School District of Indian River County 6500 57th Street ● Vero Beach, Florida, 32967 ● Telephone: 772-564-3000 ● Fax: 772-569-0424 Mark J. Rendell, Ed.D. Superintendent Positive Climate and Discipline Code of Student Conduct Handbook 2016-2017 Amended 2.10.17 1 Committee Members that contributed to the Positive Climate & Discipline Code of Student Conduct 2016-2017 Brown, Dariyall Crawford, Tracy De Falco, Christina Eberhardt, Keondra Hart, Denny Holmes, Jo Anne Jacobs, Christina King, Ivy Micket, Alejandrina Parentela, Diane Penn, Ashley Pennell, Shawna Rojas, Jessica Scott, Michelle Daulby, Rachel Spurlock, Leslie Torres-Martinez, Lillian Walker, Lavonne Woolfork, Freddie Young, Ladell Zokirova, Malaika Zorc, Laura  The Superintendent’s Advisory Council consisting of 6th -12th grade students from all schools including the Alternative Center for Education also participated. 2 7? School District airtmaian River County Studeni Rights the avlo: Fr Dis INDIAN RIVER COUNTY SCHOOLS Elementary Schools Beachland Citrus Dodgertown Fellsmere Glendale Indian River Academy Liberty Magnet Osceola Magnet Pelican Island Rosewood Magnet Sebastian Treasure Coast Vero Beach 564-3300 978-8350 564-4100 564-5970 978-8050 564-3390 564-5300 564-5821 564-6500 564-3840 978-8200 978-8500 564-4550 Middle Schools Gifford Oslo Sebastian River Storm Grove 564-3550 564-3980 564-5111 564-6400 High School Sebastian River Vero Beach 564-4170 564-5600 Other Schools Alternative Center for Education Wabasso Technical Center for Career and Adult Education 564-6240 978-8000 564-4970 Charter Schools Imagine Indian River Charter High North County Charter Elementary St. Peter’s Academy Sebastian Charter Junior High 567-2728 567-6600 794-1941 562-1963 388-8838 4 Table of Contents Introduction: Mission and Vision Statement, Core Values, and Guiding Principles ................................. 9 Section 1: Expectations, Rights, and Responsibilities ............................................................................ 10 Expectations and Responsibilities for the School Community ................................................................. 10 Responsibilities of School Staff and Administration.................................................................................. 10 Expectations and Responsibilities for Parents............................................................................................11 Expectations, Rights, and Responsibilities for Students............................................................................ 12 Peaceful Assembly .................................................................................................................................... 12 Expectations and Responsibilities for Community-Based Organizations .................................................. 12 Section 2: Prevention and Intervention Practices................................................................................. 13 Section 3: Student Attendance………………………..……………..………….………….……………………........................ 14 What You Should Know About Attendance………………………………………………………………………………….………. 14 Habitual Truancy…………………………………………………………………………………………………………………………..……. 15 Tardiness…………………………………………………………………………………………………………………………………………….. 15 Excused Absences……………………………………………………………………………………………………….…………………….… 15 Makeup School Work for Absences…………………………………………………………………………………………,,,……….. 16 Discipline…………………………………………………………………………………………………………………………………………….. 16 Additional Attendance Processes……………………………………………………………………………………………………….. 16 Section 4: Student Discipline………………………………………………………………………………………………………...... 16 Overview…………………………………………………………………………………………………………………………….……….……. 16 Progressive Discipline Practice…………………………………………………………………………………………………..……… 17 Bus Safety Rules………………………………………………………………………………………………………………………....... 17-18 Student Dress Code………………………………………………………………………………………………………………..……….. 19 Student Use of Wireless Communication Devices………………………………………………………………..….......... 20 Drugs and Alcohol Possession, Use, and Distribution…………………………………………………………………..……. 21 Over-the-Counter (OTC) Medication……………………………………………………………………………….......………..…. 21 Tobacco-Free Safe and Healthy Learning Environment……………………………………………………………..………. 21 Weapons…………………………………………………………………………………………………………………………………….…… 21 Gun Free Schools…………………………………………………………………………………………………………………………….. 22 Student Groups………………………………………………………………………………………………………………………….……. 22 Bullying, Harassment, Cyberbullying, Hazing, Dating Violence and Abuse, Bias Behavior, and GangRelated Activities………………………………………………………………………………………………………………………..…… 22 Violent Crimes and Victimization…………………………………………………………………………………………….…… 22-23 Section 5: Expectations, Consequences, and Accountability Measures ............................................. 24 Levels of Interventions and Consequences ............................................................................................ 24 5 Offenses/Violations and Levels of Consequences Matrix………………………………………………..……………. 25-39 Section 6: Procedures Relating to Disciplinary Actions ...................................................................... 39 Time-Out ……………………………………………………………………………………………………………..…………………….. 39-40 Emergency Removal .............................................................................................................................. 40 Suspension........................................................................................................................................... 40-41 Bus Suspension ....................................................................................................................................... 41 Expulsion................................................................................................................................................. 41 Placement in Alternative Education & Expulsion Recommendation Process ........................................ 42 Suspension Expulsion Review Team (SERT)............................................................................................ 42 Procedures for Appeal of Alternative Education Placements ................................................................ 42 Expulsion Appeals ................................................................................................................................... 42 Procedures for Felony Suspensions…………………………………………………………………………………………..……… 42 Discipline Process for Students with Disabilities .................................................................................... 43 In School/Out of School Suspension………………………………………………..………………………………….……………. 43 Interim Alternative Educational Placement …………………………………………………………………….….……….…… 43 Expulsion…………………………………………………………………………………………………………………………….……………. 44 Search and Seizures……………………………………………………………………………………………………………….………… 44 Investigations Involving Students ........................................................................................................... 44 Non-Discrimination Grievance Procedure.............................................................................................. 44 Student Grievance Procedure ............................................................................................................. 44-45 Section 7: Interscholastic and Extracurricular Activities .................................................................... 45 Section 8: Other Useful Information ................................................................................................. 46 Enrollment .............................................................................................................................................. 46 McKinney-Vento Assistance Act for Homeless Students ....................................................................... 46 Health Services ....................................................................................................................................... 46 Corporal Punishment.............................................................................................................................. 46 English Language Learners (ELLs) ............................................................................................................46 School Resource Officers /Law Enforcement……………………………………………………………………………....... 46-47 Family Education Rights and Privacy Act ................................................................................................ 47 Student Records………………………………………………………………………………………………………………………………. 47 Section 9: Student Network and Internet Responsible Use and Safety………………………………………..… 47-48 Glossary………………………… ……………… …………… ………… ……………… …………… ………… ….…………………. 49-51 Statutes and Policies: ..................................................................................................................... 52 Appendix A…………………………………………………………………………………………………….…………………………..… 53-54 6 Appendix B ………………………………………………………………………………………………………………………………………. 55-60 Section 10: Forms to Be Completed by Students and Parents…………………………………………………..……… 61 Student Network & Internet Use & Safety Agreement……………………………………………………………….….. 63 Student Parent Acknowledgement Form…………………………………………………………………………………….…. 64 Media Release Form………………………………………………………………………………………………………………………. 65 7 School District of Indian River County 6500 – 57th Street ● Vero Beach, Florida, 32967 ● Telephone: 772-564-3000 ● Fax: 772-569-0424 Mark J. Rendell, Ed.D. - Superintendent August 2016 Dear Students and Parents: As the Superintendent, I will be working to ensure that every student receives excellent and meaningful learning opportunities at each of our schools. Part of that process is that we work together, so I am asking that students and parents/guardians read and discuss the contents of our Code of Student Conduct. The rules and regulations contained in the Code of Student Conduct apply uniformly to all students enrolled in our school district during the time school is in session, on School Board property at any time, and during extracurricular activities, regardless of the location. This Code also applies to students who commit felonies off School Board owned property, as per Florida State Statute 1006.09 (2). Any changes to this Code of Student Conduct will be communicated through school newsletters or other means of communication. I am asking that students and parents/guardians sign and return the “Student/Parent Acknowledgment Form” indicating they have received and reviewed the Code of Student Conduct. If you have any questions regarding the Code of Student Conduct, please contact your child’s Principal or the office of Dr. Lillian Torres-Martinez, Executive Director of Student Services, at 5645946. Sincerely, Mark J. Rendell, Ed. D. Superintendent “Educate and inspire every student to be successful” Shawn R. Frost District 1 ● Dale Simchick District 2 ● Matthew McCain District 3 ● Charles G. Searcy District 4 “To serve all students with excellence” Equal Opportunity Educator and Employer 8 ● Claudia Jiménez District 5 Introduction: Mission and Vision Statement, Core Values, and Guiding Principles Mission and Vision Statement: To serve all students with excellence while educating and inspiring every student to be successful. Core Values: Positive Climate School Core Values:  Foster positive climates that are safe, supportive, and engaging  Provide fair and consistent disciplinary procedures  Focus on accountability measures for behavior that allow all students to grow behaviorally, socially, and academically through fair, proactive, corrective, and instructive strategies Overview of the Guiding Principles for Positive School Climates: School climate reflects the school community’s norms, goals, and values. Students, families, and educators working together create positive school climates. Our schools’ communities are responsible for providing the nurturing, positive, and safe environment needed to maximize student success by:     Providing support for all students and staff Building relationships with parents and community-based organizations to provide systems of support promoting safe environments that embrace success for all students Preparing all students to thrive in college, career, and community endeavors Ensuring all schools are safe environments where positive and effective teaching and learning take place A simple consequence-based model of discipline is not effective. Therefore, our school district has progressed to a system that recognizes discipline as part of a larger strategy in creating positive, just environments where students can flourish and succeed. Our goal is not exclusion from school, but to hold students accountable for their actions and promote the development of positive character. This is accomplished by helping students develop confidence in their abilities, and by improving self-control and decision-making skills that lead to academic and social growth. With the School District of Indian River County’s Mission and Vision Statement, Core Values, and Guiding Principles as a foundation, the Positive Climate and Discipline Code of Student Conduct Handbook has been developed to help students, families, community members, and staff understand what is needed to support safe and orderly learning environments. This Code applies to all students in pre-kindergarten through 12th grade while:  Assembling on school grounds  Being transported by school district transportation  Participating in school-sponsored events, trips, and activities  Participating in athletic functions 9 Expectations, Rights, and Responsibilities Expectations and Responsibilities for the School Community Each member of the school community plays an important role in the creation of a safe, supportive, and positive school climate. In order for this to be accomplished, we must work together, supporting and respecting one another’s roles. All community members, including school staff and administration, parents/guardians, community organizations, and students, are responsible for promoting engaging school environments that support teaching and learning. Responsibilities of School Staff and Administration 1. Know rules and regulations, discipline policies, intervention strategies and programs, and sources of community support available to our students. 2. Promote a positive, safe, and supportive school climate, where all students can grow academically, socially, and emotionally. 3. Utilize a positive system of supports and interventions, as needed, in an effort to keep students in school and engaged in the learning process. 4. Recognize, encourage, and reward appropriate and positive conduct by all students. 5. Participate in professional development promoting student engagement and support, positive classroom management, and a positive school climate. 6. Make every effort to communicate and respond to parents/guardians in a way that is accessible and easily understood. 7. Implement consequences that align with disciplinary actions, in a graduated and progressive manner, increasing in intensity as behaviors increase in severity and frequency, or when a pattern of behavior has been established. 8. Administer interventions and consequences consistently and equitably, regardless of national origin, race, gender, ethnicity, religion, age, disability, and sexual orientation. 9. Eliminate disproportionality in discipline referrals, as well as in-school and out-of-school suspensions. 10. Provide each student with due process prior to intervention, or to consequences being administered, as a result of an infraction. 11. Use exclusionary disciplinary measures as a last resort, and in accordance with district policies. 12. Provide students and parents/guardians with makeup work when students are suspended from school. 13. Ensure that students are under the supervision of school staff while on school premises during “reasonable time” before and after school, and while attending or participating in a school-sponsored activity. “Reasonable time” is defined as 30 minutes before and after school, and 30 minutes before and after a school activity is scheduled or occurs. 14. Involve School Resource Officers only when a serious infraction occurs that endangers the safety and welfare of oneself or others. 15. Principals shall implement school district policies prohibiting bullying and harassment throughout the year and integrate the policies with the school’s curriculum, bullying prevention and intervention program, discipline policies and other violence prevention efforts. (A list of programs authorized by the school district that provide instruction to students, parents, teachers, school administrators, counseling staff and school volunteers on identifying, preventing and responding to bullying or harassment, including instruction on recognizing behaviors that lead to bullying and harassment and taking appropriate preventive action based on those observations may be located in Appendix A of this handbook. 10 Expectations and Responsibilities for Parents 1. Encourage your children to: a. Contribute to a safe, supportive, and positive school climate b. Demonstrate courtesy and respect for self and others 2. Understand, and make certain your children follow, the Positive Climate and Discipline Code of Student Conduct. 3. Ensure that your child attends school regularly and arrives to school on time. a. If your child is absent, report absences to the attendance clerk at your child’s school within 48 hours of the absence. Failure to notify the school within 48 hours will result in an unexcused absence. b. Provide advance written notice if you need to remove your child from class for appointments. 4. Review and ensure that your children follow the district/school dress code policy. Parents are expected to monitor student dress before leaving home. Please be advised that you will be contacted to provide appropriate clothing if your child violates the dress code. Note: Individual schools may have additional dress code policies that are approved by the School Advisory Council (SAC). 5. Support your child’s school in accessing and implementing methods to improve conduct, such as counseling, after-school programs, and mental health services. 6. Visit your school’s website or attend school meetings for information regarding what your child is learning. Assist your child with assignments and homework to the best of your ability. 7. Be certain your child has the necessary school supplies each day. 8. Share concerns with school officials as they arise. 9. When visiting your child‘s school, report to the office and sign in using the electronic visitor management system. 10. Ensure that the school has your current home, work, and cellular telephone numbers, and updated home address, e-mail address, and emergency contact information. Only people listed as emergency contacts: a. Can obtain information about the student b. Can pick up a student from school, unless specific written permission is given by the legal guardian. Identification will be required upon pick-up during the day, and signing out is required. 11. Make efforts to participate in your child’s school activities, conferences, and problem-solving meetings. 12. Both parents have the right to access student records and information, and be provided information about what is happening at school. These parental rights apply regardless of marital status, unless a certified court document, stating otherwise, is delivered to the school's Principal. 13. Schools will provide law enforcement, crowd control, and proper supervision during extracurricular school activities. However, if a student is attending any event as a spectator, the student’s safety and well-being are the responsibility of the parent. 14. Damage done to school district property by a student, including lost or damaged books and teaching materials, is the responsibility of the parent. If property or damages are not restored, schools may require: a. Student loss of extracurricular activity privileges 11 b. Participation in community service Expectations, Rights, and Responsibilities for Students Note: Student Rights are included inside the cover page. Students attending Indian River County public schools are expected to follow all school rules and district policies. They are expected to demonstrate behavior that has a positive impact on school climate. In order to meet these expectations, students must: 1. Make every reasonable effort to attend school all day, every day, and to be on time. If absent, students will obtain, complete, and return missing assignments within the designated time period. Pre-approval from administration is required for college visits and other educational opportunities. 2. Arrive to school with all necessary materials and be prepared to learn. 3. Follow district and school dress codes. 4. Treat others with respect and courtesy. 5. Understand and recognize how conduct affects other students and school staff. 6. Demonstrate respect for school property, and follow the Student Network and Internet Responsible Use and Safety Agreement. 7. Make every effort to restore relationships negatively affected by poor conduct. 8. Make every reasonable effort to participate in activities, interventions, and appropriate programs recommended by school staff. 9. Demonstrate good citizenship by reporting threats, and hazardous or dangerous situations, to an adult in authority. 