District Code of Conduct & Restorative Supports

Welcome

The District will be a regional model school district of educational excellence for all students.

Dear Students, Families & Colleagues,

Throughout the District, Johnstown strives to fulfill its vision to become the regional example for excellence and the School District to which parents want to entrust their students.  The Code of Conduct and Restorative Supports document is a critical part of realizing that vision by defining the District’s position on not only conduct, but the whole student and person.  This document represents our Community’s  unified and commonly valued expectations, behaviors, as well as supportive interventions and consequences.

In this document, we set high expectations and standards for personal conduct to which we shall hold ourselves and each other accountable. The Code of Conduct and Restorative Supports is one of many strategies we employ to ensure a safe, inclusive, welcoming, positive and purposeful school environment.

The District’s Code also affirms the value our district assigns to social and emotional supports and restorative practices. At the center of our approach is a continued commitment to equity and the dignity of each member of our school community.

The District’s Code of Conduct and Restorative Supports is an important tool to help us achieve our ambitious vision of being an equitable community of lifelong learners. Please review this document carefully and use it as a guide throughout the school year.

By adhering to a set of expectations that have been established collaboratively, through a shared decision-making process, we are demonstrating our commitment to the ideals of community and school citizenship that make Johnstown such a great place to learn, work, and grow.

Sincerely,
Dr. William Crankshaw
SUPERINTENDENT OF SCHOOLS

Back to top

District Shared Decision Making Team

Facilitator: William Crankshaw, Superintendent

Back to top

Ad Hoc District Shared Decision Making Team Committee and Subcommittees (2023-2024 School Year)

Facilitators: Scott Hale, JHS Principal & Robert Kraemer, KMS Principal

Back to top

Introduction

Why do we have a Code of Conduct and Restorative Supports?

The goal of the Greater Johnstown School District Code of Conduct and Restorative Supports is to ensure that the right of all students to receive an education in a safe, civil, engaging and caring environment is met. For our schools to be safe and supportive environments, everyone within the school community needs to demonstrate and offer respect.

The Code of Conduct and Restorative Supports serves as a guide for engaged citizenship, promoting positive behavior and helping students understand expectations that are based on the principles of mutual respect, citizenship, character, acceptance, honesty and integrity. Students are expected to conduct themselves in an appropriate and civil manner – with appropriate regard for the rights and welfare of other students, school personnel and other members of the school community as well as for the care of school facilities and equipment.

The Board of Education recognizes the need to clearly define expectations for acceptable conduct and identify the possible responses to unacceptable conduct. Levels of behavior concerns, violations and responses, interventions and consequences are outlined in the Code of Conduct and Restorative Supports.

The Code of Conduct and Restorative Supports applies to all students while in Greater Johnstown School District school buildings, on school grounds, in school vehicles and at all school, school-related and district-sponsored activities, including those held at locations off school property. It also applies at non-school events when behavior can negatively affect the educational process or endangers the health, safety, morals or welfare of the school community.

The Greater Johnstown School District Code of Conduct and Restorative Supports ensures that students have equitable access to behavioral support and intervention and that race, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or gender expression are not predictors of student achievement.

Beliefs about Children, Learning, Our Work

All Children are capable of achieving their personal best and can improve behavior with guidance, instruction, support and coaching.

All of our students will be treated in a fair, consistent and non-discriminatory manner. We shall ensure that all students have what they need for academic success. Supporting positive student behavior requires a high level of commitment from students, parents, guardians, staff, administrators, and members of the Board of Education. These stakeholder groups have rights and responsibilities that are designed to reflect mutual respect and accountability which is required of all people involved in supporting student behavior.

The rights and responsibilities of each group are outlined in the Rights and Responsibilities Section.

Equity is the main pillar of our work.

1. Cultivate the unique gifts of each student
2. Work to eliminate the disparity in opportunities and ensure success for all students
3. Interrupt recurring practices that negatively impact students from diverse backgrounds and experience

All children are capable of achieving their personal best and can improve behavior with guidance, instruction, support and coaching.

Students should not be asked, “What is wrong with you?”, but instead, “What has happened to you?” Our focus should be on why students say or do something rather than what is said or done.

Students need varying kinds and amounts of time, attention, and support to succeed academically and achieve at high levels.

Students are more likely to make positive decisions when they:

• understand the positive behaviors that are expected of them
• feel that staff members care about them and will help them learn and grow
• feel respected
• hear and see District staff using the same vocabulary and practices consistently
• receive positive feedback for appropriate behavior and best effort

Back to top

Guiding Principals

The Greater Johnstown School District Code of Conduct and Restorative Supports is based on key principles for ensuring that our schools are safe, healthy, and supportive environments.

Personnel Responsibilities

All adults are obliged to help students learn to become good citizens by:

• Systematically and consistently helping students learn right from wrong
• Fostering in them a desire to make good decisions
• Encouraging them to take responsibility for their actions and words
• Modeling behaviors that we want students to emulate

Policies and practices shall be implemented in ways that are considered to be respectful. Adults are expected to protect the dignity of every student and ensure a tone of decency, compassion and respect.

Improving educational outcomes for all students requires that schools provide appropriate levels of support, and that behavioral support is focused in goals that address academic learning gaps and causes of misbehavior. Prevention and intervention strategies may include more personalized instruction and targeted supports, services, and programming to address students’ individual needs.  Examples of strategies include conflict resolution, anger management, behavior replacement strategies, circles and other restorative interventions.

School personnel are responsible for developing, teaching, and using strategies that promote productive learning and positive behavior in school, as well as addressing behaviors that disrupt learning.  Therefore, administrators, teachers, counselors, behavioral specialists, social workers, psychologists, coaches, other school staff and parents are expected to lay the groundwork by  engaging students in interventions and prevention strategies that support positive behaviors and relationships to assist students both day to day and at critical points in their lives.

Policies and practices shall be implemented in ways that are considered to be respectful. Adults are expected to protect the dignity of every student and ensure a tone of decency, compassion and respect.

Diversity, Equity, Inclusion and Belonging (DEIB)

The Greater Johnstown School District defines equity as our commitment to ensuring that all students are able to fully access educational experiences and services in our schools and understanding and eliminating barriers to achieving this. It is doing everything it takes to ensure that all students feel valued, safe, and welcome. Equity is not giving all students the same experience; it is about giving each student what they need so that they can meet their potential and have full access to the opportunities that make up a Johnstown education.

This requires building authentic relationships with students and families and embracing the unique perspectives and contributions of all in our community.

Our commitment to diversity and equity will help guide how we create and implement student discipline, policies, and practices. This means working with parents, guardians, and caregivers as partners when addressing student behavior issues. Also, it means further developing our capacity as culturally responsive practitioners in and outside of the classroom.

Social Emotional Learning (SEL)

Johnstown is invested in supporting students to develop self-awareness and self-management skills essential to success in school and in life. This support is integrated into our daily interactions with students promoting social-awareness and interpersonal skills that establish and maintain positive relationships. Johnstown encourages all students to develop and demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts.

The ability to recognize the thoughts, feelings, and perspectives of other individuals, including ideas and viewpoints that are different from one’s own, and to empathize with others from diverse backgrounds, is central to forming and maintaining positive relationships at all life stages.

Prosocial Behavior

Each Johnstown school is expected to promote a positive school climate and culture that provides students with support so that they can grow both academically and socially. Schools are expected to take a proactive role in nurturing students’ prosocial behavior by providing a range of positive behavioral supports as well as meaningful opportunities for social-emotional learning. Effective social-emotional learning helps students develop fundamental life skills.

Student Engagement

Engagement is integral to creating a positive school climate and culture that effectively fosters belongingness, academic achievement and social-emotional growth. Providing students with ample opportunities to participate in a wide range of pro- social activities and develop a bond with caring, supportive adults, positively influences behavior. A few examples include providing students with opportunities to share ideas and concerns and participating in school-wide initiatives.

Expectations, Respect and Accountability

It takes the commitment and responsibility of all staff for the healthy development of students including modeling the skills, behaviors and mindsets that they seek to cultivate in

students. All staff members are urged to set high expectations for student success, build positive relationships with students and model how to behave successfully in school settings.

Restorative Practices

The approach to student discipline, policies and practices should originate from a place of prioritizing accountability, and should be restorative in nature. Students and families need to know that the school will provide interventions inside and outside the classroom that support a restorative, rather than punitive, response. Students have the opportunity to accept assigned consequences and fully participate in the interventions designed to address specific behaviors. Such interventions require students to own the problem, reflect on the impact of their behavior to themselves and others – ultimately understanding why the demonstrated behavior was unacceptable or inappropriate. It does not mean there are no other consequences to the behavior, but it is commonly accepted that administering consequences without re-teaching and reflection does little to change behavior in the long run.

We need to be aware that the person whose actions we are attempting to correct have to be in a place where they can genuinely admit wrongdoing and learn to make amends or alter their behavior.  Questions to be considered during the process of corrective action are:

• What happened?
• What were you thinking about at the time?
• What have you been thinking about since?
• Who has been affected by what you have done?
• In what way have they been affected?
• What needs to be done to make things right with this teacher, student or another person so you can access your education?

Restorative practices and the skilled use of affective statements* fall on a continuum of complexity and appropriateness that can lead to restorative justice outcomes.  Well-utilized and appropriately implemented strategies can avoid negative outcomes that may lead to larger offenses that would usually involve long-term suspension or involvement with law enforcement.

Examples of Restorative Practices

*Affective Statements refer to the tone in which students are spoken to that encourages healthy relationships and demonstrate sincere and caring messaging. For example, “I liked the way you worked for the whole class period today,” is more specific and clear than simply saying, “good job.”

Circles can be used proactively to build relationships in a non-stressful and engaging environment. Students and teachers can prevent escalation, reduce violence, and create a culture of peace while cultivating respect and classroom norms by sharing and participating in various mindful activities. These circles could be used from the beginning of the school year so that students understand how they work before significant issues need to be discussed.

Restorative Conference is a formal response to wrongdoing where the facilitator helps all parties explore what happened and who was affected. This can be done with a facilitator, teacher and a student after a disruption to the learning environment has occurred.

Restorative Reflections is an exercise in which students complete a writing assignment and go through the restorative questions and steps as they try to reflect on their actions and make a better plan for the future.

The district will support this by:

• Leading training opportunities for staff
• Providing resources for meeting the goals of the Code of Conduct and Restorative Supports
• Continuing to build community partnerships
• Engaging in creative thinking to support all students
• Creating Professional Development opportunities for school teams to collaborate
• Sharing data and reviewing other district schools implementation and practices

Administering consequences without re-teaching and reflection does little to change behavior in the long run.

Back to top

Rights and Responsibilities

All members of the school community shall assume a responsible role in promoting behavior that enhances academic and social success. Courteous, respectful, and responsible behavior fosters a positive, welcoming, and affirming climate, and one that promotes learning.

Students

• Students learn best when adults serve as active, positive role models.
• Students learn best when they learn to celebrate differences.
• Students learn best when respect and civility are modeled by all.
• Students learn best when expectations are clearly defined and consistently enforced.

All students are guaranteed the right to express opinions, support causes, organize and assemble to discuss issues and demonstrate peacefully and responsibly in support of and in accordance with policies and procedures established by the Greater Johnstown School District Board of Education.

Students have the right to

• Be afforded a sound, quality education in a school environment that is safe, orderly and promotes learning.
• Be respected as an individual, treated fairly and with dignity by other students and school staff.
• Organize, promote and participate in student activities and clubs as part of the formal education process or as authorized by the school principal.
• Provide representation on appropriate school-wide committees that influence the educational process as designated by school personnel.
• Participate and express opinions through the publication of school newspapers and newsletters with oversight from faculty advisors.
• Exercise freedom of inquiry and expression, written and oral, within appropriate limits under the law and provided that the rights of others are not diminished.
• Be protected from intimidation, harassment or discrimination based on actual or perceived race, color, weight, national, origin, ethnic group, religion or religious practice, sex, gender, gender identity, sexual orientation, or disability, by employees and students on school property or at any school-sponsored event, function or activity.

Students have the responsibility to

• Own and be active participants in their learning. Attend school daily, arrive on time and be prepared to learn.
• Be truthful and accountable for their words and actions. Respect themselves and others in class, on school grounds, on buses and any school-related activity.
• Respect the rights and feelings of fellow students, parents, school staff, visitors and guests.
• Know and comply with school district rules and policies.
• Make an effort to correct and improve behavior through restorative interventions.
• Express thoughts and opinions in ways that are respectful.
• Respect others’ personal space.
• Participate in learning communities, including helping to formulate rules and procedures in the school, engaging in school-related activities and fostering a culture of respect for learning and for others.
• Seek help and assistance when needed. Take care of property that belongs to others or the school.
• Help to make school a community that is free from violence, intimidation, bullying, harassment and discrimination.

Parents, Guardians and Caregivers

Parents, guardians and caregivers have the right to be active participants in the learning process, to express views and to provide input into decisions that affect their children. They are vital to the success of students in school. Parents, guardians and caregivers should have high expectations for their children. They are always welcome into our schools.

