The Board of Education adopted the 2025-26 Code of Conduct during the summer of 2025. A plain text version of the code follows below. You may access a printable, .pdf file by clicking this link.
Monticello Central School District
Code of Conduct 2025–2026
Last Revision: June 2025
Preface
The Code of Conduct for Monticello Central School District was developed through the efforts of a district-wide committee consisting of teachers, administrators, caregivers, students, and law enforcement. All members of the school community share responsibility for ensuring a safe and effective environment where students receive a quality education.
Each student, caregiver, and staff member will be provided with a copy of this document. Questions may be directed to the building principal, Superintendent of Schools, or the Assistant Superintendent for Curriculum and Instruction.
Contacts
- Matthew T. Evans, Ed.D., Superintendent of Schools – 794-7700
- Theresa Carlin, Assistant Superintendent for Curriculum & Instruction – 794-7700
- Lisa Failla, Assistant Superintendent for Business – 794-7700
- Jennifer Gorr, Principal, Monticello High School – 794-8840
- Sara Kozachuk, Principal, Robert J. Kaiser Middle School – 796-3058
- William Frandino, Principal, Emma C. Chase Elementary School – 888-2471
- Veronica Serrano, Principal, Kenneth L. Rutherford Elementary School – 794-4240
- Virginia Gallet, Principal, George L. Cooke Elementary School – 794-8830
- Christine Miraglia, Principal, St. John’s Street Community School – 796-5095
I. Introduction
The Board of Education of the Monticello Central School District is committed to creating and maintaining high standards of education. Maintaining a supportive environment requires all members of the school community to understand their roles and responsibilities.
The Code of Conduct:
- Defines individual responsibilities.
- Describes expected behavior.
- Provides a framework (MTSS) for disciplinary decisions and learning supports.
- Complies with Project SAVE legislation and the Dignity for All Students Act (DASA).
The district believes that support and discipline must be a shared responsibility between school, home, and community.
Key principles:
- Recognize and promote expected behavior.
- Prevent unwanted behavior.
- Foster self-discipline and responsibility.
- Ensure fairness, consistency, and due process.
- Align with state and federal law.
Table of Contents
- I. Introduction
- II. Leveled System of Responses
- III. Student Rights and Responsibilities
- IV. Essential Partners
- A. Caregivers
- B. Teachers
- C. Teaching Assistants
- D. Teacher Aides
- E. School Counselors, Social Workers, and School Psychologists
- F. All Transportation Employees
- G. School Resource Officers (SROs)
- H. Principals/Administrators
- I. Superintendent
- J. Board of Education
- K. Dignity Act Coordinators
- L. Other School-Related Professionals
- V. Levels of Behavior Concerns, Violations & Responses
- VI. Student Dress Code
- VII. Reporting Violations
- VIII. Disciplinary Responses, Procedures & Referrals
- IX. Alternative Instruction
- X. Discipline of Students with Disabilities
- XI. Corporal Punishment
- XII. Student Searches and Interviews
- XIII. Visitors to the Schools
- XIV. Public Conduct on School Property
- XV. Discipline of Students with Disabilities (Detailed)
- XVI. Definitions
- XVII. Dissemination & Review
II. Leveled System of Responses
The district uses a multi-tiered approach to prevention and intervention across classroom, small-group, and individual levels. The goal is to prevent recurrence of infractions by supporting accountability and behavioral change. Students are supported to:
- Engage in repairing harm and trust;
- Understand why the behavior is unacceptable;
- Acknowledge harm or negative impact and identify alternatives;
- Connect emotions to actions and take responsibility;
- Learn pro-social strategies and skills for the future; and
- Understand that more intensive interventions will be used if infractions persist.
III. Student Rights and Responsibilities
Public Education
Right: Students have the right to a free and appropriate public education.
Responsibility: Attend daily, arrive on time, and be prepared to fulfill course requirements.
Supportive Environment
Right: Learn in a safe, supportive, and orderly environment that focuses on positive behavior.
Responsibility: Be kind and respectful; refrain from bullying, harassment, or discrimination; promptly report concerns to staff or administration.
Freedom of Expression
Right: Freedom of expression that does not violate the Code or disrupt school operations.
Responsibility: Avoid libelous, slanderous, vulgar, lewd, indecent, or obscene content and speech that incites harm or damage.
Freedom of the Press
Right: Express opinions in writing when signed and aligned to expression guidelines.
Responsibility: Authors must avoid libel/obscenity and follow time/place/manner guidelines so distribution does not disrupt instruction.
Assembly
Right: Peaceful assembly.
Responsibility: Meetings on campus must be part of instruction or authorized by administration and may not disrupt operations.
Attire
Right: Personal standards of dress and grooming within the Code.
Responsibility: Dress and grooming must protect health/safety, be respectful of others, and not disrupt or interfere with learning.