10. Contribute to a safe, positive school climate by refraining from discriminating against, bullying or harassing other students or school staff. 11. Upon written request from a parent a student may be excused from participating in reciting the Pledge of Allegiance, including standing and placing hand over his/her heart. Peaceful Assembly Students shall not be disturbed in the exercise of their constitutionally guaranteed rights to assemble peaceably and to express ideas and opinions, privately or publicly, provided that such exercise does not infringe on the rights of others and does not interfere with the operation of schools. Expectations and Responsibilities for Community-Based Organizations The School District of Indian River County recognizes that, “Schools Can’t Do it Alone” (Jamie Vollmer). Community members such as law enforcement, mental health service providers, and youth activity service providers play a crucial role in the establishment of a safe, supportive, and positive school climate. This is accomplished through mutual support and respect. All community-based organizations share the following objectives: 1. Assist schools in creating positive, safe, supportive, healthy, and engaging learning environments. 2. Serve as a resource for students, families, and school staff as needed. 3. Collaborate with school and district staff to share ideas and strategies that promote positive, healthy, and enriching school environments. 12 Section 2: Prevention and Intervention Practices An approach to prevention and intervention has been established to support our students. Interventions and strategies are provided to students through a Multi-Tiered System of Supports (MTSS) framework. Through MTSS, schools apply strategies to maximize student learning and behavioral outcomes. The interventions and supports provided match the level of support to student needs. Behavioral Contract Behavior Intervention Plan Functional Behavioral Assessment Collaboration with and Referrals to Community Resources and Agencies Tier 3 Tier 2 Social Skills Groups Check-In and Check-Out Support Plan Check and Connect Social/Emotional Counseling Groups Mentoring Parent Groups School-wide Behavioral Expectations Positive Supports Second Step Classroom Examples Classroom Rules Positive Supports in the Classroom Reinforcement of Appropriate Behaviors Guidance Referral Use of Student Problem-Solving Activities/Forms Verbal Warning TeacherStudent Conference ParentTeacher Conference Tier 1 Our schools will take action steps to:  Create processes that support positive school climates by using evidence-based strategies through our MTSS framework.  Use school and student data to plan and implement the tiered strategies and interventions. Educators, administrators, and support staff may work with community-based organizations to provide support services as needed. 13 Tier 1- Universal Supports for all students include strategies that are used to teach social, emotional, and behavioral learning. These strategies maximize students’ abilities to problem-solve, and help develop a sense of responsibility and confidence in one’s ability. Tier 2- Targeted Interventions focus on targeted interventions for students who need additional support in specific areas. Tier 3- Intensive Individualized Interventions promote social and emotional learning, and follow social learning principles and standards. Note: Students who receive Tier 2 levels of support continue to receive Tier 1 instruction and support. Students who receive Tier 3 levels of support continue to receive Tier 1 and Tier 2 instruction and support. Section 3: Student Attendance What You Should Know About Attendance School attendance is one of the strongest predictors of student success and is required of all students between the ages of six (6)--or turning 6 before February 1st-- and 16, unless otherwise exempted by law. Good attendance provides students with opportunities to learn in the classroom and develop into strong students and citizens. Even just two absences a month can add up to far too much time lost in the classroom. Missing 10% or more of school days is considered chronic absenteeism. Below are percentages reflecting the impact of attendance. 96-100% is considered Good Attendance; 91-95% is considered At Risk of Underachievement; 90% is considered Seriously At Risk of Underachievement; 85% indicates Severe Concerns with Underachievement. Regular school attendance is crucial to student success in school. Absenteeism has a negative impact on students’ educational progress and sense of responsibility. Educators shall encourage regular attendance of students, maintain accurate attendance records, and follow reporting procedures. Provisions shall be made for promoting school attendance by addressing personal problems, educating parents, and enforcing compulsory attendance laws and related child welfare legislation. Additionally:  Absences must be reported to the school by the parent or adult student within two days (48 hours) electronically, in writing or by phone. Failure to report and explain the absence(s) shall result in unexcused absence(s). Final authority for determining acceptability of the reason for the absence(s) shall rest with the principal.  Teachers shall record absentees each period of the school day and report absences-excused and unexcused--as required by the school. 14  Parents will be contacted when a student has three (3) unexcused or unexplained absences, to prevent patterns of nonattendance.  When a student has at least five (5) unexcused or unexplained absences within a calendar month, or ten (10) unexcused or unexplained absences within a ninety (90) calendar day period, the following will occur: The teacher shall report to the Principal that the child may be exhibiting a pattern of nonattendance, if applicable. The Principal will refer the case to the MTSS/Individual Problem Solving Team to determine if early patterns of truancy are developing. If the MTSS/Individual Problem Solving Team finds that a pattern of nonattendance is developing, a meeting with the parent must be scheduled to identify potential remedies. If the problem is not resolved, the MTSS/Individual Problem Solving Team will implement interventions. Habitual Truancy When a student has a total of fifteen (15) unexcused absences within ninety (90) calendar days, with or without knowledge and consent of parents/guardians, s/he will be considered habitually truant. Parents will be notified of the excessive absences and the intent to notify the Department of Highway Safety and Motor Vehicles, if appropriate. When students are truant they may be subject to having a truancy petition filed. Please note that this may happen under state statute if the student has: 1) At least five (5) unexcused or unexplained absences within a calendar month 2) Ten (10) unexcused or unexplained absences within a ninety (90) calendar day period 3) More than fifteen (15) unexcused absences within a ninety (90) calendar day period Tardiness Tardiness is defined as an arrival to school or class after the designated time, or after the tardy signal has sounded. When tardiness become excessive --four (4) or more times per nine-week grading period-- the parent/guardian will be notified by classroom teachers. Progressive interventions will be initiated by the MTSS Individual Problem Solving Team. An early departure is any unexcused departure prior to the end of the class or school day. Parents are encouraged to keep students in school for the entire school day with minimum interruptions or requests for early dismissal. Early dismissals interfere with classroom instruction. Dismissal within the final 30 minutes of the school day is prohibited unless the Principal determines that it is an emergency, or the student has a medical, dental, or court appointment that cannot be rescheduled. Excused Absences The following factors are deemed to be reasonable excuses for students’ school absences:         Personal illness: Medical evidence may be required by the principal or designee for absences exceeding five (5) consecutive days Court appearance Medical appointment Approved school activity Insurmountable problems (Prior permission by principal or designee is required except in the case of an emergency) Attendance at a center under the supervision of Children and Families Services Significant community events with prior permission of the principal or designee Religious instruction or religious holiday 15     Death of a family member Out-of-school suspension Confinement at a detention center All other reasonable excuses with prior approval of the principal or designee Students shall not be given excused absences to remain out of school for the purpose of working, unless the job is an integral part of the student's instructional program. Absences not included in the above list shall be documented as unexcused. Makeup School Work for Absences For any absence excluding truancy, the student shall have two (2) days to make up work for each day missed. Principals may grant time extensions to the student for extenuating circumstances. Assignments and credit for makeup work are within teacher discretion. Discipline No student shall be suspended for unexcused tardiness, lateness, absences, or truancy. Any student who fails to attend any regularly scheduled class and has no excuse should be referred to the appropriate administrator. Disciplinary action shall include parental/guardian notification. A student's grade in any course is based on performance in the instructional setting and shall not be reduced for reasons of conduct. If a student violates attendance standards or other rules of the school, appropriate discipline will be applied, but grades will be determined by the student’s academic performance. Additional Attendance Processes  Parents have the right to challenge attendance records by providing documentation that may change the status of an absence. Challenges must be made within the grading period in which the absence occurred. After the documentation is submitted and reviewed, final decision rests with the principal.  Any student who, due to a specifically identifiable physical or mental impairment, exceeds or may exceed the district's limit on excused absences, is referred for eligibility evaluation under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973. Section 4: Student Discipline Overview The goal of progressive discipline is to promote positive school climates and opportunities for students to develop relationships, resulting in better decisions and choices. District policies and school norms set expectations for behavior and consequences that will help students make better choices, improve social-emotional behavior, increase engagement and self-efficacy, and support achievements. Students are responsible for their behavior and are held accountable when they behave inappropriately. Students shall only be removed from the educational environment as a last resort, after guaranteed due process. They are expected to follow the Positive Climate and Discipline Code of Student Conduct standards, federal and state laws, and school board policies while:  On school grounds  At school-sponsored activities and events  Being transported to and from school or school-related activities and events Note: Off-campus felonies impacting school environment may also be considered when applying discipline procedures. 16 Progressive Discipline Practices Progressive disciplinary actions will be administered based on policies and procedures clearly communicated to staff, students, parents, and guardians. When deciding upon levels of interventions and consequences, administrators will consider developmental factors, student exceptionalities, and cultural sensitivities. Other considerations include:  Previous conduct  Probability of a recurring violation  Intent and severity of the offense  Patterns of established behavior Criminal and violent offenses could result in increased interventions and consequences. Accountability measures are intended to keep students safe and engaged in the educational process. Bus Safety Rules Riding the school bus is a privilege. Student conduct directly affects the school bus climate; therefore, students must follow bus safety and courtesy rules. Safety and security measures on the school bus include video recordings of students and the driver while on board. Parents are responsible for the supervision and safety of students until boarding, and after departing, the bus. A written notice including a phone number is required twenty-four (24) hours in advance to allow a student to ride a different bus. The Principal and Director of Transportation must approve the request. 1. At the Bus Stop  Wait in an orderly manner  Stay a safe distance from the roadway: at least ten (10) feet  Arrive at your bus stop five (5) minutes early  Be cautious of traffic 2. 3. On the Bus  Keep all body parts inside the bus  Keep bus neat and clean  Be polite and speak with an ‘indoor voice’  Do not eat or drink  Use appropriate language  Stay in seat until arriving at your stop  Be respectful of the rights and safety of the driver and passengers  Wear seatbelts when provided  The use of headphones and electronic devices must not distract the driver Students will avoid:        When the Bus Arrives  Make sure bus warning lights are on  Get in line to board  Let smaller children board first  When crossing the street to board the bus, always cross in front of the bus. 4. Exiting the Bus  Exit in an orderly manner  Follow school bus exit procedures  Check all directions for oncoming traffic  Avoid danger zones  Cross the street only in front of the bus  Exit at designated stop Use of electronic devices to take or send pictures or images Fighting, rough-housing, loud noises, and distracting or disruptive behavior Throwing objects Vandalism Public displays of affection and sexual behavior Being disrespectful and disobeying the bus driver or assistant Delaying the bus route schedule 17  Banned items including live animals, glass containers, skateboards, rollerblades, laser pointers, and objects that could be used to inflict bodily injury  Balloons, bouquets, and large musical instruments  Bullying and harassment of peers, or any conduct that endangers the safety and welfare of others Bus Safety Violations Procedures:  Bus driver completes the discipline referral form and submits it to the Principal  Principal investigates and uses the Levels of Interventions and Consequences Matrix to hold student accountable Student Dress Code Dress code standards foster a safe, healthy, and positive climate that promotes constructive discipline, maintains order, and supports the teaching and learning process. Elementary Students: Elementary school students wear a unified dress code. Each school will provide a description of their unified dress code. Dress and Grooming Expectations for All Students:  Pants are to be worn above the hip bone, with no visible undergarments, and present no safety hazards.  Dress and grooming practices will not interfere with school work, create disorder, disrupt the educational program, or prevent the student from achieving educational objectives.  Hair and clothing must not block vision or restrict movement.  Clothing will contain no inappropriate sayings, themes, or advertisements such as alcohol, tobacco, drugs, or gang-related symbols.  Clothing will fit appropriately and include no oversized, undersized, or tight garments.  Apparel will contain no sheer, net, mesh, or sleepwear items. Shirts will cover the person from the shoulders to the waist at all times, with no revealed midriff or cleavage.  Shorts, skorts, and skirts are to extend beyond finger-length or mid-thigh, whichever measurement is longer.  Apparel will not contain hoods, headphones*, ear buds*, hair picks, combs, ‘do rags, stocking caps, bandanas, scarves, towels, and other headgear.  Hats and sunglasses may be worn for P.E. activities, recess, or other specific circumstances when authorized by the Principal.  Jewelry, accessories, or extended fingernails that could be deemed unsafe are not permitted.  Dog-type collars, chains, and spikes are not allowed.  Trench coats are prohibited.  Dress practices must not be indecent, vulgar, or disruptive to an orderly learning environment, and must not cause or result in discrimination against, bullying or harassing of other students or school staff.  Certain courses may require a specific dress code. Note: The Principal has the final authority to determine when personal appearance does not meet expectations. *Unless otherwise approved for instructional purposes. State statute authorizes the school board to establish dress code requirements. All elementary schools will adhere to a unified dress code established by the school board and superintendent. For middle and high schools, the school board requires the School Advisory Council (SAC) to decide whether a unified or restrictive dress code is necessary for the safety and welfare of the student body and school personnel. When the SAC determines that a unified or restrictive dress code is necessary, the proposition shall be submitted to a vote of the families of students at such school, pursuant to a procedure established by the superintendent. If the proposition is approved by persons eligible to vote, and passes with a written vote of at least fifty percent + 1 (majority vote) in favor of the proposition, then the requirement for a unified or restrictive dress code shall be established and enforced at that school. 18 Student Use of Wireless Communication Devices Student possession of a wireless communication device (WCD) is a privilege. To promote positive behavior and protection of students, all WCD users are expected to follow procedures and to sign a Network and Internet Responsible Use and Safety Agreement. The student is solely responsible for any equipment that she/he brings to school. The principal has the authority to allow or discontinue WCD use; therefore, all procedures are subject to principal approval. While on school district property, students must adhere to the following procedures: A. Students may use WCDs while riding to and from school, or to and from school-sponsored activities on a bus or other school board-provided vehicle, at the discretion of the bus driver and administrator, teacher, sponsor, advisor, or coach. Distracting behavior that creates an unsafe environment will not be permitted. B. When a student arrives at school, the WCD should be set to ‘silent’ or ‘vibrate’ and remain in that mode throughout the school day. C. With principal permission, the student may use their WCD before school, during lunch, and after school as long as they do not create a distraction, disruption, or otherwise interfere with the educational environment or school functions. D. WCDs may not be used in the hallways during class changes. E. The WCD may be used in class only for educational purposes, with the principal’s and teacher’s expressed permission. F. The student must connect to the district Wi-Fi to access the Internet during classroom instruction even if they have their own data plan in compliance with CIPA (Children’s Internet Protection Act). G. Students must disable or deactivate any personal hotspots or other Internet sharing capability while on school grounds. H. During class, WCDs should not be visible when not being used as part of classroom instruction. I. Students may not use WCDs, personal data plans, or other networks to access or view Internet websites that are otherwise blocked for students by the district’s web filter. J. Students may not download or stream any audio or video files without teacher permission. K. Students may not participate in cyberbullying, sexual cyberbullying sending hate e-mail/ posts/ texts, or making false, harassing, or obscene e-mail/ posts/ texts (“sexting”). L. Students may not take pictures or videos of anyone on campus, or post or send any pictures or videos without a teacher’s/administrator’s permission. M. Students may not participate in hacking, cracking, vandalizing, introducing viruses, worms, Trojan horses, or time bombs, and may not use Peer-to-Peer (P2P) computing or networking. 