Parents, Guardians and Caregivers have the right to

• Be actively involved in their children’s education.
• Be treated courteously, fairly and respectfully by all school staff.
• Receive timely information about policies and procedures that relate to their children.
• Receive regular reports from school staff regarding academic progress and behavior.
• Receive notification and information of inappropriate or disruptive behaviors by their children and disciplinary actions taken.
• Receive information about due process procedures for disciplinary matters concerning their children.
• Receive information about ways to improve their children’s progress including counseling, tutoring, after-school programs, academic programs and mental health services.
• Receive information about services for students with disabilities and English language learners.
• Be contacted when their child is believed to have committed a crime or when police are called.
• Receive communication through provided translators.

Parents, Guardians and Caregivers have the responsibility to

• Provide updated contact information to the Greater Johnstown School District Student Registration Office and their child’s school.
• Make sure that their children attend school regularly and on time.
• Let school know when and why children are absent.
• Tell school officials about any concerns or complaints.
• Support their children by providing an environment suitable for learning and developing good study habits.
• Work with school staff to address any academic or behavioral problems their children may be facing.
• Talk with their children about behavior expectations.
• Teach and model respect.
• Advocate for their children and take an active role in the school community.
• Attend parent/teacher conferences and monitor their children’s grades and progress.
• Be respectful and courteous to staff, other parents, guardians, caregivers and students while on school premises or when participating in school-related events.
• Teach children that all children have the right to attend school and be treated with respect and dignity regardless of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender/gender identity or sex.

Educators

…and we are all Educators.

Educators (Teachers, Principals, Coaches, Related Support Professionals & all staff) have the right to

Educators (Teachers, Principals, Coaches, Related Support Professionals & all staff) have the responsibility to

• Foster and nurture so that students develop as learners both academically and socially.
• Recognize that children should be subject to behavior management, support and discipline policies appropriate with their ages and levels of understanding.
• Be respectful and courteous to students, parents, guardians and caregivers.
• Serve as role models for students.
• Cooperate and schedule conferences with students, parents and others in an effort to understand and resolve academic and behavioral concerns.
• Make efforts to accommodate families whose work schedules, access to transportation or distance from school, limits their ability to meet or participate.
• Provide parents access to information regarding their student’s progress, challenges, effort and achievements.
• Encourage students to participate in classroom, extracurricular and other school-related activities.
• Know and enforce rules, policies and procedures consistently, fairly and equitably.
• Confront issues of discrimination and harassment in any situation that threatens the emotional, physical health or safety of any student, employee or person who is on school property or at a school function.
• Report incidents of discrimination and harassment that are witnessed or otherwise brought to the attention of the teacher, counselor, administrator, staff member or to the DASA coordinator.
• Ensure that race, economics and disability are never predictors of student achievement.
• Maintain confidentiality and respecting student and parent rights to privacy.

Principals & Directors

Principals & Directors have the Additional responsibility to

• Promoting a safe, supportive and orderly school environment for all school community members, regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.
• Reviewing the Code of Conduct and Restorative Supports procedures for reporting incidents with all staff at the beginning of the school year. Ensuring all staff participate in training such as The Dignity for All Students Act (DASA), school violence prevention, and cyberbullying.
• Maintaining confidentiality and respecting student and parent rights to privacy.
• Developing the capacity of staff, students and families to intervene regarding behavioral concerns.
• Ensuring that race, economics and disability are never predictors of student achievement.
• Communicating with educators, students and parents/guardians interventions/consequences when applied using the Code of Conduct and Restorative Supports

Superintendent

The Superintendent has the Additional responsibility to

• Promoting a safe, supportive and orderly school environment for all school community members, regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.
• Reviewing the policies of the Board of Education and state/ federal laws, relating to school operations and management, with all district administrators.
• Maintaining confidentiality and respecting student and parent rights to privacy.
• Working with district administrators to enforce the Code of Conduct and Restorative Supports ensuring that all incidents are resolved promptly and that students are treated fairly and equitably.
• Addressing issues of discrimination, harassment or any situation that threatens the emotional or physical health or safety of any student, employee or person on school property or at a school function.
• Ensuring that race, economics and disability do not predict student achievement.

Board of Education

Members of The Board of Education have the Additional responsibility to

• Promoting a safe, supportive and orderly school environment for all school community members regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.
• Approving the Greater Johnstown School District Code of Conduct and Restorative Supports when significant modifications warrant public hearing and approval.
• Addressing issues of discrimination, harassment or any situation that threatens the emotional or physical health or safety of any student, school employee or person who is lawfully on school property.
• Ensuring that policies promote and ensure equity.
• Maintaining confidentiality and respecting student and parent rights to privacy.

Visitors

• Any individual who is not a regular staff member or student of the school will be considered a visitor.
• All visitors will report to the Main Office upon arrival, present photo identification and obtain a visitor’s badge if entering the building, which will be worn throughout the visit and check in with the main office personnel upon departure.
• Visitors attending school functions that are open to the public, and held outside regular school hours such as JEPTA/PTSA meetings, concerts, or public gatherings, are not required to register.
• Teachers are not expected to take class time to discuss individual matters with visitors.
• Any unauthorized person on school property will be reported to the principal or designee. Unauthorized persons will be asked to leave. The police may be called if the situation warrants it.
• All visitors are expected to abide by the rules for Public Conduct on School Property contained in this Code of Conduct and Restorative Supports.

Back to top

Public Conduct on School Property

All persons on school property or attending a school function shall conduct themselves in a respectful and orderly manner.

Prohibited Conduct

No person singly or in concert with others, shall:

• enter any unauthorized areas of the school building or campus without proper authorization;
• willfully cause or threaten physical injury to any other person who is behaving lawfully;
• physically restrain, detain or remove such a person;
• willfully damage or destroy school property nor use or remove such property without permission;
• enter any private school office without first obtaining permission;
• without authorization, remain in any school building after it is normally closed;
• refuse to leave any school building upon the request of a staff member;
• obstruct the free movement of persons or vehicles on school property;
• refuse to follow traffic and parking procedures;
• disrupt classes or deliberately interfere with any person’s freedom of speech;
• possess any firearm or weapon on school property unless so authorized by the Superintendent; and/or
• willfully incite others to commit any prohibited act.

Penalties and Procedures

Anyone who violates these rules shall be subject to the guidelines set forth in Appendix A as well as the following penalties:

• Non-students shall be subject to ejection;
• Students shall be subject to ejection pursuant
  to this Code of Conduct and Restorative Supports;
• A person who refuses to leave school property when requested to do so may be subject to arrest.

For additional details on prohibited conduct, see Johnstown Board of Education Policy # 3410 – Code of Conduct on School Property.

Always treat our home with respect as you, in turn, would want to be respected in your own home.

Back to top

Attendance

Students are expected to attend class daily as required by state law. Such attendance creates an environment that fosters subject competency, continuity of learning, and responsibility, which are all integral to the educational process. Active student participation is an integral part of the school curriculum. Students are required to attend classes every school day unless excused for a valid reason. Parents and students are advised to make requests for excused absences in advance, whenever possible to either the main or nurse’s office. Acceptable reasons for Absences and/or Tardiness are (as per District attendance policy):

1. Personal illness or injury
2. Death or emergency illness in the immediate family
3. Religious observance
4. Required court appearance
5. Medical and dental appointments
6. School sponsored events
7. College interviews and career development or explorations programs approved by the principal
8. Late arriving bus
9. Impassable roads or weather making travel unsafe
10. Any other reason as authorized in the discretion of the building principal
11. Military obligations and approved volunteer firefighter 
12. Other reasons as may be approved by the Board of Education 

Although days missed for the above reasons are considered excused absences, students will realize that their school work can suffer if they are out of class too often. Students and parents are responsible for keeping informed of makeup work for time missed in class, whether the absence is excused or unexcused.

Refer to the district handbook for more information.  

Illness During the School Day

For health and safety reasons a student who becomes ill or who is injured during the school day, will report to the school nurse. If, in the opinion of the nurse, the student is too ill to continue at school, the nurse will contact the parent or other designated adult to make appropriate arrangements for the student to get home.

In the event that the nurse is not able to make contact with the parent or designated adult, the student shall be offered the opportunity to remain in the nurse’s office. If the student would prefer to return to class, it will be the nurse who makes a nursing assessment that determines whether the student is able to return to classes. The Main Office will be notified so that the student will not be charged with unauthorized absences.

Active student participation is essential to learning and development

Back to top

Return from Absences/Additional Procedures

1. Students will attend all classes.

2. Students should notify a teacher if they will be out of the class for any reason (early dismissal, nurse’s office, counseling office, Main Office, music lessons).

3. Students will remain in school all day unless granted early release at parental or legal guardian’s request.

4. Students who are tardy to school will report to the appropriate office to check in, and will present an excuse signed by the parent or legal guardian.

Tardiness to class is excused for:

1. Personal illness or injury as verified by the school nurse
2. Late buses
3. Medical appointments
4. Counseling appointments
5. Nurse’s Office
6. Main Office visit
7. College visit
8. Funeral
9. Others as deemed necessary by the principal

5. Students who are tardy to class will report to the class. 
6. When reporting to class students will have a pass verifying their tardiness. 
7. A student who has an unexcused absence from school will NOT be eligible for participation at any event, game, practice session, or extra-curricular activity on the day of the student’s absence.
8. An unexcused absence from school also prohibits the student’s attendance as a spectator at any school event. 

Early Dismissal

The student is required to bring a written statement clearly defining the reason for any early dismissal. This note will be given to the attendance office or homeroom teacher, preferably the day before the appointment. The parent or legal guardian is required to come to the Main Office and meet the student there when dismissed early. The parent or legal guardian is responsible for signing the child out at that time. No student is to leave the building without permission from an authorized school person.

Extracurricular / Athletics:

1. An unexcused absence on Friday, or before an extended weekend, would determine the student’s participation eligibility for the next event.
2. A written excuse stating their tardiness or absence shall be submitted to the advisor/coach prior to the student’s participation in the next event.
3. Administration reserves the right, after reviewing the entire situation, to exercise its judgment in dealing with the unique circumstances which can enter into individual cases.

Travel

All GJSD students will travel to and from away contests, activities, and field trips on school transportation. Exceptions to this rule may be requested by the student’s parent/guardian by submitting a written request at least 24 hours in advance to the coach, advisor, or teacher for signature and then it will be forwarded to the athletic director or principal for signature. Exceptions by reason of emergency are authorized with approval of the coach/advisor/teacher and a parental signature may be asked for in the event of such an emergency.

Back to top

Academic Integrity

As part of a school community, students and faculty have the duty and responsibility to promote academic integrity. This means that students are responsible for completing their own work. The purpose of assignments is to develop the skills and measure the progress of each student. Students learn more and attain a feeling of accomplishment through their own hard work and initiatives.

One aspect of academic integrity that is very important throughout a person’s lifetime is acknowledging sources. Learning how to acknowledge sources begins in elementary school, but is taught and refined over time through the middle school years to prepare students for high school and college. Among other things, this includes using quotation marks and footnotes and citing sources where appropriate.

Students should follow these rules of academic integrity:

1. Do your own work.
2. Don’t let others use or copy: classwork, homework, quizzes and tests. Others should not get credit for work that you have done.
3. If you are helping someone, do not do the work for them.
4. If you are working in a group, follow the teacher’s directions on sharing work.
5. Be truthful.
6. If you are uncertain about the directions, ask the teacher for clarification.

Students who fail to follow these rules will face disciplinary consequences.

Students learn more and attain a feeling of accomplishment through their own hard work    and initiatives.

Back to top

Drug & Alcohol Abuse

The possession of drugs, drug paraphernalia, synthetic narcotics, non-prescribed medications, or alcohol or the consumption of drugs or alcohol during school hours or at any interscholastic or co-curricular event or other school- sponsored activity is strictly prohibited. No student may come to school or a co-curricular event or other school- sponsored activity, on or off campus, after the student has consumed alcohol or drugs or synthetic narcotics, non-prescribed medications, when in possession of drugs, synthetic narcotics, non-prescribed medications, drug paraphernalia or alcohol. The penalties for such conduct may include not only suspension, but following suspension, exclusion from any and all co-curricular interscholastic or other school-sponsored activity.

Back to top

Reimbursement for Damaged or Stolen Property

Individuals who carelessly or willfully misuse, damage, or destroy school equipment, facilities, or property of GJSD or of another district are required to make restitution for the cost of repairing or replacing the affected school property. The amount will be determined by the full cost of replacement or reimbursement to that district. 

Individuals who have stolen property shall reimburse the person from whom the item(s) were stolen.

Extracurricular/athletic participants are responsible for all equipment issued to them. Equipment issued to a participant is to be used only for the purposes for which it is intended in practice, contests, and/or activities.

No extracurricular/athletic participants shall exchange or trade equipment or property with another GJSD participant or with another school district. Possession of unauthorized equipment or property, by a GJSD individual, will result in that individual being charged with theft and being disciplined as outlined in this Code of Conduct and Restorative Supports. Additionally, the proper law enforcement agencies may be notified.

