District Publications

Welcome to the 2024-25 school year!

It is an honor and privilege for me to be in this leadership role and serve as your superintendent. There is no other place I would rather be than to be part of the KCKPS family.

We return (to this new school year) with renewed enthusiasm and determination to empower each and every one of you to reach your full potential: academically, socially, and emotionally. With this focus we can ensure by 2031, all of our students will graduate with a Diploma^+© credential. Our Diploma^+© initiative means that each student will exit high school prepared for college and careers. Students can earn a Diploma+ by completing one of the following:

• At least 21 on the ACT or 1060 SAT
• Completion of a Qualified Internship or Industry Approved Project
• Completion of the IB Diploma Programme or Career Related Programme
• Completion of an Industry Recognized Certificate or Credential
• Acceptance into the Military
• Completion of at least one full year of college (18-30 Credit Hours)
• An Approved Plan for Post-Secondary Transition

Graduating with a Diploma+© is attainable for all students and we will continue to create pathways to ensure it is a reality for every graduate.

KCKPS faculty and district administration strives to create a culture of high expectations, collaboration, respect, and accountability. This student handbook will serve as a guide and resource for students and parents. It contains school information, policies, procedures, and expectations for students for the coming year. These various guidelines and expectations of the school are presented to establish and sustain a positive, respectful, and nurturing school environment.

With our continued focus to Rebound, Reimagine, and Renew the school experience for our students, your potential is limitless. As a team, school family and learning community, we are committed to helping make your school experience enjoyable and successful!

Dr. Anna Stubblefield

Superintendent of Schools

Note: KCKPS may review and update policies and practices during the year. The current text of all policies will remain available online.

Dear Parents,

On behalf of the Board of Education and staff of Kansas City, Kansas Public Schools (KCKPS), we are delighted you have made the decision to enroll your child in Kansas City, Kansas Public Schools. Our teachers, administrators and staff pride themselves on providing our students a quality education throughout their academic experience with the school district. This is significantly tied to the Board of Education’s essential goal: “Each student will exit high school prepared for college and careers in a global society, and at every level, each student’s performance is on track and on time for success.”

KCKPS begins preparing our students as early as preschool, offering preschool and Head Start programs to support our youngest learners, ensuring they are ready to enter kindergarten ready to learn and grow.  We also provide hands-on learning and real-world opportunities at all grade levels, giving our students the opportunity to apply their skills in real world situations.  And with programs such as Diploma^+© to allow your student to meet the requirements of a high school diploma, and to graduate with endorsements aligned to college and careers. I encourage you to visit the district website to learn more about the Diploma^+© opportunities.

All the way through their academic experience, students will receive the highest quality learning and curriculum which is focused on their success in college and career. In high school they will have opportunities for internships, college credit and career exploration. KCKPS students graduate ready to seize the opportunities that life has to offer them.  Additionally, over the last year we have been on a journey to become a trauma sensitive district to support students’ social and emotional needs. Now more than ever, these are necessary resources for our students, families and staff.  We are aware that this upcoming school year, we will face unique challenges due to the COVID-19 pandemic, however, our district is working to provide the necessary tools to our staff, students and families to ensure a successful academic year. Please know, we are here to help, and if you ever have any concerns or questions, do not hesitate to contact us. Our journey towards excellence continues marching forward, unwavering and always focused on our mission and our students.

I am excited about the opportunities awaiting your child in the Kansas City, Kansas Public Schools. Together we will overcome the unique challenges of this coming school year, focused on the highest quality education for all of our students. We look forward to working with you and your family as we work together to uphold our mission: “Inspiring Excellence: Every Grownup, Every Child, Every Day!”

Sincerely,

Randy Lopez

USD 500 Board President 

Kansas City, Kansas Public Schools is governed by a seven-member body of citizens elected by the voters of the school district. These seven members are charged with making sure that the school district operates in the best interests of the students and the community. All members serve without pay. The board of education is the school district’s governing body, as set forth in state and federal law.

The board is responsible for setting district policy, adopting an annual budget, and approving of general district matters, including personnel, curriculum, facilities, and other district business matters. The board is responsible for hiring the superintendent of schools, and is responsible for overseeing the superintendent’s duties and performance.

Board of Education meetings are normally held the second and fourth Tuesdays of every month at 5:00 p.m. in the third floor Board Room at the Kansas City, Kansas Public Schools Central Office and Training Center, 2010 N. 59th Street. The entire board meeting schedule can be found in the right submenu — “Meeting Calendar”. Except as otherwise provided by law, all meetings for the conduct of the affairs of and the transaction of business by the Board of Education of the Kansas City, Kansas Public Schools shall be open to the public.

Strategic Priorities

• High expectations for student achievement
• Safe and respectful learning environments
• Positive community relations and partnerships
• Good stewards of resources and financial accountability
• High performing workplace

When does the Board of Education meet?

The Board of Education meetings are normally held the second and fourth Tuesday of every month at 5:00 p.m. in the third-floor Board room at the Kansas City, Kansas Public Schools Central Office and Training Center, 2010 N. 59th Street. The board meeting schedule can be found on the district website here.

All Kansas City, Kansas Public Schools Board of Education meetings which conduct affairs and include the transaction of business, will be open to the public, except as otherwise provided by law.

Regular board meetings will be via YouTube for the duration of this health crisis, and by Zoom for special meetings, which will have Zoom links posted on the front page of the website the day of the special meetings.

How to Watch or Listen to the Open Session Meetings

To view the regular board meetings by video:

Regular Meetings are streamed live and recorded on YouTube: 

Recorded videos will also appear within 48 hours on YouTube.

Board Highlights are also noted on the website.

KCKPS is a nationally recognized urban public school district located in Wyandotte County. Reported through the 2020 United States Census, Kansas City, Kansas currently has a total population of 156,607.

KCKPS is the largest school district in Wyandotte County and the fifth largest school district in the state of Kansas with just over 22,000 students enrolled.

District Highlights

• Bertram Caruthers Elementary School named 2021 National ESEA Distinguished School
• Sumner Academy of Arts & Science named #1 on U.S. News Best Kansas High Schools list 2019-2022 
• Sumner Academy of Arts & Science named #6 on U.S. News Nations Best High Schools for 2021
• New Stanley Elementary named 2019 National ESEA Distinguished School
• Home to the 2019 Kansas Teacher of the Year, Whitney Morgan

Our Mission

Inspiring Excellence: Every Grownup, Every Child, Every Day.

Our Vision

To be one of the Top 10 School Districts in the Nation

Demographic Information

Facilities

4 Early Childhood Centers
28 Elementary Schools
7 Middle Schools
5 High Schools
4 Alternative Schools

Ethnicity

Hispanic: 55%
African-American: 24%
Caucasian/White: 9%
Asian-American: 6%
Pacific Islander/American Indian/Native Alaskan: 6%

ESOL

Kansas City, Kansas Public Schools has 65 languages spoken and represented throughout the entire district. The top five languages other than English spoken in KCKPS are:

• Spanish
• Swahili
• Karen
• Kinyarwanda
• Burmese

Staff

Administration: 199
Certified: 1857
Classified: 1721

 

Click here to view all district calendars

Click here to view the district's inclement weather policy

By 2031, 100% OF STUDENTS will graduate with a Diploma⁺ credential, with no disparities in race or gender subgroups.

A high school diploma is not enough, in today’s economy, for students to access high-pay, high-demand jobs that transform their lives and their community. In order to prepare our students for success in a global society, the Kansas City, Kansas Public Schools is implementing a district-wide initiative called Diploma⁺. Diploma⁺ means that each student will exit high school prepared for college and careers in a global society, and at every level, each student’s performance is on-track and on-time for success.

Diploma⁺ Endorsements

• At least 21 on the ACT or 1060 SAT
• Completion of a Qualified Internship or Industry Approved Project
• Completion of the IB Diploma Programme or Career Related Programme
• Completion of an Industry Recognized Certificate or Credential
• Acceptance into the Military
• Completion of at least one full year of college (18-30 Credit Hours)
• An Approved Plan for Post-Secondary Transition

How to support your KCK Scholar in Diploma⁺?

1. Discuss the Diploma⁺ options with professional school counselors and staff at your child’s school
2. Support Reading at home by visiting your local library, or visit them online here
3. Talk to your student’s counselor and family advocate for more information.
4. Discuss and Explore College and Career Options as Diploma⁺ is designed to help your student be prepared for a global society. Talk to your student about the importance of attending school and setting future goals.
5. Finish Strong - encourage and motivate your student to graduate Diploma⁺.

Each local board of education must have a written policy specifying that students are eligible for graduation only upon completion of at least the following requirements:

• Four units of English language arts, which shall include reading, writing, literature, communication, and grammar.
• Three units of history and government, which shall include world history; United States history; United States government, including the Constitution of the United States; concepts of economics and geography
• Three units of science, which shall include physical, biological, and earth and space science concepts and which shall include at least one unit as a laboratory course
• Three units of mathematics, including algebraic and geometric concepts
• One unit of physical education, which shall include health and which may include safety, first aid, or physiology
• One unit of fine arts, which may include art, music, dance, theatre, forensics, and other similar studies selected by a local board of education
• Six units of elective courses

The USD board policy can be found on the district website under policy JFCA. The Board of Education may adopt graduation requirements exceeding the minimums set forth by state regulation. Unless otherwise provided herein, in order to qualify for graduation, the board requires each candidate to earn 21 academic credits of a type meeting state and district requirements with a minimum enrollment in 7 semesters.

The six state universities in Kansas--Emporia State University, Fort Hays State University, Kansas State University, Pittsburg State University, The University of Kansas, and Wichita State University--use the standards below, set by the Kansas Board of Regents, to review applicants for undergraduate admission.

ACCREDITED HIGH SCHOOL

Freshman applicants, aged 21 & younger, who graduate from an accredited high school, will be guaranteed admission to six state universities by meeting the Qualified Admissions requirements designated by each university, as follows:

ESU, PSU, FHSU, & WSU:

• Cumulative High School GPA 2.25+ or ACT 21+ (SAT 1060)*

K-State:

• Cumulative High School GPA 3.25+ or ACT 21+ (SAT 1060)*

KU:

• Cumulative High School GPA 3.25+ OR Cumulative GPA 2.0+ and ACT 21+ (SAT 1060)*

ALL Institutions Require:

• Cumulative GPA 2.0+ for College Credits earned in High School
• KANSAS SCHOLARS CURRICULUM IS RECOMMENDED BUT NOT REQUIRED

One unit is equivalent to one year, or two semesters:

English

4 units

Math

4 units

1 unit of each:

• Algebra 1
• Geometry
• Algebra II

1 unit:

• Advanced Math

See KS Scholars page For Math course list

Social Science

3 units

• 1 unit U.S. History
• .5 unit U.S. Gov
• .5 unit World History

1 unit:

• Social Science course

See KS Scholars Page for Social Science course list

Foreign Language

2 units of the same language

*If you do not meet the qualified admission requirements, you are still encouraged to apply. Your application will be reviewed individually. Contact the university admissions office for more information.

The Kansas City Kansas Public School District Department of Athletics is committed to excellence in both academics and athletics. We are dedicated to the student-athletic experience, aiming to instill honor and integrity, adhere to the rules of competition and sportsmanship, and produce champions in sports and in life. Athletic Programs are a significant and dynamic part of the total educational experience available to students. These programs enhance learning in the school and contribute to a positive school climate. We encourage our USD 500 parents and students to explore the available opportunities at our campuses.

Participation in Athletics is strongly encouraged because of the 10 Life Lessons it teaches:

• Responsibility
• Work Ethic
• Cooperation
• Integrity
• Adaptability/Problem Solving
• Competitive Spirit/Strategic Thinking
• Respect
• Self-Control
• Confidence
• Fitness

We want to ensure that all parents are aware of athletic guidelines and expectations for student athletes and their parents who are participating in KCKPS Athletics. We hope that by providing this resource and connecting with you at our athletic parent meetings we will establish the necessary relationships between our school administrators, Athletic Personnel and parents to successfully build the respect, trust and cooperation that is necessary for our student athletes to have a meaningful athletic experience.

Eligibility Requirements

The principal shall be responsible for organizing and approving all student activities. All school sponsored activities shall be supervised by an adult approved by the administration.

Eligibility for Activities - Senior High Schools

Students who participate in any school activity shall meet the following requirements:

KSHSAA Eligibility - Rules of the Kansas State High School Activities Association governing eligibility of students for participation in interscholastic activities shall be minimum requirements for students in schools of USD No. 500.

The principal of an individual high school in USD No. 500 may prescribe eligibility requirements in addition to those required by KSHSAA and the Board but any such additional requirements shall be subject to approval of the Superintendent of Schools and shall be uniformly applied within the school.

Adding or Eliminating Activities

Administrative recommendations to add or eliminate specific activities may be considered by the Board. Individual patrons or groups of patrons may request the addition or elimination of activities using rules approved by the Board and filed with the clerk.

More KSHSAA Eligibility Requirements

Athletic Calendar

List of Athletic Activities

The Welcome Center is a new department within KCKPS and will serve as a community hub where we can meet the needs of KCKPS families, build on their strengths, and provide ongoing advocacy and support. Registering children for school is an important touchpoint for accessing resources as families navigate schooling in KCKPS.

Our family-centered staff will be equipped to provide personalized support for families throughout the registration and orientation process. The Welcome Center team will work to connect families to resources and services in the district and greater KCK community. Services provided at the Welcome Center will expand as we get feedback from our students, families, and community partners.

Programs and Services Provided:

• Online School Registration Support
• Orientation to KCKPS programs and services
• Bilingual Parent Empowerment workshops
• Residential Affidavits
• Student Records Requests
• International Transcript Translations
• Nutrition and Transportation information
• Literacy Resources
• Access to Community Resources

We delight in the partnership of our parents in the Kansas City Kansas Public Schools and welcome our families into the school buildings to support the academic success of our students. The sole purpose of a classroom visit by a parent is to observe their student and the instructional program being presented. At no time should a parent’s motive for or/the focus of a classroom visit be to observe another student or students in the classroom.

If the school principal or administrator has knowledge of/or suspects that the focus of a parent’s classroom visit is to observe another student, he/she reserves the right to deny a requested visit or to end a visit in progress.

Visits should be scheduled through the principal or principal’s designee for a time and date convenient to both the parent and the teacher. The parental observation date shall be within a reasonable time frame following the initial request. A request for a specific date must be made no less than 48 hours in advance. No visits will be allowed while students are participating in assessments, quizzes or tests.

Parents wishing to discuss their students’ behavior after observing him/her during class should schedule a parent conference with the teacher. Parents who fail to observe the stated guidelines during their visit may be asked to leave the room if their presence or conduct unduly interferes with the orderly operation of the classroom. This can result in a No Trespass Order for any parent that disrupts the learning environment on any USD 500 campus.

Any concerns or complaints may be addressed directly to the classroom teacher after regular school hours or to the principal. Video and/or audio recording of classroom visits by the parent or guardian is prohibited. Violation of this guideline can result in dismissal from the classroom visit, and/or school site due to the infringement on the rights of other students in the classroom.

KCKPS Board Policies -Section K - General Public Relations
Title- Visitors to the School (Code KM )
KM Visitors to the School

The board encourages patrons and parents to visit district facilities. Patron visits shall be scheduled with the teacher and the building principal. Notices shall be posted in school buildings to require visitors to check in at the office before proceeding to contact any other person in the building or on the grounds. Any person who visits a building and/or grounds of the district will be under the jurisdiction of the building principal who shall be responsible for developing rules and regulations governing the presence of visitors in the buildings.

The principal has authority to request assistance from law enforcement if any visitor to the district’s buildings or grounds refuses to leave or creates a disturbance. Violation of this rule may lead to removal from the building or grounds and denial of further access to the building or grounds. Violators of this board policy may be subject to the state trespass law.

Welcome to Kansas City Kansas Public Schools! We are excited that you have chosen USD 500 for your child and want to make sure that we make the new enrollment process as clear and easy as possible.

Together we can make this the best school year yet, by making sure your children are in the classroom, focused on learning and celebrating success along the way. When our students succeed, we all succeed because of the contributions young minds can make to society and the communities in which they live. Ultimately, we would like for you to understand the processes and portals that will allow you to remain connected with your students’ progress as they work toward our North Star of graduating with a Diploma+ credential as a USD 500 scholar.

All enrollment PreK through 12th grade is completed online using Infinite Campus. During online enrollment, you will be able to upload copies of various required documentation (i.e. proof of residency, birth certificate, Kansas physical and immunization records).

Families with Returning Students

If the family is adding a new student they can follow the procedures for returning students AND add the new students at one time in our Infinite Campus student information system.

1. Go to Infinite Campus
2. Enter your username and password. If you have forgotten your user name or your password, call one of your student’s schools to get it.
3. In the “Parent Portal” menu, go to the MORE tab.
4. Select Online Registration
5. All your students should be included in one application. If not, call the missing student’s school to fix it. Please do not proceed with the registration if you are missing any students.

If You Need Help from Your School

Click here to go to our school directory.

New Families to KCKPS

If the family is brand new to USD 500, you must register for the first time in our Infinite Campus system. Click here to go to Infinite Campus for New Families.

Documents needed for a new registration:

• Birth Certificate
• Immunizations
• Proof of address
  • Current Lease/Rental Agreement
  • Mortgage/Deed
  • Recent BPU, KGS, or Atmos Energy bill
  • Recent Government Mail: Unified Government Property Tax bill, Medicaid, SSI, Disability, Insurance, Immigration document(I-90) and/or Court Services
• Transcripts for new students
• Physicals for students 9 and younger

Kindergarten students may already be registered.

They do not need to register twice if parents have already submitted their application.

Early Childhood and Kindergarten Enrollment

Parents of Early Childhood students apply in person. Please call 913-627-5257 or email kckpreschool@kckps.org to schedule an appointment.

Permits

There are four types of permits available to parents for grades K-12, Pre-K students are not eligible for permits.

Child-care Permits are available upon request for students Kindergarten through 8th grade and allows for students to utilize the address for a babysitter or caregiver for enrollment.

• The child care permit must be completed online. Students are to remain in good standing academically, in attendance, and in behavior in order to keep their permit.
• Permits are approved for the current school year
• Parents of students who do not meet the qualifications to remain in good standing will be notified by the school principal that the permit for the upcoming year will no longer be valid.
• Parents/Guardians must upload proof of employment with their permit. Proof of employment can be a check stub, self-employment docs, or job offer letter.

Request to Enroll Permit allows a student to attend a USD 500 school outside of their attendance boundary area. This permit is available for special circumstances and is reviewed on a case-by-case basis. Students are to remain in good standing academically, in attendance, and in behavior in order to keep their permit. Parents of students who do not meet the qualifications to remain in good standing will be notified by the school principal that the permit for the upcoming year will no longer be valid.

Example of a special circumstance:

• Employees who live in the district and work at a school building may want their child to attend the school they are employed at.
• Their employment must be verified
• A student may have moved within the USD boundaries in the 5th or 8th grade and desire to finish the current school year at the school they are currently attending.
• A senior student may want to graduate high school at the school they have attended during their other high school years.

Employee Non-Residential Permit allows employees living outside USD 500 to enroll their child/children in a USD 500 school. The employee must include their employee number on the application, and employment must be verified. Students are to remain in good standing academically, in attendance, and in behavior in order to keep their permit. Parents of students who do not meet the qualifications to remain in good standing will be notified by the school principal that the permit for the upcoming year will no longer be valid.

ROTC Permit allows high school students to attend Washington High School provided they are enrolled in the ROTC program. Students must stay enrolled in the program or will be sent back to their attendance area school. Transportation will be provided for students that receive an ROTC permit. 22

Part-Time Enrollment

Board Policy JBC

Any child living in the district may enroll part-time in the school district to attend any courses, programs, or services offered by the school district if the child:

• is also enrolled in a non-accredited private elementary or secondary school or in any other private, denominational, or parochial school as required by law;
• requests to enroll part-time in the school district; and
• meets the age of eligibility requirements for school attendance.

District administrators shall make a good faith attempt to accommodate scheduling requests of students enrolling in the school district in these situations but shall not be required to make adjustments to accommodate every such request.

Part-time students, other than those specified previously in this policy, may enroll with the administration’s permission if they complete all paperwork in a timely fashion and are in attendance no later than September 19. Such part-time students may be admitted only to the extent that staff, facilities, equipment, and supplies are available, and the students follow the district’s student conduct policies and rules.

Sumner Academy of Arts and Science Sumner Academy of Arts and Science is an IB World School that creates a culture of global thinking, which serves students beyond the classroom by developing knowledgeable, inquiring and caring young people

A Brief History of Sumner Academy of Arts and Science

“In 1905, a school named Manual Training High School was started in Kansas City, Kansas. The name, Manual Training High School, did not satisfy members of the Black community so much so that a meeting of ministers, attorneys, teachers and members of the Board of Education was held in the home of Doctor Corrvine Patternson. It was in this meeting that the name of Manual Training High School was dropped and a more appropriate name of Sumner High School was selected by the group. The name of Sumner was chosen to honor Charles Sumner (1811-1884) who was a member of the United States Senate from 1851 to 1874. Charles Sumner was a very strong abolitionist who fought for the rights of the Black people. Students, who first attended Sumner High School in 1905, came from the old KCKS High School and the old Central High School in KCKS.”

International Baccalaureate

Sumner Academy was admitted into the International Baccalaureate (IB) network in 1987. Juniors and seniors who participate in the IB program of studies develop essential thinking and communication skills as they engage in university-level coursework at the high school level. The IB Diploma Program provides students with a balanced education based on international standards of excellence. The Certificate Program allows students to benefit from individual IB courses. The IB program is:

A comprehensive, rigorous two-year curriculum designed to meet the needs of academically motivated and talented high school juniors and seniors. Students take college level classes while still in high school which provides them with solid preparation for the challenges of college/university curricula. Students can receive college credit for high scores on the IB exams. Students’ work is evaluated through final exams which are sent all over the world for grading as well as an internal assessment component, usually some type of project, which is graded by Sumner Academy teachers.