19 N. Students may not use another person’s password or account, change or steal another person’s work or files, or use another’s personal electronic device. O. Students may not use proxies, HTTPS, or special ports. Students may not change browser settings or in any other way try to get through Internet filters. P. Students may not post any personal information about themselves or anyone else online. Q. Students will not have the ability to access network folders or print from personal devices. R. Students must charge devices before coming to school; devices are not to be charged at school. S. During after-school activities, WCDs may only be used with the permission of the principal and administrator, teacher, sponsor, advisor, or coach. T. The district is not responsible for the security, repair, troubleshooting, technical support, loss, misplacement, theft, or damage of any personal WCD. Note: Schools may implement site-specific procedures beyond those listed above. Drugs and Alcohol Possession, Use, and Distribution The misuse of drugs is a serious problem with legal, physical, and social implications for the entire school community. "Drugs" shall mean: A. all dangerous controlled substances as so designated and prohibited by Florida statute B. all chemicals which release toxic vapors C. all alcoholic beverages D. any prescription or patent drug, except those for which permission to use in school has been granted pursuant to school board policy E. anabolic steroids F. any substance that is a "look-alike" of any of the above Possession, concealment, or distribution of any drug or drug-related paraphernalia as the term is defined by law, or the misuse of a product containing a substance that can provide an intoxicating or mood-altering effect, is prohibited on school grounds, on school vehicles, and at any school-sponsored event. Further, it is established that a drug-free zone exists within 1000 feet of any facility used by the district for educational purposes. Progressive interventions and consequences for drug and alcohol behavior actions are listed in the Levels of Interventions and Consequences sections of this handbook. Over-the-Counter (OTC) Medication "Medication" shall include all medicines including those prescribed by a physician and any non-prescribed (over-thecounter) drugs, preparations, and/or remedies, herbal products, cough drops, medicated throat lozenges and vitamin supplements. Students are not allowed to have medication in their possession on school property, on the school bus, or while attending any school-sponsored activity except for emergency medication such as: asthma inhalers, epinephrine autoinjectors, diabetic testing/treatment supplies, pancreatic enzymes prescribed for the student, prescribed by a physician. In order to carry emergency medication, the following criteria must be met: 20 A Medication Permission Slip has been completed and signed by the student’s parent/legal guardian. Parental Authorization for Students to Carry and Self Administer and a Physician’s Authorization for Medication must be completed. Both forms are included in this handbook. Acetaminophen (Tylenol) may be given to Middle and High School students without a physician’s order providing the following criteria are met:  The Tylenol must be in an unopened bottle of 325mg or 500mg strength and brought in by the parent/guardian. Unit dose packages of acetaminophen are acceptable in lieu of bottled medication.  An OTC Medication Authorization Form must be filled out and signed by the parent/guardian.  A Medication Permission Slip must be filled out and signed by the parent/guardian. Any other non-prescription medication must have a doctor’s order/prescription for use and a completed and signed Medication Permission Slip. It also must be received in its original container, unopened, and be labeled with the student’s name. The only over-the-counter medications to be stored are those medically prescribed for specific students. Those medications will be kept in the locked medication cabinet in the health room. For more detailed information please refer to the Medication Procedures Parent’s Handbook 2016-17. Tobacco-Free Safe and Healthy Learning Environment Tobacco is the leading cause of preventable death in Florida. Most tobacco use begins before the age of eighteen. It is important that schools provide a safe and healthy learning environment, free from exposure to known carcinogens, and one in which adults are role models for healthy behavior. As school district personnel and school visitors serve as role models to students, comprehensive school policies are a necessary strategy to prevent youth initiation, as well as to reduce tobacco use. All uses of tobacco products in any form including the use of electronic “vapor,” or other substitute forms of cigarettes, clove cigarettes, or other smoking devices are prohibited in all school board-owned properties, facilities, and at any school board-sponsored event, 24 hours a day/365 days a year, for students, district personnel, and visitors. Students are prohibited from possessing or using tobacco products during school-sponsored events whether on or off district property. If a tobacco citation is issued by a School Resource Officer (SRO), it is mandatory that the student pay a civil penalty and attend a school-approved anti-tobacco program. The anti-tobacco program is ten weeks in duration and is offered at the Substance Awareness Center of IRC. Failure to complete this program or to pay the civil penalty will result in the suspension of the student’s driver’s license or withholding of license. Additionally, students possessing or using tobacco products are subject to progressive disciplinary and accountability measures. Weapons Students are prohibited from possessing, storing, making, or using a weapon, including a concealed weapon, in a school safety zone and in any setting that is: under the control and supervision of the district for the purpose of school activities, including property leased, owned, or contracted by the district, a school-sponsored event, or in a district vehicle. Students are required to immediately report knowledge of weapons and threats of violence by students and staff to the building principal. Failure to report such knowledge may subject the student to immediate suspension and potential expulsion from school. Any student who violates this policy will be reported to the student's parents or guardians and to the criminal justice or juvenile delinquency system. The student may also be subject to disciplinary action, up to and including expulsion. Exceptions include items pre-approved by the building principal as part of a class or individual presentation, or as theatrical props used under adult supervision. This exception does not apply to working firearms or to any ammunition. 21 Gun Free Schools The Gun Free Schools Act of 1994 establishes that any student who is determined to have brought a firearm, as defined in 18 U.S.C. s.921, to school, to any school function, or onto any school-sponsored transportation will be expelled, with or without continuing educational services, from the student’s regular school for a period of no less than one full year, and will be referred for criminal prosecution. Student Groups Student groups will be recognized as authorized school organizations only if they are approved by the school administration, sponsored by school-approved personnel, composed of members of the current student body, conduct the majority of their meetings at school, and have established aims, which are educational in nature. Membership or participation in the organization or operation of any fraternity, sorority, or other secret group as described by law is prohibited. In particular, any type of gang or gang-related activity is prohibited on district property or in the guise of school-sponsored activities. Bullying, Harassment, Cyberbullying, Sexual Cyberbullying, Hazing, Dating Violence and Abuse, Bias Behavior, and GangRelated Activities The school district is committed to providing an educational setting that is safe, secure, and free from harassment and bullying for all of our students and school employees. Unlawful bullying and harassment, cyberbullying, sexual cyberbullying, hazing, dating violence and abuse, bias behavior, unlawful discriminatory harassment of “protected classes” and gang-related activities of any type will not be permitted. Schools shall appropriately identify, report, investigate, and respond to situations of bullying, harassment, cyberbullying, sexual cyberbullying, hazing, dating violence and abuse, bias behavior, and gang-related activities of any type. This applies whether incidents occur on school grounds, at school-sponsored events, through school computer networks, off school grounds, or in any way have an impact on school safety and positive school climate. To ensure a bully-free school environment schools shall practice the following: (1) identify where and when bullying occurs; (2) train all school personnel to recognize bullying; (3) increase adult supervision at campus "hot spots"; (4) create an anti-bullying task force charged with educating students and staff; and (5) integrate anti-bullying materials into curriculum for discussion and role-play. Violent Crimes and Victimization Violent crimes and victimization committed on campus, during any school-sponsored event, or connected to a district school in any way will be reported to law enforcement. Offenders are subject to arrest and criminal prosecution. Getting Help: Reporting Procedures Our schools are steadfast in providing educational settings that are safe, secure, and free from bullying, cyberbullying, sexual cyberbullying, harassment, hazing, dating violence and abuse, gang-related activities, and bias behavior for all students and school employees. The school principal is the person responsible for receiving all complaints. Any student or parent/guardian who experiences any of the above acts should immediately report the situation to the school principal. If an act occurs during non-school hours, it should be reported to a law enforcement agency. Note: Written and oral reports are considered official reports. Reports can be made anonymously. After a formal investigation is completed, interventions and consequences will be applied as needed. A victim of the above acts, or anyone who witnesses an act and has credible information, may utilize the No- Go Tell reporting procedures. For example: 22 No: Tell the offender to stop, or you can say to yourself, “No, I won’t allow this person to make fun of me, tease me, or bully me.” Go: Walk away calmly. Don’t fight back; if possible, find a friend to walk away with you. Try not to show anger or fear. (Students who bully like to see they can upset you.) Tell: Tell your teacher, school counselor, or an administrator if you are being bullied at school. Telling is not tattling. Write down--or ask someone to write down for you-- what happened, where and when it happened, and who bullied you. Remember that you can always tell your parents or guardians. Report the incident: • To an adult • In writing • In the anonymous “Comments” box(es) located in your school’s main office, health room, guidance office, student support specialist office, and media center. If bullying occurs after school hours, report it to your local law enforcement agency or notify your SRO when returning to school. If you witness bullying (you are a bystander), you should: • Refuse to join in • Never fight a bully • Get others to help you speak out against the bully • Distract the bully • Report all bullying to school staff • Utilize the universal web-based reporting system on your school and/or School District of Indian River County website: www.indianriverschools.org • Utilize comment reporting boxes that are placed in your school’s main office, health room, guidance office, student support specialist office, and media center • Utilize reporting forms located next to the comment boxes or downloaded from the SDIRC website • Contact local law enforcement if an act occurs after school hours Note: Accountability measures are included in the Offenses/Violations and Levels of Interventions and Consequences sections of this handbook. 23 Section 5: Expectations, Consequences, and Accountability Measures Levels of Interventions and Consequences Level 1 Level 2 Level 3 Level 4 Level 5 Appropriate when Level 3 Interventions/ Consequences have been ineffective Appropriate when Level 4 Interventions/ Consequences have been ineffective or for major infractions and/or Level 1 School Environmental Safety Incident Reporting (SESIR) Teachers use these interventions to help the students adjust behavior in the classroom Appropriate when Level 1 Interventions/ Consequences have been ineffective Classroom Levels Interventions/ Consequences If these interventions are successful, referral to the school administrator may not be necessary. • Warning • Seat change • Parent outreach • • • • Teacher conference with student Mentoring • • • • • • • • In some cases, referral to the school administrator may be necessary. • • • • In-class time-out/ Thinking space† • Restitution (replacing • an item, repairing harm) Restorative Practices† (letter of apology) Reinforcement of appropriate behaviors Written reflection about incident Detention before or after school Behavior agreement Loss or suspension of privileges Informal and/or preventative schoolbased mentoring Appropriate when Level 2 Interventions/ Consequences have been ineffective • • Parent/ guardian involvement Phone call/letter to parent or guardian Restitution Supervised time-out outside of classroom • Restorative Practices† • In-school intervention Conference with parent or guardian Detention Teacher and/or administrator conference with student and/or parent Parent contract • Peer mediation • Confiscation of item • • Behavior Agreement  Time-out  Self-Monitoring Strategies  Social Emotional Regulations Strategies •  • • Behavior Agreement • • • • Restorative Practices† Informal and/or preventative schoolbased/teacher-based strategies Parent/guardian notification required Work detail • • • • Restitution • • Office referral required Confiscation of item • • • Loss or suspension of privileges Temporary removal from class Informal and/or preventative school-based mentoring School-based or outside facilitated conflict resolution Informal and/or preventative schoolbased/teacher-based strategies Short-term in-school counseling Anti-Bullying Intervention Strategies  Time-out  Self-Monitoring Strategies  Social Emotional Regulations Strategies • • • • • In-school suspension Learning lab† Loss or suspension of privileges Informal and/or preventative schoolbased mentoring Restricted activity • Restitution • • • • • • • School-based or outside facilitated conflict resolution  • • • • • • Referral to Individual Problem Solving Team • • Check and Connect† Check In-Check Out Civil Citation (if applicable for infraction) Class or schedule change • • • Suspension 1-2 days Bus Suspension 1-5 days  Anti-Bullying Intervention Strategies  Time-out  Self-Monitoring Strategies  Social Emotional Regulations Strategies 24 Parent/guardian notification required • In-class time-out/ Thinking space† Community Service (volunteer work for any non-profit organization, public or private, as a form of restitution) Office discipline referral required Restorative Practices† SERT referral for consideration for alternative schoolbased program • • • • • • • Loss of parking privileges Loss or suspension of privileges • Temporary removal from class School-based or outside facilitated conflict resolution • • Suspension (1–5 days Office discipline referral required Parent/guardian notification required Restitution Restorative Practices† Short-term suspension (1-5 days) Long-term suspension (6-10 days) SERT referral for consideration of alternative placement or expulsion hearing Student re-entry or success plan (when student returns from any suspension) Referral to Individual Problem Solving Team Civil Citation (if applicable for infraction) except for attendance or tardiness-related offenses)  Anti-Bullying Intervention Strategies Student re-entry or success plan  Time-out  Self-Monitoring Strategies  Social Emotional Regulations Strategies Referral to Individual Problem Solving Team Civil Citation (if applicable for infraction) † If available at school Behavior Contract Student re-entry or success plan (when student returns from any suspension)  Anti-Bullying Intervention Strategies  Time-out  Self-Monitoring Strategies  Social Emotional Regulations Strategies Note: Detailed descriptions of levels can be found in the glossary. Note: Additional Intervention Strategies please review Appendix A. Offenses/Violations and Levels of Consequences Matrix Abbreviation Key: E-Elementary Level 1 SESIR Incidents are to be referred to the Suspension and Expulsion Review Team LE- Law Enforcement SESIR-School Environmental Safety Incident Reporting* SS-Student Services SAC-Substance Awareness Center HA-Health Assistant Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: Abusive language/Profanity/Gestures Gestures, verbal, and nonverbal messages including swearing, name calling, or use of words in an inappropriate way. E/S E/S E/S Aiding and Abetting Knowingly giving aid or help to another student in violation of any of the Positive Climate and Discipline Code of Student Conduct standards, or acting to help violator escape detection, shall be considered equal to the student directly committing the violation. E/S E/S E/S E E/S S S HA, SAC, SS,  LE,SESIR Level 4 E E/S S S HA, SAC, SS, LE,SESIR Level 4 E E/S S S HA, SAC, SS,  LE,SESIR Level 4 E E/S S S HA, SAC, SS,  LE,SESIR Level 4 Alcohol Possession* (Possession, sale, use, or purchase of alcoholic beverages) Use should be reported only if the person is caught in the act of using or is discovered to have used these substances in the course of the investigation. Possession Consumption Possession/Intent to Distribute Distribution Arson (district) The act of willfully or intentionally igniting a fire, or damaging--or attempting to damage--any real or personal property by fire or incendiary device, excluding the act of lighting a match alone. E E E/S S S Arson* (Intentionally setting a fire on/with school property) To damage any dwelling, structure, or E E E/S E/S E/S 25 LE, SS LE, SESIR Level 1, SS  Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: conveyance, or its contents, whether occupied or not, by fire or explosion. Assault An intentional unlawful threat by word or act to do violence to a person, coupled with apparent ability to do so, which creates a well-founded fear that such violence is imminent. E E E/S E/S S Battery/FS 1006.13(5) The physical use of force or violence by an individual against another. The attack must be serious enough to warrant consulting law enforcement and result in serious bodily injury. (Report an incident as battery, rather than a fight, only when the force or violence is carried out against a person who does not fight back.) Increased criminal penalties may be imposed on anyone who commits a battery on a school employee or volunteer. Bus Safety Violations Failure to comply with rules set forth to ensure safe travel on a school bus. E E E/S E/S E/S E/S E/S E/S Breaking and Entering/Burglary* (Illegal entry into a facility) The unlawful entry with force or unauthorized presence in a building, other structure, or conveyance with evidence of the intent to damage or remove property or to harm a person(s). Bullying Systematically and chronically inflicting physical hurt or psychological distress on one or more students or employees. It is further defined as unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting, or dehumanizing gesture, by a student or adult, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment; cause discomfort or humiliation; or unreasonably interfere with the individual’s school performance or participation. It may involve but is not limited to: teasing, social exclusion, threat, intimidation, stalking, physical violence, theft, sexual, religious, or racial harassment, public humiliation, or destruction of property. E/S E/S 26 LE, SESIR Level 1, SS  *Excluding school suspension E/S E/S E/S LE, SESIR Level 2, SS  E/S E/S E/S LE, SESIR Level 4, SS  Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Bullying is not: • An altercation between equals • Good-natured playful teasing among equals or peers • Isolated incidents • Annoying different people at different times Cheating, Plagiarism The inappropriate and deliberate distribution or use of information, notes, materials, or work of another person in the completion of an academic exam, test, or assignment without specific teacher permission and proper crediting of the source (plagiarism). Continuation of Mid-Range Infractions Three or more mid-range infractions that need to be addressed. Any behavioral infraction that merits repeated ODR(s) where interventions have been implemented and the behavior has not changed. Contraband The processing or use of items which are prohibited at school or school-sponsored events. Cyberbullying Bullying through the use of technology or any electronic communication, including transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photo electronic system, or photo optical system. This includes electronic mail, Internet communications, instant messages, and facsimile communications. Cyberbullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person, or impersonates another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in the definition of bullying. Cyberbullying also includes the distribution, by electronic means, of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting E/S E/S S S S E/S E/S E/S E/S E/S E/S E/S E/S E/S E/S E/S 27 School will contact/report to:  LE, SESIR, Level 4, SS Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: creates any of the conditions enumerated in the definition of bullying. Disrespect/Insolence An act of rudeness, contempt, or lack of respect. E/S E/S E/S Disruption Behavior causing an interruption in a class or activity. Includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or rough-housing; and sustained out-of-seat behavior. E/S E/S E/S Disruption on Campus – Major* (Significantly disrupts campus activities, schoolsponsored events, or school bus transportation) Disruptive behavior that poses a serious threat to the learning