Back to top

Other Laws and District Policies

Vaping Paraphernalia, Smoking, Use of Tobacco, Cannabis and Kratom Products

The use or possession of tobacco products or accessories, e-cigarettes or vapor instruments and/or products and

dab pens and/or cartridges of any kind by students in school buildings, on school property or in vehicles owned or operated by the District or at school sponsored events is prohibited. Violation of the Code of Conduct and Restorative Supports regarding tobacco, cannabis, and kratom use will result in parent notification, referral to the school counselor, or other disciplinary action and should include additional restorative education in the risks and health effects of substance use.

Vaping and Smoking can cause children and teens to be short of breath and to have less stamina, both of which can affect academic performance, reduce lung growth, early cardiovascular damage, and even unknown health problems, including addiction.

State Law Prohibiting Bomb Threats

It is illegal for anyone to issue a bomb threat. As of December 1, 1999, the consequences for this crime have been increased from a Class A misdemeanor to a Class E felony (Chapter 561, Laws of 1999). Persons arrested for making bomb threats face felony prosecution, youthful offender or juvenile delinquency adjudication, as well as a one-year suspension of one’s driver’s license. Related laws permit municipalities, fire Districts and other emergency service providers to seek restitution for costs associated with their response to a bomb threat on school grounds. The amount may be up to $10,000 in restitution to be paid by anyone convicted of reporting a false incident or bomb, and up to $5,000 to be paid by the parent of a child who makes a false report.

Back to top

Dress Code

The primary responsibility for the dress and appearance of students shall rest with the individual students and parents. They have the right to determine how the student shall dress provided that such attire is not destructive to district property, does not hinder the educational process, or infringe upon the general health, safety and welfare of District students or employees. The administration is authorized to take action in instances where individual dress does not meet these standards.

District administration may require students participating in physical education classes to wear certain types of clothing such as sneakers, socks, shorts, and tee shirts and/or remove items like jewelry for safety reasons.

A student’s dress, garments, grooming, and appearance (including hair, jewelry, make up, and nails) shall:

1. Be safe and suitable for the educational environment.
2. Fall within the requirements of diagram A and may not be sheer or see through.
3. Have footwear at all times.
4. Not promote and/or endorse the use of alcohol, tobacco or illegal drugs and/or encourage illegal or violent activities or gang affiliation.
5. May not display profanity, vulgar language including but not limited to negative comments based on race, ethnicity, gender identity, or sexual orientation, or contain obscene gestures toward others.

Personal style is welcomed when it’s respectable.

Each building principal or their designee shall be responsible for informing and educating all students, staff, & parents of the student dress code at the beginning of the school year and any revisions to the dress code made during the school year. Additional details about building specific dress code requirements may be addressed in the building student handbook. 

Students who violate the student dress code shall be required to modify their appearance by covering or removing the offending item and, if necessary or practical, replacing it with an acceptable item. Any student who repeatedly fails to comply with the dress code shall be subject to further discipline. This policy does not mean that student, faculty, or parent groups may not recommend appropriate dress for school or special occasions.  It means that a student shall not be prevented from attending school or a school function, or otherwise be discriminated against, so long as their dress and appearance meet the above requirements.

Back to top

Technology Policies

Acceptable Use

The Greater Johnstown School District will provide access to various computerized information resources through the District’s Technology Systems (DTS) consisting of software, hardware, computer networks and applications. This may include access to electronic mail, and on-line services. It may include the opportunity for some students to have independent access to the DTS from their home or other remote locations.  All use of the DTS, including independent use off school premises, will be subject to this policy. Further, all such use shall be in support of education and/or research and consistent with the goals and purposes of the District.

This policy is intended to establish general guidelines for the acceptable student use of the DTS and also to give students and parents or guardians notice that student use of the DTS will provide student access to external computer networks not controlled by the District. 

The District cannot screen or review all of the available content or materials on these external computer networks, thus, some of the available content or materials on these external networks may be deemed unsuitable for student use or access by parents or guardians.

District students will also adhere to the laws, policies and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal and state law. 

Students who engage in unacceptable use of the DTS may lose access in accordance with applicable due process procedures, and may be subject to further discipline in accordance with the District Code of Conduct and Restorative Supports.  The District reserves the right to pursue legal action against a student who willfully, maliciously or unlawfully damages or destroys property of the District.  Further, the District may bring suit in civil court against the parents/guardians of any student who willfully, maliciously or unlawfully damages or destroys District property pursuant to General Obligations Law Section 3-112.

Student data files and other electronic storage areas are considered District property subject to control and inspection. The Director of Technology may access all files and communications without prior notice to ensure system integrity and that users are complying with the requirements of this policy.  Students should not expect that information stored on the DTS will be private.

Back to top

Levels of Behaviors and Responses

The Greater Johnstown School District understands the importance of restorative practices when student behavioral issues affect the safety of the classroom and school and interfere with the learning of all students. When choosing interventions and consequences for student behavior, teachers, administrators and all staff will balance GJSD goals of ensuring equity, minimizing disruptions and maximizing student instructional time. Consequences paired with meaningful instruction and guidance (corrective feedback and reteaching) offer students an opportunity to learn from their mistakes.

In determining how to best address inappropriate, unacceptable and unskillful behaviors, it is necessary to evaluate all of the circumstances surrounding the behavior.

Guiding Principles: Restorative Practices

Student discipline, policies and practices should be implemented in ways that are accountable and restorative. Students and families need to know that the school will provide interventions inside and outside the classroom that support a restorative, rather than punitive, response. Students have the opportunity to accept assigned consequences and fully participate in the interventions designed to address specific behaviors. These interventions require students to own the problem, reflect on the impact of their behavior on themselves and others and understand why the behavior was unacceptable or inappropriate. It does not mean there are no other consequences to the behavior, but we know that administering consequences without re-teaching and reflection does little to change behavior in the long run.

We need to be aware that the person whose actions we are attempting to correct, shall be in a place where they admit they were wrong, and they want to make amends or alter their behavior.

• What happened?
• What were you thinking about at the time?
• What have you been thinking about since?
• Who has been affected by what you have done?
• In what way have they been affected?
• What do I need to do to make things right with this teacher, student or other person, so I can participate and access my education?

Restorative practices and the use of affective statements are practices on the continuum that can lead to restorative justice for larger offenses usually involving long-term suspension or involvement with law enforcement.

Restorative Practices are interventions designed to hold students accountable for harm while addressing the needs of students, staff and the school community. Restorative practice may be defined as a way of thinking and responding to conflict and problems and one which includes all participants. Collectively, they determine a logical and balanced resolution. 

School officials refer to this Code of Conduct and Restorative Supports when determining which intervention and/or consequence to consider while ensuring the well-being of everyone involved. Practices that allow educators to address behavioral concerns as opportunities for learning instead of punishment are far more successful in changing a student’s behavior than imposing punitive measures. In determining how to best address inappropriate, unacceptable and unsafe behaviors, it is necessary to evaluate all of the circumstances surrounding the behavior. There are many factors that will be considered before determining interventions and/or consequences, including:

• The student’s age and health
• The students’ disciplinary record
• Appropriateness of student’s academic placement
• Interventions and/or consequences applied in response to prior behavior violations
• Nature, severity and scope of the behavior
• The circumstances in which the conduct occurred
• Student’s understanding of the impact of behavior
• Seriousness of the behavior and the degree of harm caused
• Impact on overall school community
• The student’s Individualized Education Plan (IEP), Behavior Support Plan, Behavioral Intervention Plan (BIP) and 504 Accommodation Plan, when applicable
• The student’s response to intervention

Levels of Behavior Concerns and Resolutions

At any level, students could be referred to the Multi Tiered System of Supports (MTSS) Team.

Level 1 Behavior

Level 1 responses aim to teach, correct behavior and promote the practice of prosocial behaviors, self-discipline and healthy well-being.

Teachers are encouraged to try a variety of teaching and classroom management strategies. The responses are designed to prevent minor behavior issues from becoming major incidents.

Level 2 Behavior

Level 2 behavior is more serious and often causes disruption to the school environment.

These behaviors may include a pattern of persistent level 1 behaviors. Interventions involve school administration and aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school. Responses might be similar to those in Level 1 and at times are more intensive and stretch beyond the immediate situation.

Level 3 Behavior

Level 3 violations are more serious in nature and jeopardize order, safety and/or property damage.

These behaviors may include a pattern of persistent level 2 behaviors. Level 3 interventions may involve short-term removal of a student from the environment depending on the severity of the behavior. The duration of a suspension is to be limited as much as possible, while still addressing the behavior.

Level 4 Behavior

Level 4 behaviors threaten the safety and well-being of others.

These behaviors may include a pattern of persistent level 3 behaviors. Response to Level 4 behaviors may include removing the student from the classroom or school environment because of the seriousness of the behavior. The duration of removal should be limited, as much as possible, while still addressing the behavior.

Level 5 Behavior

Level 5 behaviors are the most extreme, often using force, causing harm or injury, involving violence, possession or use of a weapon, causing substantial risk or a pattern of persistent Level 4 behavior.

Responses to Level 5 encompass all responses in Level 4 including 5-day suspension with formal hearing, referral to appropriate law enforcement agency, counseling or drug treatment program and/or diversion, restorative practices.

Interventions and consequences should be implemented in a culturally responsive and consistent manner across all schools and grade levels.

Conduct and Discipline: Behavior Violations and Levels of Response

No single set of guidelines can provide a means of anticipating the variety of interventions and/or disciplinary situations which may occur. It is the responsibility of the administrators, teachers, staff, and coaches to investigate each incident on an individual basis to determine the appropriate course of action. One or more of the following response options within a level may be used, in no particular order, depending on the situation.

Response Options

Level 1 – Teacher, Staff, and/or Coach Intervention

Level 2 – Administrative Intervention

Level 3 – Administrative Intervention (short-term removal from learning environment)

Level 4 – Intensive Administrative Intervention (and lengthier removal from learning environment)

• Individual/
  Group counseling
• Drug treatment program and/or diversion
• PINS
• Removal from school property
• Social probation
• SRO notification
• Superintendent hearing

Level 5 – Intensive District Administrative Intervention and Discipline (with potential long-term removal from school/alternate placement)

• Individual/
  Group counseling
• Drug treatment program and/or diversion
• PINS
• Removal from school property
• Social probation
• SRO notification
• Superintendent hearing

School Resource Officer (SRO)

• Does get involved
• Police report filed

Behavior Classifications

Alcohol, Drugs, Tobacco (also electronic): Possession and/or being under the influence of…

… any tobacco product, vaping device, or any other nicotine inhaler (for example: a JUUL device, an electronic cigarette, etc.).

• Level 3
• Level 4
• SRO

… any beverage containing alcohol.

• Level 3
• Level 4
• SRO

… marijuana, products containing THC, or any drug other than marijuana (including possession of paraphernalia).

• Level 3
• Level 4
• Level 5
• SRO

Buying or selling marijuana or any other drug or drug paraphernalia.

• Level 5
• SRO

Disruptive and Uncooperative Behaviors

Wagering in any form that involves activities with monetary stakes on school grounds or at school sponsored events.

• Level 1
• Level 2
• Level 3
• Level 4

Behavior that disrupts school instruction, the learning of other students in the classroom, athletic practice/play, as well as school culture and climate.

• Level 1
• Level 2
• Level 3
• Level 4

Behavior that disrupts any school transportation or the safety of others while being transported.

• Level 2
• Level 3
• Level 4
• SRO

Non-compliance of the district dress code.

• Level 1
• Level 2
• Level 3

Lack of prompt, respectful compliance with directions or requests of any school staff member, including teachers, support personnel, secretaries, custodians, and bus drivers.

• Level 1
• Level 2

Taunting, baiting, inciting and/or encouraging a fight, a disruption, or other violation of school rules, including failure to disperse from a fight or disruption when directed by adults.

• Level 1
• Level 2
• Level 3
• Level 4

Volatile Acts – Disorderly, violent, or threatening conduct of a serious nature that significantly disrupts school, a school-sponsored activity, or a school-supervised activity held off school premises.

• Level 3
• Level 4
• Level 5
• SRO

Trespassing in unauthorized or unsupervised areas in the building. This includes but is not limited to, entering the classroom or building before or after school.

• Level 2
• Level 3

Elopement – Being in the hallway without permission and not returning to class when directed by school staff.

• Level 2
• Level 3

Circumventing school safety protocols, including opening secured exterior doors to permit access to another person.

• Level 3
• Level 2

Any serious misconduct not otherwise addressed within this Plan that directly or indirectly jeopardizes the health, safety or property of a school, the School District, school personnel, other students, one’s self, or other individuals who are present or acting within the school’s jurisdiction.

• Level 3
• Level 4
• Level 5
• SRO

Attendance Issues

Student absence without the knowledge of the parents.

• Level 2
• Level 3

Leaving class or school grounds without permission or arriving late without permission.