Access to Facilities
Right: Registered students may use school facilities in accordance with the Code and building procedures.
Responsibility: Use facilities safely, keep spaces clean and orderly, and respect others’ access.
Extracurricular Activities & Clubs
Right: Equal opportunity to be considered for participation.
Responsibility: No restrictions based on protected characteristics; organizations must be sanctioned before using school facilities. Spectators and participants must adhere to the Code.
Availability of School Rules & Regulations
Right: Annual access to the Code and a plain-language summary; copies available electronically and upon request; posted on the district website; staff training provided.
Responsibility: Read and act in accordance with the Code.
Due Process
Right: Defined procedures for disciplinary infractions, including reasons and an opportunity to present the student’s account.
Responsibility: Cooperate with school authorities and provide information needed for a prompt and fair decision.
General Responsibilities
- Contribute to a safe, supportive, orderly environment and respect people and property;
- Know and follow district policies and rules;
- Attend school daily, on time, and prepared to learn;
- Strive for academic excellence; seek help and ask questions;
- Respond respectfully to staff direction and consider multiple perspectives;
- Dress appropriately for school and school functions;
- Accept responsibility for actions; and
- Represent the district positively at extracurricular events.
IV. Essential Partners
A. Caregivers
- Share responsibility for education; send children ready to participate and learn;
- Ensure regular, on-time attendance and appropriate dress/grooming;
- Promote respect for rules needed for a safe, orderly environment;
- Build productive relationships with teachers and other caregivers;
- Help children handle peer pressure and inform school of significant home changes;
- Provide a study space and support homework completion;
- Communicate about academic and extracurricular choices;
- Recognize and comply with district policies while on school property; and
- Model courteous, respectful, professional conduct.
B. Teachers
- Maintain a climate of mutual respect, safety, and dignity; serve as role models;
- Partner with caregivers and communicate expectations (objectives, grading, deadlines, behavior);
- Deliver engaging, differentiated instruction aligned to NYS Standards and CR-S Framework;
- Enforce rules fairly and consistently; support student achievement;
- Provide make-up work for lawful absences and address concerns promptly;
- Report discrimination/harassment within required timelines; and
- Address personal biases that could impede equal treatment.
C. Teaching Assistants
- Support a respectful, safe, and dignified climate; serve as role models;
- Partner with caregivers and school; know/enforce rules consistently;
- Be familiar with content and standards; support instruction; and
- Report discrimination/harassment and address personal biases promptly.
D. Teacher Aides
- Model respect and courtesy; help facilitate learning under teacher direction;
- Know/enforce rules fairly; support achievement; report incidents; and
- Address personal biases promptly.
E. School Counselors, Social Workers, and School Psychologists
- Promote a respectful, safe climate and SEL-aligned supports;
- Initiate conferences to resolve concerns; monitor progress and plans;
- Guide career planning and encourage engagement in curricula and activities;
- Communicate regularly with students, caregivers, and teachers;
- Report discrimination/harassment and address personal biases promptly.
F. All Transportation Employees
- Model respect; enforce rules fairly; ensure student safety during transport;
- Understand and implement “Care and Custody” responsibilities; and
- Report incidents and address personal biases promptly.
G. School Resource Officers (SROs)
The SRO’s primary functions are to support a safe, secure learning environment; foster positive climate; reduce/prevent crime; serve as an educational resource; and act as a liaison with law enforcement. SROs do not serve as school disciplinarians and should not replace certified teachers.
- Protect students, staff, and public against criminal activity;
- Build respectful relationships and provide classroom instruction (e.g., safety, leadership, life skills);
- Coordinate investigations with administrators as appropriate; serve on threat assessment teams;
- Attend special events as needed; maintain lesson plans and activity data; and
- Report discrimination/harassment and address personal biases promptly.
H. Principals/Administrators
- Model and ensure a respectful, safe climate;
- Foster caregiver–student–staff partnership and provide accessible communication channels;
- Evaluate instructional programs (including equity infusion) and support extracurriculars;
- Disseminate and enforce the Code; ensure timely, fair resolution of cases;
- Address harassment or threats to health or safety and personal biases; and
- Promote trauma-informed practices and safe environments.
I. Superintendent
- Model respect and safety; promote a stimulating environment for teaching/learning;
- Review policies and law with administrators; inform the Board on discipline trends;
- Develop programs that minimize inappropriate behavior; enforce the Code; and
- Address harassment/threats and personal biases; support trauma-informed staffing/professional development.
J. Board of Education
- Promote a safe, orderly, and stimulating environment for all students;
- Develop a budget that supports Code goals;
- Collaborate with stakeholder groups to adopt and annually review the Code; and
- Address discrimination/harassment reports to Dignity Act Coordinators and examine personal/educational biases.
