Port Chester Schools Code of Conduct

Adopted September 2017

For the Port Chester Code of Conduct in English, please scroll down.

Para ver el código de conducta en español, haga clic aquí.

1. Introduction

   The Port Chester-Rye Union Free School District is committed to maintaining high standards of education for students in the schools. A positive school climate, order and discipline are essential for effective education, therefore, we are also dedicated to creating and maintaining high behavioral standards and expectations.
   
   The District has a long standing set of expectations for conduct on school property, and at school functions. These expectations are based on the principles of civility, mutual respect, citizenship, character, tolerance, honesty, and integrity. Maintaining these expectations is a shared responsibility between school, home, and community.
   
   The District Code of Conduct clearly defines individual responsibilities, describes unacceptable behavior and provides for appropriate disciplinary options and responses.
   
   To be effective, we believe a Code of Conduct must:

   1. Identify , recognize, and emphasize acceptable behavior and a positive school climate;
   2. Identify, recognize, and prevent unacceptable behavior;
   3. Promote self-discipline;
   4. Consider the welfare of the individual, as well as that of the school community as a whole;
   5. Promote a close working relationship between parents/guardians, and the school staff;
   6. Distinguish between minor and serious offenses, as well as between first time, and repeated offenses;
   7. Provide disciplinary responses that are appropriate to a misbehavior;
   8. Outline procedures to ensure that discipline is administered in a way that is fair, firm, reasonable and consistent;
   9. Maintain a high regard for every person’s right to reasonable hearing procedures, and due process when accused of misconduct;
   10. A) Comply with the provisions of federal, state and local laws, as well as the guidelines and directives of the New York State Department of Education and the Board of Regents.

   We expect that parents/guardians will assume primary responsibility for control of their child. They may be called upon to actively cooperate with the school in providing the necessary structure to promote their child’s social and educational growth.
   
   Unless otherwise indicated, this Code applies to all students, school personnel, parents/guardians, and other visitors when on school property, or attending a school function.

2. Promoting Positive Student Behavior

   School Culture and climate have a profound impact upon students’ academic progress and their relationships with peers and adults. Each school is expected to promote a positive school culture that provides students with a supportive environment in which to grow, both socially, and academically. This is done by connecting students to school through opportunities to participate in a wide range of pro social activities, and to bond with caring, supportive adults. These pro-social opportunities are coupled with a program of prevention and intervention which provides students with the experiences, strategies, life skills, and support they need to thrive.
   
   Social-emotional learning is a basic component of a school’s program of universal prevention for all students. Schools are expected to take a proactive role in nurturing students’ pro social behavior. Providing a range of positive behavioral supports, as well as meaningful opportunities for social-emotional well learning, fosters resiliency.
   
   Establishing a school-wide tiered framework of behavioral supports and interventions is essential to implementing progressive discipline. A major initiative in the School District of Port Chester-Rye Union Free School District is Positive Behavioral Intervention & Supports (PBIS) which includes proactive strategies for defining, supporting, and teaching appropriate behaviors to create positive learning environments.

3. Progressive Discipline

   Understanding discipline as a teachable moment is fundamental for a positive approach to discipline. Progressive discipline, to be employed where appropriate, uses incremental interventions to address inappropriate behavior with the ultimate goal of teaching pro-social behavior. Progressive discipline does not seek punishment. Instead, progressive discipline seeks concurrent accountability, and behavioral change.
   
   The goal of progressive discipline is the prevention of a recurrence of undesirable behavior by helping students learn from their mistakes. Essential to the implementation of progressive discipline is helping students who have engaged in unacceptable behavior to:

   • Understand why the behavior is unacceptable and the harm it has caused;
   • Understand what they could have done differently in the same situation;
   • Take responsibility for their actions;
   • Be given the opportunity to learn pro-social strategies/skills to use in the future;
   • Understand the progression of more stringent consequences if the behavior reoccurs

   Restorative Justice is an alternative to using punishment to manage misbehavior. Restorative Justice focuses on righting a wrong committed and repairing harm done. The goal is to place value on relationships and to focus on repairing relationships that have been injured. The individuals have the opportunity to share with one another how they were harmed, as victims, or how they will work to resolve the harm caused, as wrongdoers.

   Restorative Practices/Approaches are interventions designed to hold students accountable for harm, and address the needs of students, staff and members of the school community who may have been harmed. Restorative approaches change the focus from asking who is to blame, and what the punishment will be, to answering these key questions:

   • What happened?
   • Who was harmed or affected by the behavior?
   • What needs to be done to make things right?
   • How can people behave differently in the future?

   Examples of these practices include: family and group conferencing; classroom meetings; victim-offender mediation; reparation of harm; restitution referrals to the Port Chester Court; counseling to address anger management; behavior coaching. Restorative practices may also be used as interventions in some situations.

   Tiers of Interventions

   A major initiative in the city School District of Port Chester is Positive Behavioral Intervention & Supports (PBIS) which includes proactive strategies for defining, supporting, and teaching appropriate

   • Tier One: School wide behavioral expectations are explicitly taught, reinforced, and acknowledged by school staff.
   • Tier Two: Targeted students receive additional instruction or support so that they are able to meet the behavioral expectations. (Short-term interventions are provided – socialization groups, check-in and check- out programs.)
   • Tier Three: Intensive interventions are provided to students who are not able to achieve the expected behaviors with Tier One and Two interventions.

   Students often need encouragement and new skills to improve their behavior and assistance in learning to do so. Through the use of intervention and prevention strategies that engage students and give them a clear sense of purpose, school staff members facilitate students’ academic and social-emotional growth and assist them in following school rules and policies. School personnel recognize that maintaining and changing student behaviors involves a continuum of acknowledgements, supports, and interventions.