In 2022, Sumner Academy of Arts and Sciences was ranked by U.S. News as the number one high school in Kansas and ranked 32 in the nation.

Sumner Admissions Requirements for the 2023-24 School Year

The Sumner Academy of Arts and Science admissions window will open on Wednesday, November 30th for students interested in attending Sumner for the 2023-2024 school year. All students in the 7th and 8th grade that are interested in applying for Sumner must complete the online application located on the district website. The window will close on Friday, February 3, 2023.

Screening Level 1 – Academic Criteria

Grade point average of at least 3.0 with no grade of “F” during the most recent 3 semesters in the following core areas: English, Reading, Math, Science, and Social Studies.

Screening Level 2 – Assessment Criteria

Interested students must receive one of the following Fastbridge score combinations on the Fall or Winter Assessment for the 2022-2023 school year:

• Score at/above the 75th national percentile on the Fastbridge aMath test and score at/above the 50th national percentile on the Fastbridge aReading test.
• Score at/above the 75th national percentile on the Fastbridge aReading test and score at/above the 50th national percentile on the Fastbridge aMath test Screening

Level 3 – Attendance and Behavior Criteria

Records of students will be reviewed to determine their attendance and behavior in the 2021-2022 school year and the first semester of the 2022-2023 school year. Requirements are:

• Eligible students based on attendance shall be those who have five or fewer unexcused absences per semester contained in grade six and the first semester of grade seven.
• Eligible students based on behavior shall be those who have no more than one suspension per semester contained in grades six and the first semester of grade seven.

Transportation is provided for students accepted into Sumner Academy of the Arts and Sciences.

Visit the Sumner Academy website

Good nutrition and learning go hand in hand. Nutritional Services mission is “Providing nutritious and flavorful foods, to inspiring students, in a welcoming environment, while maintaining financial responsibility and excellence.” We work to ensure all students are afforded the opportunity to receive healthy, enjoyable meals that are student tested and student approved.

The Nutritional Services department is made up of a team of food and nutrition professionals that are dedicated to students’ health, well being and their ability to learn. We support learning by promoting healthy habits for lifelong nutrition and fitness practices.

Meals, foods and beverages sold or served at schools meet state and federal requirements which are based on the USDA Dietary Guidelines. We provide students with access to a variety of affordable and appealing foods that meet the health and nutrition needs of students.

TIPS TO REGISTER FOR ONLINE PAYMENT

• We encourage all students to pay online.
• Don’t include any special characters in the password.
• Create a password with only upper-case letters, lower case letters, and numbers.
• Don’t use Safari.
• Google Chrome is their preferred web browser.
• When registering to make payments use a desktop, laptop, or the app.

Click here for Online Payment Registration

Click here to apply for free or reduced lunch

TIPS FOR IN-PERSON PAYMENT

• Students/adults bringing a cash or check MUST pay the cafeteria managers directly.
• We encourage students not to make payments during the meal service line.
• A downloadable pre-formatted slip is available on our Nutritional Services Website to further assist with cash or check payments.
• Al a Carte milk can be purchased with a positive lunch balance.

Cash or check payments must be in an envelope with the below information written on the outside to be accepted:

• Student Name
• Student ID
• Teacher Name
• Dollar Amount

Nutritional Services can be reached at 913-627-3900

Nutritional Services Webpage

USD 500’s Department of Transportation considers it an honor to have the opportunity to safely transport the students of Wyandotte County. It is our goal to have the most efficient and safest school bus delivery system ever, and we are pleased to serve you and your students.

The school bus is often the student’s first point of contact in the morning and the last point of contact in the evening. The COVID-19 pandemic has brought an increased awareness to cleaning and disinfecting school buses to mitigate risks for students and drivers. School buses are considered an extension of the classroom and will be prioritized with the same expectation of cleanliness and will have practices in place to provide the safest mode of transportation for our students and staff. Drivers have the option of opening windows to increase circulation of outdoor air depending on climate and weather conditions.

USD 500 offers bus transportation for all eligible riders as per District Policy. Eligibility measurement is determined along public roadways.

Elementary Eligibility

District 500 distance requirement for Elementary students is 8/10 of a mile. Elementary students who do not qualify under District Policy are permitted to walk to the nearest regular bus stop as long as they are not crossing a major street to get to a bus stop.

Secondary Eligibility

District 500 distance requirement for High School / Middle School students is 1.5 miles. Students that do not qualify under District Policy are not permitted to ride the school bus, and will be considered a non-transport student.

Bus Safety and Conduct

School buses are designed with many features designed for the safety of students. A major design factor is the compartmentalization (compartment) formed by each seat, which protects the students; when they are sitting appropriately on the seat.

All riders are expected to follow the guidelines of the District 500 Code of Conduct. Riders are expected to board and exit at their designated pick up or delivery point.

Discuss with your child that it is a privilege to ride the school bus and help them understand how it helps your family and the education system. The attire and behavior on the school bus is the same in the classroom and is discussed further in the Student Code of Conduct. Students must be at the bus stop at least (10) minutes prior to an estimated pick up time.

In the interest of maintaining safety standards, the bus driver may issue discipline notices to any student, who creates a disturbance or violates safety rules specified herein:

Illustrations of Improper Conduct

1. Failure to remain seated at all times except when entering or leaving the bus.
2. Loud conversations, shouting, obscene language or gestures not properly suited to a classroom. 
3. Scuffing, fighting, jostling, or otherwise creating a disturbance or disorder.
4. Extending hands, heads or objects from the bus.
5. Throwing any object including paper or trash either within the bus or out of the bus.
6. Creating any hazard, damage or unnecessary delay of the bus before entering, while on, or after leaving the bus.
7. Physical or verbal abuse toward the bus driver.
8. Tampering with any of the operating equipment including sitting in the driver’s seat or opening the emergency door.

Field Trips

All school bus safety rules apply to passengers riding the bus to and from a school-sponsored event. The bus driver shall have overall responsibility for the bus and the safety of all passengers with the assistance of the sponsor.

Preschool Students

Every preschool student will be properly secured with a safety seat belt and will be required to be met by school staff at the school and parent/guardian at the bus stop. If no connection is made at the bus stop, the student will remain on the bus and be returned to the designated school. Continuous concerns will impact bus riding privileges. Every effort will be made to include a second adult as a bus monitor on the bus to assist the driver with any concerns.

For specially routed students, if a student does not ride (3) consecutive days, the bus driver may place the bus stop on hold until a parent notifies Transportation, with the need to reinstate the bus service.

Route Times

Route times are estimated and may fluctuate especially at the opening of school. Times should stabilize after the first few days. Pick up times are estimated and could be changed or adjusted throughout the school year as necessary.

Special Needs Transportation

In order to qualify for Special Needs transportation, the assigned school IEP team must determine that special transportation is needed as a related service. For any general education students with temporary medical conditions or injury may qualify for special needs transportation through a 504 plan. Each case will be reviewed by the appropriate team before transportation for these cases will be accepted.

KCKPS Transportation webpage

As part of the Kansas Educational System of Accreditation (KESA), KCKPS has adopted an attendance goal that allows us to shift from focusing on truancy to chronic absenteeism allowing for a proactive and positive approach to all attendance. We seek to achieve a 95% attendance rate and reduce the number of students who are chronically absent by 10%. In improving student attendance, we are impacting student success. When students are chronically absent, they are less likely to read on grade level by the end of third grade, more likely to fall behind by sixth grade, score lower on standardized tests and stop attending in high school.

The Attend to Achieve Program was established to increase attendance awareness and to equip all schools and families with the necessary tools to address chronic absenteeism at each KCKPS building. Attend to Achieve strives to:

• Work with district and school staff and community partners so they have the skills and knowledge they need to take a data-driven, positive, problem-solving and multi-tiered approach to supporting student attendance, participation and engagement.
• Work with buildings to provide tiered-interventions of support that will build positive relationships with schools, families, and community.

At every level, parent and family engagement is a key component of effective, comprehensive approaches to reducing chronic absence. All of us — schools, preschools, community agencies and parents themselves — can make a difference by engaging and helping families to nurture a habit of regular attendance so they can help their children realize their hopes and dreams.

KCKPS Attendance Procedures

A missed school day is a lost opportunity for students to learn. Attend to Achieve works to promote and encourage school attendance for students’ learning and overall success.

Missing two days a month – excused or unexcused – can add up to a child being considered chronically absent. That is why it is extremely important to prioritize attendance and to get kids to school on time, every day.

What is an excused absence?

An excused absence is defined by the Board of Education as an:

1. Illness of the student or medical appointments
2. Urgent need of the child to be at home due to illness in the immediate family
3. Death in the family
4. Absences for religious observances
5. Participation in a district-approved or school-sponsored activity or event
6. Students whose parent or person acting as a parent, is an active duty member of the armed forces and is leaving or deploying shortly for military services. (Excused at the discretion of the administration)
7. Absences approved by the principal and prearranged by 30 the parent, student, and principal
8. Absences approved by the principal and prearranged by the parent, student, and Director of Student Support Programs

What is an unexcused absence?

An absence will be classified as unexcused if it does not fit one of the USD 500 Board of Education’s eight justifications for excused absences (Policy JBD) or fails to comply with the District’s procedures and the State Compulsory Attendance Laws.

Examples of an unexcused absence are:

• Missed Bus
• No Transportation
• Out-of-Town
• Vacations
• Babysitting

According to the Kansas State law, a student is truant if he/she is absent without an approved excuse.

What counts as tardy?

Accumulated tardiness to school will result in an unexcused absence as defined by the Kansas statute when a child is inexcusably absent from school a significant part of the school day. If a student misses two or more hours of the school day, which shall include required conferences or detention periods; this shall be considered a significant part of the day.

It is important for families and students to know that seven (7) unexcused tardies equal one (1) unexcused absence.

Make-Up Work

It is the student’s responsibility to obtain make-up assignments from teachers following an excused or unexcused absence.

Attendance Works Partnership and Resources

The Kansas City Kansas Public Schools is fortunate to have a partnership between our Attend to Achieve Program and Attendance Works to work towards improving school participation and family engagement for student success. As a non-profit initiative, Attendance Works collaborates with schools, districts, states, communities and organizations to ensure that everyone recognizes that chronic absence is a serious issue that can be addressed using a positive, problem-solving approach grounded in an understanding of educational inequities.

Parents are encouraged to examine resources available from Attendance Works online.

Kansas City Kansas Public Schools is committed to the mental health and wellness of its students, their families, and the Kansas City, Kansas community. In addition to our professional school counselors, Behavioral Health Social Workers are available in each school to provide support to students who may experience behaviors or symptoms that impact their emotional health.

These social workers serve as the liaison between the home, school and outside community resources. USD 500 is dedicated to building partnerships with a variety of agencies in the community who can support the needs of our students and families. Our Behavioral Health Social Workers are an additional layer of intervention to improve the overall wellness of its student population. Students and families in need of additional services can be referred to Project Success with PACES Wyandotte County through our Behavioral Health Social Workers. Parents should reach out to their school Behavioral Health Social Worker if they need additional supports or have concerns about their students in the area of behavioral health

Behavioral Health Social Workers:

• Meet with students who are feeling intense emotions to assist with coping tools and strategies
• Provide staff with information on behavioral health signs and symptoms
• Meet with staff to problem solve behavioral challenges and offer intervention techniques to teachers
• Complete brief assessments to determine best treatment options for students experiencing behaviors or symptoms impacting a student learning
• Meet with families to provide support and resources to meet their behavioral health needs
• Connect students and families to appropriate resources in the community

How will I know if my student is struggling?

(Published in HealthyChildren.Org)

The mental health symptoms you might see in your child will, of course, be unique to them. But as a parent or caregiver, you have a good sense of what their “normal” looks like. In addition to more overt symptoms like mood swings, irritability, anger and tearfulness, you may see:

• Notable changes in sleep, weight, eating habits or other everyday patterns
• Loss of interest in the things they usually love or quitting activities that they enjoy
• Withdrawing more than usual from friends, family and community
• Canceling plans with their closest friends with little or no explanation
• Academic struggles that seem different or more intense: for example, failing quizzes in their favorite subject or refusing to do homework that once would have seemed easy
• Running thoughts or worries that won’t leave them alone
• A whole new set of friends you’ve never met before
• Refusing to talk about what’s bothering them, even after you’ve made it as safe as possible to discuss hard issues openly
• Obsession with a certain goal, possibly with the belief that if they don’t achieve it, their life will never be the same
• Signs of drug, alcohol or other substance use
• Signs of self-harm such as cuts, burns, bruises, etc. that your teen tries to hide or can’t explain fully and credibly 32
• Sexual activity or interest that seems new or more intense than before

Keep in mind that having just one symptom on this list doesn’t mean your teen is experiencing a full-blown crisis. Biological changes, including the hormone shifts all tweens and teens go through, can affect your child’s mood, school performance and more. But if you consistently see one or more of these signs, it’s time to open a conversation about mental health with your teen.

Click here to read the full article

Trauma Sensitive and Resilient Schools

A trauma-informed classroom understands the wide-spread impact of trauma, the signs and symptoms of trauma, and how individuals recover. It also is part of a larger school system that integrates knowledge about trauma into its policies and procedures, putting these into practice. It also seeks to not re-traumatize students.

Kansas City Kansas Public Schools began the Trauma Sensitive and Resilient Schools initiative in partnership with Wyandotte Health Foundation to create a trauma sensitive school district and build resilience within the youth served in USD 500.

Additionally, the program seeks to empower teachers, counselors, administrators and all school staff to utilize a preventative approach to trauma when a student exhibits emotional distress. Targeted professional development is provided to staff members with the training and tools needed to be trauma sensitive and trauma informed in order to foster an educational experience and culture where all may learn and thrive while being prepared for a global society.

Why does this matter?

Preventing and responding to the impact of trauma, adverse childhood experiences (ACEs) and toxic stress improves cognitive skills, felt safety and the overall health of students. This results in improved educational environments and prevents barriers to learning such as discipline referrals, classroom fatigue, absenteeism and staff turnover.

How does this work?

Trauma Sensitive Schools strategies buffer the impact of violence, abuse, and other adverse experiences. Targeted strategies promote safe school environments, build social/emotional skills and link students with community services. Trauma sensitive schools enhance student achievement and prosperity.

What promotes it?

Building awareness of trauma, ACEs, and toxic stress improves the use of strategies that enhance safety, social and emotional learning, adult self-care, behavioral healthcare and family and community partnerships. These strategies build students’ resilience and promote learning, health and prosperity outcomes.

What impedes it?

The general public has limited information about trauma, ACEs, and toxic stress. This creates hesitation to engage in trauma sensitive strategies, organize funding and develop the partnerships needed to address these issues. Though they directly impact school achievement, addressing the larger social determinants is complex and requires alignment with larger community efforts.

Five Core Principles of a Trauma Informed Community

Safety - Ensure physical and emotional safety, recognizing and responding to how racial, ethnic, religious, sexual, or gender identity may impact safety throughout the lifespan

Trustworthiness - Foster genuine relationships and practices that build trust, making tasks clear, maintaining appropriate boundaries and creating norms for interaction that promote reconciliation and healing. Understand and respond to ways in which explicit and implicit power can affect the development of trusting relationships. This includes acknowledging and mitigating internal biases and recognizing the historic power of majority populations

Choice - Maximize choice, addressing how privilege, power, and historic relationships impact both perceptions about and ability to act upon choice.

Collaboration - Honor transparency and self-determination, and seek to minimize the impact of the inherent power differential while maximizing collaboration and sharing responsibility for making meaningful decisions

Empowerment - Encouraging self-efficacy, identifying strengths and building skills which leads to individual pathways for healing while recognizing and responding to the impact of historical trauma and oppression

Building Resiliency At Home (adapted from https://www.apa.org/helpcenter/resilience.aspx)

Resilience is the ability to adapt well to trauma, tragedy, threats or other sources of stress. Resilience is like a muscle, and building it can help children manage stress and feelings of anxiety. We all can develop resilience, and we can help our children develop it as well.

Here are some things you can try at home:

1. Make connections - Teach your child how to make friends. Encourage your child to be a friend in order to get friends. Build a strong family network to support your child through his or her challenges.
2. Help your child by having him or her help others - Children who may feel helpless can be empowered by helping others. Engage your child in age-appropriate volunteer work, or ask for assistance yourself with some task that he or she can master.
3. Maintain a daily routine - Sticking to a routine can be comforting to children, especially younger children who crave structure in their lives. Encourage your child to develop his or her own routines.
4. Take a break - While it is important to stick to 34 routines, too much worry can increase stress. Be aware of what your child is exposed to that can be troubling, whether it be news, the Internet or overheard conversations, and make sure your child takes a break from those things.
5. Teach your child self-care - Make yourself a good example, and teach your child the importance of making time to eat properly, exercise and rest. Make sure your child has time to have fun, and make sure that your child hasn’t scheduled every moment of his or her life with no “down time” to relax. Caring for oneself and even having fun will help your child stay balanced and better deal with stressful times.
6. Move toward your goals - Teach your child to set goals and then to move toward them one step at a time. Moving toward that goal and receiving praise for doing so will focus your child on what he or she has accomplished rather, and can help build resilience to move forward in the face of challenges.
7. Nurture a positive self-view - Help your child remember ways that he or she has successfully handled stress in the past and then help him understand that these past challenges help him build the strength to handle future challenges. Help your child learn to trust himself to solve problems and make appropriate decisions. Teach your child to see the humor in life, and the ability to laugh at one’s self.
8. Keep things in perspective and maintain a hopeful outlook - Even when your child is facing very painful events, help him look at the situation in a broader context and keep a long-term perspective. Although your child may be too young to consider a long-term look on his own, help him or her see that there is a future beyond the current situation and that the future can be good.
9. Look for opportunities for self-discovery - Tough times are often the times when children learn the most about themselves.
10. Accept that change is part of living - Change often can be scary for children and teens. Help your child see that change is part of life and new goals can replace goals that have become unattainable.

Kansas City, Kansas Public Schools value the rich diversity of cultures and languages that our students bring to the classroom. Spanish is the primary language for the majority of our ELs, but other languages include Karen, Burmese, Nepali, Swahili, and Kinyarwanda.

USD 500 serves over 9,500 English Learners (ELs) in early childhood through 12th grade with a variety of ESOL services tailored to meet the unique academic language needs of each student. The Department of ESOL and Migrant Programs is housed within the Division of Student Services and Family Support to help our students and families to reach their full potential.

The goal of the English for Speakers of Other Languages (ESOL) program is to ensure that each English learner develops linguistically, academically, and cognitively within a socially and culturally supportive environment so that students may meaningfully participate in all curricular areas.

Our district supports our English Language Learners in a variety of ways. An English Language Learner may experience one or more of these supports:

• Intensive Language Centers: The purpose of the Intensive Language Centers (ILC) are for students new to the country to gain the cultural, social, and language skills necessary to navigate successfully in American classrooms and schools. Intensive language support is provided in a safe / sheltered classroom environment for the majority of the day with opportunities to work with English speaking peers through mentorship and participation in electives / specials. When a student is ready to move out of the ILC, he/ she will return to his/her home school.
• The ILCs are located in the following buildings:
  • High School - Washington
  • Middle School - Central
  • Elementary - Frances Willard (2nd - 5th)
  • Elementary - Eugene Ware (3rd-5th)
• Direct Service Language Courses (English Language and Fundamentals of English Language): Instruction will focus around gaining LANGUAGE skills (reading, writing, listening, and speaking) to be successful in content courses. This support is available primarily at the secondary level.
• Sheltered Courses: The students in these courses have acquired the necessary LANGUAGE skills, but still need the scaffold supports provided by sheltered instruction to meet the content specific standards. This support is available primarily at the secondary level.
• Co-Teaching: Students in a co-teaching classroom will receive instruction from two instructors: one being the content expert and the other being the language instructor. This method can be achieved in a variety of ways.
• Mainstream Courses: Students in these courses will receive content instruction with significantly reduced language scaffolds. They may receive support services through push-in support by an ESOL Instructional aide or through consultative services by an ESOL staff member.

Migrant Education Program

Since 1967, the Kansas Migrant Education Program (MEP) has been working to ensure that migrant children fully benefit from the same free public education provided to other children. To achieve this, the MEP supports educational programs for migrant children to help reduce the educational disruptions and other problems that result from repeated moves.

As part of the Kansas State Department of Education, the Kansas MEP is federally funded under Title I, Part C of the No Child Left Behind Act of 2001. Children who qualify for the program are identified and recruited by local agencies (or “projects”) throughout the state, and the local projects are responsible for providing services to children enrolled in the program.

Migrant families tend to be a highly mobile population and migrant lifestyle creates many obstacles for migrant children. To support students and families, the Kansas State Department of Education helps the local educational agencies by providing the following:

• Support for high-quality and comprehensive educational programs for migrant children in order to reduce the educational disruption and other problems that result from repeated moves;
• Ensure that migrant children who move among the states are not penalized in any manner by disparities among the states in curriculum, graduation requirements, and state academic content and student academic achievement standards;
• Ensure that migrant children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;
• Ensure that migrant children benefit from all state and local programs.

USD 500 Migrant Team Services include:

• Before and After School Instruction (Reading or Math)
• Health Services referrals
• Advocacy Counseling
• Nutrition Assistance
• Clothing Closet Referrals
• Progress Monitoring for Graduation
• Instructional Support in School
• Family Involvement Impact Activities
• Educational Supplies

USD 500 Bilingual Outreach Team Services include:

• Home visits and advocacy
• Support at Family Events
• Community Partnerships and parent resources
• Translation of documents
• Interpretation (not IEP meetings)
• Enrollment support

Visit the ESOL/Migrant Services Webpage

Visit the Kansas Department of Education's Migrant Education Program website

In the Kansas City, Kansas Public Schools, we believe that a parent is the student’s first teacher, and that positive relationships between families, teachers and students will help students to be successful. Family Advocacy is the vehicle that the district uses to strengthen relationships with parents.