environment or to the health, safety, and welfare of others. This includes bomb threats [F.S. 1006.07(2)(m)], inciting a riot, and initiating a false fire alarm. Dress Code Violation Student wears clothing, or practices grooming habits, that do not fit within the dress code guidelines required by the district. First offense: Verbal warning and notification of parent/guardian. E/S E/S E/S Second Offense: Student is ineligible to participate in any extracurricular activity for a period of time not to exceed five (5) days, and holding of a parent conference. Third and Subsequent Offenses: In-school suspension not to exceed three (3) days, student cannot participate in any extracurricular activity for a period not to exceed thirty (30) days, 28 E/S E/S E/S E/S LE, SESIR Level 3, SS  Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: and Principal shall call parent/guardian and send a written letter of in-school suspension and ineligibility to participate in extracurricular activities. Possession Drugs (excluding alcohol) *Illegal distribution of drugs; sale or possession of drugs and paraphernalia; the manufacture, cultivation, or distribution of any drug, narcotic, controlled substance, or substance represented as a drug. Consumption Distribution Possession/Intent to Distribute Sales Paraphernalia* E E/S E/S E/S HA, SAC, SS,  LE,SESIR Level 3 E E/S E/S E/S HA, SAC, SS  LE, ,SESIR Level 3 E E/S E/S E/S HA, SAC, SS,  LE,SESIR Level 2 E E/S E/S E/S HA, SAC, SS, LE, SESIR Level 2/3 E E/S E/S E/S HA, SAC, SS,  LE,SESIR Level 2 E E/S E/S E/S HA, SAC, SS,  LE,SESIR Level 3 E/S E/S (other major) Failure to Serve A student who fails to adhere to/report for a consequence for an infraction. False Accusations Against Classmate(s) The act of intentionally publicizing--verbal or written--untrue, injurious allegations against another classmate or knowingly bringing false charges against a classmate. If accusations against a classmate are found to be false, the student lodging the false accusation may receive the same punishment as would have been received by the wrongly accused individual. The Principal may adjust the consequence after considering the circumstances of misdirected staff time and damage to the wrongly accused individual. E E E/S False Accusations Against Staff Member(s) The act of intentionally publicizing--verbal or written--untrue, injurious allegations against a staff member or knowingly bringing false charges against a staff member. If accusations against a staff member are found to be false, the student lodging the false accusation may receive the same punishment as would have been received by the E E E/S 29 E/S E/S Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: wrongly accused individual. The Principal may adjust the consequence after considering the circumstances of misdirected staff time and damage to the wrongly accused staff member. False Fire Alarm (district) Activating a fire alarm system or equipment (such as fire extinguishers, hoses, or sprinklers) when there is no fire or legitimate emergency. E E/S E/S Fighting (district) Participating in an altercation involving physical violence in which individuals may or may not sustain minor personal injury. E/S E/S E/S E/S Fighting* Two or more persons mutually participating in the use of force or physical violence that requires physical restraint or results in injury. E/S E/S E/S E/S Gambling Any participation in games or activities of chance for money or items of value.*May refer to other Major SESIR. S S S S E E/S E/S Gang-Related Activity E/S LE, SESIR Level 3, SS  E/S E/S LE, SS Note: A student is at risk of being put on the state and national gang registry by law enforcement, if s/he meets the following criteria: admits to criminal gang membership and associates with one or more known criminal gang members. E/S E/S LE, SESIR Level 4, SS  Any visible activity/contraband that represents/references a gang or group (such as bandanas, hand signs, verbiage, and gang graffiti). Any student known by law enforcement to be a present or possible gang member shall be reviewed by law enforcement and administration. Harassment* Any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal or physical conduct directed against a student or school employee that: 30 Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Places a student or school employee in reasonable fear of harm to person or damage to property 2. Has the effect of substantially interfering with a student’s educational performance, opportunities, or benefits 3. Has the effect of substantially disrupting the orderly operation of a school Harassment also encompasses: 1. Retaliation against a student or school employee by another student or school employee for asserting or alleging an act of bullying or harassment (reporting an act of bullying or harassment that is not made in good faith is considered retaliation) 2. Perpetuation of conduct listed in the definition of bullying or harassment by an individual or group with intent to demean, dehumanize, embarrass, or cause emotional or physical harm to a student or school employee by: a) Incitement or coercion b) Accessing, or knowingly and willingly causing or providing access to data or computer software, through a computer, computer system, or computer network within the scope of the district school system c) Acting in a manner that has an effect substantially similar to the effect of bullying or harassment Hazing* Any action or situation that endangers the mental or physical health or safety of a student for purposes including initiation or admission into, or affiliation with, any organization operating under the sanction of a school. This includes coercing or forcing a student into violating state or federal law, any brutality of a physical nature such as whipping, beating, branding, or exposure to the elements, as well as forced consumption of any food, liquor, drug, or other substance. Hazing does not include customary athletic events or other similar contests or competitions, or any activity or conduct that furthers a legal and School will contact/report to: 1. S 31 S S  9-12 LE, SESIR Level 3, SS Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: legitimate objective. Permission, consent, or assumption of risk by an individual subjected to hazing shall not lessen the prohibitions of hazing. Homicide* The unjustified killing of one human being by another, including acts referred to as ‘murder’ or ‘manslaughter.’ Inappropriate Behavior Any behavior not defined elsewhere in the Positive Climate and Discipline Code of Student Conduct. Inappropriate Physical Contact/Scuffling Non-serious, but inappropriate physical contact, such as pushing. Inappropriate Display of Affection Engaging in an inappropriate display of affection while in school. E/S E/S E/S E/S E/S E/S E E E/S E/S LE, SESIR Level 1, SS  E/S LE, SESIR Level 1, SS  E/S LE, SESIR Level 3, SS  E/S Kidnapping* Forcibly, or by threat: confining, abducting, or imprisoning another person against his/her will and without lawful authority. Lack of Supplies The failure of a student to be in possession of any school supplies necessary to participate in and complete classroom activities or assignments. Supplies include: pencils, paper, books, notebooks, pens, rulers, protractors, gym clothing, musical instruments, or any other item reasonably needed to participate in classroom activities or assignments. E/S E/S Larceny/Theft* Taking of property from a person, building, or vehicle. The unauthorized taking, carrying, riding away, or concealing the property of another person--including motor vehicles--without threat, violence, or bodily harm. Student is in possession of, has passed onto someone else, or is responsible for removing someone else’s property. (The item must be $300 or more to report in SESIR.) E/S 32 E/S Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Lying/Misrepresentation/Forgery Student delivers message that is untrue or deliberately violates rules, or has signed a person’s name without permission. E/S E/S E/S Noncompliance/Defiance Refusal to follow directions, talking back, or socially rude interactions (hall violations, gum chewing, throwing objects) without intent to harm. E/S E/S E/S Off-Campus Felony Arrest with Petition Filed by State Attorney* The arrest of a student for the alleged commission of a felony or a delinquent act which would be classified as a felony if committed by an adult at a time and place where students are not subject to control of the school. (*If the incident is shown to have an adverse impact on the educational program, discipline, or welfare of the school, the student may be suspended and placed in an alternative program). Open Defiance/Insubordination The open or flagrant challenge of any adult in authority. E/S Other Major* (major incidents that do not fit within the other definitions) Any serious, harmful incident resulting in the need for law enforcement intervention not previously classified. Examples: student producing or knowingly using counterfeit money, participating in gambling activities, possessing child pornography, or possessing drug paraphernalia. Parking/Driving Offense Failing to follow established rules and regulations concerning the privilege of driving and parking vehicles on a school campus. E/S S E/S S Physical Attack* Actual and intentional striking of another person against his/her will, or intentional causing of bodily harm to an individual.  LE, SESIR, SS E/S E/S E/S E/S E/S LE, SESIR Level 3, SS  E/S E/S LE, SESIR Level 2, SS  S E/S 33 School will contact/report to: Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Physical Aggression Toward Staff (Elementary Students) Inappropriate physical contact toward staff such as hitting, biting, and pushing. Possession of Over-the-Counter/ Prescription Medication Possession of over-the-counter or prescription medications without following health room medication procedures. E E E E/S E/S E/S Production and/or Distribution of Obscene/ Inappropriate Materials The production or distribution of written language, electronic messages, pictures, and objects that are considered to be offensive, socially unacceptable, or not suitable for an educational setting. E/S E/S E/S E/S Profanity to Staff Using any profane, vulgar, or unnecessary crude utterance or gesture, whether directed toward a staff member, member of transportation staff, teacher, administrator, or volunteer. E/S E/S E/S E/S Robbery* (using force to take something from another) The taking or attempt to take anything of value that is owned by another person or organization, under confrontational circumstances of force, or threat of force or violence, or by causing the victim fear. E/S E/S E/S E/S E/S “Sexting” The transmission of nude images or acts of sex or sexual conduct by electronic means, through the use of cell phones, PDAs, and other portable devices of any type, or through computers or other electronic and machine devices. It is a violation of this Code for students to participate in “sexting” in any manner (either by posing, transmitting, receiving, or assisting with any aspect of the activity) while on campus, participating in any school or school-sponsored activity, or while being transported under the authority of the district. E/S E/S E/S E/S E/S 34 School will contact/report to: E LE, SESIR Level 2, SS  Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Sexual Assault* An incident that includes threat of: rape, fondling, indecent liberties, child molestation, or sodomy. Both male and female students can be victims of sexual assault. The threat must include all of the following elements: intent, fear, and capability. Sexual Battery*/Violence (attempted or actual) Any sexual act directed against another person, forcibly or against the person’s will, or when the victim is not capable of giving consent because of youth or mental incapacity or any other sexual violence behavior as described in 5517.02. Sexual Harassment*/Sexual Cyberharrassment (undesired sexual behavior) Unwanted verbal or physical behavior with sexual connotations by an adult or student that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment, while causing discomfort, humiliation, or unreasonably interfering with school performance or participation. An incident when one person demands a sexual favor from another under the threat of physical harm or adverse consequence. Sexual cyberharrassment means to publish a sexually explicit image of a person that contains or conveys the personal identification information of the depicted person to an Internet website without the depicted person’s consent, for no legitimate purpose, with the intent of causing substantial emotional distress to the depicted person. Sexual cyberharassment may be a form of sexual harassment. Sexual Offense/Misconduct (other)* Other sexual contact including intercourse-without force or threat of force--subjecting an individual to lewd sexual gestures, comments, sexual activity, or exposure to private body parts in a lewd manner. Skipping (cannot be given a suspension) The act of not reporting to class or school without receiving prior approval, or without following the established procedures for checking out of school. Tardy (cannot be given a suspension) Arrival to class after the designated starting time or after the tardy signal has sounded. E/S E/S E/S  School will contact/report to: LE, SESIR Level 2, SS E/S E/S E/S E/S E/S LE, SESIR Level 1, SS  E/S E/S E/S E/S E/S  LE, SESIR Level 3, SS E/S E/S E/S E/S E/S  LE, SESIR Level 3, SS E/S E/S E/S E/S E/S E/S 35 Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Teasing & Taunting E/S Children are commonly teased about such matters as their appearance, weight, behavior, abilities, and clothing. The most common kind of teasing is verbal bullying or taunting. This behavior is intended to distract, irritate, or annoy the recipient. Because it is hurtful, it is different from playful joking and is generally accompanied by some degree of social rejection. Teen Dating Violence or Abuse S A pattern of emotional, verbal, sexual, or physical abuse used by one person in a current or past dating relationship to exert power and control over another when one or both partners are teenaged. Abuse may include insults, coercion, social sabotage, sexual harassment, stalking, threats, and acts of physical or sexual abuse. The abusive partner uses this pattern of violent and coercive behavior to gain power and maintain control over the dating partner. This may also include abuse, harassment, and stalking via electronic devices such as cell phones and computers, and harassment through a third party, and may be physical, mental, or both. School will contact/report to: E/S E/S S S S S Threat/Intimidation*(Must investigate) (instilling fear in others) A threat to cause physical harm to another person with or without the use of a weapon that includes all of the following elements: (1) Intent – an intention that the threat is heard or seen by the person who is the object of the threat; (2) Fear – a reasonable fear or apprehension by the person who is the object of the threat that the threat could be carried out; and (3) Capability – the ability of the offender to actually carry out the threat directly or by a weapon or other instrument that can easily be obtained. E/S E/S E/S Threatening Behavior (Must investigate) The act of declaring the student’s intent by word or act to do violence. Threatening Behavior to Staff (Must Investigate) The act of declaring intent by word or act to commit violence against a staff member, teacher, administrator, or volunteer, or to his/her property. E/S E/S E/S E/S 36 E/S Dating violence and abuse reports shall be investigated, documented, and referred to appropriate agencies.  LE, SESIR Level 3, SS Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Tobacco/E-Cigarettes 17 Years and Younger* (cigarettes or other forms of tobacco) The possession, use, distribution, or sale of tobacco products on school grounds, at schoolsponsored events, or on school transportation. Tobacco/E-Cigarettes 18 Years or Older (cigarettes or other forms of tobacco) The possession, use, distribution, or sale of tobacco products on school grounds, at schoolsponsored events, or on school transportation. First offense Second offense Third and subsequent offense(s) First offense School will contact/report to: E/S E/S HA, SAC, SS, LE,SESIR LEVEL 4 E/S E/S HA, SAC, SS, LE,SESIR LEVEL 4 E/S E/S E/S E/S HA, SAC, SS, LE,SESIR LEVEL 4 E/S E/S HA, SAC, SS, LE,SESIR LEVEL 4 E/S E/S HA, SAC, SS, LE,SESIR LEVEL 4 E/S Second offense HA, SAC, SS, LE,SESIR LEVEL 4 E/S Third and subsequent offense(s) Trespassing* (illegal entry onto campus) To enter or remain on school grounds/campus, school transportation, or at a school-sponsored event off campus without authorization or invitation, and with no lawful purpose for entry. E/S E/S E/S LE, SESIR LEVEL 2, SS E/S LE, SESIR LEVEL 4, SS E/S  Under the influence* Observed or suspected of having mental or physical faculties so impaired as to reduce the ability to think or act with ordinary care due to the intake of alcohol, excessive medication, or intoxicating drugs or other substances. E/S E/S E/S Unsafe Act/Unauthorized Area E/S A physical act which compromises the health/safety of an individual, interfering with the orderly operation of school or school activities. This includes pushing, shoving, hitting, kicking, and slapping. This also includes the act of inciting, advising, encouraging, or being an accomplice to a violation of the Positive Climate and Discipline Code of Student Conduct. E/S E/S S E/S E/S Use/Possession of Combustibles Student is in possession of/use of substances and objects readily capable of causing bodily harm or property damage (matches, lighters, firecrackers, gasoline, and lighter fluid) 37 LE, SESIR, SS Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report Vandalism/Property Damage ($1000 or more)* (destruction, damage, or defacement of school or personal property) The intentional destruction, damage, or defacement of public or private property without consent of the owner or the person having custody or control of it. (The amount of damage must be $1000 or more to report in SESIR, including time and labor.) E/S E/S E/S Vandalism/Property Damage less than $1000 The intentional destruction, damage, or defacement of public or private property without consent of the owner or the person having custody or control of it. E/S E/S E/S E/S Violation of Student Network and Internet Responsible Use and Safety Policy The inappropriate use of computers, resources, electronic networks, or calculators that violates the Acceptable Use Policy for Network Access (File: EHAA); hacking into or accessing/breaking into restricted accounts or networks; modifying or destroying files without permission; illegally copying software; entering, accessing, viewing, distributing, or printing inappropriate/unauthorized files, programs, pornographic sites, or sites advocating hate or violence. E/S E/S E/S E/S Violation of Behavior Agreement Violation of an individualized behavior contract intended to improve a student’s behavior. E/S E/S E/S Violation of Stipulated Order in Lieu of Expulsion A student who receives a stipulated order in lieu of an expulsion proceeding is expected to adhere to the order. Failure to comply with the order may result in a recommendation for expulsion. E/S E/S Weapons possession* (possession of firearms and other instruments that can cause harm) Possession of any instrument or object that can inflict serious harm on another person or cause reasonable fear of serious harm. Possession of a pocket knife or eating utensil is not included unless there is intent to harm. Weapons include: firearms, guns of any E/S E/S 38 School will contact/report to: LE, SESIR LEVEL 3, SS LE, SESIR LEVEL 2, SS Level of Consequence Offense/Violation 1 2 3 4 SESIR Major 5 Incident Report School will contact/report to: type, including air and gas-powered guns-whether loaded or unloaded--knives (excludes plastic knives and blunt-bladed table knives), razors, clubs, electric weapons, metallic knuckles, martial arts weapons, ammunition, and explosives. F.S. 1006.07(2)(I) Weapons/Handcuffs Possession (district) The act of possessing, storing, distributing, selling, or purchasing any object that can inflict serious harm on another person or cause reasonable fear of serious harm. This includes fixed blade knives (household), folding knives, switch blade knives, common pocket knives, razor blades, box cutters, sharp cutting instruments, ice picks, chains, pipes, ‘nun chucks,’ brass knuckles, Chinese stars, BB or pellet guns, propellants, paintball guns, “look alike” weapons, or any object or substance directly represented to be, or falsely represented to be, a weapon of mass destruction (such as an anthrax hoax). Wireless Communication Devices (WCDs) Misuse The inappropriate use of WCDs that violates the Student Network and Internet Responsible Use and Safety guidelines, hacking into--or accessing or breaking into--restricted accounts or networks, modifying or destroying files without permission, illegally copying software, and entering, accessing, viewing, distributing, or printing inappropriate/unauthorized files, programs, pornographic sites, or sites advocating hate or violence. E/S E/S E/S E/S E/S E/S SS, LE SS, LE Section 6: Procedures Relating to Disciplinary Actions Time-Out, Emergency Removal, Suspensions, and Alternative Placement as a Consequence for Behavioral Infractions The school board recognizes that exclusion from a school’s educational program, whether by emergency removal, suspension, or expulsion, is the most severe sanction that can be imposed on a student in this school district, and is one that cannot be imposed without due process. No student is to be removed, suspended, expelled, or excluded from an activity, program, or school unless his/her behavior represents a severe infraction as specified in the Levels of Interventions and Consequences sections of this handbook. 