South Bend Community School Corporation
Student Code of Conduct
This screen-reader-friendly webpage contains the extracted text of the board-approved Student Code of Conduct supplied to Mr. Johnson Academy. Page headings correspond to the original 40-page document.
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South Bend Community School Corporation
Student Code of ConductPage 2
2 Inclusive Culture & Language Assistance A Culture of Inclusion The South Bend Community School Corporation believes that all children and youth, regardless of race, religion, creed, sex, gender, neurological makeup, or background, have a human right to quality public education in safe and supportive environments, providing a foundation for access to higher education, meaningful employment and full participation in society. Language Assistance If you have difficulty understanding English, you may request a copy of the Student Code of Conduct in Spanish at no cost, by contacting your child’s building principal. A Spanish version is also available on the District website at: ___Link. Si tiene dificultad para entender inglés, puede solicitar una copia del Código de Conducta Estudiantil en español, sin costo alguno, comunicándose con el director de la escuela de su hijo. Una version en español también está disponible en el sitio web del Distrito en: ____Link. South Bend Schools Board Docs and Links Policies may be found on the SBCSC Board Docs page found here _ LINK Links to documents forthcoming: We are dedicated to ensuring this document is accessible as possible. Links to policies and SBCSC’s new homepage are forthcoming, Fall 2024. Report a Concern Staff, students, families, and the community can report a concern to any school personnel. Reports can also be made through the reporting form located on any school website and the District website or by calling 574-393-6000.
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3 Message from the Board [Draft] Dear SBCSC Students and Families, Welcome to SBCSC! At SBCSC we believe each student is unique and important. As such, we have numerous educational options to choose from and are confident your family will be happy with your choice. Our educators and staff work purposefully and intentionally to create highly engaging learning environments in which every student can benefit from relevant learning opportunities and caring adults. The Board-adopted Student Code of Conduct is designed to help our families, students, teachers, partners, volunteers and neighbors understand how we can work together to build safe, successful and supportive schools while encouraging personal responsibility and relationships. The Board pledges to work tirelessly to ensure equitable access to a world-class education to unleash the potential of every student. Together, we will shape the bright future of our region. Sincerely, ____________________ _____________________ ________________________ ______________________ Stuart Greene John Anella Stephanie Ball Mark Costello ____________________ ______________________ _________________________ Kate Lee Jeanette McCullough Lesley Wesley Board of School Trustees
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4 South Bend Community School Corporation Message from the Superintendent [Draft] Dear SBCSC Families, Ensuring the physical and social-emotional health of our students, staff and partners is central to the South Bend Community School Corporation’s mission to educate all students with rigor and care in a culture of excellence to develop engaged citizens. This Student Code of Conduct outlines the range of support we offer to maintain an atmosphere of mutual respect and trust among all students and staff. The Student Code of Conduct is aligned with our district’s 2026 Strategic Plan, and serves as a best-practice model that aims to prevent problems by providing students with clear expectations about behaviors. Within this document, we offer a wide range of encompassing services to ensure our students have the support necessary to reach their full potential. Please take a moment to review this important document with your children. If you have any questions or concerns about the Student Code of Conduct, or the support SBCSC offers students, please contact your child’s principal or SBCSC’s Administration Office at 574-393-6000. Yours in Service, C. Todd Cummings, Superintendent of Schools South Bend Community School Corporation
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Table of Contents
Mission and Vision ……………………………………………………………………………………….
Strategic Plan ……………………………………………………………………………………….
Shared Rights & Responsibilities ……………………………………………………………………….
Discipline Guidelines & Supporting Policies …………………………………………………………….
Student Behaviors and Staff Responses ………………………………………………………………
Student Code of Conduct Matrix ………………………………………………………………………
District and Family Resources ………………………………………………………………………
Glossary ..………………………………………………………………………………………………Page 6
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Mission and Vision
Mission Statement: Together with our community, we create equitable, inclusive, and just schools to ensure all students achieve
academic and personal success.
Vision Statement: We are the community’s first choice for a relevant and inspiring education.
Strategic Plan 2026
Our Core Values
• We promote a culture of educational excellence where each student learns and thrives in school and beyond.
• We respect, admire and celebrate personal and cultural diversity.
• As a team, we cultivate strong relationships with students, staff, families, and community through restorative practices.
• We ensure safe schools for both students and adults.
• Because our families and community are essential to our success, we will extend and deepen those partnerships.
• We are honest, transparent and accountable to our community.Page 7
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Our District Priorities
• Academic Excellence: We will advance students’ skills and competencies in literate practices across all subject areas.
• Equity, Inclusion, & Justice: We will mandate nondiscriminatory practices to ensure access to opportunities for all students and staff.
• Financial Sustainability: We will responsibly and transparently manage our fiscal and capital resources to deliver a quality education.
• Community Partnerships: We will extend, deepen, and monitor community partnerships to strengthen student learning.
Details on the 2026 Strategic Plan including objectives and measurements can be found at ___LINK.
Master Compliance Plan
Under a stipulation filed with the court on August 31, 2018 (the “Stipulation”), South Bend Community School Corporation (the
“District”) agreed and was ordered to take steps to ensure non-discrimination in student disciplinary practices. The SBCSC Master
Compliance Plan details the specific measures that the District believes are necessary to achieve full compliance with the Stipulation.
Starting with the District’s obligations under the Stipulation, the SBCSC Master Compliance Plan establishes goals and objectives. It
then details specific tasks for meeting the goals and objectives, the person or persons responsible for those tasks, and proposed internal
deadlines for completion of the tasks.
Master Compliance Plan Goals include:
Goal 1: Uniformly implement the Student Code of Conduct across all SBCSC Schools
Goal 2: Establish a system of assessment, support, and accountability to ensure staff are using and following the Student Code of
Conduct
Goal 3: Establish an internal accountability system that creates an organizational structure for district-level monitoring of compliance with
the Consent Decree
Goal 4: Provide training, resources, and support to teach school rules, social-emotional skills, reinforce positively appropriate behavior, and
implement other strategies to promote positive school climates.
Goal 5: Establish review and revision process for Student Code of Conduct, including initial revision based on community and stakeholder
feedback.Page 8
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Details on the Master Compliance Plan can be found at ______LINK.
Ensuring Non-Discrimination in School Discipline
While overly harsh school discipline policies can affect all students, they are disproportionately imposed on students of color. Black students, in
particular, are far more likely to be suspended, expelled, and arrested than their peers, even for the same behavior. Students of color also tend to
receive harsher punishments than their peers receive for the same offenses. This is true both nationwide and in the South Bend School
Corporation.
The systemic racial inequalities that persist in the administration of school discipline must be acknowledged, and SBCSC has therefore
dedicated itself to eliminating institutional racism and any other form of discrimination or bias that presents barriers to the success of our
students.
The School Corporation has incorporated a wide range of targeted strategies to monitor disproportionality and ensure nondiscrimination in
student discipline, including but not limited to regular analysis of disciplinary data by race, prioritizing student academic and behavior supports
through ongoing implementation of MTSS, and regular review of the Student Code of Conduct and disciplinary processes.
Schools are charged with eliminating racial discrimination in the administration of school discipline. Staff members are specifically charged
with monitoring the impact of their actions on students from racial and ethnic groups or other protected classes that have historically been
over-represented among those students who are suspended, expelled, arrested, or referred to law enforcement. Evidence of punitive measures
being imposed in a discriminatory manner against students shall be cause for corrective action by the District.
Shared Rights and Responsibilities
Strategic Alignment
In alignment with the District’s mission and vision, our Student Code of Conduct is created to engage staff, students, and community partners to
provide the best possible outcomes for our students. The following represents our shared rights and responsibilities:
Teacher/Staff Expectations
Staff members have a right to:
a) Be treated courteously, fairly, and respectfully by students, parents/guardians and other school staff.
b) Receive notification of appointments, meetings, and/or conferences with parents/community members.Page 9
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c) Work in a safe and orderly environment.