The district recognizes that students need support at home to be successful in school. So, KCKPS has created the Family Advocate System to create a home-school connection. Each professional and support staff person is assigned to approximately 12 to 17 students and their families. The staff/family relationship lasts the entire time the students attend the school. This means that the key adults in each student’s life have ongoing contact with one another, communicating about the student’s academic and personal needs. The district has implemented the Family Advocate System in all of its schools.

What happens in Family Advocacy

• A professional team member at the school will meet at least 30 minutes each week designated for Family Advocacy time.
• Family Advocates facilitate prosocial skills during that time using Second Step curriculum for Early Childhood through 8th grade and Overcoming Obstacles at the High Schools.
• Meet and orient new students to the school
• Work with students and families to identify interests, build strengths and work through problems.
• Support students’ academic and behavior progress using a continuous stream of information from other teachers, the school and the district.
• Plan and lead at least two meetings each year with each student and parents or guardians.
• Get in touch with each family at least once a month.
• Help other faculty and staff work effectively with the student.

When children are healthy, they can learn better.

At Kansas City Kansas Public Schools, we are committed to the health and wellness of our students and our community. School Nurses at Kansas City Kansas Public Schools support student learning by promoting health and safety at each preschool, elementary, middle and high school. School nurses function as part of the school’s multidisciplinary team to bridge the gap between health, wellness, and learning.

The district’s health policies and procedures have been developed with a focus on safety. KCKPS will maintain a safe and healthy school environment by following best practices and recommendations from the Wyandotte County Public Health Department. At each school, our nursing staff promote health and safety through the following:

• Identifying health needs and coordination of care;
• Implementation of audits and communicable disease control Including maintaining immunization records;
• Caring for all Ill or injured staff and students, which may Include calling 911;
• Performing nursing procedures, Including medication administration, catheterization, and tube feedings;
• Conducting vision, hearing, and medical screenings;
• Serving as a liaison between the home, school, and community.
• Parental cooperation, working with the school to foster good health, is needed in order to provide these services. Families can help maintain a healthy school environment in the following ways:
• Students should remain home if they are not feeling well or are sick.
• Parents are encouraged to check their child’s temperature before they leave home. Children with a temperature of 100.0° F or greater should remain home until they are fever-free without the use of fever- reducing medications (Tylenol, Motrin, or generic equivalent) and symptom-free for 48 hours. Students with a temperature greater than 100.0°F may be sent home if they have other symptoms of illness.
• If your child is sick and you aren’t sure if it’s allergies or a virus, you should keep him or her home. Since the symptoms are similar with both, making sure your child does not spread a virus around school is the right thing to do.
• If your child becomes sick at home, please notify the school nurse or attendance secretary of the reason for their absence. This will help the school nurse monitor for an increase in illness among students.
• Update their contact information and designate an emergency contact in case a child becomes ill while at school. Due to the pandemic, sick children must be picked up within 45 minutes of being identified as being ill to avoid exposing others. Parents should have a back-up plan if they cannot pick up their child within 45 minutes.
• Provide immunization records and update records as needed, to maintain state requirements for school attendance.

Medication Policy

• All student medications, must be administered through the nurse’s office under the supervision of the school nurse or delegate. Medications must be in their original container labeled with the student’s name and dosing Information.
• All prescribed medications require a doctor’s note and parent’s authorization, which should be updated every school year.
• All over-the-counter medications must be in their original container and requires a medication authorization form on file signed by the parent.
• One exception exists to the above policy:
• Student who have asthma or allergies may carry and self-administer emergency medication, when there 39 Is written parent and physician signatures specifying name and purpose of medication, prescribed dosage, conditions under which the medication Is to be self-administered, and verification that the student has been Instructed In self-administration, etc.

Other Student Health Information

Additional Information regarding health policies Including access to forms (e.g. medication forms) can be found on the district website.

Visit the Health Services webpage

The McKinney-Vento Act provides rights and services to children and youth experiencing homelessness, which includes those who are: sharing the housing of others due to loss of housing, economic hardship, or a similar reason; staying in motels, trailer parks, or camp grounds due to the lack of an adequate alternative; staying in shelters or transitional housing; or sleeping in cars, parks, abandoned buildings, substandard housing, or similar settings.

Under the McKinney-Vento Act, every local educational agency is required to designate a liaison for homeless children and youth. The local educational agency liaison coordinates services to ensure that homeless children and youths enroll in school and have the opportunity to succeed academically.

The Mckinney-Vento team for USD 500 are a part of the Student Support Programs Department and act as the liaisons for students experiencing homelessness who are able to carry out the duties described in the law. Key duties include:

• Ensuring that homeless children and youth are identified and enrolled in school, and have a full and equal opportunity to succeed in school.
• Ensuring school personnel receive professional development and other support.
• Ensuring that unaccompanied homeless youth are informed, and receive verification, of their status as independent students for college financial aid.
• Ensuring that homeless children, youth, and families receive referrals to health, dental, mental health, housing, substance abuse, and other appropriate services.
• Disseminating public notice of McKinney-Vento rights in locations frequented by parents and youth, in a manner and form understandable to them.

Some partner resources for families needing assistance:

• Homeless Hotline: 816.474.4599
• SOS Youth Hotline: 913.324.3619
• Domestic Violence Hotline: 816.HOTLINE or 816.799.SAFE
• United Way: 211 or 816.474.5112
• MOCSA (Sexual Assault Hotline): 816.931.4572
• Public Housing Information: 913.281.3300
• Department for Children and Families (DCF): 913.279.7000
• Safe Place (24 hour Youth Crisis Hotline): 816-741-8700
• Avenue of Life:816-797-6101
• Restart Inc.: 816-842-1199
• Synergy Services: 816-587-4100

Visit our McKinney-Vento webpage

The goal at KidZone is to provide childcare services, academic enrichment and youth development to all families in USD500 – Kansas City Kansas Public Schools.

We are excited to be the before and after-school care provider for your students.

Site Information

All applications must be returned to the KidZone site. There is no approval process. Please see the chart below for the KidZone site that will service your student’s school.

Hours of services vary by individual schools

Before School: 7:00 am until 8:00 or 8:30 am
After School: 3:15, 3:30 or 4:00 pm until 5:30 pm
Wednesday Early Release: 1:15, 1:30 or 2:00 pm until 5:30 pm

Students enrolled in the KidZone program at a school that is not their home school will be transported to their home school from KidZone each morning before breakfast at their home school. In the afternoon, students enrolled in the KidZone program at a school that is not their home school will be transported from their home school to the KidZone site where the student is enrolled. Parent drop off and pick up is at the respective KidZone site.

PARENTS ARE RESPONSIBLE FOR LETTING THEIR STUDENT’S HOMESCHOOL KNOW THEIR STUDENTS’ AFTER SCHOOL PLAN TO ENSURE THEY GET ON THE KIDZONE BUS.

There is a fee for all students who attend the Before and After School Program Monday through Friday.

Limited KidZone Scholarships are available based on enrollment numbers at each respective site. (Daily rates do not apply)

KidZone fees for the 2022-2023 school year are as follows:

(All KidZone fees must be paid in advance.)

• AM Session Only $20.00 per child, per week
• PM Session Only $30.00 per child, per week
• AM and PM Sessions $40.00 per child, per week
• Wednesdays Only $15.00 per child, per week

Visit the Kidzone webpage

The Student Code of Conduct is adopted by the USD 500 Board of Education each year to help create a safe and supportive learning environment for all students and school personnel. The handbook contains the Student Code of Conduct (SCOC), which sets forth clear expectations for responsible student behavior. The Code of Conduct is situated within the work of the Discipline and Hearing Office of the Student Support Programs Department.

We ask that parents or guardians review the SCOC with their children and encourage their children to make responsible decisions and engage in safe, respectful behavior that promotes learning. The code is developed and aligned to the Kansas Social, Emotional, and Character Development Standards which encourages our students to be:

• Caring and civil
• Make healthy decisions
• Problem solve effectively
• Value excellence
• Be respectful and responsible
• Be good citizens
• Be empathetic and ethical individuals

The code outlines the high, fair and clear principles for our community of learners in the Kansas City, Kansas Public Schools. A strong connection exists between Social, Emotional and Character Development (SECD), school behavior, and academic performance. Social and emotional factors relative to student success promote a healthy school. Social, Emotional and Character Development (SECD) provides a foundation for our community of learners, which positively impacts student’s feelings of connectedness and creates a sense of autonomy about their schooling and other aspects of their lives.

Students will gain a sense of competence that encompasses academic, emotional and physical safety for each child to succeed and be college and career ready. Students are expected to exhibit appropriate behavior by following all school rules and Board policies. It will take the collective efforts of students, parents, teachers, and administrators to create a safe learning environment where all students can excel.

The Student Code of Conduct has been written to illustrate that there are levels of responses within Class I, II, III, and IV offenses. Below is an overview of each class. Each section of the code further defines the offenses, intervention and responses.

Class I offenses include a wide range of behaviors that disrupt the learning environment. The classroom teacher is the first level of intervention to correct Class I behaviors. In most cases, response strategies used by the teacher will be sufficient to bring the student’s behavior to an acceptable level. For Class I behaviors, a short-term or long-term out of school suspension will not be assigned for any grade level.

Class II offenses are behaviors that tend to seriously disrupt the learning environment. A Class II offense may warrant an office referral. Administrative responses may include a menu of in school interventions as well as short term suspension depending on the severity of the incident. A long-term suspension or an expulsion will not be assigned as a response in Class II.

Class III offenses are behaviors that may seriously jeopardize school order and security. School officials will treat these behaviors very seriously. Accordingly, the responses in Class III may include, but are not limited to, short-term and/or long-term suspension. 43

Class IV offenses are behaviors considered criminal acts that seriously jeopardize school order and security. Class III or IV offenses, are behaviors that will require a reentry plan be created before the student returns from long term suspension or expulsion so that strategies can be implemented immediately upon the student’s return to school. This can include mediation or additional strategies to restore the relationships.

Search and Seizure on USD 500 Campuses

To maintain order and discipline in the schools, school officials are empowered to conduct searches of students and school property. Accordingly, students who bring contraband on to school property or to school-related activities may be searched in order to secure the school environment so learning can take place, and to protect students, staff and visitors from any potentially harmful effects stemming from the contraband. The Administration may utilize reasonable suspicion searches, metal detectors and canines as necessary to carry out and further the objectives of this policy. A student’s failure to submit to searches and seizures as provided in this policy will be considered grounds for disciplinary action up to and including expulsion.

Parent and Student Rights to Written Notice and Due Process

Written Notice Of Short-Term Suspension

A written notice on Form A (see Policy JDD-2) of any short-term suspension and the reason therefore shall be given to the student involved and provided to the student’s parents or guardian if the student is under 18 years of age, within 24 hours after such suspension has been imposed. In the event the student has not been afforded a hearing prior to the short-term suspension, an informal hearing shall be provided as soon thereafter as practicable but in no event later than 72 hours after such short-term suspension has been imposed (K.S.A.72-8902c.)

Long-Term Suspension and Expulsion Procedure

No long-term suspension and no expulsion shall be imposed upon a student until opportunity for a formal hearing on such suspension or expulsion shall be afforded to such student. Written Notice Of Long-Term Suspension Or Expulsion A written notice of any proposal to long-term suspend or to expel from school and the charges upon which the same is based shall be given to the student proposed to be suspended or expelled and given or sent to the student’s parents or guardian if the student is under 18 years of age at least two days prior to the hearing. It shall be sufficient if the notice is mailed to the address on file in the school records of the student. In lieu of mailing the written notices, the notices may be personally delivered.

Such notice shall be prepared using Form B (see Policy JDD) and shall state the time, date and place where the student will be afforded an opportunity for a formal hearing. The failure of the student to attend the hearing will result in a waiver of the student’s opportunity for the hearing.

The hearing date shall be no later than 10 days after the student has been given the notice of the proposed long- term suspension or expulsion.

Such notice shall be accompanied by a copy of the 44 Kansas Student Suspension and Expulsion Law (K.S.A. 72-8901 – 72-8908) and Board Policy. The place of the formal hearing on a long-term suspension or expulsion shall be at the school, which has proposed that the student be suspended or expelled. A formal hearing shall be conducted by any person or committee of persons authorized by the Board of Education to conduct a hearing. K.S.A. 72-8902(d)

Due Process Requirements For Formal Hearings

The formal hearing provided by the UDS 500 Hearing Officer and any hearing on appeal to the Board of Education shall include the following due process requirements:

• The right of the student to have counsel of the student’s choice.
• The right of the parents or guardian of the student to be present at the hearing.
• The right of the student to hear or read a full report of testimony of witnesses.
• The right of the student and the student’s counsel to confront and cross-examine witnesses who appear in person at the hearing.
• The right of the student to present the student’s own witnesses.
• The right of the student to testify on the student’s own behalf and give reasons for the student’s conduct.
• The right of the student to have an orderly hearing.
• The right of the student to a fair and impartial decision based on substantial evidence. K.S.A. 72-8903.

Appeal of Long-Term Suspension or Expulsion

Any student who has been long-term suspended or expelled, or one of the student’s parents or guardians, may appeal such suspension or expulsion to the Board of Education by filing a written notice of appeal with the clerk of the Board of Education within 10 calendar days after receiving the written notice of the results of the hearing as specified in Policy JDD-4.

Any such appeal shall be heard by the Board of Education or by a hearing officer appointed by such board, no later than 20 calendar days after such notice of appeal is filed. The student and the student’s parents or guardians shall be notified in writing of the time and place of the appeal hearing at least 5 days prior thereto. In all long-term suspension or expulsion cases appealed to the Board of Education, there shall be made a record of the appeal hearing ( K.S.A. 72-8904(b)).

The Board of Education shall render its decision on any extended-term suspension or expulsion appeal not later than five (5) days after the conclusion of the appeal hearing (K.S.A. 72-8904(b)). For the purpose of conducting a hearing on a long-term suspension or expulsion appeal to the Board of Education, the Board may appoint one or more hearing officers. Such hearing officer shall be a member of the Board of Education or a certificated employee of the District.

After hearing an appeal, the designated hearing officer shall prepare a written report to the Board of Education. After receiving such a report, the Board of Education shall determine the outcome of the appeal, with or without additional hearings (K.S.A.72-8904(c)).

View the entire Student Code of Conduct

Definition of Bullying

Bullying is defined as a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that:

1. Occurs on or is delivered to school property or the site of a school-sponsored or school-related activity on or off school property;
2. Occurs on a publicly or privately owned school bus or vehicle being used for transportation of students to or from school or a school-sponsored or school-related activity; and
3. Cyberbullying that occurs off school property or outside of a school-sponsored or school-related activity if the cyberbullying:

• Interferes with a student’s educational opportunities; or
• Substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school- related activity.
  
  and that:

1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property;
2. Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student;
3. Materially and substantially disrupts the educational process or the orderly operation of a classroom or school; or
4. Infringes on the rights of the victim at school;

Cyberbullying means bullying that is done through the use of any electronic communication device, including through the use of a cellular or other type of telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a social media application, an Internet website, or any other Internet-based communication tool.

Kansas City, Kansas Public Schools is committed to providing a safe and nurturing learning environment for all individuals by educating parents, students, and community members on bullying, harassment and school threats. To report any concerns regarding bullying or harassment please use the QR code below. You may choose to report anonymously.

Click here to anonymously report student bullying

Report Threats of School Violence

Kansas School Safety Hotline: 1 (877) 626-8203

Report Acts of Bullying

Parent and Youth Resource Hotline: 1-800-CHILDREN

Report Suspicious Activity

Suspicious Activity Report (SAR) website

 

Special education and related services are provided to eligible students with special needs from birth to 21. Special education in Kansas City, Kansas Public Schools is specially designed instruction that enables students to make optimal educational growth in our schools.

Special education services are present within each school and are an integral part of USD 500. The KCKPS philosophy is reflected in the vision of “Empowering all students with exceptionalities to reach their potential in school and the community”. The department advocates for students with disabilities to receive inclusive instruction with their non-disabled peers and support them in their learning.

The USD 500 Department of Special Education also coordinates the Wyandotte Comprehensive Special Education Cooperative which offers a full range of special education services to children and families in the Kansas City, Kansas, Bonner Springs, and Piper School Districts. Special education services are integrated into the district’s educational program. Eligibility for special education under the Individuals with Disabilities Act (IDEA) or eligibility under Section 504 of the Rehabilitation Act is determined by the Student Intervention Team (SIT) referral process or screening and evaluation process in the early childhood setting.

Our goal is to provide a free and appropriate education to each child with an exceptionality who is a resident of the Wyandotte Comprehensive Special Education districts.

INDIVIDUALS WITH DISABILITIES EDUCATION ACT

Reauthorized by Congress and signed into law by President Bush in December 2004, the federal Individuals with Disabilities Act (IDEA-04) guides all special education practices in the United States. IDEA-04 mandates that each student identified as eligible for special education services receive a “free and appropriate public education” in the “least restrictive environment” and be afforded “due process rights” as delineated in the legislation.

Kansas City, Kansas Public Schools uses compliant practices as described in the Kansas Special Education Process Handbook that is published by the Kansas State Department of Education, which is available online. The Kansas Special Education Process Handbook was developed to provide guidance, resources and support necessary for those professionals who work to improve results for exceptional children. The information provided in the Kansas Special Education Process Handbook attempts to clarify and define legal requirements of the law and regulations. Each chapter includes a brief overview specifying requirements that are particular to Kansas. In addition, each chapter includes links to valuable resources, sample forms and references.

State and federal regulations have been established to define children with exceptionalities. “Exceptional children” means children with disabilities and children identified as gifted. Exceptionality categories include:

• Autism
• Blindness/Visual Impairment
• Deaf - Blindness
• Developmental Delay
• Emotional Disturbance
• Gifted
• Hearing Impairment/Deafness
• Intellectual Disability
• Learning Disability
• Multiple Disabilities
• Orthopedic impairment
• Other Health Impairment
• Speech or Language Impairment
• Traumatic Brain Injury

Free and Appropriate Public Education/Related Services

Each school district must make a free, appropriate public education (FAPE) available to all children with exceptionalities. One of the most important considerations for individualized education program (IEP) teams is the special education, related services, and supplementary aids and services to be provided to the child or on behalf of the child. The IEP team must also consider the program modifications or supports for school personnel that will be provided on behalf of the child. All services and supports are provided to enable the child: (1) to advance appropriately toward attaining the annual goals; (2) to be involved in and make progress in the general education curriculum, or appropriate activities for children ages 3 -? 5; (3) to participate in extracurricular and other nonacademic activities; and (4) to be educated and participate with their nondisabled peers to the maximum extent appropriate, in all of these activities. Related services are developmental, corrective, and supportive services required to assist a child, who has been identified as a child with an exceptionality, to benefit from special education services.

Kansas Regulation, K.A.R 91-40-1(ccc) includes the following as related services:

• Art therapy
• Assistive technology devices and services
• Audiology
• Counseling services
• Dance movement services
• Early identification and assessment of disabilities
• Interpreting services
• Medical services for diagnostic or evaluation purposes
• Music therapy
• Occupational therapy
• Orientation and mobility services
• Parent counseling and training
• Physical therapy
• Recreation, including therapeutic recreation
• Rehabilitation counseling services
• School health services
• School nurse services
• School psychological services
• School social work services
• Speech and language
• Transportation
• Other developmental, corrective or supportive services

The Infant-Toddler Services Program

The Individuals with Disabilities Education Act (IDEA) mandates special education for children from birth through age 21. A section of this law (Part C) sets guidelines for services for infants and toddlers with disabilities. The State of Kansas administers these services through the Department of Health and Environment (KDHE), and Kansas City Kansas Public Schools serves as the lead financial agency for the Wyandotte County Infant Toddler Program (WYCO ITS). WY CO ITS serves all eligible children in Wyandotte County including children residing in the Turner, Bonner Springs, Edwardsville, and Piper school district boundaries.

Who Is Eligible for Services?

Infant-Toddler Services are provided to all eligible children through age 36 months and their families. Eligibility is determined by a multi-disciplinary evaluation which demonstrates the child has a 25% delay in one developmental area, or a 20% developmental delay in two or more developmental areas or a diagnosed condition from a medical provider that is likely to result in such a delay. Wyandotte County Infant Toddler Services program serves all eligible children who reside in Wyandotte County, KS. Approximately 600 children and families receive services annually through this program.

Services Provided

A variety of services are named in the Part C regulations and must be available if needed. In practice, most children and families’ needs are met by one or more of the following services: Developmental Intervention, Speech Language Services, Occupational Therapy, and Physical Therapy, Social Work, or Vision and Hearing Services.

The focus of all services is to increase the capacity of families to work toward identified outcomes with their own children in the child’s natural environment. Parents are collaborative partners in designing strategies and interventions and supporting growth between home visits. An Individualized Family Service Plan (IFSP) is written with each family. As a part of every plan, one of the service providers will assume the role of Family Service Coordinator (FSC). The FSC is responsible for monitoring the IFSP process and connecting the family to other resources necessary to meet their needs.

Where are the Services Provided?

In accordance with best practices and state and federal regulations, children are served in their natural environments to the maximum extent possible. This is defined as being a place where children would naturally be if they did not have a disability. Most often, this is the family home or childcare setting, but could include other community settings, as well. For more information on Special Education services please visit our webpage. 

View the Kansas Special Education Process Handbook

The board of education is committed to limiting the use of Emergency Safety Intervention
(“ESI”), such as seclusion and restraint, with all students. Seclusion and restraint shall be used only
when a student's conduct necessitates the use of an emergency safety intervention as defined below.
The board of education encourages all employees to utilize other behavioral management tools,
including prevention techniques, de-escalation techniques, and positive behavioral intervention
strategies.

This policy shall be made available on the district website with links to the policy available on
any individual school pages. In addition, this policy shall be included in at least one of the following:
each school’s code of conduct, school safety plan, or student handbook. Notice of the online availability
of this policy shall be provided to parents during enrollment each year.

Definitions

“Area of purposeful isolation” means any separate space, regardless of any other use of that
space, other than an open hallway or similarly open environment.

“Campus police officer” means a school security officer designated by the board of education of
any school district pursuant to K.S.A. 72-6146, and amendments thereto.