39 Time-out : the withdrawal of the opportunity to earn positive reinforcement, or the loss of access to positive rein forcers for a specified period of time, contingent on the occurrence of a behavior. The goal of implementing a time-out procedure is to decrease the future occurrence of a target behavior, and there are two types of time-out: “exclusionary” and “non-exclusionary”. The maximum period for time-out is 50% of the instructional day or less. If a student is removed from the instructional day for more than 50% of the time of his/her scheduled time in school, then it is considered either an in-school or out-of-school suspension. Exclusionary Time-out An exclusionary time-out is in place when a student is removed from a reinforcing environment for a pre-specified period of time. Time-Out Room: student is removed to a room/area created specifically for time-out purposes and is under a school board staff member supervision. Time-Out within the same Classroom: time-out in a separate area within the classroom, and under teacher and/or a school board staff member supervision. Non-Exclusionary Time-Out A non-exclusionary time-out is in a place where the student is allowed to remain within the classroom/setting but is not permitted to engage in any reinforcing activities for a pre-specified period of time; this form of time-out removes reinforcers from the individual. (see Glossary for types of non-exclusionary time-out) Progressive non-exclusionary and/or exclusionary time-out process First offense – between 5% - 20% of the class session or instructional day* Second offense – up to 25% of the class session or instructional day* Third offense – up to 50% of the class session or instructional day* *Progressive time-out measures can be used within the classroom setting (i.e., non-exclusionary) or outside of the classroom setting (i.e., exclusionary). During these time-out occurrences, if defiance and/or disruption continue to occur, then additional strategies and/or interventions may be warranted, as indicated in the Levels of Intervention and Consequences. Emergency Removal The exclusion of a student who poses a continuing danger to school district property or persons, or whose behavior presents an ongoing threat of disruption to the educational process. Suspension (In School and Out of School Suspension) The student shall not be allowed to attend regular classes or school-sponsored activities for a prescribed number of days not to exceed ten (10). The Principal may refer the student during the period of the suspension to , a center for special counseling, or remand the student to parent/guardian custody. Prior to suspending a student, except in emergencies, the Principal shall make an effort to employ parental assistance or alternative methods of dealing with the student, and document such efforts. Prompt notice of a suspension will be given by telephone to the student's parent/guardian, if possible. Formal written notification will be sent to the student's parent/guardian within twenty-four (24) hours of the time the student is informed of the suspension. 40 All out-of-school suspensions shall not commence prior to the beginning of the next school day following the infraction, unless the parents/guardians have been notified, except in emergencies or disruptive conditions which require immediate suspension, or in the case of a serious breach of conduct that is defined as:  willful disobedience  open defiance of a member of the school staff  violence against persons or property  any other act which substantially disrupts the orderly conduct of the school Due Process Rights Prior to a suspension, student will receive oral and written notice of the charges and an explanation of the evidence against him/her. The Principal will hold an informal hearing to give the student an opportunity to explain his/her side of the story. An appeal may be addressed to the Superintendent, whose decision will be final. If the student denies the charge(s), s/he will be given an explanation of the evidence, an opportunity to present his/her version of the case, and notification of the action taken by the Principal. In cases of extremely disruptive or dangerous behavior, persons or groups involved may be immediately suspended and ejected from the school campus without the necessity of a prior hearing. In such instances, each student shall be afforded an informal hearing before the Principal prior to the end of the third day of suspension. Students may be suspended from any or all co-curricular or extracurricular activities. The length of suspension shall be in accordance with progressive discipline practices. Our school district will honor disciplinary consequences of suspension and expulsion from other districts. A student who has been suspended or expelled from another district will have to complete the suspension or expulsion term prior to attending a school in our district. In School Suspension The student shall not be allowed to attend regular classes or school sponsored activities not to exceed ten school days. In-school suspension will only be offered at the discretion of the Principal, as a means for keeping a student in school rather than suspending him/her to a probable, unsupervised out-of-school situation. The student is not only removed from the classroom and assigned to a designated work area, s/he may also be denied participation in any school activity for the length of the in school suspension. The teacher(s) is to assign work related to a course of study for which the student will receive full credit upon completion of the assigned work. Bus Suspension Students may lose bus-riding privileges for the length of time deemed appropriate for the violation and remediation of the behavior not to exceed 10 days without advanced approval from the Superintendent. The Principal is the only person with authority to suspend a student. Expulsion Expulsion is the removal of the right and obligation of a student to attend a public school for a period of time and under conditions set by the school board, not to exceed the remainder of the term or school year and one (1) additional year of attendance. Due Process for Students Subject to Expulsion A student and his/her parent or guardian will be given written notice of the principal’s recommendation and the reasons therefore, and an opportunity to meet with a representative of the superintendent to answer the charges. The student and/or his/her parent or guardian shall also be provided with a description of the student’s rights and of the hearing procedures. The board shall act on any recommendation for expulsion. A principal may recommend the expulsion of a student to the Superintendent. The principal shall provide the Superintendent with an adequate history of the student's actions and alternative measures taken relevant to the 41 recommendation. When the Superintendent makes a recommendation for expulsion to the school board, written notice will be given to the student and parent/guardian, setting forth the charges and advising the student and parent/guardian of their right to due process. When school board action on a recommendation for the expulsion of a student is pending, the Superintendent may extend the suspension assigned by the principal beyond ten (10) school days, if such suspension expires before the next regular or special meeting of the school board (school board meetings are held twice a month during the regular school year). In the case of a student receiving exceptional education services, please refer to the Special Programs and Placement Plan for Exceptional Student Education. Placement in Alternative Education & Expulsion Recommendation Process Suspension Expulsion Review Team (SERT) When a student commits a serious breach of conduct, a principal may request that the student be considered for alternative education placement or for expulsion. The Superintendent shall refer the case to the SERT, which is comprised of Student Services professionals and school-based administrators. After reviewing all available information, SERT may recommend to the Superintendent one of the following: (1) A return to school with conditions listed in the stipulated order (2) Placement at the alternative school program with conditions listed in the stipulated order (3) Recommendation for an expulsion hearing and parent/guardian notification of the right to appear at the expulsion hearing Procedures for Appeal of Alternative Education Placements The Superintendent has final discretion to accept the recommendation of SERT or to make a different recommendation, based on review of all available information. Expulsion Appeals Parents may appeal an expulsion recommendation in writing. The school board will hold a meeting to consider the written evidence presented at the hearing, as well as arguments of the principal, student, and parents/guardians. The board may then decide to uphold the expulsion or to authorize alternative discipline. A student and parents/guardians must be given written notice of the intention to expel and the reasons therefore, and an opportunity to appear with a representative before the school board's hearing officer to answer the charges. The student and parents/guardians will also be provided with a description of the student's rights and the hearing procedure. The school board shall act on any recommended expulsion by the hearing officer. Procedures for Felony Suspensions A principal may initiate suspension proceedings against any student who is formally charged by a prosecuting attorney with a felony, or with a delinquent act which would be a felony if committed by an adult, for an incident which allegedly occurred on property other than that owned by the school district. If the incident is shown to have an adverse impact on the educational program, discipline, or welfare of the school, the student may be suspended or placed at an alternative program. The principal will hold an administrative hearing to make the determination. Teachers will be notified by the principal or another administrator if they have a student in their class who has been charged with a felony. For additional information regarding this procedure, please contact the Director of Student Services. 42 Discipline Process for Students with Disabilities When the behavior of a student eligible under the IDEA or Section 504 is such to justify serious disciplinary action, three (3) possible courses of action may be available depending upon the nature and severity of the behavioral problem:    In-school or out-of-school suspension for a cumulative total of ten (10) days in any one (1) school year Interim Alternative Education Placement (IAEP) for possession of a weapon or illegal drugs at school Expulsion from school In-School/Out-of-School Suspension The principal may assign in-school or out-of-school suspensions for a student eligible under the IDEA or Section 504 for short-term periods not to exceed a cumulative ten (10) days during a school year. Such short-term suspensions from a program are not considered a change in educational placement and the procedural safeguards associated with a change of placement are not required. However, the Principal, in collaboration with a resource specialist and a student support specialist, should stay alert to the possible need to convene the Individual Education Plan (IEP) team or the Section 504 team to review the appropriateness of the student’s current IEP or Section 504 Accommodation Plan and its implementation, and to determine whether the behavior and its frequency/intensity creates the need for a Behavioral Assessment and Behavioral Intervention Plan. If the principal suspends a student eligible under the IDEA or Section 504 and suspects that further disciplinary action may be necessary during the school year, it is essential that the Individual Education Plan (IEP) team or the Section 504 team convene within ten (10) days of the suspension to complete a Functional Behavior Assessment (FBA). In addition, a Behavior Intervention Plan (BIP) may need to be developed by the IEP team or Section 504 team and made a part of the student's IEP. If the FBA and BIP cannot be completed prior to the student's suspension, they must be completed within the ten (10) days at the beginning of the suspension. Interim Alternative Educational Placement A student eligible under the IDEA or Section 504 may be placed in an interim alternative educational setting under one of the following conditions: A. An Interim Alternate Educational Placement (IAEP), has been made a part of the student's IEP or Section 504 Accommodation Plan, and its use is limited to ten (10) days or less in any school year. B. The student has been found to possess a weapon or illegal drugs in school. C. The student is considered to be a danger to self or others as determined by an independent hearing officer. The IEP team or Section 504 team may, however, choose to go directly to a court to obtain authority for an IAEP without involving a hearing officer. The Individual Education Plan (IEP) team or the Section 504 team may place a student in a forty-five (45) calendar day Interim Alternative Educational Placement (IAEP) if the student is found to have violated the Positive Climate and Discipline Code of Conduct by carrying a weapon to school or to a school function, or by possessing, using, distributing, or soliciting illegal drugs at school or at a school function. The student's IEP team or Section 504 team is to convene as soon as possible and no later than ten (10) days after the placement begins, to determine whether or not the drug or weapons violation is related to the student's disability. If the IEP team or Section 504 team determines that the behavior is causally related to the disability, it should review the Behavioral Intervention Plan (BIP) and make any modifications necessary to deal more effectively 43 with the inappropriate behavior and prevent its reoccurrence. If there is no BIP, one should be developed, or a behavioral assessment performed. If the IEP team or Section 504 team finds no causal relationship between the student's disability and the weapon or drugs violation, the school may continue the forty-five (45) calendar day interim alternative educational placement and proceed with expulsion. Expulsion If the principal decides that a request for consideration for recommendation of an expulsion hearing should occur, the parents are to be notified on the date the principal makes the request accompanied by a notice of parent rights, which delineates all of the rights and procedural safeguards to which the parents and students have access to in connection with an expulsion. Within ten (10) school days following the decision to request consideration for a recommendation for an expulsion hearing, the student’s IEP team or Section 504 team shall convene to conduct a Manifestation Determination for students identified with disabilities under IDEA and/or Section 504. Search and Seizures Principals may conduct a warrantless search of a student’s possessions, locker, vehicle, or any other storage area on school property, if there is reason to believe that contraband is present. School officials, in coordination with law enforcement, may use canine ‘sniffers’ for searches on campus without prior student notification. When alcohol or drug use is reasonably suspected, students may be required by staff to submit to a Breathalyzer or drug test. If a student refuses to submit to a drug or alcohol test following reasonable suspicion by staff, the student will be subject to discipline for open defiance/insubordination/gross disrespect. School administrators/designees have the legal right to search any vehicle brought onto a school campus if it is suspected that the vehicle contains contraband. Investigations Involving Students School employees have a duty to cooperate with law enforcement agencies and the Department of Children and Family Services, and comply with investigations relating to child abuse, abandonment, neglect, or an alleged unlawful sexual offense involving a child. The Principal may also assist authorities in their investigations of other violations of law in which students are alleged to be involved. Before student(s) are questioned as a witness to, or a suspect in, an alleged violation of law, the Principal shall attempt to contact the parent prior to questioning and remain in the room during the questioning, unless compelling reasons for exclusion are provided by the law enforcement agency. Non-Discrimination Grievance Procedure Students may participate in appropriate programs and activities without regard to race, color, religion, national origin, sex, disability, marital status, or age, except as otherwise provided by state law. All written grievances may be properly directed to the principal of the school alleged to be in violation of Title IX of the Florida Education Equity Act. Student Grievance Procedure (See Appendix B) 44 Section 7: Interscholastic and Extracurricular Activities Interscholastic athletics and sports have a positive impact on students and are an integral part of the school experience, benefitting the community as a whole. The program should foster the growth of school loyalty within the student body, and stimulate community interest in athletics. Participation in the district's interscholastic athletics programs is a privilege. All middle schools and high schools are members of the FHSAA and are governed by its rules and regulations. All district students (including transfer students) shall satisfy the eligibility requirements established by the FHSAA, Florida law, and school board policy. Participation in extracurricular activities, including interscholastic sports, is a privilege. Therefore, the school board authorizes the superintendent, principals, and assistant principals to prohibit a student from participating in extracurricular activities of the school district for offenses or violations of the Positive Climate and Discipline Code of Student Conduct for a period not to exceed the remainder of the school year in which the offense or violation took place. All procedures relating to disciplinary actions, as outlined in Section 5 and Section 6 of this handbook, must be followed prior to prohibiting a student from participating. In addition, student athletes are further subject to the Florida High School Athletic Association (FHSAA) Code of Conduct and may be prohibited from participating in all or part of any interscholastic sport for violations therein.  Eligibility requirements may not be affected by any alleged recruiting violation until final disposition of the allegation is completed.  A student may not participate in a sport if the student participated in the same sport at another school during that school year, unless the student meets participation criteria.  