   

4. Rights and Responsibilities of the School Community

   All members of the school community including students, school staff (Teachers, administrators, secretaries, custodians, teaching assistants, teacher aides and school monitors), parents/guardians, and contracted service providers have a role in promoting positive student behavior. A safe and caring school climate is essential to the academic and social success of all students.

   Student Rights

   The right to a free public education is a basic student right guaranteed to all children between the ages of five and twenty one, or until the child receives a high school diploma, whichever comes first. The district is committed to safeguarding the rights given to all students under state and federal law. All district students have the right to:

   • A safe, healthy, orderly, and civil school environment.
   • Be provided with an education that is intellectually challenging, and relevant to the demands of the 21st Century.
   • Equal educational opportunity, and freedom from discrimination based on actual or perceived race, color, weight (physical characteristics), national origin, ethnic group, religion, religious practice, disability, gender identity or expression, sex or sexual orientation.
   • Learn in an environment free from interruption, harassment, discrimination, intimidation, or fear.
   • Participate in district activities on an equal basis regardless of weight, physical characteristics, race, color, creed, national origin, ethnic group, religion, religious practice, disability, gender identity or expression, sex or sexual orientation.
   • Be guided by a discipline policy which is fairly and consistently implemented.
   • Present their version of the relevant events to school personnel authorized to impose a disciplinary penalty.
   • Be provided with a plain language version of the Code of Conduct, and other relevant school policies and regulations; and, when necessary receive an explanation of rules from school personnel (see building level handbook).
   • Freedom of expression, provided such expression does not interfere with the rights of others or disrupt or interfere with the education, discipline, or normal activities of the school.
   • Not submit to a survey, analysis, or evaluation that reveals information concerning the following without the prior written consent of the student, if over 18 years of age or the parent/guardian for those students under 18: political affiliations, mental and psychological problems; sex behavior and attitudes; illegal, antisocial, self-incriminating and demeaning behavior; critical appraisals of individuals with whom respondents have close family relationships, such as those of lawyers, physicians and ministers; income (other than required by law to determine eligibility for participation in a program or for receiving financial assistance under such program). However such a survey, analysis or evaluation may be conducted on a wholly voluntary basis, provided that the student and his or her parent/guardian have been notified of their rights, and of their right to inspect all the materials related to the above.

   In addition, as a student in this district you have the following rights:

   1. Student Expression: Students are allowed the free expression of ideas consistent with the rights established by federal and state constitutions. However, students cannot use libelous, slanderous, vulgar, lewd, violent, indecent, or obscene language, images or actions, or to words, images or actions which incite others to damage property or physically injure persons. Furthermore, speech, which materially and substantially disrupts the work and discipline of the school, may be subject to limitation.
   2. Symbolic Expression: Students can wear political buttons, arm bands or badges of symbolic expression so long as they conform to the limits set forth in our Student Dress Code and in Board of Education Policy.
   3. Student Activities: All pupils are entitled to participate, to the extent of their capabilities, in the various extracurricular and co-curricular activities sponsored by the school district. Participating in these activities is a privilege, and we expect students to follow the student Code of Conduct and any rules promulgated specifically for participation in extra and/or co-curricular activities.
   4. Student Government: Students are encouraged to participate in the various student governmental bodies established in the schools. All Student governmental bodies will have a faculty advisor and a written constitution which the students help formulate. They will set out reasonable standards for qualification to serve and hold elections in accordance with the principles of our democracy. Elected student representatives will work with the faculty, administration, and the student body to identify appropriate responsibilities for the student government organization.
   5. Student Clubs and Other Student Organizations: We encourage students to participate in curriculum-related extra-curricular activity clubs and/or organizations. All non-curricular related clubs or organizations will be subject to the constitution of the student government and will follow applicable federal or state law, the Code of Conduct and/or the policies of the Board of Education and Superintendent’s Regulations.
   6. Privacy Rights (Search and Seizure): Students in attendance in our public schools are protected against illegal or unreasonable personal searches or seizures of their property by both the federal and state constitutions. No student’s person or property will be searched for illegal substances or materials unless the school authorities have reasonable suspicion to conduct a search of lockers and desks assigned to students may be inspected at any time by school officials since they are not the property of the student, but rather are owned by the school district and shared with the student. The rights of students and the district are further outlined in Board of Education Policy 5330.
   7. Pregnant Students: During pregnancy and the period of pregnancy-related disability which follows childbirth, students are entitled to home instruction, upon request. Pregnant students who want to attend their regularly scheduled classes prior to the time of childbirth May do so to the extent that their physician approves of such attendance.
   8. Student Health Services: Health Services will be provided to students in accordance with the law.

   Student Responsibility and Conduct

   Student Responsibilities

   It is your responsibility to:

   • Respect the rights of others, including the right to secure an education in an orderly and disciplined environment;
   • Become familiar with and abide by all district policies, rules, and regulations pertaining to student conduct;
   • Ask questions when you do not understand the rules;
   • Seek help in solving problems that might lead to disciplinary actions;
   • Work to develop appropriate ways to manage anger;
   • Accept responsibility for your actions;
   • Work to the best of your ability in all academic and extra-curricular pursuits and strive toward the highest level of achievement possible;
   • Support a positive school climate;
   • Be a representative of the school district when you are at school sponsored events; hold yourself, at all times to the highest standards of conduct, demeanor and sportsmanship;
   • Attend school class regularly and be on time;
   • Respect school property and help to keep it free from damage;
   • Complete class assignments and other school responsibilities by established deadlines;
   • Actively discourage inappropriate behavior of other students and report the incidents to the administration;
   • Dress in accordance with our student dress code;
   • React to direction given by teacher administrators, and other school personnel in a respectful manner.

   All Students Will Show RESPECT for...

