DISCIPLINE

CODE OF CONDUCT

Every student is entitled to an education that shall be offered in an orderly, healthy atmosphere, both physical and emotional, and to firm, fair treatment in all matters pertaining to school life. Education is too important to be the sole responsibility of the schools. The success of school discipline depends upon a collaborative effort among home, school and community. By working together, we can achieve the goals we all want - safe, orderly schools and a quality education for all of our children. The Tangipahoa Parish School System Code of Conduct outlines specific expectations of administrators, teachers, students, and parents. We are dedicated to making sure that all of our students are in school and engaged in learning. The Assertive Discipline Plan partners with district-wide implementation of Positive Behavior Support (PBS) to foster student achievement and behavioral support.

 

PURPOSE:

To create a consistent set of expectations for student behavior

To reinforce positive behavior and provide students with opportunities to develop appropriate social skills

To outline the interventions and consequences for students who engage in inappropriate behavior

To explain the rights of students with disabilities including procedural protections when disciplinary action is taken

To engage students in a safe, positive, and supportive learning environment

To describe the rights and responsibilities of all members of the school community

 

RESPONSIBILITIES OF SCHOOL ADMINISTRATORS:

• Define, teach, model and support appropriate student behaviors to create positive school environments

Distribute the Code of Conduct to students, parents and all school personnel

• Implement the Code of Conduct in a fair and consistent manner

• Review discipline referrals and determine appropriate intervention and/or corrective strategy/consequence

Use professional judgment to prevent minor incidents from becoming major challenges

Identify appropriate training and resources as needed to implement positive behavior interventions and supports

Implement Board policy in a fair and consistent manner

Maintain accurate personal discipline data of students

Ensure that behavior support plans for at-risk youths are implemented with high levels of integrity and compliance

Monitor, support, and sustain the effective implementation and maintenance of PBS

 

RESPONSIBILITIES OF TEACHERS:

Define, supervise, teach, model and support appropriate student behaviors to create positive school environments

Use appropriate classroom management strategies to maintain a learning environment that supports academic success

Teach and positively reinforce the Code of Conduct

• Provide corrective instruction to students who demonstrate challenging behavior

• Use a variety of activities in the classroom that increase student engagement

Address infractions through a variety of interventions including positive behavior interventions and supports as well as the use of alternatives to suspension and expulsion

• Use professional judgment to prevent minor incidents from becoming major challenges

• Request additional training or staff development as needed

 

RESPONSIBILITIES OF STUDENTS:

• Attend school and all classes daily

• Follow the Code of Conduct

• Follow the Tangipahoa Parish School System’s dress code and uniform policy

Respect the rights of other parents, students, faculty, staff, school visitors, school property and the property of others

Work hard and do your best

Ask teachers, counselors, support staff, parents, school administrators, and other adults for help in solving problems

 

RESPONSIBILITIES OF PARENTS OR GUARDIANS:

• Read the Code of Conduct

Support your child in following the Student Code of Conduct

• Understand your child’s rights and responsibilities

• Teach your child to respect the rights of others

• Teach your child to respect school property and the property of others

Recognize that school personnel must enforce the Code of Conduct

• Seek available resources to support your child within the school and the community

• Make sure your child comes to school every day on time and ready to learn

Be committed and available to visit your child’s school, as necessary, to evaluate his/her academic and/or behavioral progress

 

DEFINITION OF POSITIVE BEHAVIOR SUPPORT: Positive Behavior Support (PBS) gives people a new way to think about behavior. PBS is based on understanding why problem behaviors occur - the behavior's function. This approach to behavior can occur on a school-wide level, in a specific setting, classroom,or with anindividual student. PBS is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures. The PBS process results in the creation of effective intervention plans that will impede problem behaviors, teach new skills, and create support systems for the student. On a school-wide level, PBS relies on accurate and reliable discipline referral data to understand the behaviors occurring across campus. An analysis of the data allows a school team to identify the problem areas, brainstorm interventions such as where and what to teach, reward the students exhibiting the expected behavior, and communicate findings to the staff, students, and families. PBS provides a positive and effective alternative to the traditional methods of discipline. PBS methods are research-based and proven to reduce significantly the occurrence of problem behaviors in the school, resulting in a more positive school climate and increased academic performance. PBS is consistent with the Individuals with Disabilities Education Act, which advocates the use of positive behavior interventions and school-based disciplinary strategies that reduce or eliminate the need to use suspension and expulsion as disciplinary options.

