-School Suspended.

 

Procedures for Disciplinary Action - The following section explains the procedures for determining consequences students may face for violation of this Code of Conduct. All students are entitled to due process commensurate with the disciplinary consequences to which they may be subject.

 

Detention:

 

Requirements - On Mondays-Thursdays, detention is served from 3:40pm-4:30pm the day after the detention is earned. In the case that two detentions are earned on the same day, the student will serve detention from 3:40-5:00pm on the following day.

 

Any detention(s) earned on Thursday or Friday will be served the following Monday, as detention is not held on Friday afternoon.

 

If a student is required to serve one detention and Homework Club during the same day, he/she is responsible for serving both. Therefore, on Mondays-Thursdays, the student will serve Homework Club from 3:40-4:30pm and Detention from 4:30-5:00pm.

 

Student Notification - If a student is required to stay for detention, he/she will be notified by his/her Homeroom teacher during PM Homeroom.

 

Family Notification - If a student is required to stay for detention, the school will do its best to contact the family by 2:00pm. In the case that the school cannot directly reach the family, the student is still required to stay. It is imperative that the school always have correct contact information for all parents and guardians. Families should provide the school with all relevant contact information as requested at the beginning of the year and keep the school updated if family contact information should change.

 

Other than for family/medical emergencies or health-related appointments, students may not be excused from detention. In the case of a family/medical emergency or health-related appointment, all students will be required to make-up missed detention time on the following school day. Under these circumstances, a family member must directly communicate with an Excel Academy staff member in order for their child to be dismissed at 3:35pm.

 

Friday Extension:

 

Requirements - Students will miss Friday enrichment and will stay at school until 3:30pm.

 

Student Notification - Students will receive notice with their weekly PREP Reports on Friday.

 

Parent Notification - Excel will make reasonable efforts to reach families by phone before 12:00pm on Fridays. Students will be expected to stay even if the school is unable to reach the family.

 

In-Class Suspension:

 

Requirements - In the morning, students will need to check in with Dean of Students who will reiterate the expectations of In-School Suspension. Students on In-Class Suspension will:

 

    • Attend classes, receive instruction and complete class work
    • Wear a Student Orientation shirt, provided by the school, signaling that they have lost the privilege of wearing their regular school uniform, which is earned by all students who complete Student Orientation
    • Not be permitted to communicate with any students throughout the day, including during breaks and lunch, except as specifically instructed by a teacher during an academic discussion.
    • Not participate in selected class activities, as determined by each teacher
    • Not participate in recess
    • Not attend reward events including field trips, dances etc. (exceptions may be made in extraordinary circumstances at the sole discretion of the school administration)

 

Violation of the requirements of In-Class Suspension may result in additional days of In-Class Suspension or an out of school suspension. Students will not be allowed to participate in field trips and other class rewards while In-Class Suspended.

 

The number of days on In-Class Suspension, determined by a school administrator, will be commensurate with the severity of the behavioral infraction, but will not exceed 10 consecutive days.

 

Student Notification - If a student is assigned In-Class Suspension, he/she will be notified by staff member the day before, or the day of, In-Class Suspension.

 

Parental Notification - Parents of those students who have been assigned In-Class Suspension will be contacted by the school. A parent meeting may be required.

 

Philosophy

Sample 1 – BCCS

The choice to send your child to Boston Collegiate Charter School was a precious one, and one that demonstrates your high hopes and expectations of your child, yourselves, and us. We share those dreams with you, and are committed to making them a reality as we prepare your child for college. But we cannot do it without you.

Boston Collegiate Charter School is based on shared responsibility and accountability. As students, families, and teachers, we each must fulfill our responsibilities and we each must be held accountable for doing so. What does this mean?

 

For students, it means we are going to expect a lot from you. Just like your responsibilities at home—cleaning your room or doing the dishes—and just like the responsibilities you’ll have when you get older—voting in an election or serving on a jury—you’ll be expected to do certain things and behave in certain ways as a Boston Collegiate Charter School student. You are expected to act respectfully towards all fellow students and all staff. You are expected to attend school daily and punctually, ready to actively participate in all classes. You are expected to complete all homework assignments fully and well, to stay for tutoring when needed, and to work productively in Homework Club when required. Finally, you are expected to accept all consequences of your behavior. In short, we expect you to be mindful, achieving, professional, and prepared.