A student not currently suspended from intrascholastic extracurricular activities, or suspended or expelled from school, pursuant to district school board suspension or expulsion powers, is eligible to participate in interscholastic and intrascholastic extracurricular activities. Section 8: Other Useful Information Enrollment Children who have or will have attained the age of six (6) years by February 1st of any school year or who are older than six (6) years of age but have not attained the age of sixteen (16) years, except as otherwise provided in Florida statute, are required to attend school regularly during the entire school term. Students reaching the age of twenty (20) years on or before September 1st of any year shall be considered ineligible for attendance in high school. The student shall be informed of opportunities to continue his/her education in a different environment, including adult education, and to obtain a high school equivalency test. Exceptional education students may remain in school until the student earns a standard diploma up to and including the school year in which the student turns twenty-two (22) years of age. Additional enrollment and educational choice option information may be found in the Parent Guide, School Student Handbook, and available in the Enrollment Office. McKinney-Vento Assistance Act for Homeless Students Homeless children and youth are defined as individuals who lack a fixed, regular, and adequate nighttime residence, and are afforded the following rights:  To be enrolled immediately, and attend school even if they do not have the necessary enrollment documentation such as immunization 45 and health records, proof of residency or     guardianship, birth certificate, and school records To continue enrollment in the school that s/he attended before becoming homeless, or in the school for which the student is currently zoned To request transportation to school of origin To participate in programs with students who are not homeless To receive free breakfast and lunch Additional information may be obtained by contacting the SDIRC Homeless Liaison. Health Services School Health Services are provided in collaboration with the Indian River County Health Department. At the beginning of the school year, school principals will provide written information regarding health services and screenings performed during the school year. Additional details are included in the Health Service Manual. Corporal Punishment Corporal punishment is prohibited. English Language Learners (ELLs) The goal for ELL students is to achieve proficiency in English. Students whose native language is one other than English maintain the right to appropriate use of their native language without being subject to disciplinary action. At parent request, communication--both verbal and written--from the school or district office will be translated into the native language when deemed appropriate and feasible. School Resource Officers /Law Enforcement School Resource Officers (SROs) are employees of the Indian River County Sheriff’s Office who are housed at all middle and high schools. As sworn law enforcement officers, SROs work with the school administration and staff to maintain a safe and lawful environment. SROs are governed by state statute and cannot ignore any criminal acts that may come to their attention. SROs are not required to document parental contact prior to interviewing a student suspect, victim, or witness, as long as they are performing their job duties in accordance with the law and procedures at their assigned schools. However, the school’s principal will attempt to contact a parent/guardian before any interview with an SRO takes place. Other law enforcement personnel must check in with the Principal when entering campus except in the case of a public safety emergency. The Principal has the authority to deny an on-campus interview if the interview may disrupt the educational program. Other law enforcement officers have the authority to question students, on school grounds, who are either suspects or witnesses to criminal acts without a parent/guardian present. School staff shall make reasonable efforts to notify the parent/guardian and document these attempts. Family Education Rights and Privacy Act Student Records In order to provide appropriate educational services and programming, the school board must collect, retain, and use information about individual students. The board recognizes the need to safeguard student privacy and restrict access to personally identifiable information. The rights of students and parents/guardians with respect to education records created, maintained, or used by the district must be protected in accordance with the Family Education Rights and Privacy Act (FERPA), and state law. Students and parents/guardians have the right to access their education records, inspect and review records, access records in certain circumstances, challenge the content of education records, maintain privacy with respect to such 46 records and reports, and to receive notice of their rights with respect to educational records. Additional record information may be found on school board policy 8330. Section 9: Student Network and Internet Responsible Use and Safety Advances in telecommunications and other related technologies have fundamentally altered the ways in which information is accessed, communicated, and transferred in society. Such changes are driving the need for educators to adapt their means and methods of instruction, and the way they approach student learning, to harness and utilize the vast, diverse, and unique resources available on the Internet. The school district is pleased to provide Internet services to its students. The district’s Internet system has a limited educational purpose. The district’s Internet system has not been established as a public access service or a public forum. The district has the right to place restrictions on its use to ensure accordance with its limited educational purpose. Student use of the district’s computers, network, and Internet services (“Network”) will be governed by this policy, related administrative guidelines, and the Positive Climate and Discipline Code of Student Conduct. The due process rights of all users will be respected in the event there is a suspicion of inappropriate use of the Network. Users have no expectation of privacy in any communication sent or received by e-mail, during use of the Internet or Network access, use of electronic resources, in materials stored on any school board-provided electronic device, in materials stored using any board electronic device, or in materials stored on any personal electronic device that is connected to the board network. The district encourages students to utilize the Internet in order to promote educational excellence in our schools by providing opportunities to develop the resource sharing, innovation, and communication skills and tools that are essential to both life and work. The instructional use of the Internet will be guided by the board's policy on instructional materials. The Internet is a global information and communication network that provides an incredible opportunity to bring previously unimaginable education and information resources to our students. The Internet connects computers and users in the district with computers and users worldwide. Through the Internet, students and staff can access up-todate, highly relevant information that will enhance their learning and education. Further, the Internet provides students and staff with the opportunity to communicate with other people throughout the world. Access to such an incredible quantity of information and resources brings with it, however, certain unique challenges. First and foremost, the district may not be able to technologically limit access to services through the district's Internet connection to only those that have been authorized for the purpose of instruction, study, and research related to the curriculum. Because it serves as a gateway to any publicly available file server in the world, access to the Internet will open classrooms and students to electronic information resources which have not been screened by educators for use by students of various ages. The district has implemented technology protection, utilizing software and hardware measures which monitor, block, and filter Internet access to visual displays that are obscene, use child pornography, or are harmful to minors. Nevertheless, parents/guardians are advised that a determined user may be able to gain access to services on the Internet that the school board has not authorized for educational purposes. In fact, it is impossible to guarantee that students will not gain access through the Internet to information and communications that they and their parents/guardians may find inappropriate, offensive, objectionable, or controversial. Parents/guardians assume risks by consenting to allow their child to participate in the use of the Internet. Parents/guardians of minors are responsible for setting and conveying the standards that their children should follow when using the Internet. Pursuant to federal law, students shall receive education about the following: A. safety and security while using e-mail, chat rooms, social media, and other forms of direct electronic communications 47 B. the dangers inherent with the online disclosure of personally identifiable information C. the consequences of unauthorized access ("hacking"), cyberbullying, and other unlawful or inappropriate activities by students online. D. unauthorized disclosure, use, and dissemination of personal information regarding minors Site Administrators/Principals are responsible for providing training so that Internet users under their supervision are knowledgeable about this policy and its accompanying procedures. The board expects that staff members will provide guidance and instruction to students in the appropriate use of the Internet, and will monitor students' online activities while at school. Monitoring may include, but is not necessarily limited to, visual observations of online activities during class sessions, or use of specific monitoring tools to review browser history and network, server, and computer logs. All Internet users (and parents/guardians of minors) are required to sign a written agreement annually, or at the time of enrollment, to abide by the terms and conditions of this policy and its accompanying procedures. Students and staff members are responsible for good behavior on the district's computers and the Internet just as they are in classrooms, school hallways, and other school premises and school-sponsored events. Communications on the Internet are often public in nature. General school rules for behavior and communication apply. The board does not sanction any use of the Internet that is not authorized by or conducted strictly in compliance with this policy and its accompanying procedures. Students shall not access social media for personal use from the district's network, but shall be permitted to access social media for educational use in accordance with their teacher's approved plan for such use. The use of these technology resources is a privilege. Users who disregard this policy and its accompanying procedures may have their use privileges suspended or revoked, and disciplinary action taken against them. Users granted access to the Internet through the district's computers assume personal responsibility and liab ility, both civil and criminal, for use of the Internet not authorized by this board policy and its accompanying procedures. 48 Glossary Behavior Agreement: An agreement that outlines expectations, rewards, and consequences related to student conduct. Behavior Intervention Plan (BIP): A method that takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior. Bias Behavior: Behavior that intentionally or unintentionally directs any harmful or hurtful word or action toward an individual or group based upon actual or perceived identity characteristics including: race, religion, national origin, sexual orientation, ethnicity, culture, social economic status, gender identity, and cognitive, physical, or developmental ability. Conscious Discipline: A leading method in integrating classroom management and social-emotional learning. It utilizes everyday events rather than an external curriculum, and addresses the adult's emotional intelligence as well as the child's. Teaches responses to daily conflict that afford opportunities to teach critical life skills. Corporal Punishment: A form of physical punishment that involves the deliberate infliction of pain as retribution for an offense, for the purpose of disciplining or reforming a wrongdoer, or to deter attitudes or behavior deemed unacceptable. Disproportionately: Having or showing a difference that is not fair, reasonable, or expected; too large or too small in relation to something. Due Process: The legal requirement that the state must respect all of the legal rights that are owed to a person. Due process balances the power of law of the land and protects the individual person. Exclusionary Disciplinary Measures: Describes any type of school disciplinary action that removes or excludes a student from his or her usual educational setting. Two of the most common exclusionary discipline practices at schools are suspension and expulsion. Functional Behavior Assessment (FBA): A process that identifies specific target behavior, the purpose of the behavior, and what factors maintain behavior interfering with the student's educational progress. Gang Symbol: A visual way gang members identify their affiliation. This can take many forms including slogans, gang graffiti, hand signs, gang initials code words and numbers, bandanas, and any other marking or images that represents gang affiliation. Health Assistant: Nurse, or nursing assistant, working in the school health room on campus. Individual Education Plan (IEP): A plan detailing how the student learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively. Developing an IEP requires assessing students in all areas related to known disabilities while simultaneously considering ability to access the general curriculum, considering how the disability affects the student’s learning, forming goals and objectives that correspond to the needs of the student, and choosing a placement in the least restrictive environment possible for the student. Individualized Education Program (IEP) Team: A multi-disciplinary group of individuals, including the student’s parent/guardian, who is responsible for developing, reviewing, and revising an Individualized Education Program and corresponding Individual Education Plan for a student who has been identified with a disability according to State Board of Education criteria. Level(s): Levels of interventions and consequences have been designed to support students by maintaining safe, nurturing, and engaging learning environments. As a graduated form of correction, the levels vary as such: 49  Level One: The goal of these interventions and consequences is for teachers to engage students through a support system designed to safeguard a positive learning environment, and to create conditions that prevent or decrease inappropriate and disruptive behavior.  Level Two: These interventions and consequences are implemented to promote appropriate conduct. The goal is to correct negative behavior by providing the necessary support system to encourage students to recognize, utilize, and maintain appropriate responses.  Level Three: These interventions and consequences are implemented to correct behaviors that may interfere with the learning environment. The goal is to adequately address behavioral infractions while helping students recognize, and learn from, their own inappropriate reactions.  Level Four: These interventions and consequences are a necessary response to serious behavioral infractions, when the severity is significant enough to warrant an intensive response. The ultimate goal is to promote a safe school environment while decreasing potentially destructive and dangerous behavior.  Level Five: These interventions and consequences will be applied when the severity of behavior is significant enough to potentially endanger the safety and welfare of self and others, and when progressive discipline practices have proven ineffective. Multi-Tiered System of Supports (MTSS) Individual Problem Solving Team: A multi-disciplinary team that engages in the problem-solving process related to individual student needs, in order to identify the nature and intensity of supports required by a student, and to accelerate student progress related to the academic and behavioral domains of schooling. Non-Exclusionary Time-Out Types:  Planned Ignoring: a time-out where social attention is removed.  Contingent Observation: the child is removed from engaging in activities while they observe others in the environment participating in reinforcing activities.  Withdrawing a Specific Reinforcer: removing a positive reinforcer (e.g. a toy) from a child for engaging in an undesired behavior. Parent: For the purpose of this Code, parent(s) includes legal guardian(s). Positive School Climate (PSC): A positive school climate exists when all members of the school community feel safe, included, and accepted, and actively promote positive behaviors and interactions. Principles of equity and inclusive education are embedded in the learning environment to support a safe environment and a culture of mutual respect. Principal: Principal means principal or designee; principal means principal only. Protected Classes: Race, color, national origin, sex(including sexual orientation, transgender status, or gender identity), disability (including HIV, AIDS, or sickle cell trait), pregnancy, marital status, age (except as authorized by law), religion, military status, and ancestry, or generic information which are classes protected by state and or federal law. Restorative Justice: A theory of justice that emphasizes repairing, rather than punishing, the harm caused or revealed by misconduct through:  Identifying the misconduct and attempting to repair the damage  Including all people impacted by a conflict in the process of responding to the conflict  Creating a process that promotes healing, reconciliation, and the rebuilding of relationships, in order to foster mutual responsibility and constructive responses to wrongdoing Restorative practices: A framework for a broad range of restorative justice approaches designed to proactively build a school community based on cooperation, mutual understanding, trust, and respect. Responses to conflict include all persons involved, in order to find solutions that restore relationships and repair the harm done to the school community. 50 School Climate: The learning environment and relationships found within a school and school community. School Community: Includes students, teachers, administrators, counselors, social workers, and other school staff, as well as families and the surrounding neighborhoods and communities. School Environmental Safety Incident Reporting (SESIR): A system developed by the Florida Department of Education to enable school districts to correctly code data used to report incidents that are against the law or represent serious breaches of student conduct. School Norms or Values: A list of the ways students, teachers, administrators, and all members of the school community should treat one another, developed with the participation of all stakeholder groups. School Resource Officers (SROs)/Law Enforcement (LE): All safety officers permanently assigned to work in a school or set of schools. In some localities, they are sworn or certified law enforcement officers employed by city/county/sheriff’s departments, whereas in other localities they make up an independent school police department and are employed directly by the school district. Section 504 Plan: A facet of the Rehabilitation Act of 1973, that guarantees certain rights to people with disabilities. Schools comply with Section 504 through the following process: identifying students with disabilities, evaluating those students, and if the student is eligible, creating a written accommodation plan, often called a “504 Plan.” Stakeholder/Community: Any person/group with a vested interest in the educational outcomes at public schools, with such interests including but not limited to: the life success and potential of students and their families, the quality of working conditions for those who are employed at--or rendering services to--public schools, and the credibility and reputation of those who are charged with the responsibility of producing educational outcomes, paid or unpaid. Student Code of Conduct: A Student Code of Conduct, or Discipline Code, is a policy adopted by a school or district to help create a safe and positive school environment for all students, staff, and other members of the school community. The Code sets forth the expected behaviors for students and a process for how teachers, support staff, and administrators should respond to behavior. Codes often include a description of school-wide preventive practices, students’ and parents’ rights and responsibilities, a list of behaviors that are prohibited, and descriptions of the positive interventions (such as counseling, mediation, and restorative circles) and exclusionary responses (such as suspension and expulsion) that staff can use to respond to those behaviors. Superintendent: Superintendent means superintendent or designee; superintendent means superintendent only. 51 Statutes and Policies: The Positive Climate and Discipline Code of Student Conduct was created pursuant to the following Florida state statutes, Indian River County School Board policies, and United States Code: STATE STATUTES F.S.322.091: Driver’s Licenses F.S.790.001(13): Concealed Weapons F.S.847.0141: ‘Sexting’ F.S.874.03(3): Criminal Gang Members F.S.893: Drug Abuse Prevention/Control F.S.984.12: Truancy F.S.984.151: Unexcused Absences F.S. 985.04(4): Children and Families in Need of Services F.S.1001.43(1)(b): Enforcement of Dress Code F.S.1001.54(1)(c): Removal of Disruptive Students F.S.1002.20(3)(b): Immunizations F.S.1003.01(8): Habitual Truancy F.S.1003.21(2)(c): School Attendance F.S.1003.24: Attendance Policy F.S.1003.26, F.S.1003.26(1)(b), and F.S.1003.26(1)(c): Enforcement of School Attendance F.S.1003.27(2)(b): Court Procedure and Penalties F.S.1003.31: Students Subject to Control of School F.S. 1003.3101 Additional educational choice options F.S.1003.32: Authority of Teacher; Responsibility for Control of Students; District School Board and Principal Duties F.S. 1003.44 Patriotic programs F.S.1006.062: Administration of Medication F.S.1006.07: Student Discipline and Safety F.S.1006.07(2)(d)(1): Dress Code Policy F.S.1006.07(2)(f): Wireless Communications F.S.1006.09(2): Suspension Proceedings F.S.1006.11: Standards for Use of Reasonable Force F.S.1006.11(2): Enactment of Reasonable Force F.S.1006.147: Bullying and Harassment F.S.1006.147b: Cyberbullying F.S.1006.148: Dating Violence and Abuse F.S.1006.195 District school board, charter