Staff members have the responsibility to:
a) Maintain a climate of mutual respect and dignity for all students, regardless of actual or perceived race, color, physical appearance,
national origin, ethnic group, religion, disability, sexual orientation, gender identity, or sex.
b) Communicate and keep parents/guardians informed on classroom policies, expectations on behavior, student progress and classroom
discipline in a language that they understand to facilitate parents/guardians becoming partners with our schools.
c) Attend work and be punctual, prepared and always respectful to students, staff and parents/guardians.
d) Involve families, students, staff members and the community in the process of fostering positive behavior and student engagement.
e) Ensure clear, developmentally and age-appropriate consequences are applied to misbehavior in a way that supports personal growth and
learning opportunities for students.
f) Include appropriate procedures for students with disabilities and due process for all students in our school system.
g) Maintain a safe working environment where all students can learn and develop good habits.
h) Make a good faith effort to form positive and supportive relationships with their students.
Student Expectations
Students have a right to:
a) Be treated courteously, fairly, and respectfully by teachers, parents/guardians, and other school staff.
b) A public education regardless of their gender, race, religion, national origin, pregnancy, disability, parenthood, marital status, economic
status, or any other personal or physical characteristics.
c) An orderly school and classroom environment that will prompt learning for all students.
d) Express themselves, in speech, writings or symbolism within the boundaries of the law and policies of the school system.
e) Safe and orderly transportation to and from school when such transportation is provided within the transportation guidelines of the school
system.
Students have a responsibility to:
a) Be familiar with and abide by all district policies, rules and regulations regarding student conduct.
b) Always dress appropriately at school and follow all school expectations in the student code of conduct.
c) Be a contributing member in maintaining a safe, supportive and orderly school environment at all times.
d) Be respectful to teachers, other students, staff members and other school personnel in the school building.
e) Attend school regularly and on time, perform assignments, strive for quality work, and be prepared to learn in their classroom daily.
f) Participate in class and complete all assignments on time in order to assist in the learning process throughout the school year.
g) Conduct themselves as positive representatives of the school district before, during and after school hours.Page 10
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Parent/Guardian Expectations
Parents/Guardians have a right to:
a) Be treated courteously, fairly, and respectfully by students, teachers, and other school staff.
b) Be actively involved in their children’s education.
c) Be treated courteously, fairly and respectfully by all school staff and principals.
d) Receive information about the policies of the Board and procedures that relate to their children’s education.
e) Receive regular reports, written or oral, from school staff regarding their student’s academic progress or behavior including report cards,
behavior progress reports, and conferences.
f) Receive information and prompt notification of behavior violations by their student and any disciplinary actions taken by principals or
school staff.
Parents/Guardians have a responsibility to:
a) Make sure their children attend school regularly and on time. Parents/guardians need to notify the school at all times when their children are
absent or late to school.
b) Recognize that the education of their student is a joint responsibility of the parents/guardians and school community.
c) Work with building administrators and school staff by developing an open line of communication to address any academic or behavioral
problems their children may be experiencing.
d) Serve as role models for their children by knowing school rules and expectations as well as encouraging their children to do the same.
e) Teach their children to maintain a climate of mutual respect and dignity for all students, regardless of actual or perceived race, color,
physical appearance, national origin, ethnic group, religion, disability, sexual orientation, gender identity or sex.
f) Stay involved in the educational process as a parent. Attend parent-teacher conferences, read school communications, and maintain
up-to-date home, work and emergency numbers with the school office. Parent involvement is expected and appreciated.
Community Members/Volunteer Expectations
Community members/volunteers have a right to:
a) A safe and secure environment while visiting any school.
Community members/volunteers have a responsibility to:
a) Assist school administrators and teachers in strengthening school/community relations through participation.
b) Complete all background checks and have them on file with the school system.
c) Be willing to work as a student mentor or PTA member or to assist schools throughout the school year in times of need.
d) Use appropriate language and positive behavior at all times within our school building or while attending a school-sponsored activity.
e) Always be a good role model for students in regards to dress and being professional, respectful and punctual.
f) Be an advocate for SBCSC, our students, teachers and families.Page 11
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Discipline Guidelines & Supporting Policies
Guiding Principles
The goal of student discipline is to teach students to behave in ways that contribute to academic achievement and school success and to support a
school environment where students and staff are responsible and respectful. Successful school discipline is guided by the following principles:
• Effective and engaging instruction and classroom management are the foundation of effective discipline.
• School discipline is best accomplished by preventing misbehavior before it occurs, and using effective interventions after it occurs.
• School safety and academic success are formed and strengthened when all school staff and personnel build positive relationships with
students and are actively engaged in their lives and learning.
• School staff should promote standards of behavior by teaching, modeling, and monitoring behavior, and by fairly and consistently correcting
misbehavior as necessary.
• School discipline that is paired with meaningful instruction and guidance offers students an opportunity to learn from their mistakes and
contribute to the school community, and is more likely to result in getting the student re-engaged in learning.
• Effective school discipline maximizes the amount of time students spend learning and minimizes the amount of time students are removed
from their classrooms due to misbehavior.
Multi-Tiered System of Supports (MTSS)
Multi-Tiered System of Supports (MTSS) is the framework used within SBCSC to promote a school climate that supports the instruction of
students in the academic, social, and behavioral skills needed for students to be successful in school and as citizens of the community. MTSS
creates school environments where standards for behavior are taught, disruptive behaviors are prevented, students and adults have positive
relationships, and students understand what is expected of them as learners at school. In this effort, SBCSC promotes the following universal
expectations for all students and staff: Be Safe, Be Respectful and Be Responsible.
All students are supported through a tiered model of increasingly individualized interventions or enhancements that are available based upon a
student’s individual academic and behavioral needs. For example, in a tiered system all students in a school are taught in Tier I to use conflict
resolution skills, yet there are some students who need more support (Tier II) to use those skills because they also need to practice social skills to
interact successfully with peers. An additional tier of support (Tier III) would be needed for a few students who need more personal instruction
and direct practice of the conflict resolution skills. With the use of prevention and intervention strategies that support students’ behavior and
social-emotional needs, school staff facilitate both academic and social development of all students.Page 12
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School principals and staff members are expected to engage students, including students with disabilities, in prevention and intervention
strategies that promote positive behavior and address problem behavior. Student behavioral concerns are considered opportunities for problem
solving and instruction for growth. Corrective and restorative responses to behavioral concerns include both instruction and appropriate
consequences to support children’s development of appropriate behavior. The use of consequences should be carefully planned with
well-defined outcomes in order to provide the greatest benefit to the student.
If your student is being supported through Tier II or Tier III groups, a really big part of the group is that the participants want to be there which
ensures the students are able to get the most out of the group as possible. All groups are voluntary, and you will receive an opt out form in the
case you would not like your student to participate. The opt-out form will include the description of the group and the topics they will discuss by
week. This is why we invite you as the parent/guardian to talk to your student about joining the group they have been invited to participate in.
Families can also request assistance for their student by completing a Student Assistance Form for the MTSS Process.