K. Dignity Act Coordinators (DACs)
- Promptly investigate complaints (verbal/written, formal/informal) of discrimination, harassment, bullying, and retaliation;
- Ensure immediate staff documentation/action and timely reporting to principals and DACs;
- Supervise thorough, prompt, confidential investigations;
- Oversee bullying prevention committees and civility-infused curricula;
- Monitor/report policy effectiveness and respond to reports; and
- Address personal biases and protect the health and safety of the school community.
L. Other School-Related Professionals
- Maintain mutual respect and dignity; partner with caregivers;
- Know/enforce rules consistently; help students understand expectations;
- Provide adequate supervision school-wide; address threats to health/safety; and
- Model courteous, respectful, professional conduct; address personal biases.
V. Levels of Behavior Concerns, Violations & Responses
Factors considered before assigning consequences
- The student’s age and maturity
- The student’s disciplinary record, including the nature and number of prior incidents
- Consequences and interventions applied previously
- The nature, severity, and scope of the behavior
- The number of persons involved
- The student’s IEP, BIP, or 504 Plan, if applicable
- The student’s response to interventions
All opportunities and interventions must be accessible to every student, including students with disabilities. Consequences at Levels 2 and 3 must be consistently applied across all groups. Data should be transparent to evaluate use and impact.
Pre-Kindergarten through Grade 2
Aggressive behavior in young children is often an unskillful attempt to communicate needs or dislikes. When a child engages in a violent act that threatens or harms others, both the harmed child and the child who acted receive immediate attention and care. Caregivers can expect:
- Temporary removal of the child who acted (no corporal punishment; restraint only as allowed by law) to help the child regain calm and discuss the incident.
- Immediate check-in with the harmed/threatened child to restore a sense of safety.
- Caregiver contact explaining what occurred, how adults responded, and short- and long-term plans to prevent recurrence.
- Option to request a mediated conference between caregivers.
Suspension of Pre-K through Grade 2
If a K–2 student engages in pervasive or serious aggressive acts that cause injury or threaten safety, the principal may determine that out-of-school suspension is the best response. When enacted, an intervention and re-entry plan will be developed with caregiver involvement.
Grades 3 through 12 — Overview
- Level 1: Universal classroom practices to build pro-social behaviors and prevent minor issues from escalating.
- Level 2: Targeted interventions and assigned consequences (may include in-school suspension) beyond the immediate classroom response.
- Levels 3–4: Serious violations that jeopardize safety; more intensive, individualized interventions (may include out-of-school suspension and hearings).
Out-of-School Suspensions (Grades 3–12)
Principals may assign up to five days OSS; very serious acts may lead to a 3214 hearing. For suspensions beyond five days, an intervention and re-entry plan must be developed with caregiver participation.
Responses & Interventions (Grades 3–12)
LEVEL 1 — Classroom Interventions & Student Support Team
Appropriate for minor infractions and/or when interventions have not yet been put in place.
Classroom interventions and responses
- Positive directives that state expectations
- Increase teacher proximity
- Positive and specific feedback
- Verbal prompt, redirection, and/or correction
- Reminders and re-teaching / rehearsal of the skill or procedure
- Increase opportunities to respond during instruction
- Student–teacher conference
- Develop relationship with families; family conference
- Create a classroom check-in plan
- Restitution/restoration strategies
- RULER; culturally responsive pedagogy and curriculum
- Trauma-informed teaching practices
- Restorative conference; use of restorative questions
- Daily progress sheets on behavior
- Other evidence-based, student-specific strategies
Student Support Team (SST) interventions
- Reflection activity
- Peer mediation
- Referral to school-based health or mental-health services
- Referral to community organizations
- Check-in with school building staff
- Mediated conflict-resolution conference
- Restitution plan
- Utilize support staff; mentoring
LEVEL 2 — Targeted Classroom + Admin/SST Responses
Appropriate when classroom supports have been tried and behavior becomes persistent (e.g., after three offenses) and continues to impact learning.
Classroom interventions and responses
- Positive directives that state expectations
- Positive and specific feedback
- Reminders and re-teaching / rehearsal of skill or procedure
- Increase teacher proximity; classroom check-in plan
- Student–teacher conference
- Collect progress-monitoring data on behavior and attempted interventions
- Restitution/restorative strategies; conflict resolution; peer mediation
- Collaborate with family; collaborative family conference
- Restorative conference; use of restorative questions
- Daily progress sheets on behavior
Administrative level & SST interventions and consequences
- Reflection activity; restitution plan; conflict mediation
- Check-in with school building staff
- Administrative and/or support team conference
- Mentoring/coaching
- Referral to school-based health or mental-health providers
- Utilize support staff for root-cause or trauma assessment
- Individualized case management for students with 504 plans or IEPs
- In-school suspension for up to three days
- Referral/coordination with community-based supports
LEVEL 3 — Short-Term In-School and Out-of-School Suspensions
Appropriate given the seriousness and impact on the school community and/or when documented supports have been implemented but behavior is escalating.