• Level 2
• Level 3

Failure to respect materials, property of others

Failure to respect materials, property, and stealing from others (including, but not limited to, stealing and/or damage to cell phones, other electronic devices and credit cards/debit cards).

• Level 2
• Level 3
• Level 4
• SRO

Academic Integrity

Cheating and plagiarism, individually or as part of a group.

• Level 1
• Level 2
• Level 3

Firearms/Weapons

Possession of a toy weapon where the toy weapon is used to threaten, intimidate, or harm another person or to cause a disruption.

• Level 3
• Level 4
• Level 5
• SRO

Possession of a weapon, other than a firearm or other gun.

• Level 3
• Level 4
• Level 5
• SRO

Possession of an actual weapon, or, attempt or threat to use of a weapon, including firearm, or other weapons toward another person or to cause a disruption. Examples include, but are not limited to, BB guns, pellet guns, flare guns, and air rifles.

• Level 5
• SRO

Fires/Explosives/Flammables

Setting a fire, or attempting to set a fire, activating the school’s fire and/ or other alarm systems, making a false alarm call to 911.

• Level 4
• Level 5
• SRO

Possession or use of fireworks, a smoke bomb, munitions, pepper spray/gas, MACE, tear gas, stink bomb, or any inherently dangerous substance/ object, or any illegal device, illegal product, or illegal material.

• Level 4
• Level 5
• SRO

Forgery

Writing the name of another person to be represented as a writing or original signature of that other person or altering any written record or document (such as dates, times, passes, and permits) without permission.

• Level 1
• Level 2
• Level 3
• Level 4
• SRO

Inappropriate Language or Expression

Swearing, cursing, or making obscene gestures toward another student or staff member.

• Level 1
• Level 2
• Level 3
• Level 4

Use of racial slurs, or protected class references directed toward another student or staff member.

• Level 3
• Level 4

Serious threats, including the use of social media to threaten someone or to cause a disruption.

• Level 3
• Level 4
• Level 5
• SRO

Inappropriate physical contact (non-sexual)

Welcomed or unwelcomed touching, hitting, slapping, pushing, grabbing, tripping, shoving, kicking, spitting, or any other inappropriate physical act of aggression by one student directed at another student or staff member that does not rise to the level of excessive physical aggression (includes actions considered “play fighting”).

• Level 1
• Level 2

Excessive physical aggression (fighting or a physical attack against a student or staff member). Note: Self-defense is described as an action taken to restrain or block an attack by another person or to shield oneself from being hit by another person. Responsive action, such as hitting a person back, is not self-defense and may be considered excessive physical aggression.

• Level 3
• Level 4
• Level 5
• SRO

Use of physical force, including the use of an object, directly against or affecting a staff member of the GJSD or any adult who is legitimately exercising authority at the school or during any school activity.

• Level 4
• Level 5
• SRO

Inappropriate touching, exposure, and/or sexual contact

Inappropriate physical displays of affection.

• Level 1
• Level 2
• Level 3

Intentionally revealing or exposing one’s genitals, buttocks, breasts, or any other private parts of their naked body.

• Level 2
• Level 3

Non-consensual touching of a person’s back, shoulder, hand, buttocks, breasts, genitals/private areas or any other body part deemed unwelcomed by the person.

• Level 3
• Level 4
• Level 5
• SRO

Consensual Sexual Activity – engaging in sexual intercourse, physically displaying one’s buttocks, breasts, or genitals. Removing or adjusting the clothing of another person (including, for example, pulling down another student’s pants) in a manner that causes, or was an attempt to cause, the exposure of the other person’s undergarments and/or buttocks, breasts, or genitals.

• Level 3
• Level 4
• SRO

Engaging in non-consensual sexual intercourse, including oral sex.

• Level 5
• SRO

Inappropriate use of personal technology

Use of personal cell phone or any non-educationally required device, electronic or otherwise, that detracts from and/or generally disrupts learning is prohibited.

• Level 1
• Level 2
• Level 3
• Level 4

Inappropriate use of district-provided information technology

Recordings/images of another person.

• Level 1
• Level 2
• Level 3
• Level 4

Making, transmitting, or distributing, including posting to the internet, any recording of physical contact, whether or not the participants considered it “play fighting”.

• Level 1
• Level 2
• Level 3
• Level 4

Use of district-provided technology for non-educational purposes.

• Level 1
• Level 2

Making, transmitting, or distributing any recording that has not been approved or authorized by the school of the voice or image of any other student, staff member or other person without the consent of the person(s) so recorded.

• Level 2
• Level 3

Intentionally circumventing the management and content filtering that is applied to district provided devices.

• Level 1
• Level 2
• Level 3

Sexual, explicit, obscene, or lewd materials

Possessing pornographic material or observing pornographic material. or partially nude state, regardless of consent.

• Level 3
• Level 4
• Level 5
• SRO

Possessing, making, transmitting, or disclosing any image of any student, minor, staff member, parent, school volunteer, or other adult with supervisory authority in a nude state, regardless of consent.

• Level 4
• Level 5
• SRO

CyberBullying

Intentional use of technology to bully, harass, threaten, embarrass, discriminate or target another person.

• Level 2
• Level 3
• Level 4
• Level 5
• SRO

Student Intervention & Discipline Guide

PreKindergarten – Grade 4

Level 1

Infractions: Uncooperative – Non-compliant Behavior

• Unexcused absence from school
• Being late for school or class
• Bringing prohibited items to school without prior authorization (i.e. – toys, hats, costumes, makeup)
• Cutting Class – Failing to be in one’s assigned place on school premises
• Behaving in a manner which disrupts the educational process (i.e. – making excessive noise in a classroom, media center, or hallway)
• Engaging in verbally rude or disrespectful behavior
• Throwing items (i.e. – pencils, eraser, paper) which distracts from the learning environment and/or endangers safety of others.
• Wearing clothing or head wear (i.e. – hats, caps), or other items that are unsafe or disruptive to the educational process
• Posting or distributing material on school premises in violation of written Department of Education policy and/or school rules
• Using school Chromebooks, computers, fax machines, copiers, telephones, or other electronic equipment or devices without the appropriate permission

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Warning/Verbal reprimand
• Student/Teacher Conference
• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Short-term removal from classroom by teacher

Level 2

Whenever possible and appropriate, prior to imposing a Level 2 disciplinary response, school officials should have exhausted the disciplinary responses and guidance interventions in Level 1.

Infractions: Uncooperative – Non-compliant Behavior

• Smoking and/or possession of matches or lighters
• Gambling
• Using profane, obscene, vulgar, or lewd language, gestures, or behavior

• Lying to, giving false information to, and/or misleading school personnel
• Misusing property belonging to others
• Engaging in or causing disruptive behavior on the school bus
• Leaving class or school premises without permission of supervising school personnel
• Engaging in inappropriate or unwanted physical contact or touching someone in a private part of body
• Shoving, pushing, tripping, etc.
• Violating the District’s Internet Use Policy (i.e., non-educational purposes, security/privacy violations)
• Engaging in scholastic dishonesty which includes but is not limited to: Cheating, plagiarizing, colluding (engaging in fraudulent collaboration with another person in preparing written work for credit), etc.
• Engaging in a pattern of persistent Level 1 behavior in the same school year 

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team
• Restitution
• Parent Outreach

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Warning/Verbal reprimand
• Student/Teacher Conference
• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Short-term removal from classroom by teacher

Level 3

Whenever possible and appropriate, prior to imposing a Level 3 disciplinary response, school officials should have exhausted the disciplinary responses and guidance interventions in Level 2.

Infractions: Uncooperative – Non-compliant Behavior

• Defying or disobeying the lawful authority or directive of school personnel or school safety agents in a way that substantially disrupts the educational process
• Using slurs based upon actual or perceived race, ethnicity, color, national origin, citizenship, immigration status, weight, religion, gender, gender identity, gender expression, sexual orientation, or disability
• Shoving, pushing, or engaging in a minor altercation or similar physical confrontational behavior towards students or school personnel
• Knowingly possessing property belonging to another without authorization
• Tampering with, changing, or altering a record or document of a school by any method, including, but not limited to, computer access or other electronic means
• Engaging in inappropriate or unwanted physical contact or touching someone in a private part of body
• Engaging in gang-related behavior
• Engaging in vandalism, graffiti or other intentional damage to school property or property belonging to staff, students or others (If there is substantial damage to property requiring extensive repair, the superintendent may impose a suspension for 30-90 school days with an automatic review for early reinstatement after 30 or 60 school days)
• Posting or distributing defamatory material or literature (including posting such material on the Internet)
• Engaging in a pattern of persistent Level 2 behavior in the same school year

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach
• Referral to a Community Based Organization
• Referral to appropriate substance abuse counseling services
• Referral to counseling services for youth relationship abuse or sexual violence
• Referral to counseling services for bias-based bullying, intimidation, or harassment

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Removal from extracurricular activities, athletics, or class trips
• Short-term removal from classroom by teacher
• Principal’s suspension for 1-5 days
• Superintendent’s suspension hearing that results in immediate reinstatement
• Superintendent’s suspension hearing that results in continued suspension for a fixed period of 6-10 school days

Level 4

Whenever possible and appropriate, prior to imposing a Level 4 disciplinary response, school officials should have exhausted the disciplinary responses and guidance interventions in Level 3.

Infractions: Uncooperative – Non-compliant Behavior

• Posting or distributing, displaying, or sharing literature or material containing a threat of violence, injury or harm, or depicting violent actions against or obscene, vulgar or lewd pictures of students or staff (including posting such material on the Internet)
• Verbal abuse of an adult
• Engaging in physically aggressive behavior of a student, teacher, staff member, coach, advisor, chaperone, game official, or opposing coach
• Engaging in an act of coercion or threatening violence, injury or harm to another or others
• Engaging in behavior on the school bus which creates a substantial risk of or results in injury
• Engaging in intimidating and bullying behavior, including cyber bullying – threatening, stalking or seeking to coerce or compel a student or staff member to do something; engaging in verbal or physical conduct that threatens another with harm; taunting and/or intimidation including through the use of epithets or slurs involving actual or perceived race, ethnicity, color, national origin, citizenship, immigration status, weight, religion, religious practices, gender, gender identity, gender expression, sexual orientation or disability
• Making sexually suggestive comments, innuendoes, propositions or similar remarks, or engaging in nonverbal or physical conduct of a sexual nature (i.e. – touching, patting, pinching, lewd or indecent public behavior, or sending or posting sexually suggestive messages or images)

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach
• Referral to a Community Based Organization
• Referral to appropriate substance abuse counseling services
• Referral to counseling services for youth relationship abuse or sexual violence
• Referral to counseling services for bias-based bullying, intimidation, or harassment

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Removal from extracurricular activities, athletics, or class trips
• Short-term removal from classroom by teacher
• Principal’s suspension for 1-5 days
• Superintendent’s suspension hearing that results in immediate reinstatement
• Superintendent’s suspension hearing that results in continued suspension for a fixed period of 6-10 school days
• Superintendent’s suspension hearing that results in extended suspension for 30 to 90 school days with an automatic review for early reinstatement after 30 or 60 school days

Level 5

This disciplinary measure may be modified on a case-by-case basis.

Infractions: Uncooperative – Non-compliant Behavior

• Threatening to use or using force to take or attempt to take property belonging to another
• Using force against, or inflicting or attempting to inflict serious injury against school personnel or school safety agents
• Using extreme force against or inflicting or attempting to inflict serious injury upon students or others
• Planning, instigating, or participating with another or others, in an incident of group violence
• Engaging in threatening, dangerous or violent behavior that is gang-related*
• Engaging in physical sexual aggression/compelling or forcing another to engage in sexual activity
• Selling or distributing illegal drugs or controlled substances and/or alcohol
• Possessing or selling any weapon, other than a firearm
• Using any weapon to threaten or to attempt to inflict injury upon school personnel, students, or others
• Using any weapon, other than a firearm to threaten or to attempt to inflict injury upon school personnel, students, or others
• Using any weapon, other than a firearm to inflict injury upon school personnel, students, or others
• Possessing or using a firearm

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach
• Referral to a Community Based Organization
• Referral to appropriate substance abuse counseling services
• Referral to counseling services for youth relationship abuse or sexual violence
• Referral to counseling services for bias-based bullying, intimidation, or harassment

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Removal from extracurricular activities, athletics, or class trips
• Short-term removal from classroom by teacher
• Principal’s suspension for 1-5 days
• Superintendent’s suspension hearing that results in immediate reinstatement
• Superintendent’s suspension hearing that results in continued suspension for a fixed period of 6-10 school days
• Superintendent’s suspension hearing that results in extended suspension for 30 to 90 school days with an automatic review for early reinstatement after 30 or 60 school days
• Superintendent’s suspension hearing that results in a one year suspension and assignment to an alternative program with an automatic review for reinstatement after 6 months
• Superintendent’s suspension hearing that results in a one year suspension and assignment to an alternative program without the opportunity for early reinstatement

Grades 5 – 12

Level 1

Infractions: Uncooperative – Non-compliant Behavior

• Unexcused absence from school
• Being late for school or class
• Bringing prohibited items to school without prior authorization (i.e. – toys, hats, costumes, makeup)
• Cutting Class – Failing to be in one’s assigned place on school premises
• Behaving in a manner which disrupts the educational process (i.e. – making excessive noise in a classroom, media center, or hallway)
• Engaging in verbally rude or disrespectful behavior
• Throwing items (i.e. – pencils, eraser, paper) which distracts from the learning environment and/or endangers safety of others.
• Wearing clothing or head wear (i.e. – hats, caps), or other items that are unsafe or disruptive to the educational process
• Posting or distributing material on school premises in violation of written Department of Education policy and/or school rules
• Using school Chromebooks, computers, fax machines, copiers, telephones, or other electronic equipment or devices without the appropriate permission

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Warning/Verbal reprimand
• Student/Teacher Conference
• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Short-term removal from classroom by teacher

Level 2

Infractions: Uncooperative – Non-compliant Behavior

• Smoking and/or possession of matches or lighters
• Gambling
• Using profane, obscene, vulgar, or lewd language, gestures, or behavior
• Lying to, giving false information to, and/or misleading school personnel
• Misusing property belonging to others
• Engaging in or causing disruptive behavior on the school bus
• Leaving class or school premises without permission of supervising school personnel

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Warning/Verbal reprimand
• Student/Teacher Conference
• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Short-term removal from classroom by teacher

Level 3

Whenever possible and appropriate, prior to imposing a Level 3 disciplinary response, school officials should have exhausted the disciplinary responses and guidance interventions in Level 2.