Example Interventions by Tier
Tier I Tier II Tier III
Schoolwide (80-90% of Students) Targeted (5-10% of Students) Intensive (1-5% of Students)
Supports every student in school through Provides additional support for students who Provides intensive individualized support for
relationship building and classroom need more targeted help through use of small students for whom Tier I and Tier II
management strategies groups interventions were not successful
School Interventions
Restorative Practices Teach/Re-teach Skills Refer/Re-engage with MTSS Team
Brain Aligned Strategies Daily Check-ins with Trusted Adult Design Individualized Strategy
Conference with Student Refer to MTSS Team Refer to Mental and Behavioral Health
Communication with Parent Service Learning Partners
Conference with Parent Written Notification to Guardian
Teach/Re-Teach the Skill Conference with Guardian
Parent InterventionsPage 13
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Calling Your Student’s Teacher Talk to Teacher/Principal and Student Attend All Meetings
Communicating with the School Volunteer to Observe Class Follow up with Referral or Appointments
Teacher/Guardian Reward System Learn about Academic/Behavioral Standards Communicate with School Regarding Your
Seeking Community Resources Get to Know Student’s Friends and Friends’ Student
Asking Your Student Questions parents/guardians Continue to Work with the MTSS Team
Reading All Papers Sent Home
Supporting Policies and Procedures
DRESS CODE
Per Board Policy 5511 Dress and Grooming, the School Board recognizes that each student's mode of dress and grooming is a manifestation of
personal style and individual preference. The Board will not interfere with the right of students and their parent/guardian to make decisions
regarding their appearance, except when their choices interfere with the educational program of the schools.
The Board authorizes the development of standards for student dress and grooming that promote a professional educational atmosphere that
considers the impact on the educational process and the diversity of SBCSC students. Students shall:
A. be physically clean, neat, and well-groomed;
B. dress in a manner consistent with their professional responsibilities;
C. be groomed in such a way that does not disrupt the educational process, nor cause a health or safety hazard.
The established standards for dress and grooming shall be upheld in a nondiscriminatory and uniform manner within each school.
ATTENDANCE POLICY: School Board Policy 5200 Attendance
As stated in Board Policy 5200 Attendance, the Indiana Department of Education requires accurate and consistent reporting of student
attendance by SBCSC. The School Board, as an agency of the State, is required to enforce regular attendance of students. The Board recognizes
that the presence in the classroom enables the student to participate in instruction, class discussions, and other related activities. As such, regular
attendance and classroom participation are integral to instilling incentives for the student to excel.
Compulsory Attendance
Attendance shall mean to be physically present in a school or at another location where the school’s educational program is being conducted
during regular school hours on a day in which the educational program in which the student is enrolled is being offered.
Attendance shall be required of all Corporation students, except those exempted under other provisions of State law, during the days and hours
that the school is in session or during the attendance sessions to which they have been assigned.Page 14
14 Excused Absences An unexcused absence is any absence not covered under the definition of excused absence or an exception to compulsory attendance. An out-of-school suspension shall be considered an excused absence. Repeated instances of unexcused absences may result in disciplinary action but not the suspension or expulsion of a student. The Board considers the following absences as excused: A. illness verified by a note from the guardian B. recovery from accident verified by a note from the guardian C. required court attendance D. professional appointments with a signed statement from the professional (doctor, dentist, counselor, lawyer, etc.) E. death in the immediate family F. observation or celebration of a bona fide religious holiday in accordance with Policy 5223 G. maternity H. military connected families’ absences related to deployment and return I. college visits J. other such good cause as may be acceptable to the Superintendent or permitted by law Unexcused Absences and Truancy With the exception of absences resulting from suspension, all absences other than those listed above generally shall be classified as unexcused unless extenuating circumstances, as determined by the principal, warrant that the absence be classified as excused. A student is "truant" each day or part of the day the student’s absence is unexcused. "Absence" means not present at the assigned location any time beyond the tardiness limit. A student will be "tardy" rather than absent if the student is in the assigned location within five (5) minutes after the official start of the school day, class, or assignment. All students who are tardy to school must report to the attendance office to sign in. Elementary school students who are tardy to school must be signed in by their parent/guardian. Truancy is a serious barrier to student achievement and represents a waste of scarce resources by failing to utilize instruction and curricular resources reserved for the truant student. Please note: When a student has had ten (10) unexcused absence days in a school year, the student is identified as a Habitual Truant and the student's attendance records will be flagged (HT). If the student is enrolled in elementary school, the district will notify the county prosecutor that the parent has violated I.C. 20-33- 2-27 by failing to ensure that the student attends school as required by law. If a student is enrolled in a middle school or a high school and is under the age of eighteen (18), the district will refer the student to truancy court for a
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violation of I.C. 20-33-2 (compulsory school attendance). Students who are determined to be in violation of I.C. 20-33-2 may be placed on
probation by court and will be monitored more closely by the social worker. If a student violates the terms of probation, the student will be
referred back to court for additional action. During every stage, the social worker and/or guidance counselor are encouraged to work with
families to remove barriers that prevent regular school attendance.
PARTICIPATION IN CO-CURRICULAR ACTIVITIES
Participation in school activities is a privilege that carries with it varying degrees of responsibility, recognition and reward. Participating
students represent their school and other members of the student body, and it is their duty to conduct themselves in a manner that is
positive for themselves, their families, their school and their community. Noncompliance by students with the Code of Conduct may result
in a loss of privileges, including participation in certain extracurricular, co-curricular, and athletic activities.
Participants in the school’s co-curricular activities shall be governed by local and state laws, related state association regulations, the Code
of Conduct, and the Co-Curricular Code of Conduct. These rules and regulations shall be properly distributed to and reviewed by all
participants in that particular activity before that activity begins. Members of high school athletic programs are also reminded of the
IHSAA rules regarding conduct of contestants, both in and out of school (IHSAA Rule 8, Section l) and scholastic eligibility (IHSAA
Rule 18, Section l).
This Code of Conduct applies to all students who are connected with any school-sponsored or school-sanctioned co-curricular activity,
including clubs and athletic programs in various sports, academic competitions, and competitive groups that are an extension of the
curricular program. Such programs include but are not limited to speech and debate teams, Future Business Leaders of America, DECA
contests, and competitive music events such as jazz band.
BULLYING
Acts of harassment, intimidation and bullying of or by students is prohibited. Students require a safe and civil school environment to
learn, and bullying disrupts the District’s ability to educate all students to high standards. Students and staff must treat others with civility
and respect. Indiana law defines bullying as overt, unwanted, repeated acts or gestures, including verbal or written communications or
images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors, that
are committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm
the targeted student and create for the targeted student an objectively hostile school environment that:
1. Places the targeted student in reasonable fear of harm to the targeted student’s person or property;
2. Has a substantially detrimental effect on the targeted student’s physical or mental health;
3. Has the effect of substantially interfering with the targeted student’s academic performance; orPage 16
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4. Has the effect of substantially interfering with the targeted student’s ability to participate in or benefit from the services, activities, and
privileges provided by the school.
Categories of bullying:
1. Physical bullying – hurting a person’s body or possessions, including hitting, kicking, punching, spitting, tripping, pushing, taking or
breaking someone’s things, and making mean or rude hand gestures.
2. Verbal bullying – saying mean things, including teasing, name-calling, inappropriate sexual comments, taunting or threatening to cause
harm.
3. Social/relational bullying – hurting someone’s reputation or relationships, such as telling other children not to be friends with someone,
leaving someone out on purpose, spreading rumors about someone or embarrassing someone in public.
4. Electronic/written communication – cyber-bullying, collective or group note writing, or any bullying undertaken through the use of
electronic devices (computer, cell phones, etc.).
Bullying may be reported to any SBCSC staff member. Reports made online will be forwarded directly to building principals based on the
school the students attend and/or the school where the bullying occurred. Bullying may be reported anonymously. Care should be taken to
keep the identity of the child who was bullied confidential if that is his/her request, where possible. Sometimes SBCSC may not be able to
guarantee anonymity.
SEARCH AND SEIZURE
The School Board recognizes its obligation to balance the privacy rights of its students with its responsibility to provide students, faculty, staff,
and authorized visitors with a safe, hygienic, and alcohol/drug-free learning environment.
