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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y # ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , # d hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , d hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y ! ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , ! < hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y " ( hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , "
hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y ? - O = P & Code of Student Conduct (CSC) Tutorial ' & L e s s o n 2
P u r p o s e o f t h e C o d e o f S t u d e n t C o n d u c t ( C S C ) F r o m C o m p l i a n c e t o C i v i l i t y J T C $ / @ Regulatory background " $ c The Department of Education regulations establish the legal framework and set expectations for school districts efforts to achieve safe and civil schools. They serve as the core standards for expectations for student behavior, just as the Core Curriculum Content Standards set the stage for instructional expectations for New Jersey teachers and students. t d K C Regulatory background $ $ $ P u r p o s e
T h e p u r p o s e o f t h e c h a p t e r o f r e g u l a t i o n s t h a t i n c l u d e s t h e r e q u i r e m e n t s f o r t h e C S C c l e a r l y s t a t e s t h a t :
T h e s e r u l e s s p e c i f y m i n i m u m s t a n d a r d s f o r d i s t r i c t b o a r d s o f e d u c a t i o n i n e s t a b l i s h i n g p o l i c i e s a n d p r o c e d u r e s a n d i n o p e r a t i n g p r o g r a m s t o s u p p o r t t h e s o c i a l , e m o t i o n a l a n d p h y s i c a l d e v e l o p m e n t o f s t u d e n t s . ( N . J . A . C . 6 A : 1 6 - 1 . 1 )
& a n d o f f e r t h e f o l l o w i n g d e f i n i t i o n o f t h e C S C :
C o d e o f s t u d e n t c o n d u c t m e a n s s t a n d a r d s , p o l i c i e s a n d p r o c e d u r e s e s t a b l i s h e d b y d i s t r i c t b o a r d s o f e d u c a t i o n f o r p o s i t i v e s t u d e n t d e v e l o p m e n t a n d s t u d e n t b e h a v i o r a l e x p e c t a t i o n s o n s c h o o l g r o u n d s , i n c l u d i n g o n s c h o o l b u s e s o r a t s c h o o l - s p o n s o r e d f u n c t i o n s , a n d , a s a p p r o p r i a t e , c o n d u c t a w a y f r o m s c h o o l g r o u n d s , i n a c c o r d a n c e w i t h N . J . A . C . 6 A : 1 6 - 7 . 6 . ( N . J . A . C . 6 A : 1 6 - 1 . 3 ) R @ j @ 1 w C h
$ $ 0 ( ( , , 0 0 4 4 8 8 < < H > h ? D Regulatory background $ $ $ The intent of the Department and the State Board of Education was to signal a shift from a focus on student behavior problems and consequences for student conduct (necessary though they are) to a focus on positive student development.
Listen to how Dr. Susan King (then superintendent of the Montvale School District) describes her understanding of the need for revision of the district CSC: @ z < K " Regulatory background $ $ $ T h e G r a n d D e s i g n W h a t t h e r e g u l a t i o n s i n t e n d t o a c h i e v e
T h e r e g u l a t i o n s i d e n t i f y s i x g o a l s t h a t t h e d i s t r i c t s C S C m u s t b e d e s i g n e d t o a c h i e v e :
F o s t e r t h e h e a l t h ,
! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f h i j s a f e t y a n d s o c i a l a n d e m o t i o n a l w e l l - b e i n g o f s t u d e n t s ;
S u p p o r t t h e e s t a b l i s h m e n t a n d m a i n t e n a n c e o f c i v i l , s a f e , s e c u r e , s u p p o r t i v e a n d d i s c i p l i n e d s c h o o l e n v i r o n m e n t s c o n d u c i v e t o l e a r n i n g ;
P r o m o t e a c h i e v e m e n t o f h i g h a c a d e m i c s t a n d a r d s ;
P r e v e n t t h e o c c u r r e n c e o f p r o b l e m b e h a v i o r s ; F P Z 3 " Z ' C C C : C K $ $ ( ( , , & 0 0 N 4 4 8 8 0 < < , Regulatory background $ $ $ " T h e G r a n d D e s i g n W h a t t h e r e g u l a t i o n s i n t e n d t o a c h i e v e
G o a l s ( c o n t d )
E s t a b l i s h p a r a m e t e r s f o r t h e i n t e r v e n t i o n a n d r e m e d i a t i o n o f s t u d e n t p r o b l e m b e h a v i o r s a t a l l s t a g e s o f i d e n t i f i c a t i o n ; a n d
E s t a b l i s h p a r a m e t e r s f o r s c h o o l r e s p o n s e s t o v i o l a t i o n s o f t h e c o d e o f s t u d e n t c o n d u c t t h a t t a k e i n t o a c c o u n t , a t a m i n i m u m , t h e s e v e r i t y o f t h e o f f e n s e s , t h e d e v e l o p m e n t a l a g e s o f t h e s t u d e n t o f f e n d e r s a n d s t u d e n t s h i s t o r i e s o f i n a p p r o p r i a t e b e h a v i o r s ( N . J . A . C . 6 A : 1 6 - 7 . 1 ( b ) ) .
