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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 `
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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 4namd , M S P G o t h i c 4namd , M S P G o t h i c 4namd , M S P G o t h i c 4namd , M S P G o t h i c 4namd , M S P G o t h i c 4namd , M S P G o t h i c 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 `
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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 |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y hnamd `
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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 , L hnamd `
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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 `
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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 `
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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 ,
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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 `
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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 , P 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 `
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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 `
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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 , x 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 `
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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 `
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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 ? - O = P & Code of Student Conduct (CSC) Tutorial ' & L e s s o n 3 b
D e v e l o p i n g Y o u r C S C R e v i e w i n g Y o u r C u r r e n t D o c u m e n t s 2 A
C $ 6 Issues To Address In Your Review " ! $ School district and building-level documents
This tutorial addresses the district code of student conduct (CSC) that must be approved by the local board of education. The regulations require that the CSC be disseminated annually to all school staff, parents and students. Traditionally, it is through school handbooks provided in the beginning of each academic year that staff, students and parents are informed of student behavioral expectations and consequences. For this reason, it is important that school handbooks be reviewed and revised as necessary to be in accord with the CSC. For many school districts, this planning and dissemination process will take more time and organization than the development of the CSC at the district level. \ + < * " L ; Issues To Address In Your Review ! ! $ W School district- and school building- level documents
When the Cherry Hill School District began to review school handbooks, it discovered that because the process had been decentralized for many years each of its nineteen buildings had slightly different formats and there was a lack of uniform content and consequences for student conduct. f X Z ! * 5 $ W 8 W Issues To Address In Your Review ! ! $ t School district- and school building- level documents
One step that Cherry Hill found necessary was to convene meetings of principals at each level to work together to develop and agree on a format for their handbooks that was acceptable for them all to use. Here is the handbook that the high school administrators developed to disseminate their code of student conduct. V u p * 5 p & t t Issues To Address In Your Review ! ! $ A G r a d e d R e s p o n s e T o C o n d u c t P r o b l e m s a n d t h e D e v e l o p m e n t a l A p p r o p r i a t e n e s s o f S a n c t i o n s
T h e p r o v i s i o n s o f t h e r e g u l a t i o n s r e l a t e d t o s t u d e n t r i g h t s , r e s p o n s i b i l i t i e s a n d s a n c t i o n s r e q u i r e , i n p a r t , t h a t t h e C S C c o n t a i n :
A d e s c r i p t i o n o f s c
! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v x y z { | } ~ 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 b e h a v i o r a l e x p e c t a t i o n s t h a t , a t a m i n i m u m , a r e g r a d e d a c c o r d i n g t o 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 t h e 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 ( c ) 5 . ) . X ' $ $ ( ( , , 0 0 T X @ # Issues To Address In Your Review ! ! $ z I t i s i m p o r t a n t t h a t s c h o o l s t a f f u s e t h e s a m e s t a n d a r d s t o i d e n t i f y a n d r e c o r d c o n d u c t v i o l a t i o n s . T h e S c h o o l - W i d e P o s i t i v e B e h a v i o r S u p p o r t p r o g r a m t r a i n s s c h o o l s t o c o l l e c t s t u d e n t c o n d u c t d a t a i n a s y s t e m a t i c m a n n e r . H e r e i s a n e x a m p l e o f a f o r m d e v e l o p e d b y a s c h o o l t h a t p a r t i c i p a t e d i n a n N J D O E r e s e a r c h p r o j e c t .
A n a l t e r n a t i v e w a y o f h a n d l i n g c o n d u c t r e f e r r a l s i s u s e d b y t h e H u n t e r d o n C e n t r a l R e g i o n a l S c h o o l D i s t r i c t , w h i c h l i n k s c o r e e t h i c a l v a l u e s t o b o t h a C o n d u c t R e f e r r a l a n d a P r a i s e R e f e r r a l f o r m w i t h a s n a p s e t c o p y t h a t g o e s t o t h e s t u d e n t s p a r e n t . n > d C
T d X c 9 ( 4 @ * 4 , 4 I 4 Special Topic: Harassment, Intimidation and Bullying 5 5 $ The section of the CSC (N.J.A.C. 6A:16-7.9) that addresses harassment, intimidation and bullying (HIB) is of special
importance because:
HIB is the most common and pervasive form of violence in schools.