In balancing these competing interests, the Board directs the Superintendent to utilize the following principles:
A. School Property
School facilities such as lockers and desks are school property provided for student use subject to the right of the Superintendent and
his/her designee to enter the facility as needed and inspect all items in the facility. Students shall not have an expectation of privacy in
any facility provided by the school and shall not be permitted to deny entry to a Corporation administrator by the use of a lock or other
device.
B. Student's Person and Possessions
Prior to a search of a student's person and personal items in the student's immediate possession, consent of the student shall be sought by
an administrator. If the student does not consent, such a search shall be permitted based only upon the administrator's individualized
reasonable suspicion to believe that the search will produce evidence of a violation of a law, school rule, or a condition that endangers
the safety or health of the student or others. Searches of the person of a student shall be conducted and witnessed by a person of the samePage 17
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gender as the student and shall be conducted in a private place. A searched student's parent or guardian shall be notified of the search
within twenty-four (24) hours if possible.
Permission for a student to bring a vehicle on school property shall be conditioned upon consent of the search of the vehicle and all
containers inside the vehicle by a school administrator with reasonable suspicion to believe the search will produce evidence of a
violation of law, a school rule, or a condition that endangers the safety or health of the student driver or others. The student shall have no
expectation of privacy in any vehicle or in the contents of any vehicle operated or parked on school property.
The Superintendent may request the assistance of a law enforcement agency in implementing any aspect of this policy. Where law
enforcement officers participate in a search on school property or at a school activity pursuant to a request from the Superintendent, the
search shall be conducted by the law enforcement officers in accordance with the legal standards applicable to law enforcement officers.
C. Breath Test Instruments
Administrators are authorized to arrange for the use of breath-test instruments for the purpose of determining if a student has consumed
an alcoholic beverage. It is not necessary for the test to determine blood-alcohol level because the Board has established a zero tolerance
for alcohol use.
D. Metal Detectors
To address the School Corporation’s duty to maintain a safe learning environment free of the potential presence of weapons, school
officials, school resource officers and other school personnel trained in the usage of metal detectors are authorized to use metal detectors,
either hand-held wands or walk through devices, for the purpose of determining if a person is in possession of weapons or other
dangerous metal objects. When the school administration has a reasonable suspicion to believe weapons or other dangerous metal objects
are in the possession of an identified person, a search of the identified person and/or of his/her possessions shall be conducted in
accordance the requirements of this policy’s provisions for searching a Student’s Person or Possessions (B. above) and administrative
guideline 7440B.
E. Use of Dogs
The Board authorizes the use of specially-trained dogs to detect the presence of drugs or devices such as bombs on school property under
the conditions established in the Superintendent's administrative guidelines.
Anything found in the course of a search pursuant to this policy which constitutes evidence of a violation of a law or a school rule or which
endangers the safety or health of any person shall be seized and utilized as evidence if appropriate. Seized items of value shall be returned to the
owner if the items may be lawfully possessed by the owner. Seized items of no value and seized items that may not lawfully be possessed by the
owner shall be destroyed.
The following information shall promptly be recorded for each search pursuant to this policy:Page 18
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A. the information upon which the search was based
B. the time, date, location, students, or places searched, and persons present
C. a description of any item seized and its disposition
D. the time and date of notice to the parent or guardian in the case of the search of the person of a student
Student Behaviors and Staff Responses
SBCSC’s goal in responding to behaviors is to teach students both expectations for the school environment and how to behave in community
with peers and staff. The school environment includes school campuses, school-based activities, buses, and designated bus stops.
Appropriate interventions and disciplinary action for students place an emphasis on correcting student behavior through classroom and
school-based resources at the lowest possible level of intrusion and exclusion. All interventions should balance needs of the student, needs
of those affected by the behavior and the needs of the overall school community. The District is determined to meet students where they are
and respond appropriately to student behavior informed by social emotional learning and trauma informed care.
Of the six (6) Core Values, within the SBCSC 2026 Strategic Plan, four (4) pertain entirely to student discipline and learning. In alignment
with these values, behavior types within the Code of Conduct Matrices in the section below are categorized into the following groups:
Ensuring Educational Excellence, Honesty, Respect, and School Safety.
When teachers and/or administrators consider responses, they should prioritize interventions and restorative practices whenever possible
and appropriate, engaging with both student families and school MTSS support teams to repair harm and restore the student back in right
relationship with the school community. Further consideration may be given to:
• Student’s prior behavior patterns and responses to interventions
• Student’s willingness to acknowledge his/her behavior
• Student’s willingness to make monetary or nonmonetary restitution (considering the student’s financial resources)
• Impact of the incident on the overall school community
• Student’s intent and the severity of harm caused
In accordance with MTSS practices, behaviors misaligned with SBCSC expectations are addressed in two categories, classroom managed
behaviors and office managed behaviors:Page 19
19 CLASSROOM MANAGED BEHAVIORS Although the majority of students find themselves able to align their behavior with District and School expectations, from time to time students need additional support to properly manage their emotions and/or behavior. Minor disruptions to the classroom or school environment are categorized as classroom managed behavior. Classroom managed behaviors are behaviors that are inappropriate in nature and briefly disrupt the classroom environment. Teachers should address these behaviors through classroom-level interventions. Teachers can use the Tier I District Menu of Interventions for ideas on how to address Academic, Behavioral and Attendance concerns. In general, after three (3) attempts at addressing the disruptive behavior through interventions (which should include log entries, a conversation with the student, and redirection of the student) and parent contact, a MTSS Student Assistance Form should be completed by the teacher or parent/guardian. Every attempt to address a student’s disruptive or unsafe behavior should be focused on the student’s wellbeing as well as the need for a classroom and school environment that is conducive for learning. OFFICE MANAGED BEHAVIORS Office Managed Behaviors are defined as distracting and disruptive student behavior which is prolonged or habitual, or a risk to the health and safety of the student or others in the school or learning environment. Support for students engaged in Office Managed Behaviors goes beyond the classroom, such as defined by Tier II and Tier III level of support. In general, after three (3) attempts at addressing Tier II behavior through interventions, the parent/guardian or teacher should complete a MTSS Student Assistance Form. Student behavior categorized as Tier III may also be addressed using interventions; however, Tier III behaviors concerning student safety may necessitate exclusion (e.g., serious fighting, drug distribution, and weapons/firearm possession). Interventions should be employed for Office Managed Behaviors, and a School’s MTSS team should be contacted to help provide ongoing supportive measures for the student and other students in the classroom and/or building. Although generally, it is appropriate to impose the tiered response indicated within the Behavior Matrix for each specific Behavior Type, certain Behavior Types give an opportunity to utilize interventions to teach and encourage expected behavior first. For each type of Inappropriate Behavior and for Cell Phones, teachers and staff shall deploy three (3) interventions before imposing the first tiered response designated for that Behavior Type in the Behavior Matrix. These Behavior Types are indicated in the Behavior Matrix below with an asterisks (*). EXCLUSIONARY CONSEQUENCES & APPEALS Use and Types of Exclusion Responses should be considered in a graduated manner, where In School Suspension (“ISS”) and Out of School Suspension (“OSS”) days are allocated at the lowest amount appropriate for the type and tier of behavior. ISS and OSS should only be used as a last resort utilizing alternatives and with a School Building level reentry where the student is welcomed back into the building community.