W e w i l l l o o k i n g r e a t e r d e t a i l a t t h e C S C r e g u l a t i o n s a n d h o w t h e s e r e q u i r e m e n t s a r e m o n i t o r e d b y t h e N J D O E t h r o u g h t h e N e w J e r s e y Q u a l i t y S i n g l e A c c o u n t a b i l i t y C o n t i n u u m ( Q S A C ) . @ I P P } " P P " P P ' C | $ $ % ( ( , , 0 0 4 4 8 8 < < C : | * J D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I b B e f o r e d e l v i n g f u r t h e r i n t o t h e r e g u l a t i o n s , l e t s l o o k a t w h a t i t m e a n s t o h a v e a C S C i n t h e f i r s t p l a c e . D e f i n i n g t h e c r i t i c a l t e r m s y o u w i l l u s e i n r e v i s i n g y o u r C S C i s e s p e c i a l l y i m p o r t a n t b e c a u s e s o m u c h h a n g s o n c r e a t i n g a g r e e d u p o n e x p e c t a t i o n s f o r s t u d e n t b e h a v i o r . D e f i n i t i o n s s e r v e a s t h e m e t r i c s f o r b e h a v i o r a l c o d e s .
F o r e x a m p l e , i f w e c a n t a d e q u a t e l y d e f i n e w h a t a f i g h t i s , h o w c a n w e e x p e c t s t u d e n t s t o u n d e r s t a n d a n d a c c e p t r u l e s d e s i g n e d t o p r e v e n t t h e m ? T h e d e f i n i t i o n s f o r o f f e n s e s r e p o r t e d o n t h e E l e c t r o n i c V i o l e n c e a n d V a n d a l i s m R e p o r t i n g S y s t e m - E V V R S - s h o u l d b e r e f e r e n c e d w h e n i d e n t i f y i n g a n d d e f i n i n g s t u d e n t o f f e n s e s i n t h e C S C ( s e e h t t p : / / h o m e r o o m . s t a t e . n j . u s / i n d e x . h t m ) . T h i s i s o n e r e a s o n w h y i s s u e s s u c h a s a c c e p t a b l e d r e s s c o d e s b e c o m e s u c h m a t t e r s o f c o n t e n t i o n . D e f i n i n g o u r t e r m s a l s o a l l o w s u s t o e x a m i n e a n d r e f l e c t u p o n o u r a s s u m p t i o n s a b o u t w h a t w e w a n t t o a c h i e v e t h r o u g h a c o d e o f s t u d e n t c o n d u c t . P 0 %
$ $ ( ( , , I 0 0 4 4 D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I f F o r o u r p u r p o s e w e d e f i n e s c h o o l s a s t h e p r i m a r y p u b l i c i n s t i t u t i o n t o w h i c h o u r s o c i e t y h a s g i v e n t h e r e s p o n s i b i l i t y o f s o c i a l i z i n g y o u n g p e o p l e t o t h e i r r o l e a s c i t i z e n s .