authority and responsibility to establish student eligibility regarding participation in interscholastic and intrascholastic extracurricular activities. BOARD POLICIES AND PROCEDURES 2260.02: Nondiscrimination Grievance Procedure 2430: District-Sponsored Clubs and Activities 2430.01: Special Programs by Community Volunteers 2431: Interscholastic Athletics 2451: Alternative School Plans/Programs 5111.01: Homeless Students 5112: Entrance Requirements 5136: Wireless Communication Devices 5200: Attendance 5223: Absences for Religious Instruction 5225: Absences for Religious Holidays 5230: Late Arrival and Early Dismissal 5310: Health Services 5320: Immunization 5330: Use of Medications 5410: Student Progression 5500: Student Conduct 5511: Dress and Grooming 5512: Tobacco-Free Environment 5513: Care of School Property 5516: Student Hazing 5517: Anti-Harassment 5517.01: Bullying and Harassment 5517.02: Anti-Harassment Complaint Procedure 5517.03: Dating Violence and Abuse 5520: Disorder and Demonstration 5530: Drug Prevention 5540: The Schools and Investigations Involving Students 5600: Student Discipline 5605: Suspension/Expulsion of Disabled Students 5610: Removal, Suspension, and Expulsion of Students 5610.01: Emergency Removal of Students 5610.02: In School Discipline Administrative Procedures 5610.04: Suspension of Bus Riding/Transportation Privileges 5610.05: Prohibition from Extra-Curricular Activities 5611: Due Process Rights 5630: Corporal Punishment and Use of Reasonable Force and Restraint 5771: Search and Seizure 5772: Weapons 5780: Student/Parent Rights 5840: Student Groups 7540: Computer Technology and Networks 7540.03: Student Network and Internet Responsible Use and Safety 8330: Student Records 8405: School Safety 8462: Student Abuse and Neglect 8600: Transportation Health Services Manual 2016-17 52 UNITED STATES CODE 18 U.S.C. s.921: Firearms (Definition) Appendix A SDIRC is required to provide a list of programs authorized by the school district that provide instruction to students, parents, teachers, school administrators, counseling staff and school volunteers on identifying, preventing and responding to bullying or harassment, including instruction on recognizing behaviors that lead to bullying and harassment and taking appropriate preventive action based on those observations. Students, parents/legal guardians, teachers, school administrators, counseling staff, and school volunteers shall be given instruction at a minimum on an annual basis on the district's Policy and Regulations against bullying and harassment. The instruction shall include evidence-based methods of preventing bullying and harassment, as well as how to effectively identify and respond to bullying or harassment in schools. Character Counts CHARACTER COUNTS! Is a framework, not a scope and sequence program nor a curriculum. It provides practical strategies and tools to braid CC! strategies with other programs such as PBIS to foster positive climate change to produce exceptional results in the academic, social, emotional and character development domains by infusing six core ethical and performance values and traits into the DNA of your organization. Character Education Comprehensive character education addresses many tough issues in education while developing a positive school climate. It can be effective in any school setting, as our National Schools of Character demonstrate. Educators from this diverse array of schools have transformed their school cultures, reduced discipline referrals, increased academic achievement for all learners, developed global citizens, and improved job satisfaction and retention among teachers. Common Sense K-12 Digital Citizenship Our comprehensive Curriculum is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. From lesson plans, videos, student interactives, and assessments, to professional learning and family outreach materials, our turnkey Curriculum provides schools with everything they need to take a whole-community approach to digital citizenship. Creating a Safe and Respectful Environment in Our Nation’s Classrooms (for teachers) This training toolkit is made up of two modules to address bullying in classrooms. Specifically, it is designed to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom Creating a Safe and Respectful Environment on Our Nation’s School Busses (for bus drivers) This training toolkit is made up of two modules to address bullying on school buses. Specifically, it is designed to assist school bus drivers in cultivating meaningful relationships with students while creating a positive climate on the bus. Monique Burr Foundations for Children, Inc.’s Child Safety Matters Child Safety Matters is a comprehensive, developmentally appropriate, effective prevention and research based program. This practical and affordable program helps protect students from bullying, cyberbullying, digital abuse, and all types of child abuse. PBS/PBIS (Positive Behavior Support)/Positive Behavioral Interventions & Supports Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic 53 success. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional. Project Wisdom Project Wisdom is one of the oldest and most respected character education programs in the nation. Our program is currently licensed in over 17,000 schools nationwide. There are three key components to this nationally-recognized, proven-effective program that comprise our approach to character education. Each component supports the other. For the Campus Project Wisdom Online Library of Broadcast Messages The centerpiece of the program is a series of thought-provoking inspirational messages that are narrated over your PA or in-house television system. In just one minute a day, you can reach every student and every staff member with a few words of wisdom that will uplift and promote a more positive and effective school climate. Series 1 comes with one year of online access to 200+ proven-effective broadcast messages, enough for an entire school year. You and your staff will also have access to messages batched by weekly or monthly themes, weekly journal pages, quotation booklets, parent resources, white papers, and more. For the Classroom You and your entire staff will have access for one year to our highly-rated and easy-to-implement online collection of lesson plans. These materials help students build character and develop socialemotional competencies while addressing important and relevant issues such as bullying, cheating and academic achievement. Each plan contains thought-provoking discussion generators and follow-up activities for each grade level (elementary) or core academic area (secondary). Free Materials For Educators Professional Support and Just For You messages. Every registered user will be sent by email during the school year the following Professional Support: 1) a weekly Just For You message. These concise, thought-provoking messages are written to foster professionalism, promote ethical and caring leadership, boost morale, and improve classroom management. 2) Easy-to-implement, highquality character education materials. 3) Best practices and uplifting stories shared by educators just for educators (Teacher's Story). Second Step Set a foundation for social and academic success by teaching the Second Step program. Then build on those fundamentals with the Bullying Prevention Unit for grades K–5, with training for all school staff and lessons for students. Teen Dating Violence Curricula /Florida Coalition Against Domestic Violence (FCADV) The three resource curricula address all of the components that must be covered as a part of students’ comprehensive health education according to Florida Statute 1003.42. The statutory requirements addressed in the curricula include: the definition of dating violence and abuse, warning signs of dating violence and abusive behavior, characteristics of healthy relationships, measures to prevent and stop dating violence and abuse and community resources available to victims of dating violence and abuse. In addition, each session addresses up to 15 FDOE health education benchmarks. The three curricula are to be implemented in age groupings: seventh and eighth grades, ninth and tenth grades and eleventh and twelfth grades. All three curricula have eight 45-minute sessions. However, the curricula may be used in a three, five or eight session format. 54 Appendix B Reporting Procedures from School Board Policy 5517 Reports and Complaints of Harassing Conduct Students and all other members of the School District community, as well as third parties, are encouraged to promptly report incidents of unlawful harassing conduct to a teacher, administrator, supervisor, or other School District employee or official so that the Board may address the conduct before it becomes severe, pervasive, or persistent. Any teacher, administrator, supervisor, or other District employee or official who receives such a complaint shall file it with the District’s Anti-Harassment Compliance Officer within two (2) business days. Members of the School District community, which includes students, or third parties who believe they have been unlawfully harassed by another member of the School District community or a third party are entitled to utilize the Board's complaint process that is set forth in this policy. Initiating a complaint, whether formally or informally, will not adversely affect the complaining individual's employment or participation in educational or extra-curricular programs unless the complaining individual makes the complaint maliciously or with knowledge that it is false. While there are no time limits for initiating complaints of harassment under this policy, individuals should make every effort to file a complaint as soon as possible after the conduct occurs while the facts are known and potential witnesses are available. If, during an investigation of reported act of harassment in accordance with Policy 5517.01 the Principal believes that the reported misconduct may have created a hostile learning environment and may have constituted unlawful discriminatory harassment based on sex, race, color, national origin, religion, or disability, the Principal will report the act of harassment to one of the Compliance Officers who shall investigate the allegation in accordance with this policy. While the Compliance Officer investigates the allegation, the Principal shall suspend his/her Policy 5517.01 investigation to await the Compliance Officer's written report. The Compliance Officer shall keep the Principal informed of the status of the Policy 5517 investigation and provide him/her with a copy of the resulting written report. Anti-Harassment Compliance Officers The following individuals serve as "Anti-Harassment Compliance Officers" for the District. They are hereinafter referred to as the "Compliance Officers". Dr. Edwina Suit, Executive Director for Human Resources, edwina.suit@indianriverschools.org, (772-564-5932) and Dr. Torres-Martinez, Executive Director for Student Services and Exceptional Student Education, lillian.torresmartinez@indianriverschools.org, (772-564-5946). A Compliance Officer will be available during regular school/work hours to discuss concerns related to unlawful harassment, to assist students, other members of the School District community, and third parties who seek support or advice when informing another individual about "unwelcome" conduct, or to intercede informally on behalf of the student. Any Board employee who directly observes unlawful harassment of a student is obligated, in accordance with this policy, to report such observations to one of the Compliance Officers within two (2) business days. Thereafter, the Compliance Officer or designee must contact the student, if age eighteen (18) or older, or the student's parents if under the age of eighteen (18), within two (2) business days to advise s/he/them of the Board's intent to investigate the alleged misconduct, including the obligation of the compliance officer or designee to conduct an investigation following all the procedures outlined for a formal complaint. The Compliance Officers are assigned to accept complaints of unlawful harassment directly from any member of the School District community or a visitor to the District, or to receive complaints that are initially filed with a school building administrator. Upon receipt of a complaint either directly or through a school building administrator, a Compliance Officer will begin either an informal or formal process (depending on the request of the member of the School District community alleging harassment or the nature of the alleged harassment), or the Compliance Officer will designate a specific individual to conduct such a process. In the case of a formal 55 complaint, the Compliance Officer will prepare, after consultation with the board attorney, recommendations for the Superintendent or will oversee the preparation of such recommendations by a designee. All members of the School District community must report incidents of harassment that are reported to them to the Compliance Officer within two (2) calendar days of learning of the incident. Investigation and Complaint Procedure Any student who believes that s/he has been subjected to unlawful harassment may seek resolution of his/her complaint through either the informal or formal procedures as described below. While there are no time limits for initiating a complaint of harassment, individuals should make every effort to file an informal or formal complaint as soon as possible after the harassing conduct occurs. Further, a process for investigating claims of harassment and a process for rendering a decision regarding whether the claim of legally prohibited harassment was substantiated are set forth below. Due to the sensitivity surrounding complaints of unlawful harassment, time lines are flexible for initiating the complaint process; however, individuals should make every effort to file a complaint within thirty (30) days after the conduct occurs while the facts are known and potential witnesses are available. Once the formal complaint process is begun, the investigation will be completed in a timely manner (ordinarily, within fifteen (15) calendar days of the complaint being received). The informal and formal procedures set forth below are not intended to interfere with the rights of a student to pursue a complaint of unlawful harassment with the United States Department of Education, Office for Civil Rights, the Florida Civil Rights Commission, or the Equal Employment Opportunity Commission. Informal Complaint Procedure The goal of the informal complaint procedure is to stop inappropriate behavior and to investigate and facilitate resolution through an informal means, if possible. The informal complaint procedure is provided as a less formal option for a student who believes s/he has been unlawfully harassed. This informal procedure is not required as a precursor to the filing of a formal complaint. An informal complaint process to provide members of the School District community or third parties who believes they are being unlawfully harassed with a range of options designed to bring about a resolution of their concerns is set forth in this policy. Students, other members of the School District community or third parties who believe that they have been unlawfully harassed may initiate their complaint through this informal complaint process, but are not required to do so. The informal process is only available in those circumstances where the parties (alleged target of harassment and alleged harasser(s)) agree to participate in the informal process. Students, other members of the School District community or third parties who believe that they have been unlawfully harassed may proceed immediately to the formal complaint process and individuals who seek resolution through the informal procedure may request that the informal process be terminated at any time to move to the formal complaint process. However, all complaints of harassment involving a District employee or any other adult member of the School District community against a student will be formally investigated. As an initial course of action, if a student feels that s/he is being unlawfully harassed and s/he is able and feels safe doing so, the individual should tell or otherwise inform the harasser that the conduct is unwelcome and must stop. The complaining individual should address the allegedly harassing conduct as soon after it occurs as possible. The Compliance Officers is available to support and counsel individuals when taking this initial step or to intervene on behalf of the individual if requested to do so. An individual who is uncomfortable or unwilling to inform the harasser of his/her complaint is not prohibited from otherwise filing an informal or a formal complaint. In addition, with regard to certain types of unlawful harassment, such as sexual harassment, the Compliance Officer may advise against the use of the informal complaint 56 process. A student who believes s/he has been unlawfully harassed may make an informal complaint, either orally or in writing: (1) to a teacher, other employee, or building administrator in the school the student attends (2) to the Superintendent or other District-level employee; and/or (3) directly to one of the Compliance Officers. All informal complaints must be reported to the Compliance Officers who will either facilitate an informal resolution as described below on his/her own, or appoint another individual to facilitate an informal resolution. The School District's informal complaint procedure is designed to provide students, other members of the School District community and third parties who believe they are being unlawfully harassed by a student with a range of options designed to bring about a resolution of their concerns. Depending upon the nature of the complaint and the wishes of the student claiming unlawful harassment, informal resolution may involve, but not be limited to, one or more of the following: A. Advising the student about how to communicate the unwelcome nature of the behavior to the alleged harasser. B. Distributing a copy of the anti-harassment policy as a reminder to the individuals in the school building or office where the individual whose behavior is being questioned works or attends. C. If both parties agree, the Compliance may arrange and facilitate a meeting between the student calming harassment and the individual accused of harassment to work out a mutual resolution. While there are no set time limits within which an informal complaint must be resolved, the Compliance Officers or designee will exercise his/her authority to attempt to resolve all informal complaints within fifteen (15) days of receiving the informal complaint. Parties who are dissatisfied with the results of the informal complaint process may proceed to file a formal complaint. And, as stated above, parties may request that the informal process be terminated at any time to move to the formal complaint process. All materials generated as part of the informal complaint process will be retained by the Compliance Officers or designee in accordance with the Board's records retention policy. (See Policy 8310 and Policy 8320) Formal Complaint Procedure If a complaint is not resolved through the informal complaint process, if one of the parties has requested that the informal complaint process be terminated to move to the formal complaint process, or if the student elects to file a formal complaint initially, the formal complaint process as described below shall be implemented. This formal complaint process is not intended to interfere with the rights of a student, other member of the School District community, or third party to pursue a complaint of unlawful harassment with the United States Department of Education, Office for Civil Rights, the Florida Civil Rights Commission, or the Equal Employment Opportunity Commission. A student who believes s/he has been subjected to offensive conduct/harassment hereinafter referred to as the "complainant", may file a formal complaint, either orally or in writing with a teacher, principal, or other District employee at the student’s school, the Compliance Officer, Superintendent, or other District employee who works at another school or at the district level. 