Infractions: Uncooperative – Non-compliant Behavior

• Defying or disobeying the lawful authority or directive of school personnel or school safety agents in a way that substantially disrupts the educational process
• Entering or attempting to enter a school building without authorization
• Using slurs based upon actual or perceived race, ethnicity, color, national origin, citizenship, immigration status, weight, religion, gender, gender identity, gender expression, sexual orientation, or disability
• Shoving, pushing, or engaging in a minor altercation or similar physical confrontational behavior towards students or school personnel
• Bringing unauthorized persons to school or allowing unauthorized visitors to enter school in violation of written school rules
• Tampering with, changing or altering a record or document of a school by any method, including, but not limited to, computer access or other electronic means
• Engaging in vandalism, graffiti or other intentional damage to school property or property belonging to staff, students or others (If there is substantial damage to property requiring extensive repair, the superintendent may impose a suspension for 30-90 school days with an automatic review for early reinstatement after 30 or 60 school days)
• Knowingly possessing property belonging to another without authorization
• Engaging in gang-related behavior
• Engaging in sexual conduct on school premises or at school-related functions
• Violating the District’s Internet Use Policy (i.e., non-educational purposes, security/privacy violations)
• Engaging in scholastic dishonesty which includes but is not limited to: Cheating, Plagiarizing, Colluding (engaging in fraudulent collaboration with another person in preparing written work for credit), etc.
• Posting or distributing defamatory material or literature (including posting such material on the Internet)
• Engaging in a pattern of persistent Level 2 behavior in the same school year

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach
• Referral to a Community Based Organization
• Referral to appropriate substance abuse counseling services
• Referral to counseling services for youth relationship abuse or sexual violence
• Referral to counseling services for bias-based bullying, intimidation, or harassment

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Student/Teacher Conference
• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Removal from extracurricular activities, athletics, or class trips
• Short-term removal from classroom by teacher
• Principal’s suspension for 1-5 days
• Superintendent’s suspension hearing that results in immediate reinstatement
• Superintendent’s suspension hearing that results in continued suspension for a fixed period of 6-10 school day

Level 4

Whenever possible and appropriate, prior to imposing a Level 4 disciplinary response, school officials should have exhausted the disciplinary responses and guidance interventions in Level 3.

Infractions: Uncooperative – Non-compliant Behavior

• Making sexually suggestive comments, innuendoes, propositions or similar remarks, or engaging in nonverbal or physical conduct of a sexual nature
• Posting, distributing, displaying, or sharing literature or material containing a threat of violence, injury or harm, or depicting violent actions against or obscene, vulgar or lewd pictures of students or staff, including posting such material on the Internet
• Engaging in physically aggressive behavior other than a minor altercation, which creates a substantial risk of or results in minor injury
• Engaging in an act of coercion or threatening violence, injury or harm to another or others
• Engaging in or causing disruptive behavior on the school bus which creates a substantial risk of or results in injury
• Engaging in intimidating and bullying behavior, including cyber-bullying – threatening, stalking or seeking to coerce or compel a student or staff member to do something; engaging in verbal or physical conduct that threatens another with harm; taunting and/or intimidation including through the use of epithets or slurs involving actual or perceived race, ethnicity, color, national origin, citizenship, immigration status, weight, religion, religious practices, gender, gender identity, gender expression, sexual orientation or disability
• Possessing controlled substances or prescription medications without appropriate authorization, illegal drugs, synthetic hallucinogens, drug paraphernalia, and/or alcohol
• Falsely activating a fire alarm or other disaster alarm
• Making a bomb threat
• Taking or attempting to take property belonging to another or belonging to the school without authorization, without using force or intimidating behavior
• Creating a substantial risk of serious injury by either recklessly engaging in behavior, and/or using an object that appears capable of causing physical injury (i.e., lighter, belt buckle, umbrella, or laser pointer)
• Causing a serious injury by either recklessly engaging in behavior, and/or using an object that appears capable of causing physical injury (i.e., lighter, belt buckle, umbrella, or laser pointer)
• Starting a fire
• Inciting/causing a riot
• Possessing or selling any weapon
• Using controlled substances or prescription medication without appropriate authorization, or using illegal drugs, synthetic hallucinogens, and/or alcohol
• Engaging in a pattern of persistent Level 3 behavior in the same school year

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports (PBIS)
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team (SRT)
• Restitution
• Parent Outreach
• Referral to a Community Based Organization
• Referral to appropriate substance abuse counseling services
• Referral to counseling services for youth relationship abuse or sexual violence
• Referral to counseling services for bias-based bullying, intimidation, or harassment

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Parent Conference
• Loss of privilege (loss of recess, pass restriction, timeout in office, etc.)
• In-school disciplinary action (i.e. – lunch detention or loss of school activity)
• Removal from extracurricular activities, athletics, or class trips
• Short-term removal from classroom by teacher
• Principal’s suspension for 1-5 days
• Superintendent’s suspension hearing that results in immediate reinstatement
• Superintendent’s suspension hearing that results in continued suspension for a fixed period of 6-10 school days
• Superintendent’s suspension hearing that results in extended suspension for 30 to 90 school days with an automatic review for early reinstatement after 30 or 60 school days
• Superintendent’s suspension hearing that results in a one year suspension and assignment to an alternative program with an automatic review for reinstatement after 6 months
• Superintendent’s suspension hearing that results in a one year suspension and assignment to an alternative program without the opportunity for early reinstatement
• Expulsion (only for general education students who turned 17 prior to the beginning of the school year, which is July 1)

Level 5

This disciplinary measure may be modified on a case-by-case basis.

Infractions: Uncooperative – Non-compliant Behavior

• Threatening to use or using force to take or attempt to take property belonging to another
• Using force against, or inflicting or attempting to inflict serious injury against school personnel or school safety agents
• Using extreme force against or inflicting or attempting to inflict serious injury upon students or others
• Planning, instigating, or participating with another or others, in an incident of group violence
• Engaging in threatening, dangerous or violent behavior that is gang-related
• Engaging in physical sexual aggression/compelling or forcing another to engage in sexual activity
• Selling or distributing illegal drugs or controlled substances and/or alcohol
• Possessing or selling any weapon, other than a firearm
• Using any weapon to threaten or to attempt to inflict injury upon school personnel, students, or others
• Using any weapon, other than a firearm to threaten or to attempt to inflict injury upon school personnel, students, or others
• Using any weapon, other than a firearm to inflict injury upon school personnel, students, or others
• Possessing or using a firearm

Guidance Interventions

• Restorative approaches
• Mediation
• Conflict resolution
• Intervention by counseling staff
• Individual/Group counseling
• Time-out/out of classroom
• Mentoring Program
• Positive behavioral interventions and supports
• Short-term behavior progress reports
• Development of individual behavior contract
• Support from Student Response Team
• Restitution
• Parent Outreach
• Referral to a Community Based Organization
• Referral to appropriate substance abuse counseling services
• Referral to counseling services for youth relationship abuse or sexual violence
• Referral to counseling services for bias-based bullying, intimidation, or harassment

Range of Possible Disciplinary Responses to be Used in Addition to Guidance Interventions

• Superintendent’s suspension hearing that results in continued suspension for a fixed period of 6-10 school days
• Superintendent’s suspension hearing that results in extended suspension for 30 to 90 school days with an automatic review for early reinstatement after 30 or 60 school days
• Superintendent’s suspension hearing that results in a one year suspension and assignment to an alternative program with an automatic review for reinstatement after 6 months
• Superintendent’s suspension hearing that results in a one year suspension and assignment to an alternative program without the opportunity for early reinstatement
• Expulsion (only for general education students who turned 17 prior to the beginning of the school year, which is July 1)

Back to top

Due Process, Investigation Process and Rights of Appeal

Due Process

Whenever a student is referred to school personnel for any failure to observe the Code of Conduct and Restorative Supports they will be given the opportunity to explain the circumstances surrounding the incident in question.

A meeting between the school and parent/guardian related to any violation of the Code of Conduct and Restorative Supports by a student will be arranged upon request of the parent/guardian. Parents and students are afforded a formal due process hearing in accordance with section 3214 Part C & D of the Education Law of the State of New York.

Investigation Process

When a violation is reported to school personnel, that individual shall notify the principal, assistant principal, or athletic director. The principal, assistant principal, or athletic director shall request a written statement detailing the incident. The individual(s) reporting a violation shall sign and date the statement.

The investigation shall begin once the statement has been submitted to school officials. An investigation shall ensue with the proper district officials questioning those mentioned in the signed statement. The principal, assistant principal, or athletic director will investigate violations of the code. The teacher, staff member, head coach, assistant coach, or advisor will be consulted. The investigation team may also question those individuals who could have knowledge of the allegations.

The information brought to the attention of school officials shall be shared with those individuals who have been accused of violating the Code of Conduct and Restorative Supports. During the investigation of drug, alcohol, and tobacco violations, the participant will be able to continue to participate until a decision is rendered. Parents/Guardians of the students who have allegedly violated the Code of Conduct and Restorative Supports shall be notified by the principal, assistant principal, or athletic director of allegation(s) and the penalties for violating the Code of Conduct and Restorative Supports.

The principal, assistant principal, or athletic director shall impose penalties for violations of the Code of Conduct and Restorative Supports. Investigations of students who are both in athletics and extra-curricular activities will include representatives from both areas of participation designated by the principal.

Rights of Appeal

Insofar as permitted by law, authority for the implementation of the Code of Conduct and Restorative Supports and discipline is delegated to the Superintendent. Any individual aggrieved by a finding of violation of this policy, and/or the disciplinary measures resulting there from, may appeal to the Superintendent. 

Such appeals shall be in writing and submitted to the Superintendent within thirty days of the receipt of the letter of the initial decision by the investigating panel to be appealed. The Superintendent shall review and decide the appeal within thirty school days following its submission. The appeal may be determined solely upon written papers or such further investigation as the Superintendent, in the Superintendent’s sole and unrestrained discretion, shall deem pertinent to the questions presented on appeal.

Students are free to choose, but their choice is not free from consequence.

Back to top

Dignity for All Students Act (DASA)

New York State’s Dignity for All Students Act (the Dignity Act or DASA) took effect on July 1, 2012. Just as does the district’s Code of Conduct and Restorative Supports, the law seeks to provide the State’s public elementary and secondary school students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying (including cyberbullying) on school property, school buses, and/or at school functions, as well as to foster civility in public schools. Consistent with the Dignity Act, the District prohibits acts of bullying (including cyberbullying), discrimination, and harassment against students by students and/or school employees on school property, on school buses, or at any school functions based on a student’s actual or perceived race (including traits associated with race such as hair texture and protective hairstyles), color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (including gender identity or expression), or sex. The Amendments of 2013 afford protections under DASA to include all forms of harassment of any kind.

Prevention is the cornerstone of the District’s effort to address bullying and harassment. To implement this anti-bullying prevention program, the Board will designate, at its annual organizational meeting, individuals at each school to act as the Dignity for All Students Act Coordinators (Dignity Act Coordinator). These individuals shall be thoroughly trained to handle human relations in the areas of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex or any other legally protected status.

GJSD Principals & Dignity for All Act Coordinators

(Current Board-approved DASA Coordinators can be found on the Policy, Procedures & Annual Notifications page of the website)

Back to top

Prohibition of Violence, Harassment, Hazing, Discrimination, Bullying, and Retaliation

A primary goal of the School District is to provide an environment in which the worth and dignity of all persons is valued, accepted and respected. To this end, the Board of Education has adopted a policy prohibiting bullying, harassment, hazing and discrimination in the School District. Bullying (including cyberbullying), harassment, discrimination and violence on school grounds or at school functions is prohibited and will not be tolerated.