A c o d e i s a l a w o r r u l e , a n d a l s o a w a y o f c o n v e r t i n g i n f o r m a t i o n f r o m o n e s o u r c e t o a n o t h e r ( t h i n k o f t h e M o r s e c o d e o r t r a n s l a t i o n f r o m v e r b a l l a n g u a g e t o s i g n l a n g u a g e ) .
C o n d u c t r e f e r s t o o u r d e p o r t m e n t o r h o w w e d i r e c t , c o n t r o l a n d m a n a g e o u r s e l v e s . P $ $ ( ( , , 0 0 4 4 8 8 I < < C 6 S W # D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I J S c h o o l G r o u n d s i s d e f i n e d i n t h e N J D O E r e g u l a t i o n s ( N . J . A . C . 6 A : 1 6 - 1 . 3 ) a s f o l l o w s :
S c h o o l g r o u n d s m e a n s a n d i n c l u d e s l a n d , p o r t i o n s o f l a n d , s t r u c t u r e s , b u i l d i n g s , a n d v e h i c l e s , w h e n u s e d f o r t h e p r o v i s i o n o f a c a d e m i c o r e x t r a c u r r i c u l a r p r o g r a m s s p o n s o r e d b y t h e s c h o o l d i s t r i c t o r c o m m u n i t y p r o v i d e r a n d s t r u c t u r e s t h a t s u p p o r t t h e s e b u i l d i n g s , s u c h a s s c h o o l d i s t r i c t w a s t e w a t e r t r e a t m e n t f a c i l i t i e s , g e n e r a t i n g f a c i l i t i e s , a n d o t h e r c e n t r a l s e r v i c e f a c i l i t i e s i n c l u d i n g , b u t n o t l i m i t e d t o , k i t c h e n s a n d m a i n t e n a n c e s h o p s . S c h o o l g r o u n d s a l s o i n c l u d e s o t h e r f a c i l i t i e s a s d e f i n e d i n N . J . A . C . 6 A : 2 6 - 1 . 2 , p l a y g r o u n d s , a n d r e c r e a t i o n a l p l a c e s o w n e d b y l o c a l m u n i c i p a l i t i e s , p r i v a t e e n t i t i e s o r o t h e r i n d i v i d u a l s d u r i n g t h o s e t i m e s w h e n t h e s c h o o l d i s t r i c t h a s e x c l u s i v e u s e o f a p o r t i o n o f s u c h l a n d . ^ & P C % C C C C 6 D D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I W i k i p e d i a p r o v i d e s a n i n s t r u c t i v e w o r k i n g d e f i n i t i o n o f a c o d e o f c o n d u c t f o r o r g a n i z a t i o n s d e v e l o p e d b y t h e I n t e r n a t i o n a l F e d e r a t i o n o f A c c o u n t a n t s .
P r i n c i p l e s , v a l u e s , s t a n d a r d s , o r r u l e s o f b e h a v i o r t h a t g u i d e t h e d e c i s i o n s , p r o c e d u r e s a n d s y s t e m s o f a n o r g a n i z a t i o n i n a w a y t h a t ( a ) c o n t r i b u t e s t o t h e w e l f a r e o f i t s k e y s t a k e h o l d e r s , a n d ( b ) r e s p e c t s t h e r i g h t s o f a l l c o n s t i t u e n t s a f f e c t e d b y i t s o p e r a t i o n s .