“Chemical Restraint” means the use of medication to control a student’s violent physical
behavior or restrict a student’s freedom of movement.

 “Emergency Safety Intervention” is the use of seclusion or physical restraint but does not
include physical escort or the use of time-out.

 “Incident” means each occurrence of the use of an emergency safety intervention.

“Law enforcement officer” and “police officer” mean a full-time or part-time salaried officer or
employee of the state, a county, or a city, whose duties include the prevention or detection of crime and
the enforcement of criminal or traffic law of this state or any Kansas municipality. This term includes a
campus police officer.

“Legitimate law enforcement purpose” means a goal within the lawful authority of an officer
that is to be achieved through methods or conduct condoned by the officer’s appointing authority.

“Mechanical Restraint” means any device or object used to limit a student’s movement.

“Parent” means:

• a natural parent;                                             
• an adoptive parent;
• a person acting as a parent as defined in K.S.A. 72-3122(d)(2), and amendments thereto;
• a legal guardian;
• an education advocate for a student with an exceptionality;
• a foster parent, unless the student is a child with an exceptionality; or
• a student who has reached the age of majority or is an emancipated minor.

“Physical Escort” means the temporary touching or holding the hand, wrist, arm, shoulder, or
back of a student who is acting out for the purpose of inducing the student to walk to a safe location.

“Physical Restraint” means bodily force used to substantially limit a student’s movement, except
that consensual, solicited, or unintentional contact and contact to provide comfort, assistance, or
instruction shall not be deemed to be physical restraint.

“Purposefully isolate” when used regarding a student, means that school personnel are not
meaningfully engaging with the student to provide instruction and any one of the following occurs:

1. Removal of the student from the learning environment by school personnel;
2. Separation of the student from all or most peers and adults in the learning environment by school personnel; or
3. Placement of the student within an area of purposeful isolation by school personnel.

“School resource officer” means a law enforcement officer or police officer employed by a local
law enforcement agency who is assigned to a district through an agreement between the local law
enforcement agency and the district.

“School security officer” means a person who is employed by a board of education of any school
district for the purpose of aiding and supplementing state and local law enforcement agencies in which
the school district is located but is not a law enforcement officer or police officer.

“Seclusion” means placement of a student for any reason other than for in-school suspension,
detention, or any other appropriate disciplinary measure in a location where both of the following
conditions are met:

• School personnel purposefully isolate the student; and
• the student is prevented from leaving or has reason to believe, that the student will be prevented from leaving the area of purposeful isolation.

“Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being secluded.

Prohibited Types of Restraint

All staff members are prohibited from engaging in the following actions with all students:

 

• Using face-down (prone) physical restraint;
• Using face-up (supine) physical restraint;
• Using physical restraint that obstructs the student’s airway;
• Using physical restraint that impacts a student’s primary mode of communication;
• Using chemical restraint, except as prescribed treatments for a student’s medical or psychiatric
• condition by a person appropriately licensed to issue such treatments; and
• Use of mechanical restraint, except:
  • Protective or stabilizing devices required by law or used in accordance with an order from a
  • person appropriately licensed to issue the order for the device;
  • Any device used by a certified law enforcement officer to carry out law enforcement duties; or
  • Seatbelts and other safety equipment when used to secure students during transportation.

Use of Emergency Safety Interventions

ESI shall be used only when a student presents a reasonable and immediate danger of physical
harm to such student or others with the present ability to affect physical harm. Less restrictive
alternatives to ESI, such as positive behavior interventions support, shall be deemed inappropriate or
ineffective under the circumstances by the school employee witnessing the student’s behavior prior to
the use of any ESI. The use of ESI shall cease as soon as the immediate danger of physical harm ceases
to exist. Violent action that is destructive of property may necessitate the use of an ESI. Use of an ESI
for purposes of discipline, punishment, or for the convenience of a school employee shall not meet the
standard of immediate danger of physical harm.

ESI Restrictions

A student shall not be subjected to ESI if the student is known to have a medical condition that
could put the student in mental or physical danger as a result of ESI. The existence of such medical
condition shall be indicated in a written statement from the student’s licensed health care provider, a
copy of which has been provided to the school and placed in the student’s file.
Such written statement shall include an explanation of the student’s diagnosis, a list of any
reasons why ESI would put the student in mental or physical danger, and any suggested alternatives to
ESI. In spite of the provisions of this subsection, a student may be subjected to ESI if not subjecting the
student to ESI would result in significant physical harm to the student or others.

Use of Seclusion

When a student is placed in seclusion, a school employee shall see and hear the student at all times. The presence of another person in the area of purposeful isolation or observing the student from outside the area of purposeful isolation shall not create an exemption from otherwise reporting the incident as seclusion. When a student is placed in or otherwise directed to an area of purposeful isolation, the student shall have reason to believe that the student is prevented from leaving.

If the area of purposeful isolation is equipped with a locking door designed to prevent a student from leaving the area of purposeful isolation, the door shall be designed to ensure that the lock automatically disengages when the school employee viewing the student walks away from the area of purposeful isolation, or in case of emergency, such as fire or severe weather.

An area of purposeful isolation shall be a safe place with proportional and similar characteristics as those of rooms where students frequent. Such area shall be free of any condition that could be a danger to the student, well-ventilated, and sufficiently lighted.

Training

All staff members shall be trained regarding the use of positive behavioral intervention strategies, de-escalation techniques, and prevention techniques. Such training shall be consistent with nationally recognized training programs on ESI. The intensity of the training provided will depend upon the employee’s position. Administrators, licensed staff members, and other staff deemed most likely to need to restrain a student will be provided more intense training than staff who do not work directly with students in the classroom. District and building administration shall make the determination of the intensity of training required by each position.

Each school building shall maintain written or electronic documentation regarding the training that was provided and a list of participants, which shall be made available for inspection by the state board of education upon request.

Notification and Documentation

The principal or designee shall notify the parent the same day as an incident. The same-day
notification requirement of this subsection shall be deemed satisfied if the school attempts at least two
methods of contacting the parent. A parent may designate a preferred method of contact to receive the
same-day notification. Also, a parent may agree, in writing, to receive only one same-day notification
from the school for multiple incidents occurring on the same day.

Documentation of the ESI used shall be completed and provided to the student’s parents no
later than the school day following the day of the incident. Such written documentation shall include:

• The events leading up to the incident;
• student behaviors that necessitated the ESI;
• steps taken to transition the student back into the educational setting;
• the date and time the incident occurred, the type of ESI used, the duration of the ESI, and the school personnel who used or supervised the ESI;
• space or an additional form for parents to provide feedback or comments to the school
• regarding the incident;
• a statement that invites and strongly encourages parents to schedule a meeting to
• discuss the incident and how to prevent future incidents; and
• email and phone information for the parent to contact the school to schedule the ESI
• meeting. Schools may group incidents together when documenting the items in
• subparagraphs (A), (B) and (C) if the triggering issue necessitating the ESIs is the same.

The parent shall be provided the following information after the first and each subsequent
incident during each school year:

• a copy of this policy which indicates when ESI can be used;
• a flyer on the parent’s rights;
• information on the parent’s right to file a complaint through the local dispute resolutionprocess (which is set forth in this policy) and the complaint process of the state board of education; and
• information that will assist the parent in navigating the complaint process, including contact
• information for Families Together and the Disability Rights Center of Kansas.

Upon the first occurrence of an incident of ESI, the foregoing information shall be provided in
printed form or, upon the parent’s written request, by email. Upon the occurrence of a second or
subsequent incident, the parent shall be provided with a full and direct website address containing such
information.

Law Enforcement, School Resource, and Campus Security Officers

Campus police officers and school resource officers shall be exempt from the requirements of
this policy when engaged in an activity that has a legitimate law enforcement purpose. School security
officers shall not be exempt from the requirements of this policy.

If a school is aware that a law enforcement officer or school resource officer has used seclusion,
physical restraint, or mechanical restraint on a student, the school shall notify the parent the same day
using the parent’s preferred method of contact. A school shall not be required to provide written
documentation to a parent, as set forth above, regarding law enforcement use of an emergency safety
intervention, or report to the state department of education any law enforcement use of an emergency
safety intervention. For purposes of this subsection, mechanical restraint includes, but is not limited to,
the use of handcuffs.

Documentation of ESI Incidents

Except as specified above with regard to law enforcement or school resource officer use of
emergency safety interventions, each building shall maintain documentation any time ESI is used with a
student. The documentation shall include all of the following:

• Date and time of the ESI,
• Type of ESI,
• Length of time the ESI was used,
• School personnel who participated in or supervised the ESI,
• Whether the student had an individualized education program at the time of the incident,
• Whether the student had a section 504 plan at the time of the incident, and
• Whether the student had a behavior intervention plan at the time of the incident.

All such documentation shall be provided to the building principal, who shall be responsible for
providing copies of such documentation to the superintendent or the superintendent’s designee on at
least a biannual basis. At least once per school year, each building principal or designee shall review the
documentation of ESI incidents with appropriate staff members to consider the appropriateness of the
use of ESI in those instances.

Reporting Data

District administration shall report ESI data to the state department of education as required.

Parent Right to Meeting on ESI Use

After each incident, a parent may request a meeting with the school to discuss and debrief the incident. A parent may request such meeting verbally, in writing, or by electronic means. A school shall hold a meeting requested under this subsection within 10 school days of the parent’s request. The focus of any such meeting shall be to discuss proactive ways to prevent the need for emergency safety interventions and to reduce incidents in the future.

For a student with an IEP or a Section 504 plan, such student’s IEP team or Section 504 plan team shall discuss the incident and consider the need to conduct a functional behavioral assessment, develop a behavior intervention plan, or amend the behavior intervention plan if already in existence.

For a student with a section 504 plan, such student’s section 504 plan team shall discuss and consider the need for a special education evaluation. For students who have an individualized education program and are placed in a private school by a parent, a meeting called under this subsection shall include the parent and the private school, who shall consider whether the parent should request an individualized education program team meeting. If the parent requests an individualized education program team meeting, the private school shall help facilitate such meeting.

For a student without an IEP or Section 504 plan, the school staff and the parent shall discuss the incident and consider the appropriateness of a referral for a special education evaluation, the need for a functional behavioral assessment, or the need for a behavior intervention plan. Any such meeting shall include the student’s parent, a school administrator for the school the student attends, one of the student’s teachers, a school employee involved in the incident, and any other school employees designated by the school administrator as appropriate for such meeting.

The student who is the subject of such meetings shall be invited to attend the meeting at the discretion of the parent. The time for calling such a meeting may be extended beyond the 10-day limit if  the parent of the student is unable to attend within that time period. Nothing in this section shall be construed to prohibit the development and implementation of a functional behavior assessment or a behavior intervention plan for any student if such student would benefit from such measures.

Local Dispute Resolution Process

If a parent believes that an emergency safety intervention has been used on the parent’s child in violation of state law or board policy, the parent may file a complaint as specified below.

The board of education encourages parents to attempt to resolve issues relating to the use of ESI informally with the building principal and/or the superintendent before filing a formal complaint with the board. Once an informal complaint is received, the administrator handling such complaint shall investigate such matter, as deemed appropriate by the administrator. In the event that the complaint is resolved informally, the administrator must provide a written report of the informal resolution to the superintendent and the parents and retain a copy of the report at the school. The superintendent will share the informal resolution with the board of education and provide a copy to the state department of education.

If the issues are not resolved informally with the building principal and/or the superintendent, the parents may submit a formal written complaint to the board of education by providing a copy of the complaint to the clerk of the board and the superintendent within thirty (30) days after the parent is informed of the incident.

Upon receipt of a formal written complaint, the board president shall assign an investigator to review the complaint and report findings to the board as a whole. Such investigator may be a board member, a school administrator selected by the board, or a board attorney. Such investigator shall be informed of the obligation to maintain confidentiality of student records and shall report the findings of fact and recommended corrective action, if any, to the board in executive session.

Any such investigation must be completed within thirty (30) days of receipt of the formal written complaint by the board clerk and superintendent. On or before the 30th day after receipt of the written complaint, the board shall adopt written findings of fact and, if necessary, appropriate corrective action. A copy of the written findings of fact and any corrective action adopted by the board shall only be provided to the parents, the school, and the state department of education and shall be mailed to the parents and the state department within 30 days of the board’s receipt of the formal complaint.

If desired, a parent may file a complaint under the state board of education administrative review process within thirty (30) days from the date a final decision is issued pursuant to the local dispute resolution process.

Kansas City, Kansas Public Schools operates under the Title I federal guidelines as provided under the Every Student Succeeds Act (ESSA) of 2015. One of the key provisions of this federal plan is to make sure schools have the most highly qualified teachers in the classrooms possible. Should you wish to receive information about the qualifications of your child’s classroom teachers, ESSA allows you to ask your school to provide the following information:

• Whether your child’s teacher has met state qualifications and licensing criteria for the grade levels and subjects taught;
• Whether the teacher is teaching under emergency / other provisional license or whether licensing criteria have been waived;
• The teacher’s degree major and any other graduate certification or degree held;
• Whether the child is provided services by a paraprofessional and, if so, their qualifications; and,
• How your child performed on the Kansas reading, math, and writing assessments.

If you would like to receive any of this information, please contact the district’s Human Resources office at 913.279.2261. You will receive your child’s yearly spring state assessment scores once when they become available. District and Individual school report cards are available on the Kansas Department of Education Report Card page. Please contact your child’s school if you would like to request further information about your child’s assessment scores or school information.

Kansas City, Kansas Public Schools operates under the Title I federal guidelines for all programs administered by the Department of Elementary and Secondary Education under the Elementary and Secondary Education Act (ESEA) of 1965 as amended by the Every Student Succeeds Act (ESSA) of 2015 (Public Law 114-95).

This act requires states to adopt written procedures for the receipt and resolution of complaints alleging violations of law in the administration of the federal programs (Title I.A, Title I.C, Title I.D, Title II.A, Title III, Title IV.A, Title V.B).

A complaint is a formal allegation that a specific federal or state law or regulation has been violated, misapplied, or misinterpreted by school district personnel or by Department of Education personnel.

Any parent or guardian, surrogate parent, teacher, administrator, school board member, or other person directly involved with an activity, program, or project operated under the general supervision of the Department of Elementary and Secondary Education may file a complaint.

The complaint will be addressed and resolved in accordance with the complaint procedures (District Board Policy KN) using the procedure below:

1. Please speak with your child’s teacher. Have a conversation with the teacher regarding the issue and/or concern.
2. Please speak with your child’s school counselor for additional support.
3. Please speak with the school principal or assistant principal if the issue has not been resolved and/or continues.
4. Contact the Federal Programs Central Office Administrator if there has not been satisfactory resolution with the Building Administrator.
5. Contact the Superintendent’s Office if the matter was not satisfactorily resolved.
6. Contact the Board of Education if you continue to have concerns.
7. Contact the Kansas State Board of Education to appeal the final decision from the school Board of Education.

If there is not evidence that the parties have attempted in good faith to resolve the complaint at the local level, the Kansas State Department of Education may require the parties to do so and may provide technical assistance to facilitate such resolution.

Any persons directly affected by the actions of the Kansas State Department of Education may file a similarly written complaint if they believe state or federal laws or regulations have been violated, misapplied, or misinterpreted by the Department itself.

Throughout the school year, different media groups (television stations, local newspapers, school production classes, district communications staff, etc.) will produce stories about activities and events happening in the Kansas City, Kansas Public Schools. These articles may include photographs and video that may be posted on the Internet, or printed or aired on television and cable stations. In addition, schools or the district may want to include news about activities and events on their own websites. Parents who DO NOT want their child(ren) to be photographed or videotaped for news media or school publicity purposes, should complete a “Media Opt-Out Form” on Infinite Campus by logging in here. The completed forms will be kept on file in Infinite Campus and at your child’s school.

Certain student data of Kansas City, Kansas Public Schools students is stored and maintained in statewide longitudinal data systems. A law was passed in 2014 that requires districts to provide annual notice to parents concerning when a school district is allowed to disclose student data maintained in a statewide longitudinal data system to third parties.

The district may disclose:

• Student directory information maintained in a statewide longitudinal data system when necessary and the student’s parent or legal guardian has consented in writing
• Directory information maintained in a statewide longitudinal data system to an enhancement vendor providing photography services, class ring services, yearbook publishing services, memorabilia services or similar services
• Any student data information from a statewide longitudinal data system requiring disclosure pursuant to state statutes
• Student data maintained in a statewide longitudinal data system pursuant to any lawful subpoena or court order directing such disclosure
• Student data maintained in a statewide longitudinal data system to a public or private postsecondary educational institution for purposes of application or admission of a student to such postsecondary educational institution with the student’s written consent.

The Family Educational Rights and Privacy Act (FERPA) gives parents, and students over 18 years of age, certain rights concerning a student’s school records.

They have the right to:

• Look at and review the student’s school records within 45 days of the day they make a request. A written request should be given to the school principal that identifies the record(s) they wish to look at. The principal will tell them within 45 days the time and place where the records may be seen.
• Ask for a change to the student’s school record that they think is not correct or is misleading. A letter to the school principal should explain why the record is not correct and clearly identify what part of the record needs to be changed. If the school does not change the record, parents (or eligible students) have the right to a hearing.
• Approve the release of identifiable information contained in the student’s school records, except for information that FERPA can release without having permission. One permitted exception is for the release of information to “school officials” with legitimate educational interests. A school official is a person employed by the school district as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the Board of Education; a person or company with whom the school district has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. School officials have legitimate educational interests if they need to examine a school record in order to complete a task.
• File a complaint with the U.S. Department of Education about suspected failures by the school district to comply with the requirements of FERPA.

The name and address of the office that administers FERPA is:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Ave., SW
Washington, D.C. 20202-5920

The Kansas Open Records Act (KORA) requires most records that are made or kept by public schools or community colleges to be open to the public.

This law makes openness the rule, but recognizes that there are times when individual privacy interests or competing public interests override the public right to know. Private individuals can bring an action in the district court to enforce their rights under the Kansas Open Records Act. Actions can also be brought by the county attorney, the district attorney, or the Kansas Attorney General. Although schools or community colleges can be fined for intentionally violating KORA, injunctions and other orders to enforce the purposes of KORA are the most common remedies.

Policy Statement

The Kansas City, Kansas School District does not discriminate, and is required by law not to discriminate, on the basis of race, color, religion, sex/gender (to include orientation, identity or expression), national origin, age, handicap, or disability, or any other basis prohibited by law in admission, access to, or treatment of its programs and activities.

Pursuant to applicable law, disabled individuals shall have equivalent enjoyment of the programs, services, facilities, privileges, advantages, or accommodation of any facility owned, leased, or operated by the district. Pursuant to Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Title VI of Civil Rights Act of (1964, 2000), and the Boy Scouts of America Equal Access Act of 2001, the Kansas City, Kansas School District does not discriminate on the basis of sex in any education program or activity, including programs, services, facilities, privileges, advantages or accommodations in facilities.

Programs, Activities and Employment

The Kansas City, Kansas School District does not discriminate on the basis of race, color, religion, sex/ gender (to include orientation, identity or expression), national origin, age, handicap, or disability, or any other basis prohibited by law in the administration of any employment initiative, including hiring, firing, termination, disciplinary procedures, or other related programs and activities.

Reporting

Inquiries regarding Title VI (1964,2000), Age Discrimination Act (1975), Boy Scouts of America Equal Access Act(2001) or reports of specific complaints, or alleged discrimination should be referred to:

Lisa Walker
2010 N. 59th Street
Kansas City, Kansas 66104
Email: lisa.walker@kckps.org
Telephone number: (913) 551-3200
TTY: 913-627-5667

Office of Civil Rights
U. S. Department of Education
One Petticoat Lane
1010 Walnut Street, Suite 320
Kansas City, Missouri 64106
Telephone number: (816) 268-0550
TTY: 877-521-2172 62

Title IX Related Concerns: Inquiries regarding Title IX (1972) complaints, or alleged harassment or discrimination should be referred to:

Lisa Walker
2010 N. 59th Street
Kansas City, Kansas 66104
Email: lisa.walker@kckps.org
Telephone number: (913) 551-3200
TTY: 913-627-5667

Disability Related Concerns

Complaints regarding disabilities and issues under Section 504 and/or the Americans with Disabilities Act and those relating to the provisions of special education services, should be referred to:

Dr. Jakyta Lawrie
2010 N. 59th Street
Kansas City, Kansas 66104
Email: jakyta.lawrie@kckps.org
Telephone number: (913) 551-3200
TTY: 913-627-5667

No Retaliation

Regardless of the means selected for resolving the complaint, the initiation of a complaint of alleged discrimination or misconduct will not cause any negative reflection on the complainant, nor will it affect his/her access to the programs, activities, services, facilities, privileges, advantages or accommodations in facilities provided by the Kansas City, Kansas School District. Revised this 19th day of July 2022.

Date: _______________

Name: ________________________________________________________ ID#: __________

School: ______________________________ Grade: ____________________________

The Student Code of Conduct has been developed to help your child receive quality instruction in an orderly

environment. The school needs your cooperation in this effort. Therefore, please review and discuss the Student

Code of Conduct with your child. Please sign the acknowledgment and pledge and return to your child’s school.

Signatures of Acknowledgement and Pledge:

To keep my school safe, I pledge to show good character, work to the best of my ability and

adhere to the expectations, rights and responsibilities within the Student Code of Conduct.

Student Signature:__________________________________________________________________

I have reviewed the Student Code of Conduct, and I understand the expectations, rights,

responsibilities contained therein.

Parent Signature:___________________________________________________________________

Address:_____________________________________________________________________________

Phone Number:____________________________ Email address:__________________________

Return to Teacher/Advocate

I have reviewed the Student Code of Conduct with my student(s), and I will support their

understanding of the expectations, rights, and responsibilities to promote quality instruction in an orderly

environment.