   Themselves by:

   • Attending school regularly and being on time
   • Following directions and rules of adults
   • Doing schoolwork and homework neatly and completely
   • Practicing positive behavior choices
   • Remaining on school grounds unless permission to leave school has been granted
   • Learning from consequences of behavior
   • Choosing not to bring tobacco, “vaping” products, alcohol, other drugs or weapons to school
   • Dressing in a way that is appropriate for the learning environment

   Others by:

   • Understanding the feelings of others
   • Treating others as they want to be treated themselves
   • Being honest by telling the truth, and admitting to things one has done
   • Working with others in positive ways
   • Keeping their hands to themselves
   • Working together and/or with adults to manage negative behaviors and emotions
   • Using respectful, positive, and considerate tone of voice and body language when speaking to others
   • Listening when others are speaking

   Learning by:

   • Following school rules and school staff direction
   • Keeping focused on personal work
   • Coming to school prepared to work
   • Participating in class activities and discussions
   • Completing their own schoolwork and homework
   • Keeping their eyes on their own paper when taking quizzes and tests

   Property by:

   • Taking care of things in school and on school grounds
   • Using school materials or a classmate’s materials for their intended purpose
   • Following rules about safety
   • Keeping cell phones off and out of sight during school hours except with permission from school staff
   • Using cell phones as permitted by each school building in the Port Chester-Rye Union Free School District

   Expectations of School Staff

   Staff should keep parents/guardians informed about their child’s behavior and enlist them as partners in reinforcing positive behavior and addressing areas in need of growth. As role models, parents/guardians and schools staff should exhibit the behaviors that they would like to see students emulate. In order for parents/guardians to be active and involved partners in promoting a safe and supportive school environment, parents/guardians are strongly encouraged to familiarize themselves with the District’s Code of Conduct.

   Expectations of Parents/Guardians:

   • Recognize that the education of their child (ren) is a joint responsibility between the parents and the school community, and collaborate with the District to optimize their child’s educational opportunities.
   • Send their children to school to participate and learn.
   • Ensure their children attend school regularly and arrive on time. Know school rules and help their children understand them so that their children can help create a safe supportive school environment.
   • Build positive, constructive relationships with teachers, other parents, and their children’s peers.
   • Inform school officials of changes in the home situation that may affect student conduct, or performance.

   Expectations of Teachers:

   • Strengthen students’ self-concept and promote confidence to learn by maintaining a climate of mutual respect and dignity for all students regardless of actual or perceived race, color, physical characteristics, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender identity/expression or sex.
   • Know school policies and rules and enforce them in a fair and consistent manner.
   • Communicate to students and parents: course objectives and requirements, marking/grading procedures, assignment deadlines.
   • Expectations for students’ classroom discipline expectations.
   • Maintain confidentiality in accordance with federal and state law.
   • Communicate regularly with students, parents, and other teachers concerning growth and achievement.
   • Address issues of harassment or any situation that threatens the emotional or physical health or safety of any student, school employee, or any person who is lawfully on school property, or at a school function.
   • Address personal biases that may prevent equal treatment of all students.

   Expectations of Other School Personnel (Teacher Assistants, Teacher Aides, Clerical Staff, Lunch Monitors, General School Aides):

   • Develop supportive professional relationships with students and other school staff to promote student learning within a safe environment.
   • Supervise students, acknowledging positive behavior, and addressing inappropriate behavior.
   • Report behavioral infractions as required to an administrator or supervisor.
   • Be responsible for reporting on the allegations and material cases of bullying/harassment at the school building level.
   • Maintain confidentiality in accordance with federal and state law.

   Student Due Process Rights:

   In disciplinary situations, students will be given the opportunity to present their version of the facts and circumstances, and students will not be suspended unless their rights to due process, as identified in Education Law 3214, have been observed.
   
   Parental involvement may include written notification of the offense and disciplinary action; and, parent conferences with staff, students and if need be, outside agencies/authorities. A proper and accurate record of the offense and response is maintained for all incidents.
   
   Generally, school personnel will identify problems and pursue appropriate, reasonable measures to affect student behavior.
   
   Parents, students and school personnel must work together to ensure the maintenance of the proper atmosphere for learning. Our objective is to provide all students an equal opportunity to grow intellectually, ethically, socially, emotionally and physical.
   
   The opinions regarding student discipline and due process rights are designed to be fundamentally fair without imposing unreasonable burdens on school authorities or students. General requirements inn all instances include:

   • Oral or written notice of the nature of the rules, violation of which will result in disciplinary action; an opportunity for the accused student to tell his/her side of the story to the person whose responsibility it is to assign discipline;
   • Explanation of the evidence of violation, upon which action is being taken, should the student deny the infraction has occurred.

   When a student is referred to an administrator for appropriate action, the administrator investigates the incident by meeting with the student and/or staff member, and additional students/staff as deemed necessary.

   Student Grievances and Complaints

   If a student has a grievance or a complaint about a school-related matter, a school employee or a school official, he/she may submit it, in writing, to the principal of the school, free from coercion, interference, restraint, discrimination, or reprisal. The principal will respond within ten school days with a written answer or proposed resolution. Grievances or complaints may be appealed in writing to the superintendent if the principal’s answer or proposed resolution is not deemed satisfactory by the student. The Superintendent of Schools will respond to all grievances and complaints within a reasonable period of time following receipt of the written appeal document.

   A Code of Conduct built on principles of positive behavior interventions and supports (PBIS) will be most successful when there is seamless integration at the district and school levels and at home. This consistency and support for our students across settings will prepare our children for success within the classroom, and greater community. This is an exciting opportunity to ensure that through collaboration, professional development, and student/caregiving training, we will help construct a more positive learning experience.

5. Expectations of Essential Partners

   The City School District of Port Chester-Rye Union Free School District’s strength is in its committed partnerships among teachers, administrators, school personnel, the Board of Education, parent/teacher organizations, and parents/guardians. We all have a critical role to play in making our schools and community safe, while educating and nurturing our students.