Page 20
20 In-School Suspension is the temporary exclusion of a student from their regular classroom, lunch area, and/or other regular school day activities and assignment to a designated place in the school for one or more hours in a school day, or days. ISS as a response to student behavior is only utilized for Tier III behaviors where there is a significant disruption to the learning environment. ISS, like non-exclusionary responses, is utilized in a graduated approach, with the first option being 1-3 days of ISS, and the second option being 3-5 days of ISS. Behavior types for which ISS is the most severe consequence are indicated within the behavior category or with an “ISS” under Tier III in the Behavior Matrix below. While in ISS, students are required to participate in reflections to address the root of their behavior. To ensure continued learning, students serving an ISS are expected to complete schoolwork during the duration of the class period or school day(s). Students will not suffer a loss of grade or credit solely due to the in-school suspension. Appeals are not provided for ISS; however, the opportunity for the student and guardian to meet with building leadership to discuss behavior and academic progress is afforded. Out of School Suspension is the temporary exclusion of students from school, the school bus, school grounds and all school activities. Statutorily, OSS may not exceed ten (10) consecutive school days; however, SBCSC policy prohibits suspension for more than five (5) consecutive school days. OSS as a response to student behavior is only utilized for Tier III behaviors when there is a reasonable risk to student safety. OSS, like ISS, is utilized in a graduated approach, with the first option being 1-3 days of OSS, and the second option being 3-5 days of OSS. Behavior types for which OSS is the most severe consequence are indicated within the behavior category or with an “OSS” under Tier III in the Behavior Matrix below. To ensure the continuation of learning, students who are serving an OSS are expected to complete schoolwork during the duration of the suspension. Upon suspension, an automatic homework request will be issued. Students will not suffer a loss of grade or credit solely due to the suspension. Students must complete all homework and any tests in a timely manner upon return from suspension. Appeals for OSS must be received by the building principal within the following guidelines: 1. Within one (1) school day of receiving the suspension notice, the parent must submit a written request for appeal to the building principal. 2. The building principal must schedule a meeting within 3 school days of the receipt of the appeal request. 3. If the building principal grants the appeal request, the discipline will be expunged from the student’s school record and the student will have the ability to return to school immediately. Expulsion is the most severe consequence a school system may impose. SBCSC may expel a student for up to two calendar years. A student who is determined to have brought a weapon to school, any school-sponsored activity or event, or any event which bears a reasonable relationship to school shall be recommended for expulsion for a period of not less than one calendar year. Expulsion as a response to student behavior is only utilized when there is a significant and ongoing risk to student safety. Behavior types for which a recommendation for expulsion is the most severe consequence are indicated within the behavior category or with an “RE” under Tier III in the Behavior Matrix below.
Page 21
21
Expulsion recommendations will be acted upon by SBCSC even if a student withdraws or otherwise transfers to a non-District school prior to
the date of the expulsion hearing.
Appeals for expulsion will adhere to the following general guidelines:
1. Appeals from expulsion must be received in writing by the Student Services Department no later than ten (10) days after notice of the
expulsion.
2. Appeals are heard by the Superintendent or designee.
3. If the Superintendent or designee grants the appeal request, the student will have the ability to return to school immediately.
4. If the SBCSC Board of School Trustees so agrees, further appeal may be heard before the Board.
Re-entry of the student and parent must be prioritized at the end of any ISS, OSS, or Expulsion. The focus of re-entry is to reconcile the student
back to the educational environment, reiterate expectations, discuss strategy, and employ behavioral/emotional supports for the student's success.
More information on suspension and expulsion due process, procedures, and appeals can be found on the SBCSC Student Services website at
___ LINK.
Circumstances under which exclusionary response is prohibited. Some offenses can rise to the level of Tier III and require notification of
the MTSS Team but do not warrant the use of exclusionary discipline (i.e., ISS, OSS, or Expulsion). Such cases are indicated in the matrix
below by the notation “Exclusionary response prohibited.”
GRADUATED RESPONSES BASED UPON TIER
Responses to student behavior concerns are organized through a three-tiered structure and become increasingly more intense as students’
behavioral needs increase. The responses outlined in the Student Behavior Matrix below are used in conjunction with tiered interventions
and emphasize what we want students “to do.” These include a focus on instruction in appropriate behavior, cultural responsiveness, and
problem solving to meet individual needs.
Detention is a possible non-exclusionary response to Tier I or Tier II behavior. Detention (which can include Teacher Detention) does not take a
student out of class instructional time or another activity during the school day (e.g., recess, gym, art, or music). Detention takes place in a
designated space after school where a student remains to study or do class work to make up for disruptive time during the school day. Detention
shall last one (1) hour for intermediate and high school students and thirty (30) minutes for elementary school students.
The following responses include Tier I Supports that are applied flexibly based on identified student needs. Responses can additionally be
organized through Tier II Supports, such as Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) toPage 22
22
consistently address the causes of behavioral concerns across varied settings and times. Long-term Tier II intensive personalized plans
may include various combinations of responses.
Student Behavior Matrices
Responses to Address Student Misconduct (By Tier)
Responses Are Graduated and Used in Conjunction with Interventions, (see District Menu of Interventions). An Asterisk (*) Indicates Behaviors
for Which Three (3) Interventions Shall be Utilized Before Initiating a Tier Response
Behavior Type Tier I: Tier II (Referral to MTSS Tier III (MTSS Team Notified): Refer to
- Parent/Guardian Team): - All require parent conference Outside
Communication - Administrator/Teacher and reentry Agency
- Administrator/Teacher Parent/Guardian Conference - ISS (Starting 1-3 days,
Parent/Guardian Conference - Detention and/or Community graduating to 3-5 days)
Service/Restitution - OSS (Starting 1-3 days,
graduating to 3-5 days)
- Expulsion
SBCSC Core Value: Educational Excellence Where Students Learn and Thrive
Inappropriate Conduct - (Highest response indicated in each Tier 3 box)
*Disruption that No Tier II Response Authorized No Tier III Response Authorized
Stops (Minor)
*Prolonged Intentional disruption that is
Disruption meant to annoy, does not cease,
and prohibits teacher from giving
instruction and/or students from
receiving instruction
Maximum Exclusion: ISS (starting
1-3 days; graduating to 3-5 days)
*Injury Risk (No
Harm to Others) Minor horseplay 1 Occurrence 2+ Occurrences
Horseplay; Horseplay/severe rough housing Repeated horseplay, severe rough
tossing or that poses serious risk of injury to housing that poses serious risk of
throwing items in others; throwing pens, books, injury to others; tossing or throwing
aggression other school items in aggression chair, desk, large equipment inPage 23
23
aggression (for throwing at another
in aggression, see Assault
and/Battery)
Maximum Exclusion: ISS (starting
1-3 days; graduating to 3-5 days)
*Property Risk No Tier II Response Authorized No Tier III Response Authorized
(No Harm to
Property)
Throwing or
tossing laptop,
classroom
equipment or
materials, cell
phone, or other
property
SBCSC Core Value: Honest, Transparent, and Accountable
Improper Use of Technology - (Highest response indicated in each Tier 3 box)
*Cell Phones (See 1-2 Occurrences 3-5 Occurrences 6+ Occurrences
Personal Confiscate and send phone to Confiscate and send phone to Confiscate send phone to Office +
Communication Office + Administrative Team Office + Administrative Team
Device Policy) Communication with Guardian Administrative Team Communication with
Communication with Guardian Parent/Guardian
Exclusionary response prohibited.