If HIB acts are not prevented and remediated they can poison the school climate.
If required policies and procedures are not in place the school is legally vulnerable based on the 2002 bullying prevention statute (N.J.S.A. 18A:37-13 to 19) and case law.
There are a number of resources to guide your HIB policies and procedures. "
^ A P $ $ ( ( , , 0 0 4 4 J 8 8 < < , , ( 4 Special Topic: Harassment, Intimidation and Bullying 5 5 $ 1. HIB is the most common and pervasive form of violence in schools
It is estimated that 30% of youth (over 5.7 million) in the United States are vulnerable to bullying as either a bully, a target of bullying, or both (National Youth Violence Prevention Resource Center).
There are long-term consequence to bullying: 60% of boys who were bullies in middle school had at least one criminal conviction by the age of 24 (Olweus, 1993 in http://www.stopbullyingnow.hrsa.gov/kids/effects-of-bullying.aspx). D " c c @ C C C $ D O 4 Special Topic: Harassment, Intimidation and Bullying 5 5 $ 1 . H I B i s t h e m o s t c o m m o n a n d p e r v a s i v e f o r m o f v i o l e n c e i n s c h o o l s ( c o n t d )
V i c t i m s o f b u l l y i n g e x p e r i e n c e l o n e l i n e s s a n d o f t e n s u f f e r h u m i l i a t i o n , i n s e c u r i t y , l o s s o f s e l f - e s t e e m , a n d t h o u g h t s o f s u i c i d e , a n d b u l l y i n g c a n i n t e r f e r e w i t h a s t u d e n t ' s e n g a g e m e n t a n d l e a r n i n g i n s c h o o l ( A m e r i c a n P s y c h o l o g i c a l A s s o c i a t i o n ) . p M " c c I C , < * 4 Special Topic: Harassment, Intimidation and Bullying 5 5 $ 9 2. If HIB acts are not prevented and remediated they can poison the school climate
Prevention begins with having a robust set of policies and procedures for reporting bullying and for prompt investigation of complaints, and disseminating them broadly, as required by statute and code.
The consequences for HIB acts should be uniformly and fairly applied.
The required annual review of these and other related conduct issues should inform the planning and implementation of responsive programs and services, such as social, emotional and character development programs. S " c c O $ , 4 Special Topic: Harassment, Intimidation and Bullying 5 5 $ 3. Legal vulnerability of schools that fail to comply with statutes and regulations.
The 2007 NJ Supreme Court decision, L.W. v. Toms River Regional Schools, affirmed that school districts may be held liable for HIB when the school district fails to end the mistreatment and offensive conduct.
A summary of this decision can be found at: http://www.njpsa.org/pubs/article.cfm?aid=1029.
If your school district has not amended its policy since January 2008, it may not be in compliance with amendments to the statute requiring that:
HIB policy must include electronic communications (cyber-bullying);
HIB policy must be posted on website and distributed annually.
V V " " c c Q H / $ $ . ( ( , , 0 0 4 4 C 8 8 < < > F & . W . 4 Special Topic: Harassment, Intimidation and Bullying 5 5 $ k 4. There are a number of resources to guide your HIB policies and procedures:
The State Model Policy guidelines for HIB can be found at: http://www.state.nj.us/education/parents/bully.pdf
(District officials should refer to this model when developing the HIB policies and procedures.)
A Rubric for reviewing LEA Policy on Prohibiting HIB can be found at: http://sdfsc.rutgers.edu/file/HIB%20Information/HIB%20Policy%20Review%20Rubric%203-3-08.pdf
A Tip Sheet for reviewing and updating your existing HIB policy can be found at: http://sdfsc.rutgers.edu/file/HIB%20Information/HIB%20Policy%20Tip%20Sheet%203-3-08.pdf O n " d " K " c c J ; C 3 C c C G C [ C R $C $ W (C ( , , J 2 [ R W k k g k k K Special Topic: Attendance $ Attendance at school is an important topic to be included in your CSC for a number of reasons. First, of course, is the fact that students cannot be expected to learn if they are not in school. In addition:
Being in school consistently is important to ensuring children gain a strong foundation for subsequent learning.
