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 2023-24 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. Gross 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 Interventions (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.

The board of education follows ESI statutes/regulations established by the State of Kansas and Kansas State Department of Education. Board policy and practices shall follow and reflect any changes made in statutes/ regulations governing the use of ESI.

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.

Definitions (See K.A.R. 91-42-1)

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

“Seclusion” means placement of a student in a location where are the following criteria are met: (1) the student is placed in an enclosed area by school personnel; (2) the student is purposefully isolated from adults and peers; and (3) the student is prevented from leaving, or the student reasonably believes that the student will be prevented from leaving, the enclosed area.

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

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

“Parent” means: (1) a natural parent; (2) an adoptive parent; (3) a person acting as a parent as defined in K.S.A. 721046(d)(2), and amendments thereto; (4) a legal guardian; (5) an education advocate for a student with an exceptionality; (6) a foster parent, unless the foster parent’s child is a student with an exceptionality; or (7) a student who has reached the age of majority or is an emancipated minor.

“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.

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

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

“Campus police officer” means a school security officer designated by the board of education of any school district pursuant to K.S.A.-8222, and amendments thereto.

“Law enforcement officer” and “police officer” means 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 law enforcement of criminal or traffic law of this state or any Kansas municipality. This term includes a campus officer.

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

“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.

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;
• Any restraint that obstructs the student’s airway;
• Any restraint that impacts a student’s primary mode of communication;
• Using chemical restraints, except as prescribed treatment of 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 law enforcement officers to carry out law enforcement duties; or
• Seatbelts and other safety equipment 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 such physical harm. When less restrictive alternatives to ESI, such as positive behavior interventions support, shall be deemed inappropriate or ineffective under the circumstances by the school employees witnessing the student’s behavior prior to the use of 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 must 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. Notwithstanding 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 be able to always see and hear the student. All seclusion rooms equipped with a locking door shall be designed to ensure that the lock automatically disengages when the school employee viewing the student walks away from the seclusion room, or in case of emergency, such as fire or severe weather.

A seclusion room shall be a safe place with proportional and similar characteristics as other rooms where students frequent. Such room shall be free of any condition that could be a danger to the student and shall be 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 the use of emergency safety interventions. 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 and 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, on the same day the emergency safety intervention was used. If the school is unable to contact the parent, the principal or designee shall attempt to contact the parent using at least two methods of contact. The same day notification requirement shall be deemed satisfied if the school attempts at least two methods of contact. A parent may designate a preferred method of contact to receive the

same day notification. 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 on which the ESI was used. This documentation shall include:

1. The events leading up to the incident;
2. Student behaviors that necessitated the emergency safety intervention;
3. Steps taken to transition the student back into the education setting;
4. The date and time of the intervention, the type of intervention, the length of time the intervention was used, and the school personnel who participated in or supervised the intervention, and any other information required by statute or regulation.
5. Space or an additional form for parents to provide feedback or comments to the school regarding the incident;
6. A statement that invites and strongly encourages parents to schedule a meeting to discuss the incident and how to prevent future use of emergency safety interventions; and
7. Email and phone information for the parent to contact the school to schedule the emergency safety intervention meeting.

The parent shall be provided the following information after the first and each subsequent incident in which an ESI is used during each school year: (1) a copy of the standards which indicates when ESI can be used; (2) a flyer on the parent’s rights; (3) information on the parent’s right to file a complaint through the local dispute resolution process (which is set forth in this policy) and, the complaint process of the state board of education; and (4) 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 involving the use of emergency safety intervention the foregoing information shall be provided in printed form, or upon the parent’s written request, by email. Upon 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 staff 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 ESI, or report to the state department of education any law enforcement use of an ESI. For purposes of this subsection, mechanical restraint includes, by is not limited to, the use of handcuffs.

Documentation of ESI Incidents 

Except as specified above regarding law enforcement or school resource officer used of emergency safety intervention, each building shall maintain documentation any time ESI is used with a student.

Such documentation must include all of the following:

• Date and time of the intervention
• Type of emergency safety intervention,
• Length of time the intervention was use,
• School personnel who participated in or supervised the ESI.
• Whether the student had an IEP 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 ten (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 who has 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 analysis, develop a behavior intervention plan or amend either 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 an evaluation under the special education for exceptional children act, K.S.A. 72-961 et seq., and amendments thereto. For students who have an IEP program and are placed in a private school by a parent, a meeting called shall include the parent and the private school, who shall consider whether the parent should request an IEP team meeting. If the parent requests an IEP team meeting, the private school shall help facilitate such meeting.

For the student who does not have an individual education program (IEP) or section 504 plan, the parent and school shall discuss the incident and consider the appropriateness of a referral for an evaluation under the special education for exceptional children act, K.S.A. 72961 et. seq., and amendments thereto, the need for a functional behavioral analysis or the need for a behavior intervention plan. Any meeting called shall include the student’s parents, a school administrator for the school where the student attends, one of the student’s teachers, a school employee involved in the incident and such other school employees designated by the school administrator as appropriate for such meeting.

The parent shall determine whether the student shall be invited to any meeting called. The time for calling such a meeting may be extended beyond the 10-school 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 resources.

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 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. If 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 superintendent, the parents may submit a formal written complaint to the Board of Education by providing a copy of the complaint with the clerk of the board and the superintendent within 30 days of the date on which the parent was informed of the use of the emergency safety intervention.

Upon receipt of a formal written complaint, the board president shall assign an investigator to review the complaint and report findings to the board. 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 and recommendation action 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 thirty (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.