Accessing School Maximum Exclusion: ISS
Records or (starting 1-3 days; graduating to 3-5
Records of days)
Another
Circumventing Maximum Exclusion: ISS
Security (starting 1-3 days; graduating to 3-5
days)
Academic Dishonesty & False Accusations - (Highest response indicated in each Tier 3 box)
Altering Report Maximum Exclusion: ISS
Cards and Grades (starting 1-3 days; graduating to 3-5
days)Page 24
24
(Elementary) No Tier III Response Authorized
Altering Report
Cards and Grades
Cheating Maximum Exclusion: ISS
(starting 1-3 days; graduating to 3-5
days)
Elementary No Tier III Response Authorized
Cheating
Plagiarism Student may lose 1-2 letter Student may lose credit for No Tier III Response Authorized
(Includes using AI grades on the assignment the assignment
without proper
attribution)
Elementary No Tier III Response Authorized
Plagiarism
False Accusations 1 Occurrence 2 Occurrences 3+ Occurrences
(Making a Making knowingly false Making knowingly false Making knowingly false accusation
Knowingly False accusation against student with accusation against student with against student with intention to
Report – begin at intention to cause negative intention to cause negative cause negative consequence (if
Tier I) consequence consequence against same student consider
(Knowingly False whether constitutes bullying
Report 1 Occurrence behavior)
Concerning Staff Making a knowingly false serious
– automatic Tier accusation of suspendable 2 Occurrences
II or Tier III) behavior against student; or Making a knowingly false serious
Making a knowingly false minor accusation of suspendable behavior
accusation against Staff with against student; or
intention to cause negative Making a knowingly false minor
consequences accusation against Staff with
intention to cause negative
consequences
1 Occurrence
OSS – making a knowingly false
serious accusation against staff (e.g.,Page 25
25
involves investigation and resources
to ascertain truthfulness; includes
DCS and/or law enforcement
referral); or making a knowingly
false serious accusation against a
student (e.g., sexual assault, bomb
threat, or other expellable behavior)
with intention to cause negative
consequence
Maximum Exclusion: OSS (starting
1-3 days; graduating to 3-5 days)
Theft and Vandalism - (Highest response indicated in each Tier 3 box)
Theft Return/Restitution/ Return/Restitution/ Return/Restitution/Community Possible
Community Service Community Service Service referral to
ISS – Item(s) over $150 Law
0SS – Multiple 2x+ of over $150 Enforcement
(>$150)
Maximum Exclusion: OSS (Starting
1-3 days, graduating to 3-5 days)
Vandalism Restitution/Community Restitution/Community Restitution/Community Service
Service Service ISS - multiple 3x minor vandalism
2 Occurrences (less than $150 damage)
minor vandalism (less than $150 OSS - major vandalism (more than
in damage) $150 in damage)
Maximum Exclusion: OSS (Starting
1-3 days, graduating to 3-5 days)
SBCSC Core Value: Respect, Admire, and Celebrate the Individual
Sexual Conduct - (Highest response indicated in each Tier 3 box)
(Intermediate and Teacher Parent/guardian Building Administrative Team Building Administrative Team
High School) Communication + Administrative Parent/guardian Conference + Parent/guardian Conference +
Sexual Words or Investigation (email) Notification Letter Home + Notification Letter Home + Referral
Gestures Referral to Social Worker to Social WorkerPage 26
26
ISS – Multiple (2+ incidents that
disrupt the learning environment)
Maximum Exclusion: ISS (Starting
1-3 days, graduating to 3-5 days)
(Elementary) Teacher parent/guardian Building Administrative Team Building Administrative Team
Sexual Words or Communication + Administrative parent/guardian Conference + parent/guardian Conference +
Gestures Investigation (email) Notification Letter Home + Notification Letter Home + Referral
+ Notification Sent Home (Note in Referral to Social Worker to Social Worker
PowerSchool)
Exclusionary response prohibited
(Intermediate and Possible
high school) No Tier 1 Response Authorized Possession (1x) ISS - Multiple instances of Refer to Law
Pornographic possession (2+) Enforcement
Material OSS – Distributing or Showing
Pornographic Material
RE - Multiple distributing or
Showing Pornographic Material
Maximum Exclusion: Request for
Expulsion
(Elementary) Teacher parent/guardian Building Administrative Team Building Administrative Team Possible
Pornographic Communication + Administrative parent/guardian Conference + parent/guardian Conference + Referral to
Material Investigation (email) Notification Letter Home + Notification Letter Home + Referral Law
+ Notification Sent Home (Note in Referral to Social Worker to Social Worker Enforcement
PowerSchool) + Referral to Social and DCS
Worker Possession may result in ISS - Multiple (2+)
Detention OSS - Distributing or Showing
Pornographic Material
RE - Multiple distributing or
Showing Pornographic Material
Maximum Exclusion: Request for
ExpulsionPage 27
27
(Intermediate and Teacher Parent/guardian Building Administrative Team Building Administrative Team Possible
high school) Communication + Administrative Parent/guardian Conference + Parent/guardian Conference + Referral to
Sexting Investigation (email) Notification Letter Home + Notification Letter Home + Referral law
Referral to Social Worker to Social Worker Enforcement
ISS – Multiple (2+) (If unwanted and DCS
sexual material could also be
Sex-based Harassment or Bullying)
Maximum Exclusion: ISS (Starting
1-3 days, graduating to 3-5 days)
(Elementary) Teacher parent/guardian Building Administrative Team Building Administrative Team Possible
Sexting Communication + Administrative parent/guardian Conference + parent/guardian Conference + Referral to
Investigation (email) Notification Letter Home + Notification Letter Home + Referral law
+ Notification Sent Home (Note in Referral to Social Worker to Social Worker Enforcement
PowerSchool) + Referral to Social and DCS
Worker ISS if multiple (3+) occurrences
(If unwanted sexual material could
also be Sex-based Harassment or
Bullying)
Maximum Exclusion: ISS (Starting
1-3 days, graduating to 3-5 days)
Sex or Sexual Kissing (making out), heavy Kissing (making out), heavy Possible
Acts petting, sexual touching (1) petting, sexual touching (2) ISS - Kissing (making out), heavy Referral to
petting, sexual touching (3+) Law
OSS - Willing participation in sexual Enforcement
intercourse (including oral sex) and DCS
RE - Willing participation in sexual
intercourse (including oral sex) (2x)
Maximum Exclusion: Request for
Expulsion
Sex-based No Tier I Response Authorized Title IX Referral and Supports Title IX Referral and Supports Possible
Harassment Referral to
LawPage 28
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including Sexual (1x) Verbal or nonverbal ISS -(2+) Verbal or nonverbal Enforceme
Assault sex-based harassment or sex-based harassment or unwanted nt and DCS
unwanted physical conduct of a physical conduct of a sexual nature
sexual nature (e.g., smacking (e.g., smacking buttocks, pinching),
buttocks, pinching), not including not including sexual assault (3-5
sexual assault days ISS intermediate and high
school; elementary begin with 1-3
days ISS)
OSS - (3+) Verbal or nonverbal
sex-based harassment or unwanted
physical conduct of a sexual nature
(e.g., smacking buttocks, pinching),
not including sexual assault;
RE - (1x) sexual assault
Maximum Exclusion: Request for
Expulsion
Bullying, Harassment & Provocation - (Highest response indicated in each Tier 3 box)
Bullying/Harassme Bullying Report Bullying Report Bullying Report Possible
nt/Racial Referral to
Harassment 1 Occurrence 2 Occurrences ISS - 3-4 Occurrences - racial slurs Law
(includes (picking on same student) + (picking on same person) + or derogatory words, (Picking on Enforcement
Cyberbullying) Meeting with Social Worker Meeting with Social Worker same person) + Meeting with Social and DCS
Worker
1-2 Occurrences
Racial slurs or derogatory words OSS - 5+ Occurrences - (Picking on
same student) + Meeting with Social
Worker; or
1 Occurrence - widely or publicly
disseminating material or messages
intended to harm another or cause
distress
RE - multiple (2+) occurrences of
widely or publicly disseminatingPage 29
29
material or messages intended to
harm another or cause distress;
Encouraging or causing another
student to harm another (includes
self-harm) + Meet with Social
Worker upon re-entry
Maximum Exclusion: Request for
Expulsion
Provocation:
actions or words ISS - 3 or more occurrences of
intended to incite words used to incite a significant
anger, hostility, or disruption or fight (no serious injury)
violence
OSS – 1 occurrence - Words used
to incite a fight or violence that
actually incites a fight or violence
(serious injury)
RE- Multiple (2+) occurrences -
Words used to incite a fight or
violence that actually incites a fight
or violence (serious injury)
Maximum Exclusion: Expulsion
Profanity 1 Occurrence 1-2 Occurrences ISS - 3+ Occurrences
Cursing (generally) or cursing Cursing at or to staff or students Cursing at or to staff or students
with other student(s)
Maximum Exclusion: ISS (Starting
1-3 days, graduating to 3-5 days)
SBCSC Core Value: Safe Schools
Safety Risk to Others – (Highest response indicated in each Tier 3 box)
Incendiary
Devices Use of Tier I incendiary device
(does not cause harm)Page 30
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Possession of lighters, matches, ISS - Use of large fireworks, or
pop-its fireworks, or other minor Possession of more serious other incendiary device which could
devices incendiary devices (ex: touch cause harm or injury
lighters, large fireworks, etc.)