In addition, retaliation is prohibited. Retaliation is a separate and distinct violation of the Code of Conduct and Restorative Supports and occurs when any member of the school community retaliates against any person who reports alleged bullying, harassment or discrimination or against any person who testifies, assists or participates in an investigation, proceeding or hearing relating to such conduct. It is possible that an alleged harasser may be found to have violated this anti-retaliation provision even if the underlying complaint of harassment is not found to be a violation of this Code of Conduct and Restorative Supports. Retaliation includes, but is not limited to any form of intimidation, reprisal or harassment and may be redressed through application of the same reporting, investigation, and enforcement procedures as for harassment.

Back to top

Student Safety: Reporting Violence, Discrimination, Harassment, Hazing, Bullying and Cyberbullying

The school principal is the school employee charged with receiving all reports of harassment, bullying and discrimination; however, students and parents may make an oral or written complaint of harassment, bullying or discrimination to any teacher, administrator or school employee. The District will act to promptly investigate all complaints, verbal or written, formal or informal, of allegations of discrimination, harassment and bullying; and will promptly take appropriate action to protect individuals from further discrimination, harassment and bullying.

It is essential that any student who believes he/she has been subjected to discrimination, harassment, bullying or retaliatory behavior, as well as any individual who is aware of and/or who has knowledge of, or witnesses any possible occurrence, immediately report same to any staff member or administrator. The staff member/administrator to whom the report is made (or the staff member/administrator who witnesses or suspects bullying/cyberbullying behavior) shall document and take appropriate action to address the immediacy of the situation and shall promptly report in accordance with the following paragraphs:

Upon receipt of a complaint (even an anonymous complaint), or if a District employee otherwise learns of any occurrence of possible conduct prohibited by this policy, the school employee shall promptly and orally notify the school principal no later than one school day after such school employee witnesses or receives the complaint or learns of such conduct. Such school employees shall also file a written report with the school principal no later than two school days after making such an oral report.

After receipt of a complaint, the school principal shall lead or supervise a thorough investigation of the alleged harassing, bullying and/or retaliatory conduct. The principal or the principal’s designee shall ensure that such investigation is completed promptly and in accordance with the terms of District policy. All complaints shall be treated as confidential and private to the extent possible within legal constraints.

Based upon the results of this investigation, if the District determines that a District official, employee, volunteer, vendor, visitor and/or student has violated the Code of Conduct and Restorative Supports or determines that a material incident of harassment, bullying and/ discrimination has occurred, immediate corrective action will be taken as warranted. 

The District will take prompt action reasonably calculated to end the violation, eliminate any hostile environment, create a more positive school culture and climate, prevent recurrence of the behavior, and ensure the safety of the student or students against whom such violation was directed.

As a general rule, responses to acts of harassment, bullying, and/or discrimination against students by students shall incorporate a progressive model of student discipline that includes measured, balanced and age appropriate remedies and procedures that make appropriate use of prevention, education, intervention and discipline, and considers among other things, the nature and severity of the offending student’s behavior(s), the developmental age of the student, the previous disciplinary record of the student and other extenuating circumstances, and the impact the student’s behaviors had on the individual(s) who was physically injured and/or emotionally harmed. Responses shall be reasonably calculated to end the harassment, bullying, and/or discrimination, prevent recurrence, and eliminate the hostile environment.

In the event that the principal is the alleged offender, the report will be directed to the Superintendent of Schools. All complaints of alleged harassing, bullying and/or retaliatory conduct shall be:

• Promptly investigated in accordance with the terms of District policy;
• Forwarded to the school building’s Dignity Act (DASA) Coordinator for monitoring; and
  Treated as confidential and private to the extent possible within legal constraints.
• Parents shall be notified of their right to attend any meeting with their child to review a complaint. The School District provides a variety of prevention and intervention programs addressing the safety of students and school personnel, which are described in the District’s policies and on the District website.

Violations will be subject to discipline outlined within this Code of Conduct and Restorative Supports. See Supportive Interventions and Progressive Consequences.

Back to top

SAVE Act (Safe Schools Against Violence in Education) Removal from Classroom

Under the SAVE Act, a teacher may remove a violent or disruptive student from class when the student’s conduct poses a danger or is substantially disruptive or interferes with the teacher’s authority over the classroom. Such disruption occurs when a student demonstrates a persistent unwillingness to comply with the teacher’s instructions or repeatedly violates the teacher’s classroom behavior rules. A classroom teacher may remove such a student from class for up to two days. The removal from class applies to the class of the removing teacher only.

If a teacher determines that a student presents a danger or an ongoing threat of disruption to the academic process, a teacher may remove a student from class immediately. By the end of the school day, the teacher will notify the school principal and explain why the student was removed, and the student will be provided an opportunity to present his/her version of the events.

Within 24 hours of the removal, the principal or designee shall notify the student’s parents, in writing, that the student has been removed from class and why. The notice will inform the parent that they have the right, upon request, to meet informally with the principal or designee to discuss the reasons for the removal. Where possible, notice should also be provided by telephone if a phone number for notification has been provided by the parent.

If the student denies the charges, the principal or designee shall provide an explanation of the basis for the removal and shall allow the student or parent an opportunity to explain the pupil’s version of relevant events. The informal conference shall be held within 48 hours of the student’s removal unless a later time is agreed to by the student or parent. The principal may require the teacher who ordered the removal to attend the informal conference if held during normal working hours.

The principal or designee shall not set aside the discipline imposed by the teacher unless a determination is made that the charges are not supported by substantial evidence, or that the removal is a violation of law, or that the student’s conduct warrants a suspension which will be imposed.

This determination shall be made by the close of business on the day succeeding the 48-hour period for the informal conference (or such later informal conference date as may have been agreed to by the student or parent). No student removed from class by a teacher will be permitted to return to that class until this determination is made or the period of removal expires, whichever is less.

Any disruptive student removed from the classroom by the classroom teacher shall be offered continued educational programming and activities until they are permitted to return to the classroom.

Each teacher will keep a complete log for all cases of removal of students from his/her class. The principal shall keep a log of all such removals.

Removal of a student with a disability, under certain circumstances, may constitute a change of placement. Accordingly, no teacher may remove such a student until they have verified with the principal or the chairperson of the Committee on Special Education that the removal will not violate the student’s rights under state or federal law or regulation.

Under the federal Gun-Free School Act of 1994, a student found guilty of bringing a firearm onto school property will be subject to at least a one year suspension from school. The terms “weapon or other hazardous instrument” used above include any firearm, pellet gun, BB gun, starter pistol, whether operable or inoperable, loaded or unloaded, knife, simulated weapon, dangerous chemical, noxious substance, explosive or any other object listed in District Policy which could be used as a weapon.

Suspended students may not attend classes or activities or enter upon any school property for the duration of the suspension. Suspended students may not attend any off- campus activities involving teams or organizations under

the auspices of the school district (athletic contests, musical performances and the like) from the time the suspension is assessed until the suspension period has been completed, including any such activities held on weekend days. Violators will be subject to the penalties associated with trespassing.

When a suspension is assessed at the conclusion of a school week, the suspension period shall commence on the

next regularly scheduled school day. Weekend extracurricular activities are subject to the restrictions of the suspension period, but do not count as a part of the total number of days in the suspension. When the suspension is over, a parent is expected to accompany the student to school for re-admission.

Students suspended from instruction shall be afforded their due process rights pursuant to Sections 3214 and 310 of the Education Law and Section 100.2 of the Commissioner’s Regulations. Students suspended from instruction for five days or less shall be given notice of the charged misconduct and may request an explanation of the basis for the suspension. The pupil or the pupil’s parent may request an informal conference at which the pupil or parent may present the pupil’s version of the event and ask questions of complaining witnesses. This notice and the opportunity for an informal conference shall take place prior to the suspension unless the pupil’s presence poses a continuing danger or threat of disruption to the academic process.

No student may be suspended for more than five days, however, unless the student and their parent have had the opportunity for a fair hearing upon reasonable notice. At that hearing the student and their parent have the right of representation by counsel, with the right to question witnesses against such student, and to present witnesses and other evidence on their behalf.

Students and their parents may have decisions involving suspensions and other disciplinary matters successively considered by the Superintendent of Schools, the Board of Education, and the Commissioner of Education. Appeals from the principal’s decision on suspension and other discipline shall follow this progression of review, and such appeals cannot be made directly to the Commissioner of Education.

When a student of compulsory education age is suspended, the District shall take immediate steps to provide alternate instruction for the student. Students who are suspended from school shall not have their absences during the suspension counted against them in the attendance regulation, unless they have been offered alternate instruction and have failed to attend such instruction.

Back to top

Other Disciplinary Measures

Students with Disabilities

Students with disabilities shall be disciplined under the legal requirements of the Individuals with Disabilities Education Act (IDEA). A suspension of more than ten days or a series of short-term suspensions, meeting certain criteria, would require the Committee on Special Education to meet and to make a determination whether the student’s conduct is a manifestation of the student’s disability. Furthermore, the committee may also need to meet to determine whether the current placement of the student is appropriate. A parent may review questions concerning this legal requirement by contacting the chairperson of the committee. When a student with a disability poses an immediate threat to the student’s safety or the safety of others, the District may seek a court order to enjoin the student from attending school.

Referral to Police or Other Agencies

A student may be referred to the police or another appropriate agency for alleged breaches of the law. Such breaches may include, but are not limited to:

• use or possession of illegal drugs, synthetic narcotics, non-prescribed medications or related paraphernalia;
• use or possession of alcohol;
• use or possession of weapons (in violation of Policy 7360 and the Federal Gun-Free Schools Act);
• vandalism;
• theft of property or possession of stolen property;
• creating a disturbance or safety hazard (e.g.; initiating or aiding in false alarms, bomb threats or other threats of harm to school property, students or staff; or possession of discharge or fireworks or a noxious substance);
• trespassing (e.g.; entering school property while under suspension or before or after reasonable school hours);
• unauthorized access to academic or administrative records;
• any criminal conduct;
• sexting; and/or
• sexual exploitation such as voyeurism/”upskirting.”

Back to top

Dissemination & Review

The Board of Education will work to ensure that the community is aware of this Code of Conduct and Restorative Supports by:

• providing copies of a plain-language summary of the Code of Conduct and Restorative Supports to all students at a general assembly held at the beginning of each school year;
• mailing the Code of Conduct and Restorative Supports summary to all parents of District students before the beginning of the school year and making this summary available later upon request;
• communicating to all students and parents at the beginning of the school year that the full Code of Conduct and Restorative Supports is available online and in school offices;
• providing all current teachers and other staff members with a copy of the Code of Conduct and Restorative Supports (print or electronic) and a copy of any amendments to the Code of Conduct and Restorative Supports as soon as practicable after adoption;
• providing all new employees with a copy of the current Code of Conduct and Restorative Supports (print or electronic) when they are first hired;
• making copies of the Code of Conduct and Restorative Supports available for review by students, parents and other community members; and
• posting the complete Code of Conduct and Restorative Supports on the District’s internet website, including any annual updates or amendments thereto.

The Board of Education will periodically sponsor an in-service education program for all District staff members to ensure the effective implementation of the Code of Conduct and Restorative Supports, to promote a safe and supportive school climate while discouraging, among other things, harassment, bullying and discrimination against students by students and/or school employees and to include safe and supportive school climate concepts in the curriculum and classroom management. In service education programs shall also include training on the social patterns of harassment, bullying and discrimination, including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex, or any other protected status, the identification and mitigation of harassment, bullying and discrimination, and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings. The Superintendent may solicit the recommendations of the District staff, particularly teachers and administrators, regarding in-service programs pertaining to the management and discipline of students.

The Board of Education will review this Code of Conduct and Restorative Supports every year and update it as necessary. While reviewing, the board will consider how effective the Code of Conduct and Restorative Supports provisions have been and whether the Code of Conduct and Restorative Supports has been applied fairly and consistently.

The  Board of Education may appoint an advisory committee to assist in reviewing the code and the District’s response to Code of Conduct and Restorative Supports violations. The committee will be made up of representatives of student, teacher, administrator, and parent organizations, school safety personnel and other school personnel.

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

The Code of Conduct and Restorative Supports and any amendments to it will be filed with the Commissioner no later than 30 days after adoption.

This Code of Conduct and Restorative Supports remains in effect until it is revised by the Greater Johnstown School District Board of Education.

Back to top

Glossary of Terms

For the purposes of this Code of Conduct and Restorative Supports the following definitions apply:

Academic Dishonesty: Plagiarism, copying another’s work, altering records and cheating by providing, receiving or viewing answers to quiz or test items or independent assignments, using text, documents, notes, or notebooks during tests without permission from a staff member.

Arson: Starting a fire or destruction of property as a result of starting a fire.

Attack (Physical) on Students: A student or students set upon another student in a forceful, hostile or aggressive way with or without provocation.

Behavior Violations: Student behaviors that are inappropriate in school, unacceptable or that warrant response, interventions and consequences.