Classroom & SST interventions and responses
- Student–teacher conference
- Restitution/restoration strategies
- Initiate a student-centered discussion to repair, restore, and re-teach expectations
- Restorative conference
- Develop relationship with family
- Collect progress-monitoring data on behavior and interventions tried
- Create, implement, and monitor a transition plan for return (may include restorative circle); plan for classmates as student returns
- Daily progress sheets on behavior
Intensive administrative level & SST responses
- Informal conference with principal and student
- Family/Caregiver/Student/School Team conference
- Mediated conflict-resolution conference
- Referral/coordination with community-based supports
- Utilize support staff for root-cause/trauma assessment
- Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP)
- Individualized case management for students with 504 plans or IEPs
- Administrative/support team conference
- In-school suspension up to three days
- Up to three-day suspension from transportation
- Mentoring/coaching
LEVEL 4 — Short-/Long-Term OSS or Change of Placement
Appropriate when behavior is illegal, presents an imminent threat of serious harm, or seriously affects others’ safety/educational process.
Classroom & SST interventions and responses (upon removal)
- Initiate student-centered discussion; repair, restore, and re-teach expectations
- Create, implement, and monitor a transition plan for return (may include restorative circle); plan for classmates as student returns
Intensive administrative level & SST responses
- Informal conference with principal and caregiver; notification of due-process rights
- Up to five days out-of-school suspension; potential request for district hearing for long-term suspension/alternative placement
- Functional Behavioral Assessment and Behavior Intervention Plan (as needed)
- Referral to school-based health or mental-health providers
- Comprehensive student success-plan meeting
- Individualized case management for students with 504 plans or IEPs
- Referral/coordination with community-based supports
- Restitution plan
- Long-term suspension from transportation (as warranted)
- Develop, implement, and monitor a transition plan
V. Behavior Violations & Levels of Response (Grades 3–12)
The following definitions and typical response levels align with the district’s leveled framework. Final determinations are made by school administration considering age, prior history, severity, IEP/504/BIP, and response to intervention.
Level key: L1 = Classroom/SST supports; L2 = Targeted + Admin/SST (may include ISS); L3 = Short-term ISS/OSS and intensive supports; L4 = Short-/Long-term OSS or change of placement.
Absences / Attendance
- Refusal to attend class: Typical Levels: L1–L2. Notify social worker/attendance officer.
- Persistent or excessive absences: Typical Levels: L1–L2 (may escalate if chronic despite interventions).
- Habitual truancy (≈≥20% of a marking period): Typical Levels: L2–L3. Caregiver and guidance involvement required.
Academic Dishonesty
- Plagiarism / copying / cheating / altering records: Typical Levels: L1–L2. May receive failing grade on the assignment.
Alcohol
- Under the influence: Typical Levels: L2–L4. Immediate nurse notification; refer to substance-abuse counseling.
- Use or possession: Typical Levels: L2–L4. Refer to counseling.
- Distribution or sale: Typical Levels: L3–L4.
Arson
- Starting a fire: Typical Levels: L3–L4. Notify fire department for any unwanted fire; submit state Fire Incident Report.
- Starting a fire causing property destruction: Typical Level: L4.
Attack on Student
- Attack with injury: Typical Levels: L3–L4. Nurse evaluation; DASA investigation may be required.
- Attack with serious bodily injury: Typical Level: L4.
- Group attack with injury/serious injury: Typical Levels: L3–L4.
Bomb Threat
- Threats / false reports of explosives: Typical Levels: L3–L4.
Bullying (Verbal, Physical, Electronic)
- Bullying, intimidation, cyberbullying: Typical Levels: L2–L4. DASA investigation required for substantiated incidents.
- Persistent/repeated targeting of same person/group: Typical Levels: L3–L4.
- Very serious/harmful incidents: Typical Level: L4.
Classroom Distraction
- Talking out; off-task; disruptive noises/movements; throwing objects (no injury): Typical Levels: L1–L2.
Damage to Personal or School Property
- Minor (<$50): Typical Levels: L1–L2.
- $50–$500: Typical Levels: L2–L3.
- Over $500: Typical Levels: L3–L4.
Dress Code
- Dress code violation: Typical Levels: L1–L2. See Section VI for detailed standards.
Drugs / Controlled Substances
- Under the influence: Typical Levels: L2–L4. Immediate nurse notification; refer to substance-abuse counseling.
- Use or possession: Typical Levels: L2–L4.
- Distribution or sale: Typical Levels: L3–L4.
Electronic Devices (See Board Policy 5695)
- Unauthorized use (phones, games, etc.): Typical Levels: L1–L2. Child pornography must be reported to police.