0SS - Use of large fireworks or
other incendiary devices which
does cause minor harm or injury
RE - Use of large fireworks or other
incendiary devices which does
cause serious harm or injury
Maximum Exclusion: Request for
Expulsion
False No Tier I Response Authorized No Tier II Response Authorized Referral to
Alarm/Bomb OSS - Pulling fire alarm Law
Threat Enforcement
RE – 2+ Occurrences pulling fire
alarm; Bomb threat/ False Bomb
threat with intent to cause negative
consequence
Maximum Exclusion: Request for
Expulsion
Arson No Tier I Response Authorized No Tier II Response Authorized Referral to
OSS – 1-2 Occurrences (minor and Law
causes no serious risk of harm or Enforcement
injury - smoldering)
RE – 3+ Occurrences of minor; or
one occurrence that causes serious
risk of harm or injury - flames/fire
that require interventionPage 31
31
Maximum Exclusion: Request for
Expulsion
Firearms/ No Tier I Response Authorized Confiscate + Student write Confiscate + Student write Referral to
Weapons Statement of Intent Statement of Intent Administrative Law
Administrative Team Team Parent/guardian Enforcement
Parent/guardian Communication Communication and DCS
(ex: possession of knife, brass ISS – possession of Tier II weapon
knuckles, ammunition) or ammunition
0SS – 3+ possessions of Tier II
weapon or ammunition; or 1x use of
Tier II weapon to intimidate
RE - Destructive Device and
Firearms as defined (must expel at
least 1 calendar year); Deadly
Weapon as defined (must expel not
more than 1 calendar year)
Maximum Exclusion: Request for
Expulsion
Items that Appear Confiscate + Student write Confiscate + Student write
to Be Weapons Statement of Intent Statement of Intent ISS – Multiple Occurrences (3x)
(fake Administrative Team Administrative Team
knives/blades, Parent/guardian Communication Parent/guardian Communication 0SS – Using as weapon to
guns, etc.) intimidate
May not receive item back. May not receive item back.
RE – Multiple occurrences (3x) of
using as weapon to intimidate; or
causes panic in those who believe it
is real, or causes others to become
hurt due to belief fake weapon is
realPage 32
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Maximum Exclusion: Request for
Expulsion
Injury to Others No Tier I Response Authorized Facilitate restorative Facilitate restorative Possible
(Fighting) conversations conversations Referral to
Law
Intention is to harm one another, ISS – (1x) Intention is to harm one Enforcement
but no one is harmed (fight is another and any injuries are minor
broken up right as it begins) (minor scratches, bloody nose or
bruises)
OSS – (2x) Intention is to harm one
another, and any injuries are minor
(minor scratches, bloody nose or
bruises)
RE – Intention is to harm one
another and serious injury occurs
(an injury that requires significant
medical treatment or
hospitalization)
Maximum Exclusion: Request for
Expulsion
Assault - No Tier I Response Aphorized No Tier II Response Authorized Referral to
intentional act ISS - Threatening or attempting to Law
which causes cause serious physical harm to a Enforcement
reasonable fear or nonparticipating person (if use
injury weapon or item appearing to be
weapon to threaten or attempt to
harm see Weapons/Firearms or
Items that appear to be Weapons)
OSS - Threatening or attempting to
cause serious physical harm to a
nonparticipating person that causesPage 33
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other to be injured (ex: fear causes
student to trip and fall)
Maximum Exclusion: Out of School
Suspension (Starting 1-3 days,
graduating to 3-5 days)
Battery No Tier I Response Authorized No Tier II Response Authorized Referral to
(nonparticipating OSS - Minor injury to the Law
individual is nonparticipating party Enforcement
physically Must refer to
harmed) RE - Serious injury to the JJC for
nonparticipating party Physical
Assault of
Maximum Exclusion: Request for Teacher I.C.
Expulsion 20-33-8-25
c
Physical Teach Skill Deficit General Education Behavioral No Tier III Response Authorized
Aggression /Expectation +Teacher and Plan + Teach Skill Deficit
(Elementary) Administrative Team /Expectation +Administrative
Parent/Guardian Conference with Team Parent/Guardian
Social Worker Communication with Social
Worker
Drugs and Drug Paraphernalia - (Highest response indicated in each Tier 3 box)
Drugs/Alcohol No Tier I Response Authorized Parent Conference, refer to Parent Conference, refer to Referral to
(includes vaping) Social Worker, and education Social Worker, education program + Law
program + confiscate material confiscate material Enforcement
(Distribution and DCS
requires ISS – 2+ occurrences
automatic Tier III OSS – 3+ occurrences
supports) RE – Distributing or sharing
Maximum Exclusion: Request for
ExpulsionPage 34
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Drug No Tier I Response Authorized Parent Conference, refer to Parent Conference, refer to Referral to
Paraphernalia Social Worker, and education Social Worker, and education Law
(possession of) program + confiscate material program + confiscate material Enforcement
and DCS
ISS - 2+ occurrences
OSS - Distributing or sharing
Maximum Exclusion: OSS (Starting
1-3 days, graduating to 3-5 days)
Responses to Address Student Attendance and Dress Code
Responses Are Graduated and Used in Conjunction with Interventions (see District Menu of Interventions). In this chart, the boxes below
list the particular and only ways these violations should be addressed (the typical responses described above do not apply).
Behavior Type Tier I Tier II (Referral to MTSS Team) Tier III (MTSS Team Notified) Refer to
Outside
Agency
SBCSC Core Value: Educational Excellence Where Students Learn and Thrive
Attendance (See Attendance Policy 5200)
Tardiness/Early 1 Occurrence 3 Occurrences 4+ Occurrences Referral to
Departure -Building Administrative Team - Letter to Parent: Notification of - Parent/guardian must attend DCS/ JJC
(Elementary): Parent/guardian Communication impending DCS/ JJC contact Conference at School with
Student comes to -Letter Home to Parent -Parent/Guardian must sign in Admin Team
school/class late -Parent/Guardian must sign in student – Letter Home
student – DCS/JJC will be notified
-Parent/Guardian must sign in
student
Exclusionary response
prohibited.
Tardiness/Early 1 Occurrence 3 Occurrences 4+ Occurrences
Departure Teacher Provides Warning to Conference with Parent/ Parent/Guardian Conference +
(Intermediate and Student Guardian + Detention Detention
High School): + share policyPage 35
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Student comes 2 Occurrences
late to Admin contact Parent/Guardian Exclusionary response
school/class (School Generated - notice next prohibited.
occurrence is detention + share
Policy)
Excessive 3+ Occurrences 5+ Occurrences 10+ Occurrences
Excused Absence: Building Administrative Team Building Administrative Team Building Administrative Team
Frequent or Parent/Guardian Conference for Parent/Guardian Conference + Parent/Guardian Conference +
prolonged Accommodation Review Accommodation + Review Accommodation
absences Notification to Parent + Letter Home
believed to
adversely affect Exclusionary response
student’s prohibited.
education
(Intermediate and 3+ Occurrences 5+ Occurrences 10+ Occurrences Referral to
High School) Building Administrative Team Letter Home + Detention Send Letter Home to DCS/ JJC
Unexcused Parent/Guardian Communication Parent/Guardian + Detention
Absence: Failure + Letter
to report to Exclusionary response
school without an prohibited.
approved excuse
(Elementary) 3+ Occurrences 5+ Occurrences 10+ Occurrences Referral to
Unexcused Building Administrative Team Building Administrative Team Building Administrative Team DCS/ JJC
Absence: Failure Parent/Guardian Communication Parent/Guardian Conference Parent/Guardian Conference +
to report to + Letter + Notification Letter Home Notification Letter Home +
school without an Referral to Community
approved excuse May result in Detention Attendance Support Partner (e.g.