Bomb Threat: The making of threats or providing false information, in writing, in person person, on the phone, including text message or other means, about the presence of explosive materials or devices on school property, without cause.

Bullying: Repeated intentional acts done willfully, knowingly and with deliberation, by an individual(s), that targets and harms another person physically or emotionally. Bullying is characterized by an imbalance of power between two or more students.

Bystander: A person who witnesses bullying, but does nothing to try to stop it

Child Pornography: Sexually explicit images of children younger than 17 years of age.

Color: means the term refers to the apparent pigmentation of the skin, especially as an indication or possible indication of race.

Community Service: An unpaid service for the benefit of the public that is performed as part (or all of) the intervention associated with a specific behavior violation.

Conduct Unbecoming: Any behavior contrary to the standards of conduct set forth in this coe on fellow participants or staff members.

Conduct Detrimental to the Program: Any behavior that may be damaging to the morale or spirit of the organization.

Consequence: A result or response that follows an action.

Counseling: It is a process where an individual meets with a trained professional counsellor to talk about issues and problems that they are facing in their daily lives.

Criminal Behavior: Any behavior that is considered a violation against municipal, state or federal laws.

Cutting Class/Truancy: Unauthorized absence from a mandatory class or school activity or function.

Cyber Bullying: Refers to “harassment” or “bullying,” where such harassment or bullying, where such harassment or bullying occurs through any form of electronic communications.

Damage to Property: Damage, destruction of defacement of property belonging to the school or others.

Dangerous Weapon: A device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than two and one-half inches (2 ½”) in length. The penal code of the State of New York shall be used to determine what is considered a weapon (Penal Law Sections 265.01-265.06).

Dignity Act Coordinator: An employee designated by the board who ensures full compliance with the Dignity for All Students Act (DASA) and is trained to address issues in areas protected by the law. Dignity Act Coordinators manage documentation, processing, actions and interventions enforcing DASA.

Disability: A physical, mental or medical impairment resulting from anatomical, physiological, genetic or neurological conditions which prevents the exercise of a normal bodily function or is demonstrable by medically accepted clinical or laboratory diagnostic techniques or (b) a record of such an impairment or (c) a condition regarded by others as such an impairment, provided, however, that in all provisions of this article dealing with employment, the term must be limited to disabilities which, upon the provision of reasonable accommodations, do not prevent the complainant from performing in a reasonable manner the activities involved in the job or occupation sought or held (Education Law Section 11[4] and Executive Law Section 292[21]).

Discrimination: Unjust or prejudicial treatment toward any person by anyone on school property or at a school function including, but not limited to, discrimination based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex, or any other protected class.

Disruptive Student: Refers to an elementary or secondary student up to and including the age of 21 who is substantially disruptive of the educational process or substantially interferes with the teacher’s authority over the classroom.

Drug/Controlled Substance: Any substance including alcohol, which alters bodily function, or as any substance that has potential for abuse because of its psychological, mind-altering capacity. The prohibition on drug consumption or possession or use or sale applies to all over the counter, prescription, and/or mail order drugs.

Electronic Technology: Devices and equipment such as cell phones, computers, tablets, or Chromebooks.

Employee: Any person receiving compensation from a school district or employee of a contracted service provider or worker placed within the school under a public assistance program, pursuant to title 9B of Article 5 of Social Services Law, and consistent with the provisions of such title for the provision of services to such district, its students or employees, directly or through contract, whereby such services performed by such person involve direct student contact.

Ethnic Group: A group of people who identify with each other through a common heritage including language, culture, and often a shared or common religion and/or ideology that stresses ancestry.

Event: Any school district sponsored event or activity including but not limited to off-site events.

Firearm: As defined by Gun-Free School Act (18 USC Section 921) means any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; the frame or receiver of such weapon; any firearm muffler or silencer; or any “destructive device” (i.e., any explosive, incendiary, or poison gas, including bombs, grenades, rockets or other similar devices).

Gender: Actual or perceived sex and includes a person’s gender identity or expression.

Gender Expression: The way in which we express gender identity to others through behavior, clothing, hairstyle, activities, voice or mannerisms.

Gender Identity: The way in which people self-identify as being male or female. Gender identity is internal and not necessarily visible to others.

Harassment: The creation of a hostile environment by conduct or by verbal threats, intimidation or abuse that has or would interfere with a student’s educational performance, opportunities or benefits or mental, emotional or physical well-being or threats, intimidation or abuse that cause or would be expected to cause a student to fear for his or her physical safety.

Hazing: A specific form of harassment

among students defined as any humiliating or dangerous activity expected of a student in order to join a group or be accepted by a formal or informal group, regardless of the student’s willingness to participate. Hazing includes, but is not limited to, any activity that intimidates or threatens a student with ostracism or adversely affects the health or safety of the student; or any activity that causes or requires the student to perform a task or act that is a violation of state or federal law of district policies/regulations.

IEP (Individualized Education Plan): A legal written document required for students who are eligible to receive special education services.

Illegal Drug: A controlled substance (does not include a controlled substance legally possessed or used under the supervision of a licensed healthcare professional).

Illegal Paraphernalia: Any equipment that is used to produce, conceal, and consume illicit drugs which may include but is not limited to: rolling papers, roach clips, bongs, hookahs, e-cigarettes, Vapes, dab pens, pipes, needles, razor blades, straws, small mirrors, and more.

Inciting or Participating in a Disturbance: Causing a large disruption to the atmosphere of order and discipline in the school that is necessary for learning (such as a riot).

Insubordination: The refusal by a student to follow a reasonable directive from any authorized school staff member.

Interventions: Specific programs, strategies, restorative practices, skill-building sessions and individual and group counseling activities, among other things, that enable students to reflect on behavior, attitudes, needs and feeling; learn replacement behaviors and habits, work through personal obstacles, resolve conflict and develop goals and plans to get back on track.

Leveled Consequences and Interventions: There are five levels of behaviors and possible responses. Level 1 aims at responding with strategies in the classroom to teach and correct behaviors (such as unexcused tardies, caught in hall sweep etc.) The consequences intensify as the levels increase. For example, Level 5 behaviors, ones that are dangerous behaviors and/ or create risk of injury, can result in more severe consequences such as suspension.

Life Space Interview (LSI): LSI is an informal and effective verbal strategy for helping youth connect feelings to behaviors, to re-enter the classroom or group after a crisis, and to practice new coping skills.

Multi Tiered System of Supports (MTSS): MTSS is a framework many schools use to provide targeted support to struggling students. The goal of MTSS is to intervene early so students can catch up with their peers.  It screens all students and aims to address academic and behavior challenges.

National Origin: A person’s country of birth or ancestor’s country of birth.

Parent: Biological, adoptive, foster parent, guardian or person of record in parental relation to a student.

Persistent: Repeated over a period of days after interventions have been implemented and given ample time to be effective.

Physical Abuse: Any unwanted physical contact exercised with cruelty or violence, especially regularly or repeatedly.

Physical Aggression: Behavior causing or threatening physical harm toward others including, but not limited to, hitting, kicking, biting and shoving. 

Physical Altercation Between Two or More Students: Physical aggression (use of physical force) that may or may not result in injury.

Person In Need of Supervision (PINS): New York State (NYS) has designated a PINS lead agency in each county that is responsible to assess and intervene to support youth with PINS behavior and their families. This happens when disobedient behavior escalates to skipping school repeatedly or leaving home repeatedly without parental consent, families can feel overwhelmed and are in need of support.

Plagiarism: Is the use or close imitation of the language and ideas of another author and representation of them as one’s own original work. This includes copying from electronic sources (from the World Wide Web), even with minor alterations.

Possession: Means the individual has a controlled substance or equipment or property in the individual’s clothing or otherwise on the individual’s person, in an assigned locker, or in a vehicle operated by the individual.

Quitting: When a student informs a coach/advisor they are leaving a team or activity; this notification will result in their permanent removal from the team/activity.

Race: Group of persons related by common descent or heredity.

Racial Harassment: A negative opinion or verbal expression toward an individual or group of persons who possess common physical characteristics (color of skin, eyes, hair and facial features genetically transmitted by descent and heredity) that distinguish them as a distinct division of humankind, based on these physical characteristics.

Reckless Endangerment: Conduct that creates a substantial risk of serious physical injury or death to another person.

Religion: Either religious or spiritual belief or preference.

Religious Practice: Attending worship services, praying, wearing religious garb or symbols, displaying religious objects, adhering to certain dietary rules, proselytizing or other forms of religious expression or refraining from certain activities.

Remote Learning: Refers to instruction that takes place outside of the school building while the students are not physically in attendance at the school.

Removal from Extra-Curricular Activity: Any violation of this Code of Conduct and Restorative Supports which results in permanent removal from the activity. This action also prevents awarding credit, awards, trophies, and post-season activities. Removal as well prevents the student from being eligible for following season.

Restorative Practices: An approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to make it right.

Season: As it applies to activities and refers to all activities within segment of a year. A season begins from the start date from each sport/activity to the completion of the last contest /date of activity within the student’s season (fall/winter/spring).

Sell: Means to exchange, give, or dispose an object for money to another, or to offer to agree to do the same.

School Bus: Any motor vehicle owned and operated for the transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity, to or from school or school activities, or, privately owned and operated for compensation for the transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity to or from school or school activities.

School Function: Any school-sponsored extracurricular event or activity. This includes any event, occurring on or off school property, sanctioned or approved by the district including, but not limited to, off-site athletic events, school dances, plays, musical productions, field trips, etc.

School Property: Outside grounds, all structures, and any space within any building, structure, athletic playing field, playground, parking lot or land contained within the real property boundary line of a public elementary or secondary school.

School Resource Officer (SRO): A sworn police officer assigned to a school on a long-term basis trained to perform three major roles: law enforcement officer, law-related counselor, and law-related educator.

Serious Bodily Injury: Bodily injury which involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty.

Sexual: Refers to the biological and physiological characteristics that define men and women. (Male and Female denote “sex”.)

Sexual Orientation: Actual or perceived heterosexuality, homosexuality, or bisexuality.

Social Media: Refers to the means of interactions among people in which they create, share, and/or exchange information and ideas in virtual communities and networks. Also denotes websites and applications that enable users to create and/or share content or to participate in social networking.

Student Response Team (SRT): Is a cross-functional team that assesses, refers, and/or responds to students’ concerns to help them succeed academically, socially, and emotionally.

Student with a Disability: Means a student with a disability as defined in section 4401(1) of the Education Law, who has not attained the age of 21 prior to September 1st and who is entitled to attend public schools pursuant to section 3202 of the Education Law and who, because of mental, physical or emotional reasons, has been identified as having a disability and who requires special services and programs approved by the department.

Tardiness: Arriving late to school or class.

Theft: Taking or attempting to take property of another person or institution without permission or knowledge of the owner, with the intent to deprive the owner of its use. Robbery includes obtaining or attempting to obtain money, goods, services or information from another by physical force or violence, coordinated violence or intimidation using a dangerous instrument or weapon. Theft, possession or transfer of stolen goods includes the act of possessing transferring the property of another without the consent of the owner.

Threat: A statement of an intention to inflict pain, injury, death, damage, or other hostile action against a student, staff, school or the District.

Threat Assessment: A process used to evaluate the risk posed by a student or another person, typically as a response to an actual or perceived threat concerning behavior.

Tobacco Product: Product containing, made, or derived from tobacco or nicotine that is intended for human consumption, whether smoked, heated, chewed, absorbed, dissolved, inhaled, snorted, sniffed, or ingested by any other means, including, but not limited to, cigarettes, cigars, little cigars, chewing tobacco, pipe tobacco, or ingested by any other means, including, but not limited to, cigarettes, cigars, little cigars, vapes, chewing tobacco, pipe tobacco, or snuff.

Trauma: A response to a perceived threat to survivor or emotional well-being of an individual or a community. Trauma can lead to adverse brain, bodily, and psychological changes that change self and impair living, learning, and working.

Trespassing: Being on school property without permission, including while suspended.

Using or Possessing: Consuming alcohol, drugs or inhalants or in possession of these substances on school property or at school functions.

Vaping: Act of inhaling and exhaling the aerosol, often referred to as vapor, produced by an e-cigarette or similar device. 

Verbal Abuse:  Is a range of words or behaviors used to manipulate, intimidate, and maintain power and control over someone. These include insults, humiliation and ridicule, the silent treatment, and attempts to scare, isolate, and control.

Violent Student: Means an elementary or secondary student under the age of 21 who: commits an act of violence against any school employee: commits an act of violence on school property against any student  or other person lawfully on school property, possesses, on school property, a gun, knife, incendiary bomb, or other dangerous instrument capable of causing physical injury or death; threatens, on school property, to use any instrument that appears capable of causing physical injury or death; knowingly and intentionally damages or destroys the personal property of any person lawfully on school property; or knowingly or intentionally damages or destroys District property.