   A Code of Conduct built on principles of positive behavior interventions and supports (PBIS) will be most successful when there is seamless integration at the district and school levels and at home. This consistency and support for our students across settings will prepare our children for success within the classroom, and greater community. This is an exciting opportunity to ensure that through collaboration, professional development, and student/caregiving training, we will help construct a more positive learning experience.

   School staff should keep parents/guardians informed about their child’s behavior and enlist them as partners in reinforcing positive behavior and addressing areas in need of growth. As role models, parents/guardians and school staff should exhibit the behaviors that they would like to see students emulate. In order for parents/guardians to be active and involved partners in promoting a safe and supportive school environment, parents/guardians are strongly encouraged to familiarize themselves with the District’s Code of Conduct.

   • Address issues of harassment or any situation that threatens the emotional or physical health or safety of any student, school employee, or any person who is lawfully on school property or at a school function.
   • Address personal biases that may prevent equal treatment of all students.

   Expectations of Other School Personnel (Teacher Assistants, Teacher Aides, Clerical Staff, Lunch Monitors, General School Aides)

   • Develop supportive professional relationships with students and other school staff to promote student learning within a safe environment.
   • Supervise students, acknowledging positive behavior, and addressing inappropriate behavior.
   • Report behavioral infractions as required to an administrator or supervisor.
   • Be responsible for reporting on the allegations and material cases of bullying/harassment at the school building level.
   • Maintain confidentiality in accordance with federal and state law.
   • Address personal biases that may prevent equal treatment of all students.

   Expectations of Counseling/Pupil Services Staff (School Counselors, Social Workers, School Nurses, and School Psychologists)

   • Strengthen students’ self-concept and promote confidence to learn by maintaining a climate of mutual respect and dignity for all students regardless of actual or perceived race, color, physical characteristics, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender identity or expression, or sex.
   • Assist students in coping with peer pressure and emerging personal, social and emotional problems.
   • Initiate teacher/student/counselor conferences and parent/teacher/student/counselor conferences, as necessary, as a way to resolve problems.
   • Maintain confidentiality in accordance with federal and state law.
   • Regularly review with students their educational progress and career plans.
   • Investigate unexcused school absences and school truancy issues.
   • Address issues of harassment or any situation that threatens the emotional or physical health or safety of all students, school employee or any person who is lawfully on school property or at a school function.
   • Address personal biases that may prevent equal treatment of all students.

   Expectations of Principals/Administrators

   • Promote a safe, orderly, and stimulating school environment, supporting active teaching and learning for all students regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender identity or expression, or sex.
   • Ensure that students and staff have the opportunity to communicate regularly with the principal/administrators and have access to the principal/administrators for airing of grievances.
   • Maintain confidentiality in accordance with federal and state law.
   • Evaluate, on a regular basis, all instructional programs to ensure infusion of civility education in the curriculum.
   • Be responsible for enforcing the Code of Conduct and ensuring that all cases are resolved promptly and fairly.
   • Address issues of harassment, or any situation that threatens the emotional or physical health or safety of any student, school employee, or any person who is lawfully on school property, or at a school function.
   • Address personal biases that may prevent equal treatment of all students and staff.

   Expectations of Superintendent

   • Promote a safe, orderly, and stimulating school environment, supporting active teaching and learning for all students regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender identity or expression, or sex.
   • Inform the Board of Education about educational trends relating to student discipline.
   • Review with district administrators the policies of the Board of Education and state and federal laws relating to school operations and management.
   • Work with district administrators in enforcing the Code of Conduct and ensuring that all cases are resolved promptly and fairly.
   • Board of Education
   • Promote a safe, orderly and stimulating school environment, supporting active teaching and learning for all students regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender identity or expression, or sex.
   • Collaborate with student, teacher, administrator, and parent organizations, school safety personnel and other school personnel to maintain a Code of Conduct that clearly defines the expectations for the conduct of students, district personnel and visitors on school property/at school functions.
   • Review, at least annually, the District’s Code of Conduct to evaluate the Code’s effectiveness and the fairness and consistency of its implementation.
   • Address issues of harassment or any situation that threatens the emotional or physical health or safety of any student, school employee, or any person who is lawfully on school property or at a school function.
   • Address personal biases that may prevent equal treatment of all students and staff.

6. Student Dress Code

   Students are expected to give proper attention to personal cleanliness, and to dress appropriately for school and school functions. Students and their parents/guardians have the primary responsibility for acceptable student dress and appearance. Teachers and all other district personnel should exemplify and reinforce acceptable student dress and help students develop an understanding of appropriate appearance in a school setting. A student’s dress, grooming, and appearance shall:

   • Be safe, appropriate, and support the academic engagement and educational rights of themselves and others. Clothing that interferes with, distracts from, or disrupts the educational process is not acceptable.
   • Be safe, wear appropriate footwear.
   • Any dress appearance which is vulgar, lewd, obscene, or indecent or profane or which exposes to sight the private parts of the body (e.g., t-shirts with a phallic symbol and messages consisting of sexual metaphors; see through garments, extremely plunging necklines or waistlines; any dress or appearance which encourages or advocates the use of illegal drugs, alcohol and/or tobacco.
   • Be respectful: The wearing of hats in the classroom as they are a sign of disrespect (unless worn for religious or medical reasons).
   • Each building principal or his or her designee shall be responsible for informing all students and their parents/guardians of the student dress code at the beginning of the school year and any revisions to the dress code made during the school year.

   The Superintendent of Schools and other designated administrative personnel have the authority to require a student to change his/her attire should it be deemed inappropriate.

7. Prohibited Conduct

   Expectations for Student Conduct

   We expect all students to demonstrate appropriate and civil conduct and to respect the rights and welfare of other students, district personnel and other members of the school community. We also expect students to take care of school facilities and equipment.
   