Casie Center) + Detention
Exclusionary response
prohibited.Page 36
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Class Absence 1-2 Occurrences 3 Occurrences 4+ Occurrences
(“cutting/skipping Teacher Communication with Letter Home + Detention (1-3 Letter Home + Detention
class”): Failure to Parent + Letter Home days) (Possible 3-5 days)
Report to Class
Exclusionary response
prohibited.
Student Dress Code
Dress Code Policy 1-2 Occurrences 3 Occurrences 4+ Occurrences
Administrator Parent/Guardian Administrator Parent/Guardian Administrator Parent/Guardian
Communication + provide or Conference + provide or bring Conference + provide or bring
bring clothing + share Dress Code clothing + share Dress Code clothing + share Dress Code
Policy Policy + detention Policy + detention
School uniform policy must be
School uniform policy must be followed. School uniform policy must be
followed. followed.
Exclusionary response
prohibited.
Refusal to No Tier I Response Authorized No Tier II Response Authorized If a student refuses to remedy
Remedy Dress clothing that is clearly indecent
Code (e.g., exposes/shows buttocks
or undergarments, chest, or
private area(s)) the student will
complete classwork from ISS for
the remainder of the day
Maximum Exclusion: 1 day ISSPage 37
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District and Family Resources
Mental and Behavioral Health (Chart)
There are a variety of mental health supports available to families. South Bend Community Schools is grateful to CASA for their support in
providing the list of providers and is grateful to Oaklawn for their continued partnership, programming, and support.
GENERAL SUPPORTS
http://www.thefamilygateway.net
An online mental health resource for families, educators, and child-serving professionals in the Elkhart and St. Joseph Counties in Northern
Indiana. It includes downloadable materials and a searchable database of local mental health professionals.
http://www.Oaklawn.org
Elkhart and St. Joseph County’s Community Mental Health Center’s website, which includes a referral feature for Schools. The Center’s access
number is 574-283-1234.
A list of complete Mental and Behavioral Health Resources can be found on the SBCSC website ___Link
Reference Policies
INTERNET SAFETY AND ACCEPTABLE USE OF TECHNOLOGY
NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES
ANTI-HARASSMENT
RESTORATIVE PRACTICES AND INTERVENTIONS
SECLUSION AND RESTRAINTPage 38
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Forms
MTSS REQUEST FORM
PARENT TRACKING FORM – REENGAGEMENT CONFERENCE
REENTRY FORM
BULLYING FORM
Glossary
Absence (“School Absence”) – full day absence from school.
Academic Dishonesty – Providing, receiving or viewing answers to quiz or test items or independent assignments; having out or using books,
notes or notebooks during a test without permission from a staff member; using the work of other’s as your own; or using deceit or dishonesty
to change, alter, or influence one’s own or another’s grades.
Assault – Intentional act that gives a person reasonable fear that they will be seriously physically harmed or offensively touched or that causes
injury.
Battery – One-sided aggression where a person knowingly or intentionally touches another in a rude, insolent, or angry manner causing or
attempting to cause serious bodily injury to others.
Bomb Threat – The making of threats or providing false information about the presence of explosive materials or devices on school property
without cause in writing, in person or by phone, including text messaging.
Bullying – IC 20-33-8-0.2, Overt unwanted repeated acts or gestures including verbal or written communications or images transmitted in any
manner; including cyberbullying (See cyberbullying).
Class Absence (“Cutting” or “Skipping” Class) – Once a student arrives on school property, they are expected to attend all assigned classes
and/or activities. Failure to do so, without prior approval, will be considered a class absence.
Circumventing Security – using electronic or physical means to usurp electronic or physical security.Page 39
39 Community Service – An unpaid service for the benefit of the public that is performed as part (or all) of the consequence for committing an infraction. Conference – A communication that takes place face to face or by telephone. Cyberbullying – The use of information and communication technologies to support deliberate, repeated and hostile behavior by an individual or group with the intention of physically or psychologically intimidating others. Deadly Weapon – “deadly weapon” means the following: (1) a loaded or unloaded firearm (2) a destructive device, weapon, device, taser (as defined in I.C. 35-47-8-3) or electronic stun weapon (as defined in I.C. 35-47-8-1), equipment, chemical substance, or other material that in the manner it: is used, could ordinarily be used, or is intended to be used, is readily capable of causing serious bodily injury. Destructive Device I.C. 35-47.5-2-4 – an explosive, incendiary or overpressure deice that is configured as a bomb; grenade; rocket with a propellant charge of more than four (4) ounces; missile having an explosive or incendiary charge of more than one-quarter (1/4) ounce; mine; or Molotov cocktail. Firearm I.C. 35-47-1-5 – “Firearm” means any weapon that is capable of expelling; or designed to expel; or that may readily be converted to expel; a projectile by means of expulsion. Functional Behavior Assessment (FBA) – An assessment process used to gather the information needed to develop a behavior plan. Individual Education Program (IEP) – A plan required for special education students that includes goals, supports, services, criteria for measurement of goals and evaluation of progress toward reaching goals. Injury Risk- type of student behavior that involves actions which could cause injury to a person but does not, includes horseplay. Injury to Others - Fighting that occurs between students. Does not include students acting in self-defense. Loss of Privileges – As a consequence of a violation of SBCSC’s Code of Conduct, a student can lose the right to participate in school events and activities, including participation in graduation and senior activities (if the behavior warrants this consequence, only monies paid as senior dues for the missed activity will be refunded). Make-Up Work – When students are removed from class because of a behavior violation, school staff must provide students with missed assignments and the opportunity to make up those assignments without penalty.
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40 Multi-Tiered System of Supports Team (MTSS Team) – A team consisting of school staff, parents and others who meet and use a formal process to problem solve student academic or readiness to learn issues. Physical aggression – Physical contact between students who together exhibit behavior that is rough, disorderly, and disruptive and not able to correct with discipline or control which results in minor physical harm (minor scrapes, bruises) or none at all. Physical assault – I.C. 20-33-8-25(c)- Knowing or intentional touching of another person in a rude, insolent, or angry manner. Positive Behavior Interventions and Supports – A school wide behavior management framework that has a three-tier model of prevention and intervention. Response – A result that follows from an action or condition. Restitution – Replacing item(s) that were stolen or damaged or providing fair market value by way of compensation or service. Can be replaced (completely or in part) with community service if family/student are unable to pay. School Resource Officer (SRO) – South Bend city and county Police Departments who work in the school environment. Sexting – Recording or transmitting images of private sexual activity and/or a person’s genitalia, groin, breast or buttocks through a cell phone or other electronic device. Sex-based Harassment – Unwelcome conduct based on sex that may be verbal, nonverbal, or physical in nature, including sexual assault (e.g., rape, sodomy, sexual assault with an object, fondling). Stealing/Theft – Taking or attempting to take property of another person or institution without permission or knowledge of the owner, with the intent to deprive the owner of its use. Tardiness – Arriving late to school or class. Truancy – Unexcused absence from school. Vandalism – Damage, destruction or defacement of property belonging to the school or others.