- Use leading to threats of harm: Typical Levels: L2–L4 (may include L4 for severe cases).
- Recording/publishing a fight: Typical Levels: L2–L3.
- Use directly causing physical/emotional harm: Typical Levels: L3–L4.
- Refusal to comply with Policy 5695: Typical Levels: L1–L2 (admin meeting, caregiver contact, possible ISS day).
False Activation of Fire Alarm
- Intentional false activation: Typical Levels: L3–L4. Fire department must be notified and has jurisdiction until resolved.
Fighting
- Physical aggression with a student: Typical Levels: L2–L3. DASA investigation may be warranted.
- Large disruption (emergency procedures, broad impact): Typical Levels: L3–L4.
- With serious bodily injury: Typical Levels: L3–L4.
- Persistent fighting despite interventions: Typical Levels: L3–L4.
Gambling
- Gambling with money/exchangeable goods: Typical Levels: L1–L3. SRO involvement as needed.
Hallway Misbehavior
- Running, excessive noise, loitering, persistent hall-walking: Typical Levels: L1–L2.
Harassment (Protected Classes & Cyber-harassment)
- Minor harassment (race, ethnicity, gender/gender identity/expression, sexual orientation, disability, religion): Typical Levels: L1–L2. DASA investigation may be warranted.
- Serious harassment: Typical Levels: L2–L4.
- Life-threatening / seriously harmful incidents: Typical Level: L4.
Inciting or Participating in a Disturbance
- Large disruption (e.g., riot; schoolwide impact): Typical Levels: L3–L4.
- Using an electronic device to mobilize a disturbance: Typical Levels: L2–L4.
Inhalants
- Under the influence / use or possession: Typical Levels: L2–L4. Immediate nurse notification; refer to counseling; SRO as needed.
- Distribution or sale: Typical Levels: L3–L4.
Leaving Classroom or School without Permission
- Unauthorized departure: Typical Levels: L1–L2.
Non-Compliance / Insubordination
- Failure to comply with rules / directions; failure to respond to staff: Typical Levels: L1–L3 (nonviolent/nonphysical).
Physical Contact
- Unintentional contact with personnel: Typical Levels: L1–L2.
- Unintentional strike of staff intervening in a fight: Typical Levels: L2–L3.
- Intentional physical attack on personnel: Typical Levels: L3–L4.
- Offensive touching / poking / pushing / intimidation (personnel or student): Typical Levels: L2–L4.
Public Space Misconduct
- Minor public space misconduct: Typical Levels: L1–L2.
- Serious public space misconduct (disrupts movement/instruction; safety risk): Typical Levels: L2–L3.
Robbery
- Taking money/property by force: Typical Levels: L3–L4.
Sexual Offenses
- Sexual assault: Typical Levels: L3–L4. Refer to appropriate counseling; report child pornography to police.
- Sexual harassment (verbal/written): Typical Levels: L3–L4.
- Sexual harassment (physical): Typical Levels: L3–L4.
- Sexual misconduct (e.g., engaging in sexual activity on campus): Typical Levels: L3–L4.
Tardiness
- Excessive tardiness: Typical Levels: L1–L2.
Technology Acceptable Use Policy (AUP) Violations
- Violation of AUP: Typical Levels: L1–L2 (may escalate based on harm). Child pornography must be reported to police.
Theft
- Under $500: Typical Levels: L1–L2.
- Over $500: Typical Levels: L2–L4.
Threats Against School Personnel / Community
- Verbal or written (including electronic) threat: Typical Levels: L3–L4.
Tobacco / Vaping
- Use or possession: Typical Levels: L1–L2 (escalate if persistent).
Verbal Aggression Toward Personnel
- Name-calling, insults, inappropriate gestures/symbols/comments, profane/offensive language: Typical Levels: L1–L3 (documented interventions if repeated).
- Confrontational/aggressive arguing: Typical Levels: L1–L2.
- Persistent confrontational arguing impacting environment despite interventions: Typical Level: L3.
- Providing false/misleading information to staff: Typical Levels: L1–L3.
Weapons, Firearms, Explosives
- Threat involving weapons (weapon present): Typical Levels: L3–L4.
- Firearms (18 USC 921): Typical Level: L4. Expulsion for no less than one year mandated by state law; may be modified by Superintendent case-by-case.
- Other guns (e.g., BB / pellet guns; loaded/unloaded; operable/inoperable): Typical Levels: L3–L4.
- Possession of weapons (e.g., knife, mace): Typical Levels: L2–L4.
- Objects used as weapons with intent to cause injury: Typical Levels: L3–L4.
- Explosives (possession/sale/distribution/detonation/threat; firecrackers, smoke bombs, flares, combustible/explosive substances): Typical Levels: L3–L4.