 

DEFINITION OF DISCIPLINE:Discipline is defined as actions that teachers, administrators, support staff, and parents employ to teach students the essential skills necessary for academic and social success.

 

DEFINITION OF CORRECTIVE STRATEGIES:Academic success is directly correlated with instructional time received by the student. In an effort to fully implement Positive Behavior Support and reduce the loss of instructional time due to out-of-school suspensions and expulsions, the School System expects that each school will utilize a wide variety of corrective strategies that do not remove children from valuable instructional time. Corrective Strategies, also known as alternatives to suspension and expulsion, may include but are not limited to the following:

• Contact and/or conference with parent/guardian

• Behavioral contracts and/or Behavior Support Plans

• Check-in/Check-out (CICO)

• Home/school communication system

• Reflective activity

• Loss of privilege

• Schedule adjustment

• Referral to the school counselor

• Refer the student to the Response to Intervention Team

• After-school detention

• Saturday school

• In School Isolation (ISI)

• In school detention (lunch detention, recess detention)

• Supervised work assignment

 

DEFINITION OF MINOR INFRACTIONS (handled by the classroom teacher):

Disobedience Classroom disturbance

Dress Code violations Disrespect for authority

Tardiness Truancy

 

DEFINITION OF MAJOR INFRACTIONS (handled by the school administrator):

Assault (physical attack) Hazing

Possession of a firearm Extortion

Possession of a weapon other than a firearm with intent to use Fighting

Distribution, use and possession of drugs and/or alcohol Verbal Abuse

Bullying, intimidations, and/or threatening others Stealing

Molesting students, immoral indecent behavior Vandalism

Promoting gang membership and/or activities Inciting a riot

Possession or use of tobacco on school grounds Conduct injurious to others

Possession of pornographic material Profane language

Leaving campus without permission Cutting class/skipping school

Possession of a cell phone

 

 RESPECT POLICY

The Tangipahoa Parish School Board requires each student in grades K-12 to exhibit appropriate conduct as required by State Law when speaking with any School System employee while on school property or at a school-sponsored event. Students will address and respond to each employee by using respectful terms (Yes, Ma’am; No, Ma’am; Yes, Sir; No, Sir). Students who violate this policy will not be suspended or expelled, but will be disciplined according to Step II Number 1 of the Assertive Discipline Plan.

 

DISCIPLINE PROCEDURES FOR STUDENTS WITH DISABILITIES

Discipline Procedures for Children With Exceptionalities in Tangipahoa Parish Schools are developed and implemented in accordance with the Individuals with Disabilities Education Improvement Act of 2004, the federal law governing the provision of a Free Appropriate Public Education (FAPE) for the discipline of students with disabilities; Louisiana Bulletin 1706 Subchapter B: Discipline Procedures for Students with Disabilities and §530; and the policy of the School Board of Tangipahoa Parish. School personnel may remove a student with a disability or suspected disability, who violates a code of student conduct, from his or her current placement to an appropriate interim alternate educational setting, another setting, or suspension for not more than ten (10) consecutive school days, to the extent that those alternatives are applied to students without disabilities. Additional removals of not more than ten (10) consecutive school days in the same school year for separate incidents of misconduct are allowed, as long as the removal does not constitute a change of placement. A change of placement occurs if a student with a disability is removed from his or her current educational placement for more than ten (10) consecutive school days; or a student with a disability is subjected to a series of removals, cumulating to ten or more days, that constitute a pattern because of factors such as the length of each removal, the total amount of time the student is removed, and the proximity of the removals to one another. After a student with a disability has been removed from his or her current placement for ten (10) school days in the same school year, during any subsequent days of removal the school district must provide services that enable the student to participate in the general education curriculum and progress toward meeting his or her IEP goals. In addition, the student should receive a functional behavioral assessment and behavioral intervention plan designed to address the behavior violation so that it does not recur.

Whenever an action involving a removal that constitutes a change of placement for a student is contemplated, a Manifestation Determination Review is required. Within ten (10) school days of any decision to change the placement of a student with a disability because of a violation of a code of student conduct, the IEP team shall review evaluation and diagnostic results and other relevant information supplied by the parent or the student, consider observations of the student, and consider the student’s IEP and placement to determine if the conduct in question was caused by, or had a direct and substantial relationship to the student’s disability; or if the conduct in question was the direct result of the district’s failure to implement the IEP. On the date that the decision is made, school personnel shall notify the parents of that decision and provide the parents the procedural safeguards (Louisiana’s Educational Rights of Children with Exceptionalities in Public Schools)

 

 

Above information is from the2011-2012 TPSS Student and Parent Handbook.