T h i s i s a u s e f u l d e f i n i t i o n i f w e a s k o u r s e l v e s t h e f o l l o w i n g q u e s t i o n : I n s c h o o l s , w h o a r e t h e k e y s t a k e h o l d e r s w h o s e w e l f a r e i s i m p o r t a n t ? W h i l e t h e S i n C S C f o c u s e s o n s t u d e n t c o n d u c t , i t i s i m m e d i a t e l y c l e a r t h a t s c h o o l s t a f f , p a r e n t s a n d t h e w e l f a r e o f t h e c o m m u n i t y a r e a l l i m p a c t e d b y s t u d e n t c o n d u c t . ` 8 : L $ $ (C ( ,C , d 0C 0 8 4C 4 8C 8 B 8 K D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I X L e t s r e t u r n n o w t o t h e C S C d e f i n i t i o n i n t h e r e g u l a t i o n s :
C o d e o f s t u d e n t c o n d u c t m e a n s s t a n d a r d s , p o l i c i e s a n d p r o c e d u r e s e s t a b l i s h e d b y d i s t r i c t b o a r d s o f e d u c a t i o n f o r p o s i t i v e s t u d e n t d e v e l o p m e n t a n d s t u d e n t b e h a v i o r a l e x p e c t a t i o n s o n s c h o o l g r o u n d s , i n c l u d i n g o n s c h o o l b u s e s o r a t s c h o o l - s p o n s o r e d f u n c t i o n s , a n d , a s a p p r o p r i a t e , c o n d u c t a w a y f r o m s c h o o l g r o u n d s , i n a c c o r d a n c e w i t h N . J . A . C . 6 A : 1 6 - 7 . 6 . ( N . J . A . C . 6 A : 1 6 - 1 . 3 )
T h i s d e f i n i t i o n e s t a b l i s h e s t h e b a s i s f o r u n d e r s t a n d i n g t h e i m p o r t a n c e o f g e t t i n g y o u r C S C r i g h t : p o s i t i v e s t u d e n t g r o w t h . ; v | C C 6 C C H $C $ b (C ( ,C , 0C 0 4C 4 > u } L D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I The purpose of having a CSC is not just to produce civil conditions so that learning may take place, but to ground the entire educational process in the most fundamental purpose of schooling: to create civilized people.
What does it mean to be civilized? To paraphrase The American Heritage Dictionary of the English Language, to be civilized is to have a highly developed society and culture which shows evidence of moral and intellectual advancement through human, ethical, and reasonable behavior. @ C C 1 4 M D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I Y In other words, the goal of education which the CSC serves is to teach us the rules of the road so that we may become good citizens in our democracy, starting with learning how to live together successfully in the classroom and school.
The CSC is an effective vehicle for setting injunctive norms (the laws, regulations and school rules that tell us what we should do). However, for a school culture to work as well as it can in support of all members of the community, the descriptive norms (the behavior of those around that suggests what is acceptable) must be consistent with the injunctive norms. R Z < C g N ! D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I There are two central tasks involved in successfully achieving the goal of creating civilized young people.
The first task is to teach the importance of social conventions and norms . . . 8 @ k C P C O " D e f i n i n g O u r T e r m s W h a t d o e s i t m e a n t o h a v e a c o d e o f s t u d e n t c o n d u c t ? , J I . . . a n d t h e s e c o n d i s t o d e v e l o p s t u d e n t s s o c i a l s k i l l s a n d m o r a l s e n s e o f f a i r n e s s a n d c o n c e r n f o r t h e w e l f a r e o f o t h e r s . B o t h t a s k s a r e a c h i e v e d t h r o u g h t h e p o l i c i e s t h a t s c h o o l d i s t r i c t o f f i c i a l s c r e a t e , t h e p r o c e d u r e s t h a t a r e d e v e l o p e d , i m p l e m e n t e d a n d r e i n f o r c e d , a n d t h r o u g h t h e q u a l i t y o f h u m a n r e l a t i o n s h i p s , a s w e l l a s t h r o u g h d i r e c t i n s t r u c t i o n .
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Wingdings Blank Presentation ' Code of Student Conduct (CSC) Tutorial Regulatory background Regulatory background Regulatory background Regulatory background Regulatory background L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? L Defining Our Terms – What does it mean to have a code of student conduct? Fonts Used Design Template
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