   The best discipline is self-imposed. Our goal for all students to assume and accept responsibility for their own behavior, as well as the consequences of their misbehavior. District personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on students’ ability to grow in self-discipline.
   
   The rules of conduct listed below list our expectations for student conduct and focus on safety, promoting a positive school climate, and respect for the rights and property of others. Students who will not accept responsibility for their own behavior and who violate these school rules will be required to accept the penalties for their conduct.
   
   The following conduct is prohibited and will be subject to disciplinary action. This list is not intended to be either mutually exclusive or exhaustive:

   Students may be subject to disciplinary action if they engage in conduct that is dangerous or disorderly.
   
   Examples include but are not limited to:

   1. Running in hallways.
   2. Making disruptive noise.
   3. Engaging in dangerous horseplay.
   4. Using language or gestures that are profane, lewd, vulgar, abusive or threatening.
   5. Obstructing vehicular or pedestrian traffic.
   6. Engaging in any willful act that disrupts the normal operation of the school community.
   7. Trespassing. Students are not permitted in any school building, other than the one they regularly attend, without permission from the administrator in charge of the building. Students may not enter District property during a period of disciplinary suspension.
   8. Misuse of computer/electronic communications, including (a) any unauthorized use of computers or software; (b) accessing inappropriate websites via District equipment or networks; or (c) any violation of the District’s Acceptable Use Policy.
   9. Tampering with fire safety equipment, including but not limited to triggering false alarms and unauthorized use of fire extinguishers.
   10. Making bomb threats, false 911 or emergency services calls, or other threats against the security of persons or property.
   11. Possessing matches or lighters on District property.
   12. Use of persona electronic devices (including but not limited to cellular telephones) in a manner that is in violation of individual school policy.

   Engage in conduct that is insubordinate.

   Examples include but are not limited to:

   1. Failing to comply with legitimate and reasonable directives of teachers, school administrators, and other school personnel.
   2. Lateness to school; cutting class homeroom or detention; and leaving school without permission.
   3. Intentionally misinforming school personnel with explicit intention to deceive.

   Engage in conduct that is disruptive, offensive or violent.

   Examples include but are not limited to:

   1. Committing, or attempting to commit, an act of violence (such as hitting, kicking, punching, or scratching) upon any person.
   2. Actual or attempted sexual assault, including sexual touching without consent.
   3. Possessing, displaying, using or threatening to use a weapon or what appears to be a weapon (including any instrument, object or device which is capable of causing physical injury). This prohibition does not apply to law enforcement officials acting in the line of duty.
   4. Intentionally damaging or destroying District property or the personal property of a student, District employee, or any person lawfully on school property, including but not limited to graffiti.
   5. Lighting a fire on or adjacent to School district property (arson).

   Engage in conduct that endangers the safety, physical or mental health or welfare of others.

   Examples include but are not limited to:

   1. Subjecting other students, school personnel or any other person lawfully on school property or attending a school function to danger by recklessly engaging in conduct which creates a substantial risk of physical injury.
   2. Stealing or attempting to steal, the property of other students, school personnel or any other person lawfully on school property or attending a school function.
   3. Making statements about any individual or identifiable group of individuals which have the foreseeable effect of exposing such persons or group of persons to shame, humiliation, persecution or ostracism; this includes but is not limited to “hate speech.”
   4. Making unwelcome sexual propositions, unwelcome sexual comments, or engaging in other acts of sexual harassment, all as further described by Board of Education policy.
   5. Engaging in discriminatory conduct, by engaging in actions or expressions based upon race, color, creed, national origin, ethnic group, religion, religious practice, sex gender (identity and expression), sexual orientation, physical characteristics or disability, which have the foreseeable effect of denying rights, equitable treatment or access to facilities available to others.
   6. Harassment and/or bullying, including cyberbullying and “sexting.”
   7. Intimidation, including actions or statements that have the foreseeable effect of putting an individual in fear of bodily harm, or inducing an individual to take or abstain from taking an action which such individual might otherwise lawfully take or abstains from taking.
   8. Hazing in any form, including subjecting another person to potential physical or emotional harm or humiliation as a condition of participating in any group or activity.
   9. Intentionally exposing or attempting to expose a student, staff member of visitor to a food to which that person is known to be allergic.
   10. Selling, distributing or possessing obscene material.
   11. Using vulgar or abusive language, cursing, or swearing.
   12. Smoking a cigarette, cigar, pipe, electronic cigarette, or using chewing or smokeless tobacco, or possessing any of the foregoing on school grounds.
   13. Possessing, consuming, selling or offering for sale, offering, distributing, or exchanging alcoholic drinks illegal substances, or being under the influence of either. “Illegal substances” include, but are not limited to, inhalants, marijuana, cocaine, LSD, PCP, amphetamines, heroin, steroids, lookalike drugs, and any synthetic version thereof, whether specifically illegal or not, commonly referred to as “designer drugs” which are substances designed and synthesized to mimic the intended effects and usages of, which are chemically substantially similar to illegal drugs which may or may not be labeled for human consumption.
   14. Selling or offering for sale, any substance represented to be an alcoholic beverage or illegal substance as defined above whether or not such beverage or substance is authentic.
   15. Inappropriately using or sharing prescription drugs and over-the-counter drugs.
   16. Gambling.
   17. Indecent exposure, that is, exposure to sight of the private parts of the body in a lewd or indecent manner.
   18. Aiding or abetting any other person to commit a violation of this Code of Conduct.