Research has shown a strong relationship between chronic absenteeism and low educational achievement.
Bonding to school is associated with healthy development.
. P " P P L 2 Special Topic: Attendance $ T h e r e g u l a t i o n s a t N . J . A . C . 6 A : 1 6 - 7 . 8 p r o v i d e g u i d a n c e r e g a r d i n g t h e e s t a b l i s h m e n t o f a t t e n d a n c e r u l e s :
1 . E a c h d i s t r i c t b o a r d o f e d u c a t i o n m u s t d e v e l o p , a d o p t a n d i m p l e m e n t p o l i c i e s a n d p r o c e d u r e s r e g a r d i n g t h e a t t e n d a n c e o f s t u d e n t s ( N . J . A . C . 6 A : 1 6 - 7 . 8 ( a ) 1 ) .
I t i s i m p o r t a n t t o n o t e h e r e t h a t s t a t u t e a n d c o d e d o n o t d e f i n e u n e x c u s e d a b s e n c e ; h o w e v e r , t h e s c h o o l b o a r d m u s t e s t a b l i s h a d e f i n i t i o n f o r u n e x c u s e d a b s e n c e ( N . J . A . C . 6 A : 1 6 - 7 . 8 ( a ) 3 ) .
P
D c $ $ ( ( , , 0 0 P j 1 ' F Special Topic: Attendance $ 2 . A t t e n d a n c e p o l i c i e s a n d p r o c e d u r e s m u s t i n c l u d e :
E x p e c t a t i o n s a n d c o n s e q u e n c e s r e g a r d i n g t i m e l y a r r i v a l .
E x p e c t a t i o n s a n d c o n s e q u e n c e s r e g a r d i n g a t t e n d a n c e .
A d e f i n i t i o n o f u n e x c u s e d a b s e n c e , a n d a r e q u i r e m e n t t h a t
F o r u p t o 4 u n e x c u s e d a b s e n c e s a p l a n i s d e v e l o p e d i n c o n s u l t a t i o n w i t h p a r e n t s .
F o r b e t w e e n 5 a n d 9 u n e x c u s e d a b s e n c e s , a n d i n v e s t i g a t i o n a n d r e v i e w o f t h e p l a n .
F o r 1 0 o r m o r e u n e x c u s e d a b s e n c e s ( t r u a n c y ) , m a n d a t o r y r e f e r r a l t o t h e c o u r t p r o g r a m r e q u i r e d b y t h e N J A d m i n i s t r a t i v e O f f i c e o f t h e C o u r t s .
S c h o o l s t a f f r e s p o n s e s f o r u n e x c u s e d a b s e n c e s .
A l s o n o t e t h a t f o r s t u d e n t s w i t h d i s a b i l i t i e s , a t t e n d a n c e , p u n i t i v e a n d r e m e d i a l p r o c e d u r e s a r e a p p l i e d i n a c c o r d a n c e w i t h t h e I n d i v i d u a l i z e d E d u c a t i o n P r o g r a m ( I E P ) . 5 P " P 0 P " P c 0 C C m C < C / C / C C & $C $ (C ( & 6 Special Topic: Attendance $ D u r i n g t h e d i s c u s s i o n r e g a r d i n g t h e C S C r e v i s i o n , H i g h l a n d P a r k u n c o v e r e d a p a r t i c u l a r a t t e n d a n c e i s s u e t h a t h a d b e e n b e l o w t h e a d m i n i s t r a t i o n s r a d a r a n d d i r e c t l y r e l a t e d t o t r a n s l a t i o n o f c o r e e t h i c a l v a l u e s a n d c o m m u n i c a t i o n w i t h p a r e n t s . B b . & Reviewing Your Code of Student Conduct ' ' A s y o u b e g i n y o u r r e v i e w , k e e p i n m i n d t h a t t h e r e g u l a t i o n s h a v e
f o u r e s s e n t i a l t h e m e s f o r d e v e l o p i n g e f f e c t i v e C S C s :
R e i n f o r c i n g g o o d c o n d u c t a n d a c a d e m i c s u c c e s s b y e s t a b l i s h i n g & 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 & ( N . J . A . C . 6 A : 1 6 - 7 . 1 ( b ) 2 ) .