VI. Student Dress Code
Clothing is a form of personal expression; students and staff are expected to dress for a productive learning environment.
- Students are prohibited from wearing clothing, jewelry, book bags, or other articles that:
- depict profanity, vulgarity, obscenity, or violence;
- promote use or abuse of tobacco, drugs, vaping, or alcohol;
- create a threat to health or safety;
- are associated with intimidation or violent groups and about which students have been notified; or
- create a significant risk of disruption to the educational process or school operations.
- The following specific items are not permitted:
- clothing worn to reveal underwear or bare skin between the upper chest (armpit) and mid-thigh;
- bare feet, bedroom slippers, flip-flops;
- sunglasses worn inside the school; and
- any article that covers or disguises the face unless for religious or documented medical reasons.
- If a student’s dress violates this code, the Principal or designee may require a change of dress/appearance. Repeated violations result in disciplinary action. Reasonable accommodations may be made for religious beliefs or medical conditions.
- This code applies during the regular school day, on field trips, at school-related functions, and whenever students represent the school. It applies on all Board of Education property, buses, and vehicles. It does not apply to school-sanctioned uniforms/costumes approved for athletics, choral/dramatic performances, or special event days.
VII. Reporting Violations
All students are expected to promptly report Code of Conduct violations to a school professional. Any student observing possession of a weapon, alcohol, or illegal substance on school property or at a school function must report immediately to a teacher, Principal/designee, or the Superintendent.
Staff authorized to impose disciplinary sanctions are expected to do so promptly, fairly, and lawfully. Staff not authorized to impose sanctions must promptly report violations to a supervisor for appropriate action or referral.
Any weapon, alcohol, or illegal substance found shall be confiscated immediately, if possible; caregivers will be notified and appropriate disciplinary action taken, which may include suspension and referral for prosecution.
The Principal or designee must notify appropriate local law enforcement of Code violations that constitute a crime and substantially affect school order or security. Notification may be made by phone and followed by a letter mailed the same day.
VIII. Disciplinary Responses, Procedures & Referrals
A. Responses
Students who violate the Code may receive one or more of the following responses. Authorized staff for each response are noted.
- Oral warning — any staff member
- Written warning — Bus Drivers, Teacher Aides/Assistants, Coaches, Guidance Counselors, Teachers, Principal, Superintendent
- Written notification to caregiver — Bus Drivers, Teacher Aides/Assistants, Coaches, Guidance Counselors, Teachers, Principal (or designee), Superintendent (or designee)
- Detention — Teachers, Principal (or designee), Superintendent (or designee)
- Suspension from transportation — Director of Transportation, Principal (or designee), Superintendent (or designee)
- Suspension from athletic participation — Coaches, Athletic Director, Principal (or designee), Superintendent (or designee)
- Suspension from social or extracurricular activities — Activity Advisor, Principal (or designee), Superintendent (or designee)
- Suspension of other privileges — Principal (or designee), Superintendent (or designee)
- Removal from classroom by teacher — Teachers, Principal (or designee)
- Short-term suspension (≤5 school days) — Principal, Superintendent
- Long-term suspension (>5 school days) — Superintendent
B. Procedures (Due Process)
Before any response, the student is informed of the alleged misconduct and the basic facts. The student may share their account. Additional due-process protections apply for responses beyond warnings/notice.
1. Detention
- Caregivers are notified and transportation home is ensured before detention is imposed.
- Failure to attend detention may result in in-school suspension and/or exclusion from activities.
2. Suspension from Transportation
- Bus misconduct is referred to the Principal; riding privileges may be suspended by the Principal or Superintendent.
- If loss of transport effectively prevents attendance, the District will arrange for the student’s education.
- Informal conference opportunity is provided to the student/caregiver.
3. Suspension from Athletics/Extracurriculars/Other Privileges
- Students/caregivers are provided an opportunity for an informal conference with the imposing administrator.
4. Teacher Disciplinary Removal of Disruptive Students
A teacher may remove a substantially disruptive student for up to the remainder of the period (class of that teacher only) after explaining the reason and allowing the student to share their account (unless there is an immediate danger/ongoing threat; in that case, explain within 24 hours).
- Teacher completes a district referral and meets with the Principal (same day when possible).
- Caregivers are notified in writing within 24 hours and offered an informal conference within 48 hours (timeline may be extended by mutual agreement).
- The Principal may overturn the removal if: not supported by substantial evidence; violates law/Code; or conduct warrants suspension under Ed. Law §3214 (and suspension is imposed).
- Removed students receive continued educational programming until return; teachers/Principals keep logs of removals. For students with disabilities, verify that the removal does not violate state/federal rights.
5. Suspension from Technology Use
Violations of the District’s Acceptable Use Policy may result in loss of network/technology privileges for a set period, a Superintendent’s Hearing, and/or police involvement depending on severity.