Advocate’s Signature:_______________________________________ Date:_________________

I have read the notice regarding Authorized Student Data Disclosures - Unless an adult student or parent or guardian of a minor student provides written consent to disclose personally identifiable student data maintained in a statewide longitudinal data system, such student data may only be disclosed to a governmental entity not specified in this notice or any public or private audit and evaluation or research organization if the data is aggregated data. “Aggregate Data” means data collected or reported at the group, cohort or institutional level and that contains no personally identifiable student data, including such surveys as Kansas Communities That Care.

As the parent or legal guardian, I acknowledge that I have been provided with notice of authorized student data disclosures in the Student Data Privacy Act, which is attached.

Throughout the school year, different media groups (television stations, local newspapers, school productions classes, district communications staff, etc.) will produce stories about activities and events happening in the Kansas City, Kansas Public Schools. These activities may include photographs and video that may be posted on the internet, printed or aired on television and cable stations. In addition, schools or the district may want to include news about activities and events on their own Websites.

Parents who DO NOT want their child(ren) to be photographed or videotaped for the above purposes, please sign and return this form to your child’s school office.

District photographers will make every reasonable effort to identify the primary subjects in photographs and to not publish photos containing students on the opt-out list. The “Media Opt-Out Form” is good for the current school year.

The policy relates to classroom activities or school events that are not already open to the public. Public event such as sporting events, theatre productions, etc. are considered open to the public and outside photographers and videographers are not governed by this policy.

The Kansas City, Kansas Public Schools has established a challenging achievable vision to become one of the top ten school districts in the nation! This vision matches both the potential of what our students can develop through great accomplishment skills with the encouragement and support from their parents and this community.

To embody this vision, the entire community will need to work together by living and supporting our mission…

To inspire excellence in our students, it is important that we surround our students with adults who express a unified message that education is a gateway to a successful and enriching life. Students are urged to attend school ready and willing to learn. The process of learning requires great effort. The needed support of parents, teachers, administrators, and community members is required for each to share in student development for excellence.

Brand new and meaningful skills to be attained in their educational life will lead our students to understand clear opportunities for progress. As a community we must be compelled for making sure our young people understand good values, beliefs and skills that are needed to graduate prepared for college and careers in a global society.

The Code of Conduct handbook is designed to promote a better understanding of the policies, procedures, and expectations of KCKPS, to foster a positive learning environment. Please take time to look through the information provided and talk about it with your child. If there are items about which you have questions, please feel free to talk about them with your principal or contact our Office of Student Services at (913) 279-2248.

The district is committed to providing all its students the support and guidance they need to be life-long learners and good citizens. By reading this Code of Conduct and discussing the importance of good behavior with your children, you will assist the district in our efforts to help your children reach their highest potential. We look forward to having a great year together as we seek to graduate each student Diploma+©.

Sincerely,

Randy Lopez, President
Kansas City Kansas Board of Education

Welcome to the 2024-25 school year.

We return with renewed enthusiasm and determination to empower each and every one of you to reach your full potential: academically, socially, and emotionally. This year’s theme is “Better Every Day”!

As we embark on a new academic year, I want to take this opportunity to highlight the profound importance of Social-Emotional Learning (SEL), Trauma-Informed Care, and Restorative Practices in shaping a compassionate and supportive educational environment.

Through embracing SEL, Trauma-Informed Care, and Restorative Practices, we commit to:

• Providing a nurturing space where every student feels valued, respected, and heard.
• Equipping you with essential life skills to manage stress, build healthy relationships, and make responsible decisions.
• Fostering a supportive culture where we all learn from our mistakes, grow together, and uplift each other.

Our goal is not just to prepare you for academic success but also to prepare you for the journey of life, where emotional intelligence, resilience, and empathy play pivotal roles in navigating various challenges.

Every day, KCKPS faculty and district administration strive to create a culture of high expectations, collaboration, respect, and accountability. This handbook will serve as a guide and resource for students and parents. It contains school information, policies, procedures, and expectations for students for the coming year. These various guidelines and expectations of the school are presented to establish and sustain a positive, respectful, and nurturing school environment.

As staff, we will continue to strive to be “Better Every Day and empower you to do the same. As a team, school family and learning community, we are committed to helping make your school experience enjoyable and successful! Together, let’s create an inclusive, caring, and understanding community that supports each other’s growth and well-being.

Sincerely,

Dr. Anna Stubblefield
Superintendent of Schools

By 2031, 100% OF STUDENTS will graduate with a credential, with no disparities in race or gender subgroups, and students will meet or exceed the average graduation rate of the state.

The Student Code of Conduct is adopted by the USD 500 Board of Education each year to help create a safe and supportive learning environment for all students and school personnel. The handbook contains the Student Code of Conduct (SCOC), which sets forth clear expectations for responsible student behavior.  The Code of Conduct is situated within the work of the Discipline and Hearing Office of the Student Support Programs Department in the Division of Student Services and Family Support.

We ask that parents or guardians review the SCOC with their children and encourage their children to make responsible decisions and engage in safe, respectful behavior that promotes learning.  The code is developed and aligned to the Kansas Social, Emotional, and Character Development Standards which encourages our students to be:

• Caring and civil
• Make healthy decisions
• Problem-solve effectively 
• Value excellence
• Be respectful and responsible
• Be good citizens 
• Be empathetic and ethical individuals

The code outlines the high, fair, and clear principles for our community of learners in the Kansas City, Kansas Public Schools. A strong connection exists between Social, Emotional and Character Development (SECD), school behavior, and academic performance. Social and emotional factors relative to student success promote a healthy school. Social, Emotional and Character Development (SECD) provides a foundation for our community of learners, which positively impacts student’s feelings of connectedness and creates a sense of autonomy about their schooling and other aspects of their lives. Students will gain a sense of competence that encompasses academic, emotional, and physical safety for each child to succeed and be college and career ready. 

Students are expected to exhibit appropriate behavior by following all school rules and Board policies.  It will take the collective efforts of students, parents, teachers, and administrators to create a safe learning environment where all students can excel.  

The Student Code of Conduct has been written to illustrate that there are levels of responses within Class, I, II, III and IV offenses. Below is an overview of each class. The following pages further define the offenses, interventions, and resolutions (responses). 

Class I Offenses

Include a wide range of behaviors that disrupt the learning environment. The classroom teacher is the first level of intervention to correct Class I behaviors. In most cases, response strategies used by the teacher will be sufficient to bring the student’s behavior to an acceptable level.  Any Class I offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed.  For Class I behaviors, a short-term or long-term out of school suspension will not be assigned for any grade level, unless the offense is related to an allegation of sexual misconduct.  If the offense is related to sexual misconduct, short-term or long-term out of school suspension may apply. 

Class II Offenses

Behaviors that tend to seriously disrupt the learning environment. A Class II offense may warrant an office referral.  A higher-level tiered response from the teacher may be sufficient to bring the student to a level of regulation.   Administrative responses may include a menu of in-school interventions as well as short term suspension depending on the severity of the incident. Typically, a tiered response to behavior or alternative to out of school (OSS) suspension will be utilized for these offenses.  However, any Class II offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed.  If the offense is related to sexual misconduct, a short-term or long-term out of school suspension may apply. 

Class III Offenses

Behaviors that may seriously jeopardize school order and security. School officials will treat these behaviors very seriously. Accordingly, the responses in Class III may include, but are not limited to, short-term and/or long-term suspension.  Any Class III offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures and resolutions will be followed. 

Class IV Offenses

Behaviors considered criminal acts that seriously jeopardize school order and security.  Any Class IV offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed. 

*Class III or IV offenses, are behaviors that will require a re-entry plan to be created before the student returns from long term suspension or expulsion so that strategies can be implemented immediately upon the student’s return to school. The re-entry plan should be restorative in nature and can include mediation or additional strategies utilized to restore the relationships in the school community.  

*A long-term suspension can only be implemented by a designated District Hearing Officer after the conclusion of a 10 Day Student Disciplinary Hearing.  An expulsion from the school district can only be a resolution provided by the Board of Education after a recommendation has been presented to them on the case. 

Class I offenses are behaviors that tend to disrupt the learning environment. A Class I offense may warrant an office referral; however, the teacher will be primarily responsible for responding and correcting these offenses. Any Class I offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed.   For Class I behaviors, short-term or long-term (out of school suspension) will not be assigned for any grade level, unless the offense is related to an allegation of sexual misconduct.  If the offense is related to sexual misconduct, short-term or long-term out of school suspension may apply. 

Following is a list of Class I behaviors and definitions: 

1. Academic Dishonesty/Cheating/Forgery: Academic dishonesty through cheating, copying, forging signature of teacher and/or parent, plagiarizing, or altering records, or assisting another in such actions. 
2. Disrespect/Use of Profanity*: Use of negative language/profanity that disrupts others in the learning community. This behavior includes written, oral, electronic, and any remark or expression, including obscene gestures, which is offensive in violation of school standards but that is not directed at an individual. 
3. Dress Code: Students must abide by the board approved dress code policy which can be found on 
4. Excessive Tardiness: Repeated reporting to assigned class(es) after tardy bell rings without acceptable excuse. More than 7 (seven) tardies, late arrivals to school, and/or leaving before the end of school. 
5. Improper Display of Affection*: Improper touching, hugging, kissing and/or engaging in inappropriate social behavior. 
6. Inappropriate Computer/Internet Misuse*: Accessing, communicating, or creating inappropriate and/or profane information that interferes with the student’s participation in the classroom. 
7. Possession of Educational Nuisance: Devices that impede or interrupt the educational process including, but not limited to, cell phones on or used during class, video games, disc players, playing or trading cards, electronic devices, stuffed animals, radios, MP3 players, skateboards, and any social media devices. 

*Asterisked Code of Conduct offense descriptions indicate those that are most associated with Title IX screened misconduct.  Any behavior related to sexual harassment or sexual misconduct will be referred and Title IX procedures will be followed.    

Resolutions

Class I offenses include a wide range of behaviors that disrupt the learning environment. The classroom teacher is the first level of intervention to address Class I behaviors. 

In most cases, response strategies used by the teacher will be sufficient to bring the student’s behavior to an acceptable level. Parent and guardian partnership for the resolution should be garnered for any incident or offense that occurs through contact.  For Class I behaviors, a short-term or long-term out of school suspension will NOT be  assigned for any grade level, unless the offense is related to sexual misconduct If the offense is related to sexual misconduct, short-term or long-term out of school suspension may apply.  

PreK - 1	GRADES 2 – 5	GRADES 6 - 8	GRADES 9 – 12
First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher/ Peer Modeling of desired behavior  Use of Safe Seat or Calming Corner  Use of Visuals	First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher/ Peer Modeling of desired behavior  Use of Safe Seat or Calming Corner  Use of Visuals  Teacher Conference with Student	First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher/ Peer Modeling of desired behavior  Teacher Conference with Student  Seat Change and use of Proximity	First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher/ Peer Modeling of desired behavior  Teacher Conference with Student  Seat Change and use of proximity
Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Seat change and use of proximity Teacher conference with student Classroom/community meeting   Restorative circle  Behavioral Health Team (BHT) referral	Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Seat change and use of proximity Classroom/community meeting   Restorative circle  Behavioral Health Team (BHT) referral  Teacher Conference with Student, Parent/ Guardian  Individual or Small Group Counseling with School Counselor	Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Seat change and use of proximity Classroom/community meeting   Restorative circle  Behavioral Health Team (BHT) referral  Teacher Conference with Student, Parent/ Guardian  Individual or Small Group Counseling with School Counselor	Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Seat change and use of proximity Classroom/community meeting   Behavioral Health Team (BHT) referral  Teacher Conference with Student, Parent/ Guardian  Individual or Small Group Counseling with School Counselor  Use of Restorative Circles (peace circles, dialogue circle, problem solving circle)  Restorative Conversation Restorative Solution
Subsequent Incidents Mandatory Phone Call to Parent or Guardian AND ·       Any of the previously listed interventions  ·       Change in environment (special seating, teacher proximity, removal of triggers, break system)  ·       Apology (Written or Drawn)  ·       Reflective activity   ·       Use of social stories  ·       SIT team referral	Subsequent Incidents Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Change in environment (special seating, teacher proximity, removal of triggers, break system)  Apology (Written or Drawn)  Reflective activity   Use of social stories Strengths Based Interest Survey  SIT team referral	Subsequent Incidents Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Reflective Essay Office Referral with Prior Resolutions Strengths Based Interest Survey  SIT team referral  ASP Skill Building (Extended Day Option)	Third Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Reflective Essay  Strengths Based Interest Survey  Office Referral with Prior Resolutions Strengths Based Interest Survey  SIT team referral  Revoking of Parking Privilege  ASP Skill Building (Extended Day Option)
			Subsequent Incidents Mandatory Phone Call to Parent or Guardian  AND Any of the previously listed interventions

Class II offenses are behaviors that tend to seriously disrupt the learning environment and/or while on the bus. 

A Class II offense may warrant an office referral. Administrative responses may include a menu of in-school interventions as well as an out of school short-term suspension depending on the severity of the incident. A long-term suspension or an expulsion will not be assigned as a response in Class II.  

Any Class II offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed.  If the offense is related to sexual misconduct, short-term or long-term out of school suspension may apply. 

Following is a list of Class II behaviors and definitions: 

1. Contributing to or Inciting a Disruptive Situation: The intentional promotion or advocacy of student misconduct by any student for any purpose; including loud conversations and shouting on the bus or behavior which interferes with the learning of others in a classroom or the learning environment.  Any act that disrupts the orderly education process for the student and/or students near or in proximity. This includes all areas and locations on school district property or environments where expectations for appropriate school-behavior exist, including but not limited to classrooms, playgrounds, field trips, lunchrooms, hallways, school assembly areas, parking lots, and school buses. 
2. Defamation: False or unprivileged statements or representations about an individual or identified group of individuals that harm the reputation of the person or the group by demeaning him, her, or them, or deterring others from associating or dealing with the individual group. 
3. Defiance of Authority:  The refusal to comply with a reasonable request or directive from school personnel that disrupts the orderly process of instruction. 
4. Gross Disrespect (School or Bus)*:  Any act of gross disrespect, including profanity, directed at school or bus personnel that disrupts the orderly process of instruction/transportation this includes the use of obscene language, insulting remarks or expressions, names or slurs or any other behavior such as obscene gestures, which could be considered offensive.  
5. Gambling: The participation on school property in games of chance with the express purpose of exchanging money or bartering of tangible items that disrupt the orderly process of instruction. 
6. Disruptive Physical Behavior/Horseplaying*:  Physical contact that does not involve major injury.  This is categorized as any or disruptive behavior, that may involve pushing, hitting, kicking, shoving, or other actions that interfere with the educational environment. 
7. Misuse/Use of Technology Devices*: The willful or intentional misuse of any technological equipment such as cellular phones, computers, video equipment or other audio-visual equipment that results in classroom disruption. Possession or use of any electronic device, carried, worn, or transported by a student to receive or communicate messages that is not authorized by the local Board of Education. 
8. Possession of Incendiary Devices: The possession of any combustible or explosive substance or device(s), including fireworks, matches and lighters are forbidden. 
9. Skipping Class: The unauthorized absence from a scheduled class or after school detention, without obtaining consent of the proper school authority. (Moved from Class I) 
10. Stealing/Theft: The unlawful taking or disposition of property of another with intent to deprive the person of the property, without threat, violence, or bodily harm. Receiving stolen property or possession of stolen property is included in this offense. 
11. Tobacco Possession or Use: Having tobacco on one’s person, in one’s pockets, bags, car, and/or locker, on school property, or at a school-sponsored event(s).  Smoking, chewing, or otherwise using tobacco. The use in any manner, in any form or manner of tobacco products while in or upon school premises and a minimum of 200 ft away from any school facility, including, but not limited to, smoking, chewing, or inhaling tobacco. 
12. Truancy: Violation of state, school district, or school policy relating to attendance. The unauthorized absence from school, without obtaining consent of the proper school authority. 
13. Unnecessary Delay of the Bus: Exhibiting or engaging in behaviors that cause an unnecessary delay of the bus before entering, while on, or after leaving the bus. 

*Asterisked Code of Conduct offense descriptions indicate those that are most associated with Title IX screened misconduct.  Any behavior related to sexual harassment or sexual misconduct will be referred and Title IX procedures will be followed.    

Class II Resolutions

Class II offenses are behaviors that seriously disrupt the learning environment, including extracurricular activities  and while on any district property.  

A Class II offense may warrant an office referral. Administrative responses should come from a menu of in-school interventions (see below). 

PreK - 1	GRADES 2 – 5	GRADES 6 - 8	GRADES 9 – 12
First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher/ Peer Modeling of desired behavior  Use of Safe Seat or Calming Corner  Use of Visuals  Triage with student and problem-solve. Increase rate of positive acknowledgement/feedback	First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies   Teacher/ Peer Modeling of desired behavior  Use of Safe Seat or Calming Corner  Use of Visuals/Video Models  Triage with student and problem-solve. Increase rate of positive acknowledgement/feedback	First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher Conference with Student Reflective Essay or Activity Triage with student and problem-solve. Increase rate of positive acknowledgement/feedback	First Incident Mandatory Phone Call to Parent or Guardian AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher Conference with Student Reflective Essay or Activity Triage with student and problem-solve.
Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Seat change and use of proximity Teacher conference with student Classroom/community meeting   Restorative circle  Behavioral Health Team (BHT) referral	Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Seat change and use of proximity Classroom/community meeting   Restorative Circle Restorative Conference Behavioral Health Team (BHT) referral  Teacher Conference with Student, Parent/ Guardian  Individual or Small Group Counseling with School Counselor	Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Classroom/community meeting   Restorative Circle  Restorative Conference Behavioral Health Team (BHT) referral  Teacher Conference with Student, Parent/ Guardian  Individual or Small Group Counseling with School Counselor  Community Service to School	Second Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Classroom/community meeting   Behavioral Health Team (BHT) referral  Teacher Conference with Student, Parent/ Guardian  Individual or Small Group Counseling with School Counselor  Use of Restorative Circles (peace circles, dialogue circle, problem solving circle)  Restorative Conversation or Solution Alternative to OSS Resource/Strategy ASP Skill Building (After School)
Third Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Behavioral Health Team (BHT) Referral Community Agency Referral Home Visit	Third Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Office Referral with Prior Resolutions Alternative to OSS Resource/Strategy	Third Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Reflective Essay Office Referral with Prior Resolutions Strengths Based Interest Survey  ASP Skill Building (Extended Day Option)	Third Incident Mandatory Phone Call to Parent or Guardian AND Any of the previously listed interventions  Reflective Essay  Strengths Based Interest Survey  Office Referral with Prior Resolutions Strengths Based Interest Survey
Subsequent Incidents Mandatory Conference with Parent or Guardian AND  Any of the previously listed interventions   SIT Team Referral	Subsequent Incidents Mandatory Conference with Parent or Guardian AND  Any of the previously listed interventions   SIT Team Referral	Subsequent Incidents Mandatory Conference with Parent or Guardian AND  Any of the previously listed interventions   SIT Team Referral	Subsequent Incidents Mandatory Conference with Parent or Guardian AND  Any of the previously listed interventions   SIT Team Referral

Class III offenses are behaviors that may seriously jeopardize school order and security. School officials will treat these behaviors very seriously. Accordingly, the responses in Class III may include but are not limited to, short- term and/or long-term suspension. 

Any class III offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed. 

Following is a list of Class III behaviors and definitions: 

1. Alcohol Possession and Use or Dispersal: The possession, use or possession with the intent to sell, or to distribute alcohol or other controlled substances, “look-alikes” for the purpose of intoxication or being under the influence of alcohol. Having alcoholic beverages on one’s person, in one’s pocket(s), bag(s), car, and locker, on or in school property or at school-sponsored event(s). 
2. Bullying: K.S.A 72-8256:  Any intentional gesture, written, verbal, electronic (e.g. social media) or physical act or threat that is sufficiently harmful, persistent or pervasive that results from an imbalance of power between two students and creates an intimidating, threatening or abusive educational environment for a student. Bullying can be inclusive of: 

• Harming a student physically or mentally; 
• Damaging a student’s property; 
• Placing a student in reasonable fear of harm

3. Bus Property Damage: Creating any physical damage to the exterior or interior of the bus. 
4. Bus - Creating Unsafe Conditions: Extending hands, heads, or objects from the bus. 

• Failure to Remain Seated on the Bus: Failure to always remain seated except when entering or leaving the bus. 
• Tampering with Bus Operating Equipment: Tampering with any of the operating equipment including sitting in the driver’s seat or opening the emergency door. 
• Throwing Objects from or within the Bus 

5. Drug Possession/Dispersal/Use/Solicitation/Sale: 

• Drug Paraphernalia: Possession, use or possession with the intent to sell, give or deliver, or distribute any alcoholic substances, tobacco or tobacco products; inhalants or other intoxicants (e.g. vaporizer or e-cigarette); controlled dangerous substances including prescription drugs, over-the counter medicines, look-alike drugs, substances represented as controlled dangerous substances; or drug paraphernalia. Having equipment (e.g. bong) used in consuming illegal drugs in one’s pocket(s), bag(s), car, locker, on school property or at school-sponsored event(s). 
• Illicit (Illegal) Drug Possession: The possession, or use (smoking, snorting, injecting, ingesting) or intent to sell an illegal drug(s), such as marijuana or another cannabinoid, or over the counter medication in violation of school policy in one’s pocket(s), bag(s), car, locker, etc., on school property or at school sponsored event(s). 