   Student Conduct on School Buses

   • Students shall enter, sit on and leave buses in an orderly manner and shall not delay the bus or intentionally engage in conduct which distracts the bus driver.
   • Eating food is not allowed on school buses.
   • Moving while the bus is in motion is strictly prohibited and seatbelt must be worn at all times.
   • It is crucial for students to behave appropriately while riding on school-provided buses, to ensure their safety and that of other passengers, as well as to ensure the least possible distraction for bus drivers. We expect students to apply the same standards of behavior on the bus as in the classroom. Excessive noise, pushing, shoving and fighting will not be tolerated.
   • This applies to students who take the bus to and from school, as well as students bused to and from co-curricular activities and/or field trips.
   • It is also important that those waiting for buses conduct themselves properly and respect the rights and property of others.
   • On school buses, the driver is responsible for maintaining order.

   If a student becomes a serious disciplinary problem on a school bus, the Superintendent may suspend his/her transportation privileges. Parents are reminded that bus transportation for students is a privilege, which may be suspended due to misbehavior.

   Engage in any form of academic misconduct, examples include but are not limited to:

   1. Plagiarizing: the reproduction or intentional paraphrase of someone else’s work without proper attribution, cheating or otherwise compromising academic integrity, including but not limited to representing someone else’s work as one’s own (copying), using unauthorized assistance by any means during an examination, test or quiz, improperly obtaining an examination, test, quiz or answer key in advance, substituting for a test-taker, and/or assisting another student to cheat.
   2. Altering District records by written or electronic means.
   3. Violations of the District’s Acceptable Use Policy for computers and the Internet.
   4. Assisting another student in the above activities.

   Engage in off-campus misconduct that interferes with, can reasonably be expected to substantially disrupt the educational process in school or at a school function.

   1. Such conduct includes, but is not limited to, threatening or harassing students or school personnel through any means off-campus, including cyber-bullying.
   2. All rules of conduct which apply to conduct on District’s property apply to student conduct at school or District sponsored events.

   Computer and Internet Abuse and Misuse (Refer to Acceptable Use Policy)

   Misuse, damage or tampering with District – owned computer drives, network facilities and Internet links may lead to disciplinary action. The following behavior is prohibited:

   1. Student email or internet communication which originates from or is received at school premises and which:
      1. Is lewd, vulgar, obscene, indecent or inappropriate for student recipients of certain ages;
      2. Conveys an imminent threat of violence, including sexual violence, to a specific individual or individuals;
      3. Constitutes a state or federal crime;
      4. Is the cause of or contributes to a substantial interference with orderly functioning of the school(s);
      5. Attributes the text to school officials or implies that the text is school endorsed, unless there is official endorsement or consent from school officials;
   2. Internet use that circumvents access restricts laced on the District’s computer systems;
   3. Computer and/or Internet use that is not school related or is unauthorized;
   4. Sharing your computer access code with others. You will be responsible for violations of this Code of Conduct that occur under your access code number.

8. Reporting Violations of the Code of Conduct and the Dignity For All Students Act

   Responsibilities for Reporting and Dealing with Misconduct

   Any student who observes a violent or criminal act or who is aware of a potentially violent or criminal act in school or at a school function is encouraged to report the matter promptly to an adult. Any student observing another student possessing a weapon, alcohol or illegal substances on school property or at a school function is encouraged to promptly report this information immediately to any staff member or administrator. All students who are witnesses to, or are subjected to, incidents of discrimination, harassment and/or bullying by another student, employee, and/or visitor on school property or at a school function, are encouraged to report the matter promptly to an adult. The District will hold the identity of the reporter in confidence to the extent possible.
   
   Any student who is a witness to or target of or becomes aware of any incident of discrimination, harassment and/or bullying (including cyberbullying) should report such behavior to their guidance counselor, principal, the school Dignity Act Coordinator or the Districtwide Dignity Act Coordinator as soon as possible after the incident so that the District may investigate the situation and impose appropriate sanctions as necessary in a timely, fair, consistent, impartial and lawful manner.

   School Personnel

   All District administrators who witness or become aware of violations of the Code of Conduct (including, without limitation) incidents of discrimination, harassment and/or bullying against any student are expected to investigate the situation and impose appropriate sanctions as necessary in a timely, fair, consistent, impartial and lawful manner. All other School District personnel who witness or become aware of such a violation shall promptly make a verbal report of violations of the Code of Conduct to their building principal, the principal’s designee, or the Dignity Act Coordinator in the school building.
   
   Each school Dignity Act Coordinator will promptly and impartially investigate all complaints, formal or informal, verbal or written. To the extent possible, all complaints will be treated in a confidential manner, although limited disclosure may be necessary to complete a thorough investigation.
   
   In order to assist investigators, individuals should document the bullying, harassment, or discrimination as soon as it occurs and with as much detail as possible including: the nature of the incident(s); dates, times, and places it occurred; name of perpetrator(s); witnesses to the incident(s); and the target’s response to the incident.
   
   The building principal or designee must notify the Superintendent and appropriate local law enforcement agency of those Code Violations that constitute a crime and substantially affect the security of a school as soon as practical, but in no event later than the close of business the day the principal or his or her designee learns of the violation. The notification may be made by telephone or e-mail or text, followed by a letter mailed on the same day as the telephone call is made. The notification must identify the student and explain the conduct that violated the Code of Conduct and constituted a crime.

   District Dignity Act Coordinators

   School	Coordinator	Phone Number
   John F. Kennedy	Judy Diaz, Bryant Romano	(914) 934-2416
   Thomas Edison	Ivan Tolentino	(914) 934-2453
   Park Ave. School	Rosa Taylor	(914) 934-2467
   King Street Schools	Sam Ortiz	(914) 934-2613
   Port Chester Middle School	Pat Swift, Joseph Capalbo Christine Rascona	(914) 934-7930
   Port Chester High School	Luke Sotherden	(914) 934-7955

9. Levels of Support/ Individualized Interventions/Consequences

   Practices that allow educators to address disciplinary matters as opportunities for learning instead of punishment are more successful in changing a student’s behavior than a reliance on increasing punitive measures. Consequences are most effective with students when they deal directly with the problem in a way that students view as fair and impartial. When choosing interventions and consequences for students’ behavior, teachers, administrators, and staff must balance the District’s dual goals of (a) eliminating school disruptions and (b) maximizing student instruction time. This philosophy is evident in the commitment to the implementation of Positive Behavior Intervention Supports (PBIS) in each school building and in the discipline consequences that occur as a result of the most serious offenses in Superintendent’s Hearings.
   