 

For families, it means we are going to expect a lot from you as well. Along with those countless and seemingly endless responsibilities you carry as parents, we also expect you to do certain things as a Boston Collegiate Charter School family. Like your child, you are expected to act respectfully to all members of our school community. You are expected to ensure that your child arrives daily and punctually, ready to actively participate in all classes. You are expected to oversee your child’s completion of all homework assignments, support mandatory afterschool tutoring, and honor the requirement of Homework Club. Finally, you are expected to require your child to fully accept all consequences of his or her behavior.

For teachers, it means we continue to expect a lot from ourselves. Along with the daily responsibilities we carry as educators, we also expect ourselves to do certain things and behave in certain ways as Boston Collegiate Charter School teachers. We, too, are expected to act respectfully to all members of our school community. We are expected to prepare engaging, demanding lessons in all of our classes every day, to assign and evaluate appropriate homework assignments each night, to provide tutoring regularly after school, and to assign students to Homework Club when needed. Finally, we expect to be held accountable for our behavior as teachers dedicated to the mission of preparing each BCCS student for college.

 

For all of us, the Family Accountability Contract, reprinted on the next two pages, represents some of the most important responsibilities for being a member of the BCCS community. For students, the Contract makes you aware of what being a BCCS student is all about. For families, the Contract identifies your important role in the life of your child and that of the school. We all have responsibilities to meet. In exchange for what students and families do, we promise to provide students with a safe and orderly environment in which they’ll enjoy studying and learning and we promise to prepare each student for college. It’s not a complete list of what needs to be done and we’re sure we’ll all have more to do. But, it gives a clear idea of your vital role as families…and what it will take to make this year a successful one for your child.

 

Sample 2 – CDCPS

Community Day Charter Public School holds the highest expectations for students, faculty, and parents in personal behavior and citizenship. Teachers use discussion and conversation to encourage and support behavior that is acceptable to the school community and to parents. Community Day Charter Public School staff have received training pertaining to the indicators of child abuse and neglect and follow established procedures for notifying the Head of School about any issues of suspected child abuse.

 

It is Community Day Charter Public School's belief that children need the security of knowing that the adults are in control and have the knowledge and skills necessary to support children. Children will learn skills related to the development of self-control, conflict resolution, problem solving and respect for others. We are aware that given the complex issues of today's families and society, there are individuals who need additional supports and services to be able to function as members of a group. If we find that our strategies and resources are not sufficient to create success for the student in our learning environment, we will work with the family and student to determine if we need to alter the setting, curriculum or strategies for children who require modifications.

 

The following code of conduct applies to behaviors in many school settings, including: working in class, being a good audience, eating in the cafeteria, traveling in the bus, participating in field trips, doing community service, playing on the playground, and playing sports.

 

Sample 3 – EWB

The Edward W. Brooke Charter School is based on responsibility and accountability. We know that the positive impact that we have on the lives of our scholars is only possible when the school and home community are working together to reflect the same values. We believe in having high expectations, both academic and behavioral, of our students, and we will work our hardest to ensure that students meet these standards. We know that you have selected the Brooke School because you hold these same high standards for your child and are eager to work with us to maximize your child’s school success.

 

The Contract of Mutual Responsibilities on the following page outlines the responsibilities of the school, the family, and the student over the course of the coming year. The Contract exists in order to ensure that we have all discussed our responsibilities in detail, understand the specifics they entail, and are prepared to accept those responsibilities and be held accountable for carrying them out. The Contract is not an exhaustive list of what must be done, but it does represent essential elements of a successful academic program. It serves not only as a testament to the commitment we all must make, but as an acceptance of that commitment as well.

 

Contract of Mutual Responsibilities:

 

Parent - As a parent at Edward W. Brooke Charter School, I agree to:

 

    • Make the school a safe and orderly environment by supporting the school as it enforces the school’s code of conduct (as spelled out in the student handbook), including policies regarding immediate conferences and the issuance of suspension.
    • Ensure that my child arrives at school before 8 a.m. and attends school regularly. I have read the attendance policy in the student handbook and understand the school’s policy regarding lateness, excused and unexcused absences, and annual absences in excess of 15 days. I understand that 3 tardy arrivals will be counted as 1 absence.
    • Ensure that my child wears the appropriate school uniform daily, as explained in the dress code section of the student handbook.
    • Communicate regularly with my child’s teachers regarding my child’s academic and behavioral performance and attend the following events at the school: August orientation, a fall open house, a minimum of two parent conferences, and any specifically requested conferences.
    • Check my child’s homework assignments nightly and sign his/her work or agenda to indicate that I have done so. I understand that unsatisfactory or unsigned homework will result in a corresponding consequence.