6. Extortion: The process of obtaining property from another, with or without that person’s consent, by a wrongful use of force, fear, or threat. 
7. Fighting: The willful engagement of two or more students in physical contact with the intent to harm; this includes while on the school bus. 
8. Gang Related Activity: The presence of gangs and gang-related activities vetted by law enforcement or a school resource officer, which threatens the safety, or well-being of persons or property on school grounds or at school activities are prohibited. Note: The following is the Board of Education Policy ( JHCAAA): Disciplinary action can be taken against any student wearing, carrying, or displaying gang paraphernalia, or exhibiting behavior or gestures, which symbolize gang membership or causing and/or participating in gang related activities. 
9. Graffiti-Individual/School Property: Deface any portion of the interior or exterior of school property or personal property, including the furnishings and equipment housed within or upon the school property. 
10. Harassment*: Harassment is a type of discriminatory conduct directed at an individual because of his or her race, color, ethnicity, national origin, sex/gender, religion, disability, or other classification protected by law. Harassment covers a wide range of behaviors of an offensive nature that are sufficiently severe or persistent to interfere with or limit the ability of a student to participate in or benefit from the services, activities, or programs of the school or that otherwise create a hostile academic environment. Harassment can include physical contact and verbal or written communications. Note: Please see Board of Education Policies (JGEC Sexual Harassment and JGECA Racial and Disability Harassment) 
11. Inciting to Fight: The intentional promotion and/or recording by electronic device by a student to engage another student in a physical conflict, continuous harassment, disruption, or to engage and/or promote other students to engage in a physical conflict or disruption for any purpose or behavior which interferes with the learning of others in a classroom or other learning environment. 
12. Intimidation/Threatening of Staff or Students: Physical, verbal, written or electronic actions which immediately creates fear of harm, without displaying a weapon and without subjecting the person to actual physical attack.  
13. Leaving School without Permission: The leaving of school grounds during the designated school day without first obtaining permission of the principal or principal’s designated representative. (Parents, for just cause, must give permission for their child to leave school grounds.) 
14. Setting Off Falsely or Misuse of Disaster Alarm or Equipment: The intentional activation of false fire alarm or like warning devices (AED), misuse of 911, discharging a fire extinguisher. 
15. Sexual Harassment (Title IX) *: The Board of Education is committed to providing a positive and productive learning and working environment, free from discrimination based on sex/gender, including sexual harassment. Harassment based on gender identity or gender expression is expressly prohibited as outlined in this policy.  

Sexual harassment is unwelcome sexual advances, requests for sexual favors and other inappropriate oral, written, or physical conduct of a sexual nature when made by a member of the school staff to a student or when made by any student to another student when:  

• submission to such conduct is made, explicitly or implicitly, a term or condition of the individual’s education;  
• submission to or rejection of such conduct by an individual is used as the basis for academic decisions affecting that individual; or  
• such conduct has the purpose or effect of interfering with an individual’s academic or professional performance or creating an intimidating, hostile or offensive academic environment.  

Sexual harassment may result from verbal or physical conduct or written or graphic material. Sexual harassment may include, but is not limited to: verbal harassment or abuse; pressure for sexual activity; repeated remarks to a person, with sexual or demeaning implication; unwelcome touching; or suggesting or demanding sexual involvement accompanied by implied or explicit threats concerning a student’s grades, participation in extra-curricular activities, etc.(Policy JGEC) Please Note: In cases involving Title IX investigations or where a Manifestation Determination Review is needed for a student with an IEP, the sanction may be imposed after the provided timeline due to Title IX and IEP regulations.” 

16. Sexual Misconduct*: Actual or simulated conduct including but not limited to, fondling, touching, indecent exposure, or the engagement in any sexual act on school property, during school functions, or at school sponsored activities. 

17. Stalking*: Any pattern of repeated and unwanted attention, contact, or any other course of conduct directed to a specific person that would cause the targeted person to feel fear for themselves or their immediate family. 
18. Tobacco Solicitation/Sale: Selling or purchasing products, including but not limited to cigarettes, chewing tobacco in or upon school premises. 
19. Trespassing: Any unauthorized presence on school district property or events including school transportation after being warned to leave or directed not to appear on the property including, but not limited to, while on suspension or after school hours. 
20. Use of Fireworks or Explosives, Sale, Distribution: The possession, sale and/or distribution of any combustible or explosive substance or any flame-producing device is forbidden (examples include: ammunition, fireworks, etc.). This infraction also encompasses the intentional damaging of a building or the disruption caused either in the building or on school grounds by the use of any combustible or explosive substance or device.
21. Vandalism-School Property: The willful or malicious destruction of any school district property. Vandalism includes the destruction of any portion of the interior or exterior of school property, including the furnishings and equipment housed within or upon the school property. 
22. Vandalism-Personal: Willful destruction or defacement of an individual’s property or property belonging to a group other than the school district. The following responses should be implemented through a progressive disciplinary approach following a thorough investigation. Parent/Guardian contact is mandatory.  

*Asterisked Code of Conduct offense descriptions indicate those that are most associated with Title IX screened misconduct.  Any behavior related to sexual harassment or sexual misconduct will be referred and Title IX procedures will be followed.    

 

Class III Resolutions

Class III offenses are behaviors that seriously jeopardize school order and security, including extracurricular activities and while on any district property.

These behaviors shall be treated seriously by school officials. Accordingly, the responses in Class III may include suggested interventions (see below) but may include short-term and/or long-term suspension.

Any Class III offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed. 

Class III offenses are behaviors that require a re-entry plan be created by administrator or designated staff before the student returns from long term suspension or expulsion so that strategies can be implemented immediately upon the student’s return to school. This can include mediation or additional strategies to restore relationships. 

PreK - 1	GRADES 2 – 5	GRADES 6 - 8	GRADES 9 – 12
First Incident Mandatory Conference with Parent or Guardian within 48 hours AND Teacher Use of Verbal De-escalation Strategies  Conflict Resolution Meeting Collaborate with school counselor or social worker for individual counseling support Collaborate with SPED Team	First Incident Mandatory Conference with Parent or Guardian within 48 hours AND Teacher Use of Verbal De-escalation Strategies  Conflict Resolution Meeting Collaborate with school counselor or social worker for individual counseling support Collaborate with SPED Team	First Incident Mandatory Conference with Parent or Guardian within 48 hours AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher Conference with Student Reflective Essay or Activity Triage with student and problem-solve. Increase rate of positive acknowledgement/feedback	First Incident Mandatory Conference with Parent or Guardian within 48 hours AND Redirecting Behavior  Reteaching of Expected Behavior   Teacher Use of Verbal De-escalation Strategies  Teacher Conference with Student Reflective Essay or Activity Triage with student and problem-solve.
Second Incident Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Behavioral Health Team (BHT) referral	Second Incident Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Behavioral Health Team (BHT) referral  Office Referral detailing prior resolution Restriction from School Sponsored Events Alternative to OSS Resource/Strategy	Second Incident Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Behavioral Health Team (BHT) referral  Office Referral detailing prior resolution Restorative Circle /Conference Behavioral Health Team (BHT) referral  Individual or Small Group Counseling with School Counselor  Community Service to School Alternative to OSS Resource/Strategy	Second Incident Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Behavioral Health Team (BHT) referral  Office Referral detailing prior resolution Restorative Circle /Conference Behavioral Health Team (BHT) referral  Individual or Small Group Counseling with School Counselor  Community Service to School Alternative to OSS Resource/Strategy
Subsequent Incidents Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  SIT Team Referral Support from Director of Early Childhood for additional interventions	Subsequent Incidents Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Office Referral with Prior Resolutions SIT Team Referral OSS (days based on severity of offense)	Subsequent Incidents Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Office Referral with Prior Resolutions SIT Team Referral OSS (days based on severity of offense) Possible B Level Hearing (depending on severity of the offense) ASP Skill Building (Extended Day Option)	Subsequent Incidents Mandatory Conference with Parent or Guardian within 48 hours AND Any of the previously listed interventions  Office Referral with Prior Resolutions SIT Team Referral OSS (days based on severity of offense) ·Possible B Level Hearing (depending on severity of the offense) ASP Skill Building (Extended Day Option)

Class IV offenses are behaviors considered criminal acts that seriously jeopardize school order and security. The establishment of interventions is not required when the offense falls under Class IV. 

Any Class IV offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed. 

Following is a list of Class IV behaviors and definitions: 

1. Arson/Fire: To unlawfully and intentionally damage or attempt to damage any school or personal property by fire or incendiary device. Firecrackers, fireworks, and trash can fire would be included in this category if they were contributing factors to a damaging fire. 
2. Detonation of Incendiary or Explosive Device: The intentional damaging of a building, injury to persons, or the disruption caused either in the building or on school grounds, using any combustible or explosive substances or devices. 
3. False Reports/Bomb or School Threats: Any threat (verbal, written, or electronic) by a person to bomb or use substances or devices for the purpose of exploding, burning, causing damage to a school building or school property, or to harm students or staff. The conveyance of threats or false information concerning the placement of explosive or destructive substances, initiating a report, warning of a fire, or other catastrophe without cause. 
4. Firearm/Weapon/Destructive Device:  A student shall not knowingly possess, handle, or transmit any object that can reasonably be considered a weapon at school, on school property or at a school-sponsored event.  This shall include any weapon, any item being used as a weapon or destructive device, or any facsimile of a weapon.  

• Possession of a Firearm: A student shall not possess, handle, or transmit any object that can reasonably be considered a firearm on the school grounds or off the school grounds at a school activity, function, or event. See Weapons-Free Schools Act Statute KS72-89A01 District Policy JCDBB 
• Possession of a Weapon: use or handling of a weapon on school property or school sponsored event.  
• Use of Weapon: Attempted use or use of weapon or an instrument or object designed to inflict harm on other persons. See Weapon-Free Schools Act Statute KS72-89A01 District Policy JCDBB 
• Possession of a Destructive Device:  using or handling of a destructive device on school property or school sponsored event. Any use or attempted use of a destructive device, an instrument or object designed to inflict harm on other persons. See Weapon-Free Schools Act Statute KS72-89A01 District Policy JCDBB 

As used in this policy, the term “weapon” and/or destructive device shall include, but shall not be limited to: 

• Any weapon which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; 

• The frame or receiver of any weapon described in the preceding example; 

• Any firearm muffler or firearm silencer; 

• Any explosive, incendiary, or poison gas bomb, grenade, rocket having a propellant charge of more than four ounces, missile having an explosive or incendiary charge of more than 1/4 ounce, mine, or similar device; 

• Any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant and which has any barrel with a bore of more than 1/2 inch in diameter; 

• Any combination of parts either designed or intended for use in converting any device into a destructive device described in the two immediately preceding examples and from which a destructive device may be readily assembled; 

• Any bludgeon, sand club, metal knuckles or throwing star; 

• Any knife, commonly referred to as a switchblade, which has a blade that opens automatically by hand pressure applied to a button, spring, or other device in the handle of the knife or any knife having a blade that opens, or falls, or is ejected into position by the force of gravity or by an outward, downward, or centrifugal thrust or movement; 

• ·Any electronic device designed to discharge immobilizing levels of electricity, commonly known as a stun gun. 

5. Kidnapping: Unlawful seizure, transportation, and/or detention of another against his/her will, or without parental consent; includes hostage taking. 
6. Murder/Homicide: Activities or events that result in the death of human being. 
7. Physical Abuse towards the Bus Driver: Intentionally causing bodily harm to a bus driver on school property or school sponsored event. 
8. Physical Assault/Battery: Intentionally and knowingly committing an unprovoked physical attack on another student. Minor physical contact, such as pushing or shoving, does not constitute assault. 
9. Robbery: The taking of or attempting to take anything of value that is owned by another organization and/ or individual, under confrontational circumstances, by force, or threat of force or violence and/or by putting the victim in fear. 
10. Setting Off Falsely or Misuse of Disaster Alarm or Equipment: The intentional activation of fire alarms or warning devices. 
11. Sexual Assault*: Engagement in sexual activity or behavior. Forced sexual contact or contact with a person. 
12. Solicitation/Sale of Weapon: Sale or purchase of an instrument or object designed to inflict harm on other persons. 

*Asterisked Code of Conduct offense descriptions indicate those that are most associated with Title IX screened misconduct.  Any behavior related to sexual harassment or sexual misconduct will be referred and Title IX procedures will be followed.    

Class IV Resolutions

Class IV offenses are behaviors considered criminal acts that seriously jeopardize school order and security. The establishment of interventions is not required when the offense falls under Class IV.   These behaviors shall be treated seriously by school officials as well as law enforcement.

Any Class IV offense related to an allegation of sexual misconduct will be referred to the office and Title IX procedures will be followed. 

Class IV offenses are behaviors that require a re-entry plan be created by administrator or designated staff before the student returns from long term suspension or expulsion so that strategies can be implemented immediately upon the student’s return to school. This can include mediation or additional strategies to restore relationships. 

PreK	GRADES K – 5	GRADES 6 - 12
The following responses are required:  Consult with Student Services and Early Childhood Departments Mandatory Conference with Parent or Guardian within 24 hours (multiple attempts to reach student’s contacts) 5-10 Day Out of School Suspension/Removal from setting pending investigation and re-entry plan. Investigation Completed All impacted parties  Brief records review of IEP, ESL status, SIT process/ status, Discipline Referrals, Title IX, etc.  Possible Manifestation  Referral for Hearing Police Report DCF Report Re-Entry plan following the 10-day ISS/OSS. SIT Team Referral	The following responses are required:  Mandatory Conference with Parent or Guardian within 24 hours (multiple attempts to reach student’s contacts) 10 Day Out of School Suspension Investigation Completed All impacted parties  Brief records review of IEP, ESL status, SIT process/ status, Discipline Referrals, Title IX, etc.  Possible Manifestation  Referral for Hearing Police Report DCF Report Re-Entry plan following the 10-day OSS. SIT Team Referral	The following responses are required:  Mandatory Conference with Parent or Guardian within 24 hours (multiple attempts to reach student’s contacts) 10 Day Out of School Suspension Investigation Completed All impacted parties  Brief records review of IEP, ESL status, SIT process/ status, Discipline Referrals, Title IX, etc.  Possible Manifestation  Referral for Hearing Police Report DCF Report Re-Entry plan following the 10-day OSS. SIT Team Referral

Section Contents

Verbal De-Escalation Statement and Strategies
Redirecting Behavior
Reteaching Expected Behavior
Teacher Modeling of Expected Behavior
Use of Safe Seat or Calming Corner
Positive Teacher-Student Conferences
Restorative Circles
Restorative Conversations
Seat Proximity
Referrals for Individual and Small Group Counseling
Reflective Essay
ASP Skill Building (Extended Day)
Alternative School Program (ASP) School Placement
Community Service
In-School Suspension (ISS)
Short-Term Suspsension
Long-Term Suspension
Expulsion

Verbal De-escalation Statement and Strategies

As dedicated educators committed to the well-being of our students in the Kansas City Kansas Public Schools USD 500, it is imperative that we create an environment where care, welfare, safety, and security are paramount. We understand that interactions with students may sometimes become challenging and emotionally charged, which is why we must equip ourselves with effective Verbal De-escalation Techniques.

The goal of Verbal De-escalation is to defuse tense situations and prevent them from escalating further, ensuring the emotional and physical safety of all involved. Here are some essential principles and techniques to keep in mind when engaging in potentially difficult conversations with students:

1. Empathy and Active Listening: Demonstrate empathy and genuine concern for the student's feelings and perspective. Active listening involves giving the student your full attention, maintaining eye contact, and acknowledging their emotions without judgment.
2. Stay Calm and Composed: In stressful situations, remain calm and composed. Your demeanor can significantly impact the student's emotional state. A calm presence can help de-escalate their emotions and foster a sense of safety.
3. Respect Personal Space: Be mindful of personal space and avoid invading it, as this can make a student feel threatened or defensive. Give them the physical and emotional space they may need to feel safe.
4. Use Non-Threatening Language: Choose your words carefully and avoid using threatening or confrontational language. Use a calm and reassuring tone to convey your message effectively.
5. Validate Feelings: Recognize and validate the student's emotions, even if you may not agree with their behavior. Validating feelings can help students feel understood and heard, reducing their resistance.
6. Avoid Power Struggles: Refrain from engaging in power struggles or attempting to exert control over the situation. Instead, focus on finding common ground and mutually agreeable solutions.
7. Offer Choices and Alternatives: Provide students with choices and alternatives whenever possible, as it empowers them and reduces feelings of helplessness or frustration.
8. Set Clear Boundaries: Communicate clear boundaries and expectations, ensuring that students understand the consequences of their actions while maintaining a caring approach.
9. Seek Additional Support: If the situation becomes unmanageable or poses a risk to the student or others, seek assistance from appropriate school staff or administrators who are trained in de-escalation techniques. 
10. Reflect and Learn: After a de-escalation encounter, take time to reflect on the situation and identify strategies that worked well and areas for improvement. Continuous learning and professional development are essential in refining our de-escalation skills.

Currently, USD 500 utilizes the Crisis Prevention Institute framework for Verbal De-Escalation training.  If a campus administrator or teacher needs additional professional development, please communicate with the Student Services and Family Support Division. 

Remember, verbal de-escalation is not a one-size-fits-all approach and may require adaptation to individual students and circumstances. By implementing these techniques with sensitivity and care, we can foster a positive and secure learning environment where students feel supported and valued.

Redirecting Behavior

Redirecting behavior in the classroom refers to a proactive and positive approach used by educators to guide students away from disruptive or inappropriate actions towards more appropriate and acceptable behaviors. When a student engages in behavior that is off-task, disruptive, or potentially harmful, redirecting involves intervening in a manner that encourages the student to refocus their attention and energy on more desirable activities or actions.

The goal of redirecting behavior is not to punish or criticize the student but to gently steer them back on track while promoting a positive and respectful learning environment for everyone. It often involves providing clear and specific instructions, offering alternative activities or choices, or using positive reinforcement to encourage the desired behavior.

Effective redirection techniques include:

1. Clear Instructions: Provide clear and concise instructions to redirect the student's attention or actions to the appropriate task or activity.
2. Positive Language: Use positive language and encouragement to guide the student toward more acceptable behavior.
3. Offer Choices: Provide the student with choices that align with the desired behavior, empowering them to make positive decisions.
4. Model Behavior: Demonstrate the expected behavior yourself, as students often learn by observing their teachers and peers.
5. Use Proximity: Sometimes, simply being physically close to the student can be enough to redirect their behavior without the need for verbal intervention.
6. Reinforcement: Praise and acknowledge students when they exhibit the desired behavior, reinforcing positive actions.
7. Individualized Approach: Recognize that different students may respond better to different redirection techniques, so tailor your approach to suit individual needs.

Redirecting behavior not only helps maintain a productive learning environment but also provides an opportunity for teaching appropriate behavior and problem-solving skills to students. It is essential to approach redirection with patience, empathy, and a focus on nurturing positive relationships with students, fostering a sense of trust and respect in the classroom.

Reteaching Expected Behavior

Reteaching expected behavior refers to the process of revisiting and reinforcing appropriate conduct and conduct guidelines with students who may have demonstrated a lack of understanding or compliance. It involves providing additional instruction and guidance to help students grasp the desired behavior, allowing them to make the necessary adjustments and align their actions with the established expectations. The goal of reteaching expected behavior is to support students in learning from their mistakes, fostering a positive and conducive learning environment, and promoting consistent adherence to behavioral standards.

Teacher Modeling of Expected Behavior

Teacher modeling expected behavior refers to the practice where educators demonstrate the appropriate conduct, attitudes, and actions they expect from their students. By setting a positive example, teachers provide a clear visual representation of the desired behaviors and values within the classroom environment. This modeling process helps students understand what is expected of them, reinforces the importance of the established guidelines, and allows them to learn by observing their teacher's actions.

Benefits of teacher modeling expected behavior include:

1. Clarity: Students gain a clear understanding of the specific behaviors and actions that are considered acceptable and desirable in the classroom.
2. Learning by Observation: Students learn through observation and imitation, making teacher modeling an effective way to teach appropriate conduct.
3. Consistency: When teachers consistently model expected behavior, it promotes a cohesive and consistent learning environment, reinforcing the behavioral standards throughout the school day.
4. Positive Reinforcement: Positive behaviors exhibited by teachers can serve as a form of positive reinforcement for students, encouraging them to emulate those behaviors.
5. Establishing Trust: Demonstrating expected behavior helps build trust between teachers and students, creating a safe and respectful learning environment.
6. Social and Emotional Learning: Teacher modeling provides opportunities for students to develop their social and emotional skills by observing how teachers handle various situations with empathy, respect, and self-regulation.

It's essential for teachers to be mindful of their actions and consistently model the behaviors they wish to see in their students. Through this practice, teachers can play a significant role in shaping students' understanding of appropriate behavior and fostering a positive classroom culture.

Use of Safe Seat or Calming Corner

A safe seat or calming corner is a designated area in the classroom where students can go to self-regulate and manage their emotions when they are feeling overwhelmed, anxious, or upset. It provides a safe and supportive space for students to take a break, de-escalate their emotions, and regain their composure before rejoining classroom activities. Here are some guidelines on how to effectively use a safe seat or calming corner:

1. Introduction and Explanation: At the beginning of the school year or when implementing the safe seat/calm corner, explain its purpose and function to the students. Let them know that it is a place where they can go to relax and gather their thoughts when they feel upset or overwhelmed.
2. Establish Clear Rules and Expectations: Set clear guidelines for using the safe seat or calming corner. Explain that it is not a form of punishment, but a supportive space for self-regulation. Discuss how long they can spend there and what they should do while in the area.
3. Create a Comfortable and Welcoming Space: Furnish the area with soft seating, plush pillows, and calming decorations. Make sure it is in a quiet and less stimulating part of the classroom to promote relaxation.
4. Teach Self-Regulation Strategies: Before using the safe seat/calm corner, teach students various self-regulation techniques, such as deep breathing exercises, counting to ten, or using positive affirmations. Encourage them to practice these techniques while in the area.
5. Encourage Self-Initiated Use: Make it clear that students can use the safe seat or calming corner whenever they feel the need to. Avoid forcing students to go there, as it should be a voluntary and empowering choice for them.
6. Monitor and Check-In: Keep an eye on how often students are using the safe seat/calm corner. If you notice a particular student using it frequently, check in with them privately to understand their emotions and any underlying issues they might be facing.
7. Maintain Privacy and Respect: Ensure that the use of the safe seat/calm corner is private and confidential. Respect the students' need for space and time to collect themselves.
8. Rejoin Classroom Activities: After spending some time in the safe seat or calming corner, encourage students to rejoin the classroom activities when they feel ready. Greet them warmly and support their reintegration.
9. Reinforce Positive Behavior: Acknowledge and praise students when they use the safe seat/calm corner appropriately. Positive reinforcement will help promote the use of the area as a tool for self-regulation.