   This Code of Conduct describes four levels of possible response to inappropriate and disruptive behavior of individual students. Each inappropriate or disruptive behavior is assigned to one or more of these levels of intervention and consequence. Interventions and consequences from the lower levels should generally be considered, and where practicable applied, before interventions and responses from the higher levels. In the event of a disruptive behavior which warrants a level 4 consequence, the administrator can go directly to that level. As to violations which may constitute a crime, the building principal or designee will consult with the appropriate local law enforcement agency regarding violations that constitute a crime.
   
   The Following tables outline Tiers or Levels of support with possible individualized interventions and consequences for inappropriate behavior.

   Tier 1/Level 1 Classroom Level Interventions/Consequences

   Universal teaching of behavioral expectations, acknowledgement of positive behaviors, and consistent response to inappropriate behaviors. If these interventions are successful, referral to the school administration may not be necessary.

   Verbal correction/warning, in-class time out	Redirect behavior	In class time out
   Teacher student conference	Re-teach expectations	Behavioral sheet
   Establish positive relationship With student	Guided student reflection	Seat change
   Parent Contact	Written reflection/ Apology	Detention with teacher
   Parent conference	Loss of classroom privileges	Brief time out of class

   Tier 2 /Level 2 Appropriate when Level 1 interventions/consequences have been used and found ineffective, or based on severity of behavior

   Tier 2 interventions focus on targeted students who may require more intensive support on a short term

   Parent conference, Instructional Staff Support	Use of restorative practice Strategies	Functional Behavioral Assessment (FBA)
   Short removal from class	Referral to school based child study Team	Behavior improvement Plan (BIP)
   Conference with Building Administrator/Counselor	Referral for CSE/504 eligibility	Detention ( before or after school or lunch time)
   Change in class/schedule	Short term targeted counseling, re-teaching of specific skills	Check in/out program
   Behavioral plan or contract	Restitution/ apology	Loss of school privileges

   Tier 3/Level 3 Appropriate when Level 2 interventions/consequences have been used and found ineffective, or based on the severity of the behavior

   Use of specific interventions for students who exhibit a pattern of problem behaviors. The goal of these interventions is to diminish problem behaviors and to increase the student’s social skills and functioning. These interventions may include functional behavioral assessments, behavioral intervention plans, and short-term suspensions.

   Parent Conference (Administrator/Support Staff)	Review of IEP/504 Plan for consideration	PINS Referral
   Referral for evaluation	Review of BIP	Restitution
   Removal from class Placed with an administrator	Review/change of school program	Referral for outside counseling
   Mentoring	Restorative justice practices	Detention
   Out of school suspension up to 5 days	In school targeted counseling/re-teaching

   Tier 4/Level 4 Appropriate when Level 3 interventions/consequences have been used and found ineffective or based on the severity of the behavior

   Use of specific interventions for students who need to be removed from the school community because of the severity of the behavior. The goal of the use of these interventions focus on both the safety of the school community and ending the dangerous and/or self-destructive behavior of students. These interventions may include referral to community agencies for additional services, such as, substance abuse counseling; alternative instruction; or placement in alternative programs.

   Superintendent’s Hearing	Manifestation Hearing for CSE & 504 Students	Restorative justice practices
   Alternative Education	Wrap Around Conference	Restitution
   Long term suspension	Expulsion is reserved for extraordinary circumstances with sever misconduct by students who are over the compulsory age.

   Levels of Interventions/Consequences

   As with any incident of student behavior, school administrators must exercise informed judgement as to whether a student’s actions constitute a violation of Board Policy and/or Code of Conduct. The levels of interventions guide administrators to use progressive interventions to change student behaviors.
   
   Levels of consequences and options for progressive interventions follow. Repeated, chronic or cumulative offenses may require higher levels of interventions/consequences. For serious violations, consequences will begin at a higher level.

   Level 1 (GREEN)	Level 2 (YELLOW)	Level 3 (RED)	Level 4 (RED)
   Classroom Level Use of school wide teachingof behavioral Expectations	Re-teaching/Focused short term interventions	Specific interventions designed to diminish problem behavior & teach social skills	Interventions used when students need to be removed from school

   Elementary School Level Kindergarten-grade 5 Inappropriate Behaviors and Levels of Interventions/Consequences

   Behavior/Infraction	1	2	3	4	Possible contact beyond parents
   Absences:
   Unexcused	x	x
   Truancy	x	x
   Alcohol, Tobacco, or other substances:			x		Nurse
   Possession			x		Police Department
   Use being under the influence		x	x
   Intent to distribute			x	x	Police Department
   Arson			x
   Attack on others:
   Intent to cause harm				X	Police Department
   Causing serious physical injury			x	x
   Bomb threat			x	x	Police Department
   Bus misconduct			x
   Bullying/Harassment:
   Verbal bullying or harassment	x	x
   Physical bullying or harassment			x		Police Department
   Verbal and physical bullying or harassment	x	x	x
   Cyberbullying:
   Incidents involving bullying /intimidation but no threat	x	x	x
   Verbal and physical bullying or harassment	x	x	x
   Cell phone misuse		x	x
   Cheating/plagiarizing		x	x
   Coercing another to violate the code	x	x	x
   Computer misuse	x	x	x		Director of technology
   Destruction of property/vandalism	x	x	x	x
   Disrespect towards others	x	x	x	x
   Disruption to classroom or school	x	x	x
   Electronic device misuse (excluding sexting)	x	x	x