6. Suspension from School
a. Short-term (≤5 school days): The suspending authority (Principal or Superintendent) promptly notifies the student; if the student denies the conduct, an explanation of the basis is provided. Caregivers receive written notice and an opportunity for an informal conference.
b. Long-term (>5 school days): Student/caregivers receive reasonable notice of the right to a fair hearing. At the hearing, the student may be represented by counsel, question witnesses, and present evidence. A Hearing Officer may be appointed to take testimony and make advisory findings/recommendations to the Superintendent. Appeals may be made in writing to the Board (within 30 days) and then to the NYS Commissioner of Education.
c. Minimum Periods of Suspension
- Bringing a weapon to school: Suspension for at least one calendar year (case-by-case modification by the Superintendent after considering age, grade, prior record, alternatives, caregiver/teacher input, and other extenuating circumstances).
- Violent acts (other than bringing a weapon): Suspension for at least five school days; if more than five is proposed, long-term hearing rights apply.
- Repeated substantial disruption: Students repeatedly and substantially disruptive of the educational process/teacher’s authority (e.g., 4+ removals in a semester or 3+ in a trimester under §3214[3-a]) may receive at least a five-day suspension; long-term hearing rights apply if exceeding five days.
D. Referrals
- Counseling: All referrals handled by Pupil Personnel Services.
- PINS (Person in Need of Supervision): May be filed for students <17 exhibiting habitual truancy, ungovernable conduct/habitual disobedience, substance abuse, or physical aggression at home/school/community.
- Juvenile Delinquents/Offenders: Superintendent must refer (i) any student <16 found to have brought a weapon to school; (ii) any 14–15-year-old qualifying as a juvenile offender under CPL §1.20(42). Students ≥16 (and qualifying 14–15-year-olds) are referred to appropriate law enforcement.
IX. Alternative Instruction
When a teacher removes a student from class, or when a compulsory-attendance-age student is suspended under Ed. Law §3214, the District will take immediate steps to provide alternative instruction.
X. Discipline of Students with Disabilities (General)
Students with disabilities may be suspended, removed, or otherwise disciplined consistent with IDEA and Section 504 due-process safeguards. This Code affords no greater or lesser rights than federal/state law. Students and caregivers receive annual due-process notices.
XI. Corporal Punishment
Use of physical force to punish a student is strictly forbidden.
Reasonable physical force may be used only when other methods are not feasible, to:
- Protect self or others from physical injury;
- Protect school/others’ property; or
- Restrain or remove a student whose behavior interferes with the orderly exercise of authority.
XII. Student Searches and Interviews
A. Searches of Students/Belongings
- May be conducted based on information from a reliable informant (criteria include prior accuracy, admissions against interest, corroboration, credibility related to immediate threats).
- Officials should seek an admission or voluntary consent when practicable; scope is limited to locating the evidence sought.
- When practicable, searches occur privately in administrative offices; students are present when possessions are searched.
B. Student Lockers, Desks, and Other School Storage
Students have no reasonable expectation of privacy in school storage. Lockers, desks, and other storage may be searched at any time by school officials without prior notice/consent.
C. Documentation of Searches
Officials promptly record: student info; reasons; informants; purpose; type/scope; who conducted; witnesses; time/location; results; disposition of items; caregiver notification details. The Principal/designee retains custody and personally delivers dangerous/illegal items to police.
D. Police Involvement
Police may question/search students on school property or at functions only with: (1) a warrant; (2) probable cause of a school-related crime; or (3) invitation from school officials. The Principal/designee will attempt to notify caregivers beforehand and will be present during any questioning/search.
E. Students’ Rights When Questioned by Police
- Informed of legal rights (e.g., Miranda);
- May remain silent; and
- May request an attorney.
F. Child Protective Services (CPS) Interviews
The District cooperates with CPS investigations of suspected abuse/neglect. CPS interview requests are made to the Director of Student Support Services (or Assistant) who notifies the Principal and, when appropriate considering age/allegations, requests a school official (e.g., nurse) be present for portions requiring removal of clothing to verify allegations.
XIII. Visitors to the Schools
- All visitors report to the main office, sign in, and wear a visible badge; badge is returned on exit.
- Government-issued photo ID is required for entry.
- Classroom observations are arranged in advance to minimize disruption.
- Teachers do not discuss individual matters during class time.
- Unauthorized persons are asked to leave; police may be called if warranted.
- Visitors must follow the Code’s public-conduct rules.
XIV. Public Conduct on School Property
The District regulates public conduct to maintain order while respecting free expression and peaceful assembly.