Remember, the safe seat or calming corner is a tool to help students develop their self-regulation skills and cope with their emotions. It is not a replacement for addressing underlying behavioral or emotional concerns, so it's essential to continue offering support and appropriate interventions as needed.

Positive Teacher-Student Conferences

Facilitating positive teacher-student conferences is an essential aspect of building strong teacher-student relationships, fostering open communication, and supporting student growth and development. Here are some tips for conducting positive and productive conferences with students:

1. Schedule and Prepare: Set aside dedicated time for one-on-one conferences with each student. Prepare in advance by reviewing their academic progress, behavior, and any specific concerns or achievements you want to discuss.
2. Create a Welcoming Environment: Choose a private and comfortable space for the conference. Make sure the student feels at ease and knows that the purpose of the meeting is to support their success.
3. Active Listening: Actively listen to the student during the conference. Allow them to express their thoughts, feelings, and concerns without interruption. Show genuine interest and empathy in their perspective.
4. Focus on Strengths and Progress: Start the conversation by acknowledging the student's strengths and areas of improvement. Highlight their progress and efforts, and discuss specific achievements to build their confidence.
5. Set Goals Together: Involve the student in the goal-setting process. Identify specific, achievable, and measurable objectives that align with their academic and personal growth.
6. Offer Constructive Feedback: Provide constructive feedback in a positive and supportive manner. Offer suggestions for improvement while emphasizing that mistakes are opportunities to learn and grow.
7. Discuss Strategies for Success: Collaborate with the student to develop strategies for overcoming challenges and reaching their goals. Encourage them to share their ideas and opinions on what could help them succeed.
8. Encourage Questions and Concerns: Create an open space for students to ask questions and share any concerns they may have about their academics or the learning environment.
9. Appreciate Effort and Perseverance: Recognize and praise the student's effort and perseverance. Emphasize the importance of resilience and a growth mindset in the learning process.
10. End on a Positive Note: Conclude the conference on a positive and encouraging note. Reiterate your belief in the student's abilities and commitment to supporting their progress.
11. Follow Up: After the conference, follow up with the student on their progress and goals. Provide ongoing encouragement and support as they work towards their objectives.
12. Maintain Confidentiality: Respect the privacy of the student and keep the details of the conference confidential.

By conducting positive teacher-student conferences, you demonstrate your genuine care and investment in each student's success. These conferences can be instrumental in building trust, enhancing motivation, and fostering a positive classroom climate where students feel valued and supported in their learning journey. 

Restorative Circles

A restorative circle is a structured and intentional form of restorative justice practice used to address conflicts, build relationships, and promote open communication within a group or community. It involves bringing together individuals involved in a conflict or issue, along with other community members or stakeholders, in a circle format to engage in a respectful and guided dialogue.

In a restorative circle, participants sit in a circle to create an inclusive and egalitarian environment. The circle process should be facilitated by a trained Tier 1 staff member who ensures that everyone has an opportunity to speak and be heard. The main objectives of a restorative circle are to:

1. Promote Communication: The circle provides a safe and supportive space for participants to share their perspectives, feelings, and experiences openly and honestly.
2. Encourage Empathy and Understanding: Participants are encouraged to listen actively to one another's stories and experiences, fostering empathy and understanding among all involved.
3. Address Harm and Responsibility: Restorative circles aim to address the harm caused by an incident and explore ways to take responsibility and make amends.
4. Build Relationships and Community: The process helps build and strengthen relationships within the group or community, promoting a sense of belonging and connection.
5. Find Solutions and Agreements: The circle seeks to find solutions that are agreeable to all parties involved, focusing on repairing relationships and restoring trust.

Circles are particularly effective in resolving conflicts, addressing bullying or harm, and promoting a sense of accountability and mutual respect among participants.

The circle process typically follows a structured format that includes:

1. Opening Ritual: The facilitator begins with an opening ritual, such as a welcome or grounding exercise, to set the tone and create a sense of unity.
2. Talking Piece: A talking piece is used to ensure that only one person speaks at a time. The person holding the talking piece has the floor and is given the opportunity to share their thoughts without interruption.
3. Check-In: Participants may start by checking in and sharing how they feel or what they hope to achieve from the circle.
4. Discussion and Reflection: The facilitator guides the conversation, allowing each participant to share their perspective and respond to others in a respectful manner.
5. Resolution and Agreements: The circle aims to reach resolutions and agreements that are acceptable to all parties involved. This may include apologies, restitution, or commitments to change behavior.
6. Closing Ritual: The circle concludes with a closing ritual, emphasizing the sense of closure and unity within the group.

Restorative circles are based on principles of inclusivity, accountability, and collective decision-making, making them a powerful tool for promoting positive relationships and addressing conflicts in a restorative and compassionate manner.  USD 500 utilizes this as one of the foundational components and priorities for our district. 

Restorative Conversations

A restorative conversation is a structured and intentional dialogue that focuses on repairing harm, addressing conflicts, and building understanding and empathy between individuals who have been involved in a harmful incident or conflict. This approach is rooted in restorative justice principles and aims to bring together those affected by the incident, such as the victim, the person responsible for the harm, and other relevant stakeholders, in a facilitated conversation.

The key elements of a restorative conversation include:

1. Voluntary Participation: Participation in a restorative conversation is voluntary, and all parties involved must be willing to take part in the process.
2. Facilitated Process: A trained facilitator guides the conversation to ensure that it remains constructive, respectful, and focused on addressing the harm and its impact.
3. Sharing Perspectives: Each participant is given an opportunity to share their perspective on the incident, their feelings, and how they have been affected.
4. Active Listening: Participants practice active listening, seeking to understand and empathize with the experiences and emotions of others.
5. Taking Responsibility: The person responsible for causing harm is encouraged to take responsibility for their actions and their impact on others.
6. Impact and Repair: The conversation aims to explore the harm caused by the incident and how it can be repaired. This may involve discussing ways to make amends, provide restitution, or prevent similar incidents in the future.
7. Conflict Resolution: The focus is on finding constructive and mutually agreeable solutions that promote healing and restore relationships.
8. Empowerment and Reintegration: The process aims to empower all participants and promote a sense of reintegration and belonging within the community.

The goal is to move beyond punitive measures and instead focus on healing, learning, and building a stronger sense of community.  By engaging in a restorative conversation, individuals involved in conflicts or harm can address the underlying issues, take responsibility for their actions, and work together to find meaningful solutions that promote understanding, growth, and positive change. 

Seat Proximity

Using seat proximity is a proactive classroom management strategy that involves positioning yourself, as the teacher, close to students who may be engaging in negative behaviors. By doing so, teachers can effectively deter and prevent these behaviors, as your presence alone can serve as a gentle reminder of expectations and can create a sense of accountability. If staff members want to use seat proximity to deter negative classroom behaviors use the following steps:

1. Observe and Identify: Be vigilant in monitoring the classroom and identify students who may be displaying negative behaviors or becoming disengaged.
2. Move Closer: When you notice a student engaged in a negative behavior or not on task, purposefully move closer to their location. Walk discreetly and calmly, so as not to draw unnecessary attention.
3. Maintain Eye Contact: As you approach the student, make brief and friendly eye contact. This nonverbal cue signals that you are aware of their behavior.
4. Offer Support: Sometimes, students may be misbehaving due to academic struggles or emotional issues. By being physically close, you can offer support and guidance to help them overcome challenges.
5. Reinforce Positive Behavior: When you are near a student who is on task or displaying positive behavior, offer praise or a smile as positive reinforcement. This encourages them to continue exhibiting desired conduct.
6. Use Proximity as a Preventive Measure: Seat proximity doesn't have to be used only when addressing negative behaviors. You can also use it preventively by moving around the classroom during activities to keep students focused and attentive.
7. Avoid Confrontation: The goal of using seat proximity is to deter negative behaviors subtly. Avoid publicly calling out students or embarrassing them. Instead, focus on redirecting their attention positively.
8. Be Consistent: Use seat proximity consistently, so students understand that your presence is a reminder of the classroom rules and expectations.
9. Respect Personal Space: While using seat proximity, be mindful of students' personal space. Avoid hovering or making them feel uncomfortable.
10. Pair with Other Strategies: Seat proximity is most effective when combined with other classroom management techniques, such as positive reinforcement, clear expectations, and a supportive learning environment.

Remember that seat proximity is just one of many classroom management tools available to you. It's essential to build positive relationships with students, set clear expectations, and foster a positive classroom culture to create a learning environment where negative behaviors are less likely to occur. By using seat proximity strategically and with care, you can help maintain a focused and respectful learning atmosphere for all students.

Referrals for Individual and Small Group Counseling

Individual and small group counseling are two types of counseling services provided in educational settings to support students' social, emotional, and behavioral well-being. These services are typically offered by school counselors, behavioral health social workers, or trained professionals who work with students to address their specific needs and challenges. Here's an overview of each:

1. Individual Counseling:

• Individual counseling involves one-on-one sessions between a student and a counselor. These sessions are private and confidential, creating a safe space for students to discuss personal concerns and emotions.
• The focus of individual counseling is on addressing specific issues or challenges that a student may be facing, such as academic struggles, peer conflicts, family issues, anxiety, depression, grief, or other emotional concerns.
• During individual counseling, the counselor works collaboratively with the student to explore their feelings, thoughts, and behaviors, helping them gain insight into their challenges and develop coping strategies to manage them effectively.
• Individual counseling allows for personalized attention and tailored interventions to meet the unique needs of each student.

2. Small Group Counseling:

• Small group counseling involves bringing together a small group of students (typically 3-8 students) who may be dealing with similar challenges or issues.
• The group sessions provide a supportive and empathetic environment where students can share their experiences, learn from one another, and develop social and emotional skills together.
• Small group counseling can focus on various topics, such as anger management, social skills, self-esteem, grief support, study skills, or transition to a new school.
• Group counseling fosters a sense of belonging and helps students realize that they are not alone in their struggles, promoting peer support and understanding.

Benefits of Individual and Small Group Counseling

• Personalized Support: Individual counseling allows for individualized attention, while small group counseling provides peer support and shared experiences.
• Confidentiality: Both types of counseling offer a confidential space for students to discuss their concerns without fear of judgment.
• Skill Development: Counseling sessions focus on developing coping skills, problem-solving abilities, emotional regulation, and effective communication.
• Emotional Support: Counseling provides a safe outlet for students to express their emotions and process challenging experiences.
• Improved Academic Performance: When students' social and emotional needs are addressed, they are better able to focus on their academic tasks.

Overall, individual and small group counseling are vital components of a comprehensive school counseling program. They play a crucial role in fostering students' overall well-being, academic success, and personal growth.

Reflective Essay

A response that might be used to deter negative classroom behaviors is asking a student to write a reflective essay or statement.  This can play a significant role in deterring negative behaviors in several ways:

1. Self-Reflection: Writing a reflective essay requires the student to introspect and examine their thoughts, emotions, and actions. Through this process, they gain a deeper understanding of their behavior, enabling them to recognize negative patterns and triggers.
2. Responsibility and Accountability: Reflective essays encourage students to take responsibility for their actions. By acknowledging their role in negative behaviors, they become more accountable for the consequences of their actions.
3. Awareness of Impact: Through writing, students can assess how their negative behaviors affect others, including peers, teachers, and the overall classroom environment. This awareness can motivate them to make positive changes.
4. Goal Setting: Reflective essays provide an opportunity for students to set personal goals for behavior improvement. By articulating their desired changes, they are more likely to work towards achieving them.
5. Learning from Mistakes: Reflective essays allow students to recognize mistakes they have made and analyze what went wrong. This reflection can lead to insights and lessons that help prevent similar negative behaviors in the future.
6. Catharsis and Emotional Regulation: Writing about negative experiences and emotions can serve as a form of emotional release and catharsis. This can help students process their feelings and manage emotions more effectively.
7. Empathy Development: Reflective essays may require students to consider how their negative behaviors impact others emotionally. This process can foster empathy and a deeper understanding of the feelings of others.
8. Seeking Support: When students write about their negative behaviors, it may prompt them to seek support from teachers, counselors, or mentors. This proactive step can lead to personalized interventions and guidance.
9. Positive Role Modeling: Reflective essays can serve as examples for peers, demonstrating the value of self-reflection and personal growth. By sharing their experiences, students may inspire others to engage in reflective practices as well.
10. Building Positive Relationships: Reflective essays can lead to more open communication between students and teachers. By sharing their reflections, students invite educators to support their journey towards positive change.

This strategy empowers students to confront their negative behaviors, take ownership of their actions, and make a commitment to personal growth. It encourages self-awareness, empathy, and a proactive approach to addressing negative behaviors. By incorporating reflective practices into their lives, students can contribute to a more respectful, empathetic, and supportive classroom environment that deters negative behaviors and fosters growth for everyone.

ASP Skill Building (Extended Day)

Behavior skill-building class sessions for students are valuable opportunities to teach and reinforce social, emotional, and behavioral competencies. These sessions focus on equipping students with essential skills to navigate various challenges they may encounter in school and beyond. Typically, this response would require a student to stay after school for a designated number of days to engage in skill building sessions.  Here are some key components and topics that can be included in behavior skill-building class sessions:

1. Emotional Regulation:
   • Identifying emotions and their triggers.
   • Strategies for managing anger, frustration, and anxiety.
   • Deep breathing exercises and relaxation techniques.
   • Mindfulness practices to increase self-awareness.
2. Social Skills:
   • Active listening and effective communication.
   • Empathy and perspective-taking.
   • Building and maintaining positive relationships.
   • Conflict resolution and problem-solving.
3. Self-Advocacy and Assertiveness:
   • Understanding personal boundaries.
   • Expressing needs and preferences assertively.
   • Seeking help and support when needed.
4. Decision-Making and Impulse Control:
   • Evaluating consequences of actions before making choices.
   • Delaying gratification and managing impulses.
   • Practicing responsible decision-making.
5. Resilience and Growth Mindset:
   • Developing a positive attitude towards challenges and setbacks.
   • Emphasizing the importance of perseverance and effort.
   • Reframing negative thoughts and self-talk.
6. Time Management and Organization:
   • Setting goals and prioritizing tasks.
   • Creating study schedules and planning ahead.
   • Using tools for effective time management.
7. Digital Citizenship and Online Safety:
   • Understanding appropriate online behavior.
   • Recognizing the impact of digital actions on others.
   • Staying safe and protecting personal information online.
8. Coping with Stress and Peer Pressure:
   • Identifying sources of stress and strategies to cope.
   • Resisting negative peer pressure and making responsible choices.
9. Empathy and Inclusivity:
   • Emphasizing the value of diversity and inclusion.
   • Practicing empathy and understanding others' experiences.
10. Self-Reflection and Goal Setting:

• Encouraging students to reflect on their behavior and progress.
• Setting achievable short-term and long-term goals.
•  Encouraging a positive self-image.

11.  Teamwork and Collaboration:

• Promoting cooperation and effective group work.
• Resolving conflicts in a collaborative manner.

The class sessions are interactive, engaging, and age-appropriate, utilizing various teaching methods such as role-plays, group discussions, games, and multimedia resources. It is also essential to reinforce these skills consistently through positive reinforcement, modeling, and providing opportunities for students to practice and apply the learned behaviors in real-life situations. By incorporating behavior skill-building class sessions as a response to discipline, educators can contribute to the holistic development of students, equipping them with essential life skills for personal growth and success.

Alternative School Program (ASP) School Placement

A student may only be placed in a disciplinary ASP Program if a long-term suspension has been proposed and a formal disciplinary hearing has taken place. Placement in ASP is the decision of the designated hearing officer as an alternative to a long-term out-of-school suspension. A student assigned to ASP will be for a period not to exceed 25 school days for a minimum of 12 hours per week. A student cannot be proposed for a long-term suspension without another formal hearing. The parent and student must agree to the terms of the ASP contract. 

At the end of the 25 school days, school administrators will convene a transition meeting with the student, parent, ASP teacher, counselor, and other student support staff, to re-teach behavior expectations, identify resources, and establish a re-entry plan for a successful transition to school.

Community Service

Using community service as a discipline response can be a valuable approach in promoting responsibility, accountability, and empathy among students. When implemented thoughtfully, community service as a disciplinary consequence can have several positive outcomes:

• Restorative Justice Approach: Community service aligns with the principles of restorative justice, which focus on repairing harm caused by negative behavior and rebuilding relationships. Instead of punitive measures, community service provides an opportunity for students to contribute positively to the community.
• Learning Accountability: By participating in community service, students learn to take responsibility for their actions. Engaging in meaningful work for the benefit of others fosters a sense of accountability and ownership of their behavior.
• Empathy and Perspective-Taking: Community service exposes students to diverse experiences and challenges faced by others. This can lead to increased empathy as they gain a deeper understanding of different perspectives and needs within their community.
• Positive Contribution to Society: Community service shifts the focus from negative behavior to positive actions. Students feel a sense of accomplishment and pride in contributing positively to the well-being of their community.
• Preventing Recidivism: Studies suggest that restorative approaches, like community service, are more effective in reducing recidivism rates compared to traditional punitive measures. Engaging in meaningful service can deter students from repeating negative behaviors.
• Building Relationships with the Community: Community service provides opportunities for

However, it is essential for school administrators to implement community service as a discipline response with careful consideration:

• Relevance and Meaningfulness: Ensure that the community service is meaningful and related to the student's actions. It should serve as a learning opportunity and not simply a menial task.
• Collaboration and Support: Work closely with community partners and support organizations to ensure that students are engaged in appropriate and impactful service activities.
• Individualized Approach: Tailor community service assignments based on the student's age, abilities, and interests. Assignments should be manageable and achievable.
• Reflection and Debriefing: Provide opportunities for students to reflect on their community service experiences and discuss what they have learned. Encourage open dialogue about the impact of their actions on others.

By adopting community service as a discipline response, we can contribute to the holistic development of students while fostering a sense of social responsibility and positive citizenship.

In-School Suspension (ISS):

The interruption of classroom attendance and regular school participation by a decision of the building adminstrator.  In-School Suspension should not exceed a maximum of 10 days. A designated, supervised, academically conducive but not restrictive atmosphere will be substituted, and parent notification must be provided.

Short-Term Suspension:

The interruption of school attendance by official directive from the building administrator or the designated representative, for a period not to exceed ten (10) days. In accordance with the resolution matrix in the code of conduct, mandatory parental notification must be provided.

Long-Term Suspension:

The recommendation for long-term suspension is made as a result of a district B Level Hearing conducted by one of the appointed hearing officers for USD 500.  The resolution of long-term suspension is decided by the district hearing officer and shall not exceed a term of 90 school days.  Such action may result in loss of credit for the affected semester. Mandatory parental notification must be provided by the district hearing officer.

Expulsion:

The recommendation for expulsion is made as a result of a district B Level Hearing conducted by one of the appointed hearing officers for USD 500.  The resolution of expulsion is approved by the USD Board of Directors.  The recommendation for expulsion shall not exceed a term of 186 school days.

Such action may result in loss of credit of not less than 1 and no more than 2 semesters.

Bullying: K.S.A 72-8256: “Bullying” means: Any intentional gesture or any intentional written, verbal, electronic (e.g. social media) or physical act or threat that is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or abusive educational environment for a student or staff member. 

Dress Code: Policy JCDB - The responsibility for the dress and grooming of a student rest primarily with the student and the student’s parents or guardians and appropriate dress and grooming contribute to a productive learning environment. Students are expected to give proper attention to personal cleanliness and wear clothes that are suitable for the school activities in which they participate and are not substantially or materially disruptive to the learning environment.

School-directed changes to a student’s attire or grooming should be the least restrictive and disruptive to the student’s school day. Any school dress code enforcement actions should minimize the potential loss of educational time. Administration and enforcement of the dress code shall be gender neutral and consistent. Student attire and grooming must permit the student to participate in learning without posing a risk to the health or safety of any student or school district personnel.

1. Students must wear clothing including both a shirt with pants or skirt, or the equivalent (for example dresses, leggings, or shorts) and shoes.
2. When the body is standing straight, clothing must cover the chest, back, torso, stomach, and lower extremities from armpit to armpit and mid -thigh. Tops must have a strap and at no time may any part of a student’s buttocks be exposed.
3. Clothing must cover all undergarments. No underwear or undergarments may be visible at any time. Clothing may not be transparent such that you can see through articles.
4. Clothing must be suitable for all scheduled classroom activities including physical education, science labs, shop classes, field trips and other activities where unique hazards or specialized attire or safety gear is required. Bare feet are not permitted at any time.
5. Student apparel and grooming must also meet requirements of any courses which are part of the approved curriculum in which they are enrolled. Attire and/ or grooming depicting or advocating violence, weapons, illegal activity, gang-related activity (including clothes, accessories, or colors identified by KCKPS as gang-affiliated), use of tobacco, alcohol or drugs, obscenity, pornography, foul language, hate speech, or clothing that could be considered dangerous or that could be used as a weapon are prohibited.

Dress Code Enforcement

No list of dress and appearance guidelines for students can be written that will anticipate all potential dress and grooming extremes. In the case of questionable dress or grooming that is not specifically covered in the list above, the administration will make the final decision. Appropriate action will be taken at that time, and when necessary, contact will be made seeking parental cooperation and assistance.

The administration retains the sole discretion to make the final determination whether clothing, jewelry, accessories and/or appearance meet acceptable standards. The wearing of objects with cultural or religious significance, including tribal regalia, are permitted unless otherwise prohibited by policy or rule. When a dress code violation occurs, the student will be required to change into proper attire. Continued violations of the dress code will be considered defiance and will be referred to administration for disciplinary action.

Students must dress in a manner that is not obscene; offensive; or that otherwise violates any policy or rule. Apparel that is sexually suggestive; promotes violence, illegal activities, drugs, alcohol, and/ or tobacco; or is determined to be gang related is prohibited. This policy applies to all school buildings and school sponsored activities or events. The Board may approve school uniforms for a particular school building or program. Dress codes shall be published in the appropriate student handbooks.