 

Student - As a student at Edward W. Brooke Charter School, I agree to:

 

    • Show focus by always working hard to achieve my personal best.
    • Show integrity by always trying to do the right thing.
    • Show respect for myself, other people in our school community, the property of others, and the learning environment.
    • Show self-determination by making choices about my behavior and accepting the consequences.
    • Show teamwork by caring for others.

 

School - As a representative of Edward W. Brooke Charter School, I hereby certify that the school agrees to:

 

    • Make the school a safe and orderly environment by enforcing school rules as consistently as possible and by doing our part to instruct our students regarding appropriate and inappropriate behavior in school.
    • Ensure that valuable school time is utilized thoughtfully and efficiently so that the school can provide our students with an education that is academically rigorous and that meets or exceeds the requirements of the Massachusetts Curriculum Frameworks.
    • Communicate regularly with parents regarding their child’s behavioral and academic performance through progress reports, report cards, parent conferences, telephone contact, and by welcoming parents to the school.
    • Assign, collect, and evaluate nightly work assignments designed to support classroom instruction and teach responsibility, and ensure that students are held accountable for finishing those assignments on a daily basis.
    • Constantly monitor the strengths, weaknesses, and progress of our students, both academically and behaviorally, provide extra academic and homework help to our students on a regular basis, and consistently enforce the code of conduct as a means of holding students accountable for their behavior in school.

 

Suspensions and Expulsions

Sample 1 – EWB

Out-of-School Suspension - If a student commits one of the infractions listed below, the student may receive an in- or out-of-school suspension rather than receiving a Community Violation. Before the student is returned to class, the student, his or her parent or guardian, and Principal will meet in order to address the student’s behavior and plan for improvement. Infractions include:

 

    • Gross disrespect of a fellow student, staff member, or school property,
    • Using or possessing over-the-counter medication inappropriately
    • Using or possessing tobacco products
    • Damaging, destroying, or stealing personal or school property or attempting to do so
    • Committing sexual, racial, or any form of harassment or intimidation
    • Skipping school or class
    • Using abusive, vulgar, or profane language or treatment
    • Making verbal or physical threats, empty or otherwise
    • Fighting, pushing, shoving, or unwanted physical contact
    • Setting off false alarms or calling in groundless threats
    • Gambling
    • Departing, without permission, from class, floor, building, or school-sponsored activity
    • Unauthorized use of the building elevator
    • Forgery of any sort, including parental signatures
    • Cheating or plagiarism, or copying of anyone else’s work
    • Repeated and fundamental disregard of school policies and procedures

 

Expulsion - Under certain circumstances, students may be subject to suspension and/or expulsion by the Principal and/or Executive Director as explained below.

 

    • Any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon, including, but not limited to, a gun or a knife; or a controlled substance as defined in chapter ninety-four C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal.
    • Any student who assaults a principal, administrator, teacher, associate teacher or other educational staff on school premises or at school-sponsored or school-related events, including athletic games, may be subject to expulsion from the school or school district by the principal.
    • Any student who is charged with a violation of either paragraph a) or b) shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the elementary principal. After said hearing, the elementary principal may, in her discretion, decide to suspend rather than expel a student who has been determined by the principal to have violated either paragraph a) or b).
    • Any student who has been expelled from the school pursuant to these provisions shall have the right to appeal to the Executive Director. The expelled student shall have ten days from the date of the expulsion in which to notify the Executive Director of the appeal. The student has the right to counsel at a hearing before the Executive Director. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section.
    • When a student is expelled under the provisions of this section, no school or school district within the commonwealth shall be required to admit such student or to provide educational services to said student. If said student does apply for admission to another school or school district, the superintendent of the school district to which the application is made may request and shall receive from the Executive Director a written statement of the reasons for said expulsion.

 

Students should note that the definition of "assault" includes not only harmful or offensive contact, but also threatening such contact.

 

In addition to those categories provided by state statute (listed above), students may face expulsion as a result of the following infractions:

 

    • Repeated or excessive out-of-school suspensions
    • Repeated and fundamental disregard of school policies and procedures
    • Possession, use, or transfer of drugs and alcohol
    • Assault against fellow students or other members of the school community
    • Destruction or attempted destruction of school property including arson

 

It is in authority of the Principal to suspend or expel a student who has been charged with a felony if the Principal determines that the student’s continued presence would have a detrimental effect on the general welfare of the school. See M.G.L. c.71, § 37H ½.

 

In addition to any of the preceding infractions, any breaches of Federal law, Massachusetts State law, or bylaws of the City of Boston, may be handled in cooperation with the Boston Police Department and may result in expulsion.