Weapon: A firearm as defined in 18 USC 921 for purposes of the Gun-Free Schools Act. It also means any other gun, BB gun, pistol, revolver, shotgun, rifle, machine gun disguised gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, slingshot, metal knuckle knife, box cutter, cane sword, electronic dart gun, sandbag or sand club, loaded or blank cartridges, Kung Fu star, electronic stun gun, pepper spray or other noxious spray.

Weight: Aside from the obvious meaning in the physical sciences, the word is used in reference to a person’s size.

504 Plan: Is developed for students with a disability, that do not require special education services. It is a way for schools to provide extra supports for those students so that they can learn in a general education classroom.

Back to top

Appendices

APPENDIX A – Public Conduct on School Property

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

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

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

Prohibited Conduct on School Property

These rules govern the conduct of students, faculty and other staff, licenses, invitees, and all other persons, whether or not their presence is authorized, upon District property, and also upon or with respect to any other premises or property, under the control of the District and used in its teaching programs and activities, and in its administrative, cultural, recreational, athletic, other co curricular program and activities. No person, either singly or in concert with others, shall:

1. willfully cause physical injury to any other person, nor threaten to do so for the purpose of compelling or inducing such other person to refrain from any act which they have a lawful right to do, or to do any act which they have a lawful right not to do so;
2. physically restrain or detain any other person, nor remove such person from any place where they are authorized to remain;
3. willfully damage or destroy property of the school or under its jurisdiction, nor remove or use such property without authorization;
4. without permission, express or implied, enter into any private office of an administrative officer, member of the faculty or staff member;
5. enter upon and remain in any building or facility for any purpose other than its authorized uses or in such manner as to obstruct its authorized use by others;
6. without authorization, remain in any building or facility after it is normally closed;
7. refuse to leave any building or facility after being required to do so by an authorized administrative officer, member of the faculty or staff;
8. obstruct the free movement of persons and vehicles in any place to which these rules apply;
9. deliberately disrupt or prevent the peaceful and orderly conduct of classes, lectures and meetings or deliberately interfere with the freedom of any person to express their views, including invited speakers;
10. have in their possession upon any premises to which these rules apply, any rifle, shotgun, pistol, revolver, or other firearm or weapon without the written authorization of the chief administrative officer (whether or not licensed to possess or carry the same); and/or
11. willfully incite others to commit any of the acts herein prohibited with specific intent to procure them to do so.

Penalties and Procedures

A person who shall violate any of the provisions of these rules shall be subject to the following penalties and procedures:

1. If a licensee or invitee, their authorization to remain upon the grounds or other property shall be withdrawn and they shall be directed to leave the premises. In the event of failure to do so, they shall be subject to ejection.
2. If a trespasser or visitor without specific license or invitation, they shall be subject to ejection.
3. If they are a student, they shall be subject to disciplinary action as the facts of the case may warrant, including suspension, probation, loss of privileges, reprimand or warning as prescribed by the Education Law, §3214 or school Code of Conduct and Restorative Supports, and they shall be subject to ejection.
4. If a faculty member, they shall be subject to ejection, warning, reprimand, suspension or other disciplinary action as prescribed by and in accordance with procedures of the Education Law.
5. If a staff member in the classified service of the civil service, described in §75 of the Civil Service Law, they shall be guilty of misconduct, and be subject to the penalties and procedures prescribed in said section and be subject to ejection.
6. If a staff member other than one described above, they shall be subject to dismissal, suspension without pay or censure and be subject to ejection.

Enforcement Program

The Superintendent of Schools shall be responsible for the enforcement of these rules, and they shall designate the other personnel who are authorized to take action in accordance with such rules when required or appropriate to carry them into effect.

In the case of any apparent violation of these rules by such persons, which, in the judgment of the Superintendent or their designee, does not pose any immediate threat of injury to person or property, such officer may make reasonable effort to learn the cause of the conduct in question and to persuade those engaged therein to desist and to resort to permissible methods for the resolution of any issues which may be presented. In doing so such officer shall warn such persons of the consequences of persistence in the prohibited conduct, including their ejection from any District properties where their continued presence and conduct is in violation of these rules.

In any case where violation of these rules does not cease after such warning and in other cases of willful violation of such rules, the Superintendent or their designee shall cause the ejection of the violator from any premises which they occupy in such violation and shall initiate disciplinary action as hereinbefore provided.

The Superintendent or their designee may apply to the public authorities for any aid which they may request the Board of Education’s Counsel to apply to any court of appropriate jurisdiction for any injunction to restrain the violation or threatened violation of such rules.

Back to top

APPENDIX B – Summary of Attendance Policy

All students are entitled to a sound, basic education that will enable them to enjoy life and become effective citizens. This goal can best be achieved within the public schools by regular class participation. The objective of this policy is to encourage student commitment to, staff awareness of and parental support for regular class attendance.

The term “parent” includes guardians and others in an established parental relation with the student.

Strategies

The basic strategy of this policy is to recognize the relationship between participation in class activities and the mastery of course material.

Students are expected to come to class prepared to discuss assigned material. Failure to attend class thwarts this objective and requires compensating or corrective actions. Such actions should be based on valid data. Consequently, class attendance shall be recorded in accordance with state requirements and shall be reported to parents* at the end of each marking period or more frequently if so required by the school Code of Conduct and Restorative Supports.

Excused Absences

Tardiness or absence for the following reasons is excused: personal illness or injury, death or emergency illness in the immediate family, obligatory religious observance, required court appearance, medical and dental appointments, school sponsored events, career development or explorations programs approved by the principal, late arriving bus, impassable roads or weather making travel unsafe, music lessons, or others as authorized by the principal. Tardiness or absence for any other reasons is unexcused. Students with an excused absence shall be given an opportunity to make up missed work.

Relationship between Attendance and Grade

In order to obtain the minimum passing grade for a course, students must demonstrate sufficient comprehension of the course material to justify promotion to a subsequent course of study. To obtain a higher grade, students must demonstrate by examination, class participation, and the completion of assigned work that they have sufficient mastery of course material to satisfy established departmental standards.

Incentives, Sanctions, and Notice

Each school is encouraged to recognize the impact of good attendance on student learning and to develop incentives that provide individual motivation to students and families. Students with unexcused absences shall be subject to the sanctions provided by school codes of conduct. Parents shall be notified by phone or by letter whenever their child is absent, tardy or departs early without a proper excuse.

Intervention Strategies

Additional actions shall be taken for students with severe attendance problems. These include referral to a student support or child study team, the provision of counseling service, and referral to a judge for court supervision (Person in Need of Supervision (PINS) petition.)

The walls of a school should reflect a future of possibility.

Back to top

APPENDIX C – Drug & Alcohol Abuse Regulations

The possession of illegal drugs, synthetic narcotics, dab pens or cartridges of any kind, non-prescribed medications, drug paraphernalia or alcohol or the consumption of illegal drugs, synthetic narcotics, non-prescribed medications, or alcohol during school hours or at any interscholastic and extra- curricular events or other school-sponsored activity, or on school property, is strictly prohibited. This policy also prohibits a student from coming to school or an extra-curricular and interscholastic event or other school sponsored activities, on or off campus, after the student has consumed alcohol or drugs,synthetic narcotics, non prescribed medications, or is in possession of illegal drugs, synthetic narcotics, non- prescribed medications, drug paraphernalia, or alcohol.

First Offense

A student who violates this policy for the first time may be suspended from school for a period of five (5) days. When the suspension period is over, the student may not be readmitted to school unless accompanied by a parent.

Athletes who are on alternate credit for physical education shall have this privilege revoked immediately; “Athletic Handbook” sanctions shall also be in effect. When indicated, the student shall be referred to the Johnstown Police, the Superintendent, or both.

When the student returns to school, the student will be assigned to a Study Hall for all unscheduled periods for five (5) weeks. The student shall not be permitted to attend any interscholastic, extra-curricular, or school sponsored activity for the duration of the five(5) week period. The student will not be allowed on school property during the period of their suspension or they will be considered trespassing and will be subject to the associated civil/criminal penalties.

Moreover, the student must be a willing and active participant in at least three (3) counseling sessions with the school psychologist, student assistance counselor, or guidance counselor. Alternatively, the student may seek counseling from a private counseling source. This process must have begun in order for the student to be eligible to practice/rehearse/ participate with a team or activity. Although the student will not be allowed to attend or participate in games, plays, events, etc., the student will be permitted to practice, try out, or rehearse providing the student meets with the school psychologist, student assistance counselor, or guidance counselor at the designated times. Should the student fail to participate in such a counseling program, the student shall be removed from the team or activity for the remainder of the school year. The student’s eligibility to return the following school year to active participation will be contingent upon completion of a counseling program.

Student athletes, who participate in any school-sponsored sport, shall be referred to the building principals, who in consultation with the Director of Athletics, will apply the sanctions as outlined in the Code of Conduct and Restorative Supports.

Second Offense

In case of a second drug or alcohol offense during the student’s school career, the student may be suspended from school for a period of five (5) days. When the suspension period is over, the parent or guardian is expected to accompany the student to school for admission.

When the student returns to school, the student shall be assigned to a Study Hall for all unscheduled periods for the duration of the student’s high school career. In addition, the student shall re-enter a counseling program (in-school or private). The student shall not be permitted to participate in or attend any co-curricular interscholastic, or other school- sponsored activity for one (1) calendar year from the date of the second violation. The student shall also be prohibited from practicing or rehearsing during the calendar year period.

Third Offense and Subsequent Offenses

If a student is suspended for a third drug or alcohol offense, the student will be referred to the Superintendent of Schools for an exclusionary hearing to determine if the student’s behavior poses a threat to the safety and well-being of that student or others. If, in the judgment of the Superintendent, the student is not to be excluded, the following sanctions shall be imposed:

The student may be suspended from school for a period of five (5) days. When the suspension period is over, the student may not be readmitted to school unless accompanied by a parent. When the student returns to school, the student shall be assigned to a Study Hall for the duration of the student’s high school career. The student shall also be strongly urged to seek more intense rehabilitative care; alternate placement may also be considered. In addition, the student shall not be permitted to participate in, practice, rehearse or attend any extra-curricular, interscholastic, or other school sponsored activity for the duration of the student’s school career.

Back to top

APPENDIX D – Penalties for the Use or Possession of Tobacco and/or Nicotine Products

In accordance with New York State Law, the Board of Education recognizes the health hazards associated with smoking and the use of other tobacco products and, therefore, prohibits the use or possession of tobacco products or accessories, e-cigarettes, and vapor instruments and/or products, and dab pens and/or cartridges of any kind by students in school buildings, on school property and vehicles owned or operated by the District or at school sponsored activities.

First Offense

A student on school property who is caught smoking a first time may be suspended out-of-school for a period of two (2) days or placed in an in-school suspension program. A student who is determined to be in the possession of tobacco products or accessories, e-cigarettes or vapor instruments and/or products, and dab pens and/or cartridges of any kind may be assigned two (2) extended detentions.

Second Offense

A student on school property who is caught smoking a second time may be suspended out-of-school for a period of four (4) days or placed in an in-school suspension program. A student who is determined to be in the possession of tobacco products or accessories, e-cigarettes, or vapor instruments and/or products, and dab pens and/or cartridges of any kind for a second time, may be assigned six (6) extended detentions.

Third Offense

A student on school property who is caught smoking a third time may be suspended out-of-school for a period of four (4) days or in an in-school suspension program. A student who is determined to be in the possession of tobacco products or accessories, e-cigarettes or vapor instruments and/or products, and dab pens and/or cartridges of any kind for a third time, may be placed in an in-school suspension program for three (3) days.

Fourth and Each Subsequent Offense

A student on school property who is caught smoking a fourth time and each subsequent time may be suspended out-of-school for a period of four (4) days or in an in-school suspension program. A student who is determined to be in the possession of tobacco products or accessories, e-cigarettes, or vapor instruments and/or products, and dab pens and/or cartridges of any kind for the fourth time, may be placed in an in-school suspension program.

Back to top

APPENDIX E – Building Computer Utilization

The Board of Education considers computers and computer-related technology to be valuable tools for education and encourages their use throughout the District.

The Board of Education encourages computer use as an integral part of the curriculum where age and developmentally appropriate. This includes the use of computer programs, access to the Internet, and communications with teachers and other students.

Student and staff use of school computers and related technology should support the District’s educational program. The Internet and other electronic research materials are available to students and staff solely for the support of our students’ educational program and professional development. Computer use, including Internet access is a privilege, not a right.

Computer utilization throughout the District shall be in accordance with Board of Education Policy and in accordance with the regulations defined by board policy, as well as local, state, and federal laws.

Student and staff use of school computers is for school related use, only. Foreign or home software shall not be used on school computers until it has been scanned for viruses and approved for use by a supervising adult. Use of language on the school network must be consistent with current community standards for public discourse in a school environment. All materials over the Internet should be assumed to be copyrighted for citation purposes.

Any and all email that is sent or received through the District’s network shall be deemed to be not confidential and is subject to random review. Any messages that are related to or in support of inappropriate or illegal activities shall be reported to supervisors, the District office, or legal authorities. The use of District e-mail is limited to that which supports the District’s educational mission and official school business.

Back to top