   Middle School Level Grades 6-8 Inappropriate Behaviors and Levels of Interventions/Consequences

   Behavior/Infraction	1	2	3	4	Addtl. possible contact beyond parents
   Absences:
   Unexcused	x	x
   Truancy	x	x
   Alcohol, Tobacco, or other substances:			x		Nurse
   Possession			x		Police Department
   Use being under the influence		x	x
   Intent to distribute			x	x	Police Department
   Arson			x
   Attack on others:
   Intent to cause harm				x	Police Department
   Causing serious physical injury			x	x
   Bomb threat			x	x	Police Department
   Bus misconduct			x
   Bullying/Harassment:
   Verbal bullying or harassment	x	x	x
   Physical bullying or harassment	x	x	x		Police Department
   Verbal and physical bullying or harassment	x	x	x
   Cyberbullying:
   Incidents involving bullying /intimidation but no threat		x	x
   Verbal and physical bullying or harassment		x	x
   Cell phone misuse	x	x	x
   Cheating/plagiarizing	x	x	x
   Coercing another to violate the code	x	x	x
   Computer misuse	x	x	x		Director of technology
   Destruction of property/vandalism		x	x	x
   Disrespect towards others		x	x	x
   Disruption to classroom or school	x	x	x
   Electronic device misuse (excluding sexting)	x	x	x
   Extortion/strong arming/blackmail		x	x	x	Police Department
   False information/lying	x	x	x
   Fire Alarm Pulling		x	x	x
   Fighting-physical contact with no physical injury	x	x	x	x
   Fighting verbal	x	x	x
   Fireworks/explosives-possession or use		x	x	x
   Gambling		x	x
   Gang related activity			x	x	Police Department
   Hazing		x	x	x
   Inappropriate language:
   Use of inappropriate language	x	x	x
   Abusive language directed at others	x	x	x	x
   Inappropriate physical contact	x	x	x
   Inappropriate physical contact of a sexual nature	x	x	x	x
   Insubordination or defiance	x	x	x
   Intimidation with no verbal threat/physical contact		x	x
   Matches/lighters (possession of)		x	x
   Out of place (leaving class/school without permission)		x	x
   Robbery-forcible stealing from another			x	x	Police Department
   Selling, distributing, or possessing obscene material			x	x
   Sexual activity (inappropriate)	x	x	x	x	Police Department
   Tardy/being late to class	x	x	x
   Trespassing			X
   Unsafe behavior:
   Engaging in dangerous horseplay	x	x	x	x
   Indecent exposure		x	x	x
   Intentionally exposing another to a known allergen		x	x	x
   Obstruction vehicular or pedestrian traffic		x	x	x
   Reckless endangerment		x	x	x
   Weapons:					Police Department
   Possession of a firearm			x	x
   Possession of other weapons-knives			x	x
   Threatening to use			x	x
   Use of weapons to cause or attempt to cause bodily injury			x	x

   High School Level Grades 9-12 Inappropriate Behaviors and Levels of Interventions/Consequences

   Levels

   Behavior/Infraction	1	2	3	4	Addtl. possible contact beyond parents
   Absences:
   Unexcused	x	x	x
   Truancy	x	x	x
   Alcohol, Tobacco, or other substances:
   Possession		x	x	x
   Use being under the influence		x	x	X	Nurse
   Intent to distribute			x	x	Police Department
   Arson			x	x	Police Department
   Attack on others:
   Intent to cause harm			x	x
   Casing serious physical injury			x	x
   Bomb Threat			x	x	Police Department
   Bullying/Harassment:
   Verbal bullying or harassment	x	x	x	x
   Physical bullying or harassment	x	x	x	x	Police Department
   Verbal and physical bullying/harassment	x	x	x	x
   Cell phone misuse	x	x	x
   Cheating/Plagiarizing	x	x	x
   Coercing another to violate the code	x	x	x	x
   Computer misuse	x	x	x	x	Director of Technology
   Destruction of property/vandalism			x	x
   Disrespect towards others	x	x	x
   Disruption to classroom or school	x	x	x
   Dress code violations	x	x	x
   Electronic device misuse (excluding sexting)		x	x
   Extortion/strong arming/blackmail			x	x	Police Department
   False information/lying	x	x	x
   Fire alarm pulling				x	Police Department
   Fighting/physical contact with no physical injury	x	x	x	x
   Fighting verbal	x	x	x
   Fireworks/explosives-possession or use		x	x	x	Police Department
   Gambling		x	x
   Gang related activity			x	x	Police Department
   Hazing		x	x	x
   Inappropriate language:
   Use of inappropriate language	x	x	x
   Abusive language directed at others	x	x	x	x
   Inappropriate physical contact	x	x	x
   Inappropriate physical contact of a sexual nature	x	x	x	x
   Insubordination or defiance	x	x	x
   Intimidation with no verbal threat/physical contact		x	x	x
   Matches/lighters (possession of)			x
   Out of place (leaving class/school without permission		x	x
   Robbery-forcible stealing from another			x	x	Police Department
   Selling, distributing, or possessing obscene material			x	x
   Sexual Activity (inappropriate)	x	x	x	x	Police Department
   Stealing/Theft		x	x	x
   Tardy/being late to class	x	x	x
   Trespassing			x
   Unsafe behavior:
   Engaging in dangerous horseplay	x	x	x	x
   Indecent exposure		x	x	x
   Intentionally exposing another to a known allergen		x	x	x
   Obstruction vehicular or pedestrian traffic		x	x	x
   Reckless endangerment		x	x	x
   Weapons:					Police Department (all)
   Possession of a firearm			x	x
   Possession of other weapons-knives			x	x
   Threatening to use			x	X
   Use of weapons to cause or attempt to cause bodily injury			x	x