D e s c r i b i n g s t u d e n t r i g h t s a n d r e s p o n s i b i l i t i e s , i n c l u d i n g . . . e x p e c t a t i o n s f o r a c a d e m i c a c h i e v e m e n t , b e h a v i o r a n d a t t e n d a n c e & ( N . J . A . C . 6 A : 1 6 - 7 . 1 ( c ) 3 ) .
D e s i g n i n g c o m p r e h e n s i v e b e h a v i o r a l s u p p o r t s t o h e l p s t u d e n t s m e e t b e h a v i o r a l e x p e c t a t i o n s ( N . J . A . C . 6 A : 1 6 - 7 . 1 ( c ) 4 ) .
I n v o l v i n g s t a k e h o l d e r s i n t h e d e v e l o p m e n t , r e v i e w a n d r e v i s i o n o f t h e C S C , u s i n g o b j e c t i v e i n f o r m a t i o n o n s t u d e n t c o n d u c t , a n d d e s i g n i n g a p l a n f o r d i s s e m i n a t i o n ( N . J . A . C . 6 A : 1 6 - 7 . 1 ( a ) 1 - 5 ) . v " v $ $ ( ( , , [ 0 0 4 4 8 8 < < F p C 0 0 $ & Reviewing Your Code of Student Conduct ' ' J Consulting your board attorney and school board leadership
As you begin the formal review process of your CSC, district school administrators should alert appropriate school board leadership and the board attorney of the procedure you are using and establish a timeline for development and presentation of the proposed new draft. ` K :
: & Reviewing Your Code of Student Conduct , ' & Using a Compliance Checklist to Review the Required Content of Your CSC
A checklist has been developed that sequentially follows each section of the regulations allowing you to review your current CSC in relation to the requirements so that you can:
a) Identify both content and procedures that need to be updated or improved; and
b) Feel secure that your CSC is in compliance with N.J.A.C. 6A:16-7.1.
The checklist can be accessed and downloaded: G C Q 9
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Wingdings Blank Presentation ' Code of Student Conduct (CSC) Tutorial ! Issues To Address In Your Review ! Issues To Address In Your Review ! Issues To Address In Your Review ! Issues To Address In Your Review ! Issues To Address In Your Review 5 Special Topic: Harassment, Intimidation and Bullying 5 Special Topic: Harassment, Intimidation and Bullying 5 Special Topic: Harassment, Intimidation and Bullying 5 Special Topic: Harassment, Intimidation and Bullying 5 Special Topic: Harassment, Intimidation and Bullying 5 Special Topic: Harassment, Intimidation and Bullying Special Topic: Attendance Special Topic: Attendance Special Topic: Attendance Special Topic: Attendance ' Reviewing Your Code of Student Conduct ' Reviewing Your Code of Student Conduct ' Reviewing Your Code of Student Conduct Fonts Used Design Template
Slide Titles ` 8 @ _PID_HLINKS A H / h t t p : / / w w w . n j p s a . o r g / p u b s / a r t i c l e . c f m ? a i d = 1 0 2 9 3 h t t p : / / w w w . s t a t e . n j . u s / e d u c a t i o n / p a r e n t s / b u l l y . p d f R h t t p : / / s d f s c . r u t g e r s . e d u / f i l e / H I B I n f o r m a t i o n / H I B P o l i c y R e v i e w R u b r i c 3 - 3 - 0 8 . p d f N h t t p : / / s d f s c . r u t g e r s . e d u / f i l e / H I B I n f o r m a t i o n / H I B P o l i c y T i p S h e e t 3 - 3 - 0 8 . p d f 6 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / 0 5 . w m v 6 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / 0 6 . w m v J h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / H S C o d e o f C o n d u c t - D R B V e r s i o n F I N A L . d o c 3 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / R e g i o n a l 8 5 - 8 6 . p p t < h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / H u n t e r d o n C e n t r a l _ s c a n . p d f 4 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / p r a i s e r e f e r r a l . d o c 6 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / 0 8 . w m v > h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C C h e c k l i s t D O E v e r s i o n . d o c ! _ BLisa Uber L i s a U b e r