A. Prohibited Conduct
- Intentionally injuring or threatening any person;
- Damaging/destroying school or personal property (including graffiti/arson);
- Disrupting classes, programs, or activities;
- Distributing/wearing materials that are obscene, advocate illegal action, appear libelous, obstruct others’ rights, or disrupt the program;
- Intimidation, harassment, or discrimination based on protected characteristics;
- Profane/lewd/vulgar/abusive language or gestures;
- Unauthorized entry or remaining after closure;
- Obstructing free movement;
- Violating traffic/parking rules;
- Possessing/using/selling/distributing alcoholic beverages or controlled substances or being under the influence;
- Possessing/using weapons (except law enforcement or as specifically authorized);
- Smoking on school grounds or at functions;
- Loitering on/around school property;
- Gambling on school property or at functions;
- Refusing reasonable orders of identifiable school officials;
- Inciting others to violate this Code; and
- Violating any law, ordinance, or Board policy while on school property or at a school function.
B. Responses
- Visitors: Authorization to remain may be withdrawn; they will be directed to leave (ejection/no-trespass if necessary).
- Students: Subject to discipline with due process.
- Tenured faculty/Other staff: Subject to applicable statutory/contractual procedures.
The District may also pursue civil/criminal legal action when appropriate.
XV. Discipline of Students with Disabilities (Detailed)
A. Authorized Suspensions/Removals & Key Definitions
- Suspension: Under Ed. Law §3214.
- Removal: Disciplinary removal from current placement other than suspension and IHO-ordered IAES.
- IAES: Up to 45 days in an alternative setting that allows curriculum progress, IEP services, and addresses the behavior.
- Authority: BOE/BOCES Superintendent/Principal may place a student in IAES/another setting or suspend up to five days; Superintendent up to 10 consecutive days (and additional ≤10-day removals for separate incidents, if no change of placement).
B. Change-of-Placement Rule
A disciplinary change in placement occurs when a student is removed for: (a) more than 10 consecutive school days; or (b) a pattern of removals totaling >10 days in a school year considering length, total time removed, and proximity. Changes require specific procedures/decisions (e.g., manifestation determination) and may be permitted for weapons/illegal drugs/controlled substances IAES placements.
C. Special Rules
- FBA/BIP: CSE conducts functional behavioral assessments and develops/reviews BIPs when suspensions/removals exceed 10 days or when there’s a change of placement (including IAES).
- Review/Modify BIP: When subsequent removals occur, CSE reviews implementation and modifies as needed.
- Manifestation Determination: Conducted when IAES is considered for weapons/illegal drugs/controlled substances or when a suspension is a change of placement.
- Presumed Disability: Caregivers may invoke safeguards if the District is deemed to have prior knowledge of a disability before the conduct.
- Records with Crime Reports: Special education/disciplinary records are transmitted to appropriate authorities as required when a crime is reported.
XVI. Definitions (Selected)
- Academic Dishonesty: Plagiarism, copying, altering records, cheating (including being an accomplice).
- Arson: Starting a fire; destruction resulting from fire.
- Bullying: Repeated, willful acts that target and harm another, characterized by a power imbalance (distinct from a one-time conflict).
- Bystander: Person who witnesses bullying but does not act.
- Caregiver: Guardian or person in parental relation to a student.
- Cutting Class: Unauthorized absence from a mandatory class/activity.
- Cyber-bullying: Use of electronic means (email, texts, images, websites, etc.) to harass/threaten/intimidate; examples include sending mean/vulgar messages or posting private information or impersonation; effects include physical/relational/emotional harm, fear, property loss, or interference with education.
- Tardiness: Arriving late to school or class.
- Theft/Robbery: Taking property with intent to deprive; robbery involves force/violence/intimidation; possession/transfer of stolen goods also included.
- Under the Influence: Altered physical/mental state after alcohol/drugs/inhalants.
- Violent Student: Commits or attempts acts of violence; possesses/displays/threatens use of weapons; intentionally damages property; uses explosive/noxious materials.
- Weapon: Firearm (18 USC §921) and other guns; knives (incl. >2.5″ blades); razors; brass knuckles; box cutters; cane swords; stun/ dart guns; pepper/noxious spray; explosives/incendiaries; or any device/material capable of causing injury/death.
XVII. Dissemination & Review
A. Dissemination of the Code
- Provide Code summary to all students at a beginning-of-year assembly.
- Make the Code available to all caregivers at the start of the school year.
- Mail a plain-language summary to all caregivers before school starts (available later on request).
- Provide all current staff a copy of the Code and any amendments at the start of the year; provide all new employees a copy.
- Make copies available for review by students, caregivers, and community members.
- Publish the Code on the District website.
B. Training, Review & Filing
- Board sponsors in-service training to ensure effective implementation.
- Annual Board review of the Code’s effectiveness and fairness; an Advisory Committee (students, staff, caregivers, school safety, others) may be convened.
- At least one public hearing prior to adopting revisions.
- File the Code and amendments with the Commissioner of Education within 30 days of adoption.