57 Due to the sensitivity surrounding complaints of unlawful harassment, time lines are flexible for initiating the complaint process; however, individuals should make every effort to file a complaint within thirty (30) days after the conduct occurs while the facts are known and potential witnesses are available. If a complainant informs a teacher, principal, or other District employee at the student’s school, the Compliance Officer, Superintendent, or other District employee, either orally or in writing, about any complaint of harassment, that employee must report such information to the Compliance Officer or designee within two (2) business days. Throughout the course of the process as described herein, the Compliance Officer should keep the parties informed of the status of the investigation and the decision-making process. All formal complaints must include the following information to the extent it is available: the identity of the individual believed to have engaged in, or engaging in, offensive conduct/harassment; a detailed description of the facts upon which the complaint is based; and a list of potential witnesses and, the resolution sought by the complainant. If the complainant is unwilling or unable to provide a written statement including the information set forth above, the Compliance Officer shall ask for such details in an oral interview. Thereafter the Compliance Officer will prepare a written summary of the oral interview, and the complainant will be asked to verify the accuracy of the reported charge by signing the document. Upon receiving a formal complaint, the Compliance Officer will consider whether any action should be taken in the investigatory phase to protect the complainant from further harassment or retaliation including but not limited to a change of class schedule, for the complainant or the alleged harasser, or possibly a change of school for either or both of the parties. In making such a determination, the Compliance Officer should consult the complainant to assess his/her agreement to any action deemed appropriate. If the complainant is unwilling to consent to any change that is deemed appropriate by the Compliance Officer, the Compliance Officer may still take whatever actions s/he deem appropriate in consultation with the Superintendent and/or Board Attorney. Within two (2) business days of receiving a formal complaint, the Compliance Officer will inform the individual alleged to have engaged in the harassing conduct, hereinafter referred to as the "respondent", that a complaint has been received. The respondent will be informed about the nature of the allegations and a copy of these administrative procedures and the Board's anti-harassment policy shall be provided to the respondent at that time. The respondent must also be informed of the opportunity to submit a written response to the complaint within five (5) business days. Within five (5) business days of receiving the complaint, the Compliance Officer or a designee will initiate a formal investigation to determine whether the complainant has been subject to offensive conduct/harassment. A principal will not conduct an investigation unless directed to do so by the Compliance Officer. Although certain cases may require additional time, the Compliance Officer or a designee will attempt to complete an investigation into the allegations of harassment within fifteen (15) calendar days of receiving the formal complaint. The investigation will include: A. interviews with the complainant; B. interviews with the respondent; C. interviews with any other witnesses who may reasonably be expected to have any information relevant to the allegations; 58 D. consideration of any documentation or other evidence presented by the complainant, respondent, or any other witness which is reasonably believed to be relevant to the allegations. At the conclusion of the investigation the Compliance Officer or the designee shall prepare and deliver a written report to the Superintendent, which summarizes the evidence gathered during the investigation and provides recommendations based on the evidence and the definition of unlawful harassment as provided in Board policy and State and Federal law as to whether the complainant has been subject to unlawful harassment. In determining if discrimination occurred, a preponderance of evidence standard will be used. The Compliance Officer's recommendations must be based upon the totality of the circumstances, including the ages and maturity levels of those involved. The Compliance Officer may consult with the Board Attorney before finalizing the report to the Superintendent. Absent extenuating circumstances, within ten (10) business days of receiving the report of the Compliance Officer or the designee, the Superintendent must either issue a final decision regarding whether or not the complaint of harassment has been substantiated or request further investigation. A copy of the Superintendent's final decision will be delivered to both the complainant and the respondent. If the Superintendent requests additional investigation, the Superintendent must specify the additional information that is to be gathered, and such additional investigation must be completed within ten (10) business days. At the conclusion of the additional investigation, the Superintendent must issue a final written decision as described above. The decision of the Superintendent shall be final. The Board reserves the right to investigate and resolve a complaint or report of unlawful harassment regardless of whether the member of the School District community or third party alleging the unlawful harassment pursues the complaint. The Board also reserves the right to have the formal complaint investigation conducted by an external person in accordance with this policy or in such other manner as deemed appropriate by the Board or its designee. Privacy/Confidentiality The School District will employ all reasonable efforts to protect the rights of the complainant, the individual(s) against whom the complaint is filed, and the witnesses as much as possible, consistent with the Board's legal obligations to investigate, to take appropriate action, and to conform with any discovery or disclosure obligations under the terms of this policy and related administrative procedures shall be maintained as confidential to the extent permitted by law. Confidentiality cannot be guaranteed however. All complainants proceeding through the formal investigation process will be advised that their identities may be disclosed to the respondent. During the course of a formal investigation, the Compliance Officer or his/her designee will instruct all members of the School District community and third parties who are interviewed about the importance of maintaining confidentiality. Any individual who is interviewed as part of a harassment investigation is expected not to disclose any information that s/he learns or that s/he provides during the course of the investigation. All public records created as a part of an investigation of a complaint of harassment will be maintained by the Compliance Officer in accordance with the Board's records retention policy. Any records which are considered student records in accordance with the Family Educational Rights and Privacy Act will be maintained in a manner consistent with the provisions of the Federal law. 59 Sanctions and Monitoring The Board shall vigorously enforce its prohibitions against unlawful harassment while observing the principles of due process, a violation of this policy may result in disciplinary action up to and including the discharge of an employee or the suspension/expulsion of a student. All disciplinary action will be taken in accordance with applicable State law and the terms of the relevant collective bargaining agreement(s). When imposing discipline, the Superintendent shall consider the totality of the circumstances involved in the matter, including the ages and maturity levels of those involved. In those cases where unlawful harassment is not substantiated, the Board may consider whether the alleged conduct nevertheless warrants discipline in accordance with other Board policies, consistent with the terms of the relevant collective bargaining agreement(s). Where the Board becomes aware that a prior remedial action has been taken against a member of the School District community, all subsequent sanctions imposed by the Board and/or Superintendent shall be reasonably calculated to end such conduct, prevent its reoccurrence, and remedy its effects. Retaliation Any act of retaliation against a person who has made a report or filed a complaint alleging unlawful harassment, or who has participated as a witness in a harassment investigation is prohibited. Allegations Constituting Criminal Conduct: Child Abuse/Sexual Misconduct State law requires any teacher or school employee who knows or suspects that a child with a disability under the age of twenty-one (21) or that a child under the age of eighteen (18) is a victim of child abuse or neglect to immediately report that knowledge or suspicion to the Department of Children and Family Services. If, during the course of a harassment investigation, the Compliance Officer or a designee has reason to believe or suspect that the alleged conduct reasonably indicates abuse or neglect of the complainant, a report of such knowledge must be made in accordance with State law and Board policy. If the Compliance Officer or a designee has reason to believe that the complainant has been the victim of criminal conduct as defined under Florida law, such knowledge should be reported to local law enforcement. Any reports made to the local child protection service or to local law enforcement shall not terminate the Compliance Officer's or a designee's obligation and responsibility to continue to investigate a complaint of harassment. While the Compliance Officers or a designee may work cooperatively with outside agencies to conduct concurrent investigations, in no event shall the harassment investigation be inhibited by the involvement of outside agencies without good cause after consultation with the Superintendent. Mandatory Reporting of Misconduct by Certificated Employees The Superintendent is required by State law and Board Policy 8141 to report alleged misconduct by certificated employees of the District that affects the health, safety, or welfare of a student. In accordance with Board policy and State law, the Superintendent shall investigate each allegation of such conduct and, if confirmed, shall report such misconduct pursuant to Policy 8141. Education and Training In support of this policy, the Board promotes preventative educational measures to create greater awareness of unlawful discriminatory practices. The Superintendent or designee shall provide appropriate information to all members of the School District community related to the implementation of this policy and shall provide training for District students and staff where appropriate. All training, as well as all information provided regarding this policy and harassment in general will be age and content appropriate. 60 Section 10: Forms to Be Completed by Students and Parents STUDENT NETWORK AND INTERNET RESPONSIBLE USE AND SAFETY AGREEMENT PLEASE READ THE FOLLOWING CAREFULLY. THIS IS AN AGREEMENT THAT MUST BE SIGNED BEFORE A STUDENT WILL BE GIVEN A NETWORK ACCOUNT WITH ACCESS TO E-MAIL AND/OR THE INTERNET. To access the School District of Indian River County’s computers, network and Internet services (“Network”) at school, students under the age of eighteen (18) must obtain parent permission and must sign and return this form. Students eighteen (18) and over may sign their own forms. Use of the Network/Internet is a privilege, not a right. The School District of Indian River County’s Network/Internet connection is provided for educational purposes only. Unauthorized and inappropriate use will result in a cancellation of this privilege. The SDIRC has implemented technology protection measures, which protect against (e.g. block/filter) Internet access to visual displays/depictions/materials that are obscene, constitute child pornography, or are harmful to minors. The SDIRC also monitors online activity of students in an effort to restrict access to child pornography and other material that is obscene, objectionable, inappropriate, or harmful to minors. Nevertheless, parents/guardians are advised that determined users may be able to gain access to information, communication and services on the Internet that the SDIRC has not authorized for educational purposes that they and their parents/guardians may find inappropriate, offensive, objectionable, or controversial. Parents/Guardians assume this risk by consenting to allow their students to participate in the use of the Internet. Students accessing the Internet through the school's computers assume personal responsibility and liability, both civil and criminal, for unauthorized or inappropriate use of the Internet. The SDIRC has the right, at any time, to access, monitor, review, and inspect any directories, files, or messages residing on or sent using the district's computers and networks. Messages relating to, or in support of, illegal activities will be reported to the appropriate authorities. Examples of prohibited activities while on the Network include, but are not limited to:           Using another person’s username and password. Accessing chat rooms, social media such as Facebook and Twitter, and other forms of direct electronic communications for non-educational purposes. Using electronic resources for financial gain, advertising, political activity, or personal business activity. Accessing, downloading, storing, viewing, sending, or displaying text, images, movies, or sounds that contain pornography, obscenity, or language that offends or tends to degrade others. Sending, or attempting to send, anonymous messages of any kind or pretending to be someone else while sending a message. Accessing, or attempting to access, the Network, or any devices attached to the Network, to engage in “hacking” or other unlawful activities. Using electronic resources for illegal or inappropriate activities. Violating copyright laws, and obtaining copies of or modifying files, data, or passwords belonging to others. Accessing confidential student or employee information without authorization, or through misuse of authorization, and communicating such information with unauthorized persons. Downloading files to district hard drives without prior authorization, attempting to view other computers or computer resources across the network, or disclosing personally identifiable information of minors via electronic resources, except as expressly authorized by the minor student’s parent/guardian. 61 This page left blank intentionally 62 --------------------------------------------------------------- Sign and return to your child’s school -------------------------------------------------------------------- Please carefully review the forms on the following pages with your child, complete all required information, and return them to your child’s school. STUDENT NETWORK AND INTERNET RESPONSIBLE USE AND SAFETY AGREEMENT Please complete the following information and return to your child’s school: Student User's Full Name (please print): School: Grade: Parent/Guardian's Name: Parent/Guardian As the parent/guardian of this student, I have read the Student Network and Internet Responsible Use and Safety Policy, any guidelines referenced within, and have discussed them with my child. I understand that student access to the Network/Internet is designed for educational purposes and that the district has taken available precautions to restrict and/or control student access to material on the Internet that is obscene, objectionable, inappropriate and/or harmful to minors. However, I recognize that it is impossible for the district to restrict access to all objectionable and/or controversial materials that may be found on the Internet. I will not hold the district (or any of its employees, administrators, or officers) responsible for materials my child may acquire or come in contact with while on the Internet. Additionally, I accept responsibility for communicating to my child the guidelines concerning acceptable use of the Internet: setting and conveying standards for my child to follow when selecting, sharing, and exploring information and resources on the Internet. I further understand that individuals and families may be liable for violations. To the extent that proprietary rights in the design of a website hosted on the district's servers would endow my child upon creation, I agree to assign those rights to the district. Check below to agree: I give permission for my child to use and access the Network/Internet at school and for the board to issue an e-mail account to my child. Parent/Guardian's Signature: Date: Student I have read and agree to abide by the Student Network and Internet Responsible Use and Safety Policy, and any guidelines referenced within. I understand that any violation of the terms and conditions set forth in the policy and guidelines is inappropriate and may constitute a criminal offense. As a user, I agree to communicate over the Internet and the Network in an appropriate manner, while honoring all relevant laws, restrictions, and guidelines. Student's Signature: Date: Teachers and building principals are responsible for determining what constitutes unauthorized or inappropriate use. The principal may deny, revoke, or suspend access to the Network/Internet to individuals who violate the Student Network and Internet Responsible Use and Safety Policy and related guidelines, and take such other disciplinary action as is appropriate pursuant to the Positive Climate and Discipline Code of Student Conduct. 63 STUDENT /PARENT ACKNOWLEDGMENT FORM 2016-2017 The Positive Climate and Discipline Code of Student Conduct has been developed to help your child gain the greatest possible benefit from his/her school experiences. The Code defines the responsibilities and the rights of students attending Indian River County Public Schools, and clearly identifies the consequences for student actions which violate this Code. The school is in need of your help and cooperation. Students, parents, and schools working together can maintain a safe and purposeful atmosphere in the schools where students can learn to their full potential. Since parents/guardians share responsibility for the actions of their children, they should also become familiar with the rules and expectations described in this handbook. Please read and discuss this important document with your child, then sign this form and return it to your child’s school, where it will be kept on file. ID#: Student Name (Print) / School: DOB: Student Signature / Date: Cellular phone number: Parent/Guardian Name (Print) / Date: Parent/Guardian Signature / Date: Note: Failure to return this acknowledgment form will not release a student or the parents/guardians of the student from responsibility for knowledge of the contents of the Positive Climate and Discipline Code of Student Conduct and will not excuse noncompliance with the Positive Climate and Discipline Code of Student Conduct by the student. Statement of Academic Honesty The School District of Indian River County strongly believes that academic honesty must be practiced by all its students. In accordance with the school district’s mission to serve all students with excellence, the district must take an unwavering stand on academic integrity. Cheating and plagiarism are wrong. Cheating and plagiarism in any form as defined by this Code will be considered a critical breach of character and integrity, as well as a serious violation of the Positive Climate and Discipline Code of Student Conduct. The School District of Indian River County defines cheating as: The inappropriate and deliberate distribution or use of information, notes, materials, or work of another person in the completion of an academic exam, test, or assignment without specific teacher permission and proper crediting of the source (plagiarism). Refer to the Levels of Interventions and Consequences sections within this handbook for a listing of consequences relating to violations of academic honesty. In addition to the consequences applied by the teacher, a cheating or plagiarism violation will be referred to the administration and may result in the loss of eligibility or removal from an academic club, loss of academic honors and awards, and loss of eligibility to apply for or receive local academic scholarships. These decisions, any or all, would be decided by a committee of teachers appointed by the principal. I have read and understand the SDIRC’s policy concerning academic honesty. Parent/Guardian Signature Date 64 --------------------------------------------------------------- Sign and return to your child’s school -------------------------------------------------------------------- Media Release 2016-2017 As the parent/guardian of a student in the Indian River County School District, I hereby grant the School Board of Indian River County, Florida, and its officers and employees, permission to photograph and/or record my student while involved in any and all school activities. I understand that my student’s photograph, name (both verbally and in print), face, likeness, voice, and appearance contained in such media productions may be used for purposes including but not limited to public service announcements, professional development, school publicity, and other programs shown to the school community and the general public, and may appear in newspapers, on television, on district and public websites, in district publications (such as school yearbooks, school newspapers, and class pictures), and other communication tools inside and outside the district. Indicate preference by checking the box below: I WILL allow my student to be photographed and/or recorded for the purposes explained above. I will NOT allow my student to be photographed and/or recorded for the purposes explained above. NOTE: The Request to Withhold Information (for junior and seniors only) form which was previously included in the code is now available on the SDIRC website: www.indianriverschools.org, and in high school guidance offices. Parent/Guardian Signature Date 65