Transcript
The Howard County Public School System (HCPSS) is committed to providing a safe, engaging and supportive learning environment in which all policies are written and enforced equitably. To support this work, the HCPSS Student Code of Conduct provides a framework for behavioral goals and disciplinary policies.
HCPSS employees are required to follow HCPSS policies and the Student Code of Conduct when supporting students and determining consequences for violations.
The student code of conduct includes considerations for HCPSS employees when determining consequences for students. Some of the considerations are:
- the severity of the incident
- a student’s previous violations
- whether the offense posed a threat to the health or safety of themselves or others
- whether the student has an Individualized Education Plan (IEP), 504 Plan, or Behavioral Intervention Plan and if it was implemented
- the age-appropriateness of the consequence, and
- whether the student’s actions were intentional
A more comprehensive list of all considerations can be found at the bottom of page 2.
There are 5 levels of response for violations within the student code of conduct. Each level of response is broken down to provide a description of the level as well as examples of ways to redirect or correct the behavior to support student growth, ways to improve lagging skills, and ways to prevent or reduce harm.
Level 1 responses are Classroom, Support, and Teacher or Staff-Led Responses. These responses are designed to teach appropriate behavior so students understand their impact on others, can learn, and can contribute to a safe environment. Level 1 responses include conversations with students, reminders and redirection, reflection, community building, parent outreach and skill building. Level 1 responses can be assigned by any staff member in the building.
Level 2 responses also include classroom responses and student supports with the addition of some removal responses. Each level always offers the responses from the previous level, but, in addition to these, level 2 responses also include formal student, parent/guardian conferences with a staff member, individualized social emotional learning (SEL) instruction, referral to the student support team, and extended school day. Extended school day includes additional time outside of regular instructional hours to provide an intervention that addresses the root cause of the offense. This could include time before school, after school or during a student’s lunch period. Level 2 responses can be assigned by any staff member.
Level 3 responses include supports, removal responses and administrative responses that engage a student’s support system and may alter conditions that contribute to a student’s inappropriate or disruptive behavior. These responses may involve the short-term removal of a student from the classroom in order to adequately address the behavior. Responses in level 3 may include the creation of a student support plan, school community service, in-school intervention and removal from after school activities. In this level, it is important to note that only an administrator can assign In-School Intervention.
Level 4 responses promote safety of the school community by addressing behavior that is dangerous to students, staff or the community. They address serious behavior while keeping the student in school, or, when necessary due to the nature of the behavior, include out of school exclusionary responses. Exclusionary responses include restricted access to the HCPSS property/events and short-term suspension. Level 4 responses can only be assigned by an administrator.
Level 5 responses are Administrative, Long-term, Out-of-School Exclusionary and Referral Responses. These responses remove a student from the school environment for an extended period of time because of the severity of the behavior and potential for future harm. They include long-term suspension, extended suspension and expulsion. Level 5 responses can only be assigned by an administrator.
At the bottom of page 4 you will find the definitions section. These definitions provide clarity on the difference between In-School Intervention and the different types of suspension.
In-School Intervention is the opportunity afforded a student, after the student is removed to an alternate location within the school, to continue to:
- Appropriately progress in the general curriculum.
- Receive the special education and related services specified on the student’s IEP if the student is a student with a disability in accordance with COMAR.
- Receive accommodations as specified in the student’s 504 Plan.
- Receive instruction commensurate with the program afforded to the student in the regular classroom.
- Participate with peers as they would in their current education program to the extent appropriate.
As a reminder, this can only be assigned by an administrator.
Suspension is the denial of a student’s right to attend regular classes or school for a specified period of time for cause. Suspension includes in-school suspension, short-term suspension, long-term suspension and extended suspension.
In-School Suspension is the removal of a student within the school building from the student’s current education program to another location within the school building for up to, but not more than, 10 school days in a school year for disciplinary reasons as determined by the principal.
Short-Term Suspension is the removal of a student from school for up to, but not more than, three school days for disciplinary reasons as determined by the principal.
It is important to note that when school staff request a parent or guardian pick up their child and take them home after an incident has occurred, the school must code it as a suspension. Informal removal is not allowed. While parents and guardians have the discretion to pick up their children after an incident, the school can only send a student home in the event that they have been suspended.
Long Term Suspension is the removal of a student from school for 4–10 school days for disciplinary reasons as determined by the principal.
Extended Suspension is the removal of a student from school for 11–45 school days for disciplinary reasons as determined by the Superintendent Designee.
When a student who receive special education services, or a student who has a Behavior Intervention Plan, violates the student code of conduct, it is very important for staff to consult with the student’s case manager and reflect on the following considerations when determining how to respond.
- Was the student’s IEP or BIP implemented as intended?
- What was the root cause of the behavior? What are the student’s lagging skills or unmet needs?
- Does the IEP team need to meet to discuss implications for the student’s IEP or BIP?
- Is the behavior a manifestation of the student’s disability?
Pages 5-7 of the Student Code of Conduct outline the different offenses, provide definitions for each of the offenses and provide the level of response that can be applied for each offense listed.
It is important to note that many offenses have a wide range of levels of response. In these cases, the considerations we covered earlier (on page 2 of the SCC) as well as any information provided within the definition for that offense should be considered when determining the actual consequence assigned.
Let’s take a look at an example
The level response for fighting is a range of 1-5. When determining what level to assign, administrators should use the considerations provided as well as the additional guidance provided within the definition for fighting.
When a student intentionally engages in a fight, which may be shoving, pushing or otherwise being physically aggressive toward another in the context of a fight, but not horseplay, a Level 1-3 response is appropriate. When the student intentionally engages in a fight which may be small, spontaneous and short, and/or results only in minor cuts, scrapes, or bruises, a Levels 1-4 consequence is appropriate, and when a student intentionally engages in a fight which may be large, pre-planned, and results in major injuries, a Levels 2-5 response is appropriate.
As shared earlier, the Howard County Public School System is committed to providing a safe, engaging and supportive learning environment in which all policies are enforced equitably. We hope this information provides staff with an indepth look at the Student Code of Conduct in order to better understand how it is used when a violation occurs and a consequence is given. If you have additional questions about the Student Code of Conduct, please reach out to your administrative team. To learn more about the processes for documenting a violation, please watch HCPSS Processes for Documenting Violations of the SCC for Staff.