 

Sample 2 – Excel

Out-of-School Suspension - Infractions which may warrant an Out-of-School Suspension include, but are not limited to:

 

    • Gross disrespect of a fellow student
    • Gross disrespect of faculty, staff, visitor, or school transportation provider
    • Damaging, destroying, or stealing personal or school property or attempting to do so (including graffiti)
    • Using or possessing tobacco products
    • Disrupting Friday Extension or In-Class Suspension through misbehavior
    • Committing sexual, racial, or any form of harassment or intimidation
    • Using abusive, vulgar or profane language
    • Making verbal or physical threats, empty or otherwise
    • Setting off false alarms
    • Gambling
    • Serious forgery, plagiarism, or cheating
    • Lying
    • Leaving school grounds without permission
    • Being charged with a felony (see M.G.L. c. 71, §37H1/2 in Appendix)
    • Being asked to report to the Dean of Students’ office during class three times in a given week
    • Repeated offenses for which the student has already earned In-Class Suspension

 

Expulsion - Expulsion is defined as the exclusion from Excel Academy Charter School on a permanent basis at the discretion of the Executive Director and/or Principal. MA law (M.G.L. c. 71, §37H and §37H1/2) provides the Principal with the authority to expel students without Board involvement for the following behavioral infractions:

 

    • Possessing a dangerous weapon including but not limited to a knife or a gun
    • Possessing a controlled substance as defined in M.G.L. c. 94C including but not limited to illegal drugs (e.g. marijuana) and prescription medication
    • Assaulting educational personnel
    • Being convicted of a felony or being found guilty of committing a felony either by admission or adjudication.

 

In addition, the Executive Director and/or the Principal have the authority to recommend the expulsion of students to the Board of Trustees for behavioral infractions including the following:

 

    • Repeated, deliberate and fundamental disregard of school policies and procedures
    • Possession, use, or distribution of alcohol
    • Assault (i.e. threatening assault, hitting, kicking, punching, slapping, pushing) against fellow students or other members of the school community
    • Theft or destruction (or attempted theft or destruction) of personal or school property including arson
    • Harassment and violations of civil rights, as delineated in the Excel Academy Student and Family Handbook

 

In addition to any of these infractions, any breaches of Federal law, Massachusetts State law, or bylaws of the city in which the school is located, may be handled in cooperation with the local police department and may result in expulsion.

 

Sample 3 – Sturgis

Consequences of Student Misconduct or Disobedience - Any student who engages in misconduct or disobedience may be suspended or ex¬pelled from school, depending on the severity of the misconduct or disobedience and the student’s past disciplinary record. Misconduct means intentional wrongdoing or conduct that a student knows or reasonably ought to know is wrong or prohibited, and includes a violation of the rules of behavior as stated above. Disobedience means refusing or neglecting to follow the lawful instructions of an administrator, teacher, or other school employee.

 

Disciplinary Procedures - A suspension may be short term (10 school days or less) or long term (more than 10 school days). Any administrator may impose a short-term suspension. The Executive Director may impose a long-term suspension. The power to expel (i.e., permanently exclude a student from school) is reserved for the Board of Trustees except in the case of the principal’s statutory authority to expel a student for certain offenses (see section below on principal’s authority).

 

Principal’s Authority to Expel for Certain Offenses - Massachusetts General Laws Chapter 71, Section 37H, requires the following provi¬sions to be included in all high school student handbooks:

 

    • ny student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon, in¬cluding, but not limited to, a gun or a knife; or a controlled substance as defined in chapter ninety-four C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal.
    • Any student who assaults a principal, assistant principal, teacher, teacher’s aide or other educational staff on school premises or at school-sponsored or school-re¬lated events, including athletic games, may be subject to expulsion from the school or school district by the principal.
    • Any student who is charged with a violation of either paragraph (a) or (b) shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the principal. After said hearing, a principal may, in his discretion, decide to suspend rather than expel a student who has been determined by the principal to have violated either paragraph (a) or (b).
    • Any student who has been expelled from a school district pursuant to these pro¬visions shall have the right to appeal to the superintendent. The expelled student shall have ten days from the date of the expulsion in which to notify the superinten¬dent of his appeal. The student has the right to counsel at a hearing before the super¬intendent. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section.
    • When a student is expelled under the provisions of this section, no school or school district within the commonwealth shall be required to admit such student or to provide educational services to said student. If said student does apply for admission to another school or school district, the superintendent of the school district to which the application is made may request and shall receive from the superintendent of the school expelling said student a written statement of the reasons for said expulsion.

 

Because the Sturgis Charter School has no superintendent, any appeal of the Director’s decision to expel or suspend a student under this law will be referred to the Board of Trustees (or a designated subcommittee of the board).

 

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