Search and Seizure on USD 500 Campuses

To maintain order and discipline in the schools, school officials are empowered to conduct searches of students and school property. Accordingly, students who bring contraband on to school property or to school-related activities may be searched to secure the school environment so learning can take place, and to protect students, staff and visitors from any potentially harmful effects stemming from the contraband.

The Administration may utilize reasonable suspicion searches, metal detectors and canines as necessary to carry out and further the objectives of this policy. A student’s failure to submit to searches and seizures as provided in this policy will be considered grounds for disciplinary action up to and including expulsion.

Written Notice of Short-Term Suspension

A written notice on Form A (see Policy JDD-2) of any short-term suspension and the reason therefore shall be given to the student involved and provided to the student’s parents or guardian if the student is under 18 years of age, within 24 hours after such suspension has been imposed. In the event the student has not been afforded a hearing prior to the short-term suspension, an informal hearing shall be provided as soon thereafter as practicable but in no event later than 72 hours after such short-term suspension has been imposed (K.S.A.72-8902c.)

Long-Term Suspension and Expulsion Procedure

No long-term suspension and no expulsion shall be imposed upon a student until opportunity for a formal hearing on such suspension or expulsion shall be afforded to such student.

Written Notice of Long-Term Suspension or Expulsion

A written notice of any proposal for long-term suspension or a recommendation for expulsion from school and the charges shall be given to the student proposed to be suspended or expelled and provided to the student’s parents or guardian if the student is under 18 years of age at least two days prior to the hearing. It shall be sufficient if the notice is mailed to the address on file in the school records of the student. In lieu of mailing the written notices, the notices may be personally delivered.  Due diligence should be given from school administration to contact parents or guardians in a timely manner to provide written notice.

Such notice shall be prepared using Form B (see Policy JDD) and shall state the time, date and place where the student will be afforded an opportunity for a formal hearing. The failure of the student to attend the hearing will result in a waiver of the student’s opportunity for the hearing.

The hearing date shall be no later than 10 days after the student has been given the notice of the proposed long-term suspension or expulsion. 

Such notice shall be accompanied by a copy of the Kansas Student Suspension and Expulsion Law (K.S.A. 72-8901 – 72-8908) and Board Policy. The place of the formal hearing on a long-term suspension or expulsion shall be at the school, which has proposed that the student be suspended or expelled. A formal hearing shall be conducted by any person or committee of persons authorized by the Board of Education to conduct a hearing. K.S.A. 72-8902(d)

Due Process Requirements for Formal Hearings

The formal hearing provided by the UDS 500 Hearing Officer and any hearing on appeal to the Board of Education shall include the following due process requirements:

• The right of the student to have counsel of the student’s choice.
• The right of the parents or guardian of the student to be present at the hearing.
• The right of the student to hear or read a full report of testimony of witnesses.
• The right of the student and the student’s counsel to confront and cross-examine witnesses who appear in person at the hearing.
• The right of the student to present the student’s own witnesses.
• The right of the student to testify on the student’s own behalf and give reasons for the student’s conduct.
• The right of the student to have an orderly hearing.
• The right of the student to a fair and impartial decision based on substantial evidence. K.S.A. 72-8903.

Appeal Of Long-Term Suspension or Expulsion

Any student who has been long-term suspended or expelled, or one of the student’s parents or guardians, may appeal such suspension or expulsion to the Board of Education by filing a written notice of appeal with the clerk of the Board of Education within 10 calendar days after receiving the written notice of the results of the hearing as specified in Policy JDD-4.

Any such appeal shall be heard by the Board of Education or by a hearing officer appointed by such board, no later than 20 calendar days after such notice of appeal is filed. The student and the student’s parents or guardians shall be notified in writing of the time and place of the appeal hearing at least 5 days prior thereto. In all long-term suspension or expulsion cases appealed to the Board of Education, there shall be made a record of the appeal hearing (K.S.A. 72-8904(b)).

The Board of Education shall render its decision on any extended-term suspension or expulsion appeal not later than five (5) days after the conclusion of the appeal hearing (K.S.A. 72-8904(b)).

For the purpose of conducting a hearing on a long-term suspension or expulsion appeal to the Board of Education, the Board may appoint one or more hearing officers. Such hearing officer shall be a member of the Board of Education or a certificated employee of the district.

After hearing an appeal, the designated hearing officer shall prepare a written report to the Board of Education. After receiving such a report, the Board of Education shall determine the outcome of the appeal, with or without additional hearings (K.S.A.72-8904(c)). 

The board of education is committed to limiting the use of Emergency Safety Intervention
(“ESI”), such as seclusion and restraint, with all students. Seclusion and restraint shall be used only
when a student's conduct necessitates the use of an emergency safety intervention as defined below.
The board of education encourages all employees to utilize other behavioral management tools,
including prevention techniques, de-escalation techniques, and positive behavioral intervention
strategies.

This policy shall be made available on the district website with links to the policy available on
any individual school pages. In addition, this policy shall be included in at least one of the following:
each school’s code of conduct, school safety plan, or student handbook. Notice of the online availability
of this policy shall be provided to parents during enrollment each year.

Definitions

“Area of purposeful isolation” means any separate space, regardless of any other use of that
space, other than an open hallway or similarly open environment.

“Campus police officer” means a school security officer designated by the board of education of
any school district pursuant to K.S.A. 72-6146, and amendments thereto.

“Chemical Restraint” means the use of medication to control a student’s violent physical
behavior or restrict a student’s freedom of movement.

 “Emergency Safety Intervention” is the use of seclusion or physical restraint but does not
include physical escort or the use of time-out.

 “Incident” means each occurrence of the use of an emergency safety intervention.

“Law enforcement officer” and “police officer” mean a full-time or part-time salaried officer or
employee of the state, a county, or a city, whose duties include the prevention or detection of crime and
the enforcement of criminal or traffic law of this state or any Kansas municipality. This term includes a
campus police officer.

“Legitimate law enforcement purpose” means a goal within the lawful authority of an officer
that is to be achieved through methods or conduct condoned by the officer’s appointing authority.

“Mechanical Restraint” means any device or object used to limit a student’s movement.

“Parent” means:

• a natural parent;                                             
• an adoptive parent;
• a person acting as a parent as defined in K.S.A. 72-3122(d)(2), and amendments thereto;
• a legal guardian;
• an education advocate for a student with an exceptionality;
• a foster parent, unless the student is a child with an exceptionality; or
• a student who has reached the age of majority or is an emancipated minor.

“Physical Escort” means the temporary touching or holding the hand, wrist, arm, shoulder, or
back of a student who is acting out for the purpose of inducing the student to walk to a safe location.

“Physical Restraint” means bodily force used to substantially limit a student’s movement, except
that consensual, solicited, or unintentional contact and contact to provide comfort, assistance, or
instruction shall not be deemed to be physical restraint.

“Purposefully isolate” when used regarding a student, means that school personnel are not
meaningfully engaging with the student to provide instruction and any one of the following occurs:

1. Removal of the student from the learning environment by school personnel;
2. Separation of the student from all or most peers and adults in the learning environment by school personnel; or
3. Placement of the student within an area of purposeful isolation by school personnel.

“School resource officer” means a law enforcement officer or police officer employed by a local
law enforcement agency who is assigned to a district through an agreement between the local law
enforcement agency and the district.

“School security officer” means a person who is employed by a board of education of any school
district for the purpose of aiding and supplementing state and local law enforcement agencies in which
the school district is located but is not a law enforcement officer or police officer.

“Seclusion” means placement of a student for any reason other than for in-school suspension,
detention, or any other appropriate disciplinary measure in a location where both of the following
conditions are met:

• School personnel purposefully isolate the student; and
• the student is prevented from leaving or has reason to believe, that the student will be prevented from leaving the area of purposeful isolation.

“Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being secluded.

Prohibited Types of Restraint

All staff members are prohibited from engaging in the following actions with all students:

 

• Using face-down (prone) physical restraint;
• Using face-up (supine) physical restraint;
• Using physical restraint that obstructs the student’s airway;
• Using physical restraint that impacts a student’s primary mode of communication;
• Using chemical restraint, except as prescribed treatments for a student’s medical or psychiatric
• condition by a person appropriately licensed to issue such treatments; and
• Use of mechanical restraint, except:
  • Protective or stabilizing devices required by law or used in accordance with an order from a
  • person appropriately licensed to issue the order for the device;
  • Any device used by a certified law enforcement officer to carry out law enforcement duties; or
  • Seatbelts and other safety equipment when used to secure students during transportation.

Use of Emergency Safety Interventions

ESI shall be used only when a student presents a reasonable and immediate danger of physical
harm to such student or others with the present ability to affect physical harm. Less restrictive
alternatives to ESI, such as positive behavior interventions support, shall be deemed inappropriate or
ineffective under the circumstances by the school employee witnessing the student’s behavior prior to
the use of any ESI. The use of ESI shall cease as soon as the immediate danger of physical harm ceases
to exist. Violent action that is destructive of property may necessitate the use of an ESI. Use of an ESI
for purposes of discipline, punishment, or for the convenience of a school employee shall not meet the
standard of immediate danger of physical harm.

ESI Restrictions

A student shall not be subjected to ESI if the student is known to have a medical condition that
could put the student in mental or physical danger as a result of ESI. The existence of such medical
condition shall be indicated in a written statement from the student’s licensed health care provider, a
copy of which has been provided to the school and placed in the student’s file.
Such written statement shall include an explanation of the student’s diagnosis, a list of any
reasons why ESI would put the student in mental or physical danger, and any suggested alternatives to
ESI. In spite of the provisions of this subsection, a student may be subjected to ESI if not subjecting the
student to ESI would result in significant physical harm to the student or others.

Use of Seclusion

When a student is placed in seclusion, a school employee shall see and hear the student at all times. The presence of another person in the area of purposeful isolation or observing the student from outside the area of purposeful isolation shall not create an exemption from otherwise reporting the incident as seclusion. When a student is placed in or otherwise directed to an area of purposeful isolation, the student shall have reason to believe that the student is prevented from leaving.

If the area of purposeful isolation is equipped with a locking door designed to prevent a student from leaving the area of purposeful isolation, the door shall be designed to ensure that the lock automatically disengages when the school employee viewing the student walks away from the area of purposeful isolation, or in case of emergency, such as fire or severe weather.

An area of purposeful isolation shall be a safe place with proportional and similar characteristics as those of rooms where students frequent. Such area shall be free of any condition that could be a danger to the student, well-ventilated, and sufficiently lighted.

Training

All staff members shall be trained regarding the use of positive behavioral intervention strategies, de-escalation techniques, and prevention techniques. Such training shall be consistent with nationally recognized training programs on ESI. The intensity of the training provided will depend upon the employee’s position. Administrators, licensed staff members, and other staff deemed most likely to need to restrain a student will be provided more intense training than staff who do not work directly with students in the classroom. District and building administration shall make the determination of the intensity of training required by each position.

Each school building shall maintain written or electronic documentation regarding the training that was provided and a list of participants, which shall be made available for inspection by the state board of education upon request.

Notification and Documentation

The principal or designee shall notify the parent the same day as an incident. The same-day
notification requirement of this subsection shall be deemed satisfied if the school attempts at least two
methods of contacting the parent. A parent may designate a preferred method of contact to receive the
same-day notification. Also, a parent may agree, in writing, to receive only one same-day notification
from the school for multiple incidents occurring on the same day.

Documentation of the ESI used shall be completed and provided to the student’s parents no
later than the school day following the day of the incident. Such written documentation shall include:

• The events leading up to the incident;
• student behaviors that necessitated the ESI;
• steps taken to transition the student back into the educational setting;
• the date and time the incident occurred, the type of ESI used, the duration of the ESI, and the school personnel who used or supervised the ESI;
• space or an additional form for parents to provide feedback or comments to the school
• regarding the incident;
• a statement that invites and strongly encourages parents to schedule a meeting to
• discuss the incident and how to prevent future incidents; and
• email and phone information for the parent to contact the school to schedule the ESI
• meeting. Schools may group incidents together when documenting the items in
• subparagraphs (A), (B) and (C) if the triggering issue necessitating the ESIs is the same.

The parent shall be provided the following information after the first and each subsequent
incident during each school year:

• a copy of this policy which indicates when ESI can be used;
• a flyer on the parent’s rights;
• information on the parent’s right to file a complaint through the local dispute resolutionprocess (which is set forth in this policy) and the complaint process of the state board of education; and
• information that will assist the parent in navigating the complaint process, including contact
• information for Families Together and the Disability Rights Center of Kansas.

Upon the first occurrence of an incident of ESI, the foregoing information shall be provided in
printed form or, upon the parent’s written request, by email. Upon the occurrence of a second or
subsequent incident, the parent shall be provided with a full and direct website address containing such
information.

Law Enforcement, School Resource, and Campus Security Officers

Campus police officers and school resource officers shall be exempt from the requirements of
this policy when engaged in an activity that has a legitimate law enforcement purpose. School security
officers shall not be exempt from the requirements of this policy.

If a school is aware that a law enforcement officer or school resource officer has used seclusion,
physical restraint, or mechanical restraint on a student, the school shall notify the parent the same day
using the parent’s preferred method of contact. A school shall not be required to provide written
documentation to a parent, as set forth above, regarding law enforcement use of an emergency safety
intervention, or report to the state department of education any law enforcement use of an emergency
safety intervention. For purposes of this subsection, mechanical restraint includes, but is not limited to,
the use of handcuffs.

Documentation of ESI Incidents

Except as specified above with regard to law enforcement or school resource officer use of
emergency safety interventions, each building shall maintain documentation any time ESI is used with a
student. The documentation shall include all of the following:

• Date and time of the ESI,
• Type of ESI,
• Length of time the ESI was used,
• School personnel who participated in or supervised the ESI,
• Whether the student had an individualized education program at the time of the incident,
• Whether the student had a section 504 plan at the time of the incident, and
• Whether the student had a behavior intervention plan at the time of the incident.

All such documentation shall be provided to the building principal, who shall be responsible for
providing copies of such documentation to the superintendent or the superintendent’s designee on at
least a biannual basis. At least once per school year, each building principal or designee shall review the
documentation of ESI incidents with appropriate staff members to consider the appropriateness of the
use of ESI in those instances.

Reporting Data

District administration shall report ESI data to the state department of education as required.

Parent Right to Meeting on ESI Use

After each incident, a parent may request a meeting with the school to discuss and debrief the incident. A parent may request such meeting verbally, in writing, or by electronic means. A school shall hold a meeting requested under this subsection within 10 school days of the parent’s request. The focus of any such meeting shall be to discuss proactive ways to prevent the need for emergency safety interventions and to reduce incidents in the future.

For a student with an IEP or a Section 504 plan, such student’s IEP team or Section 504 plan team shall discuss the incident and consider the need to conduct a functional behavioral assessment, develop a behavior intervention plan, or amend the behavior intervention plan if already in existence.

For a student with a section 504 plan, such student’s section 504 plan team shall discuss and consider the need for a special education evaluation. For students who have an individualized education program and are placed in a private school by a parent, a meeting called under this subsection shall include the parent and the private school, who shall consider whether the parent should request an individualized education program team meeting. If the parent requests an individualized education program team meeting, the private school shall help facilitate such meeting.

For a student without an IEP or Section 504 plan, the school staff and the parent shall discuss the incident and consider the appropriateness of a referral for a special education evaluation, the need for a functional behavioral assessment, or the need for a behavior intervention plan. Any such meeting shall include the student’s parent, a school administrator for the school the student attends, one of the student’s teachers, a school employee involved in the incident, and any other school employees designated by the school administrator as appropriate for such meeting.

The student who is the subject of such meetings shall be invited to attend the meeting at the discretion of the parent. The time for calling such a meeting may be extended beyond the 10-day limit if  the parent of the student is unable to attend within that time period. Nothing in this section shall be construed to prohibit the development and implementation of a functional behavior assessment or a behavior intervention plan for any student if such student would benefit from such measures.

Local Dispute Resolution Process

If a parent believes that an emergency safety intervention has been used on the parent’s child in violation of state law or board policy, the parent may file a complaint as specified below.

The board of education encourages parents to attempt to resolve issues relating to the use of ESI informally with the building principal and/or the superintendent before filing a formal complaint with the board. Once an informal complaint is received, the administrator handling such complaint shall investigate such matter, as deemed appropriate by the administrator. In the event that the complaint is resolved informally, the administrator must provide a written report of the informal resolution to the superintendent and the parents and retain a copy of the report at the school. The superintendent will share the informal resolution with the board of education and provide a copy to the state department of education.

If the issues are not resolved informally with the building principal and/or the superintendent, the parents may submit a formal written complaint to the board of education by providing a copy of the complaint to the clerk of the board and the superintendent within thirty (30) days after the parent is informed of the incident.

Upon receipt of a formal written complaint, the board president shall assign an investigator to review the complaint and report findings to the board as a whole. Such investigator may be a board member, a school administrator selected by the board, or a board attorney. Such investigator shall be informed of the obligation to maintain confidentiality of student records and shall report the findings of fact and recommended corrective action, if any, to the board in executive session.

Any such investigation must be completed within thirty (30) days of receipt of the formal written complaint by the board clerk and superintendent. On or before the 30th day after receipt of the written complaint, the board shall adopt written findings of fact and, if necessary, appropriate corrective action. A copy of the written findings of fact and any corrective action adopted by the board shall only be provided to the parents, the school, and the state department of education and shall be mailed to the parents and the state department within 30 days of the board’s receipt of the formal complaint.

If desired, a parent may file a complaint under the state board of education administrative review process within thirty (30) days from the date a final decision is issued pursuant to the local dispute resolution process.

Kansas City, Kansas Public Schools operates under the Title I federal guidelines for all programs administered by the Department of Elementary and Secondary Education under the Elementary and Secondary Education Act (ESEA) of 1965 as amended by the Every Student Succeeds Act (ESSA) of 2015 (Public Law 114-95).

This act requires states to adopt written procedures for the receipt and resolution of complaints alleging violations of law in the administration of the federal programs (Title I.A, Title I.C, Title I.D, Title II.A, Title III, Title IV.A, Title V.B).

A complaint is a formal allegation that a specific federal or state law or regulation has been violated, misapplied, or misinterpreted by school district personnel or by Department of Education personnel.

Any parent or guardian, surrogate parent, teacher, administrator, school board member, or other person directly involved with an activity, program, or project operated under the general supervision of the Department of Elementary and Secondary Education may file a complaint.

The complaint will be addressed and resolved in accordance with the complaint procedures (District Board Policy KN) using the procedure below:

1. Please speak with your child’s teacher. Have a conversation with the teacher regarding the issue and/or concern.
2. Please speak with your child’s school counselor for additional support.
3. Please speak with the school principal or assistant principal if the issue has not been resolved and/or continues.
4. Contact the Federal Programs Central Office Administrator if there has not been satisfactory resolution with the Building Administrator.
5. Contact the Superintendent’s Office if the matter was not satisfactorily resolved.
6. Contact the Board of Education if you continue to have concerns.
7. Contact the Kansas State Board of Education to appeal the final decision from the school Board of Education.

If there is not evidence that the parties have attempted in good faith to resolve the complaint at the local level, the Kansas State Department of Education may require the parties to do so and may provide technical assistance to facilitate such resolution.

Any persons directly affected by the actions of the Kansas State Department of Education may file a similarly written complaint if they believe state or federal laws or regulations have been violated, misapplied, or misinterpreted by the Department itself.

Policy Statement

The Kansas City, Kansas School District does not discriminate, and is required by law not to discriminate, on the basis of race, color, religion, sex/gender (to include orientation, identity or expression), national origin, age, handicap, or disability, or any other basis prohibited by law in admission, access to, or treatment of its programs and activities. Pursuant to applicable law, disabled individuals shall have equivalent enjoyment of the programs, services, facilities, privileges, advantages, or accommodation of any facility owned, leased, or operated by the district.

Pursuant to Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Title VI of Civil Rights Act of (1964, 2000), and the Boy Scouts of America Equal Access Act of 2001, the Kansas City, Kansas School District does not discriminate on the basis of sex in any education program or activity, including programs, services, facilities, privileges, advantages or accommodations in facilities.

Programs, Activities and Employment: The Kansas City, Kansas School District does not discriminate on the basis of race, color, religion, sex/gender (to include orientation, identity or expression), national origin, age, handicap, or disability, or any other basis prohibited by law in the administration of any employment initiative, including hiring, firing, termination, disciplinary procedures, or other related programs and activities.

Reporting: Inquiries regarding Title VI (1964,2000), Age Discrimination Act (1975), Boy Scouts of America Equal Access Act (2001) or reports of specific complaints, or alleged discrimination should be referred to:

Lisa Walker
2010 N. 59th Street
Kansas City, Kansas 66104
Email: lisa.walker@kckps.org
Telephone number: (913) 551-3200
TTY: 913-627-5667

Or

Office of Civil Rights
U. S. Department of Education
One Petticoat Lane
1010 Walnut Street, Suite 320
Kansas City, Missouri 64106
Telephone number: (816) 268-0550
TTY: 877-521-2172

Title IX Related Concerns

Inquiries regarding Title IX (1972) complaints, or alleged harassment or discrimination should be referred to:

Lisa Walker
2010 N. 59th Street
Kansas City, Kansas 66104
Email: lisa.walker@kckps.org
Telephone number: (913) 551-3200
TTY: 913-627-5667

Disability Related Concerns

Complaints regarding disabilities and issues under Section 504 and/or the Americans with Disabilities Act and those relating to the provisions of special education services, should be referred to:

Dr. Jakyta M. Lawrie
2010 N. 59th Street
Kansas City, Kansas 66104
Email: jakyta.lawrie@kckps.org
Telephone number: (913) 551-3200
TTY: 913-627-5667

No Retaliation

Regardless of the means selected for resolving the complaint, the initiation of a complaint of alleged discrimination or misconduct will not cause any negative reflection on the complainant, nor will it affect his/her access to the programs, activities, services, facilities, privileges, advantages or accommodations in facilities provided by the Kansas City, Kansas School District.

Revised this 18th day of July 2023.