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Central School District 13J

Students, Staff, Families, Community

Student Code of Conduct

Central School District 13J Student Code of Conduct

Disciplinary interventions and responses to student conduct

Introduction

The District expects, encourages, and trusts our students to be safe and make healthy decisions regarding their behavior. When students make unsafe, harmful or unhealthy decisions, there may be interventions and responses to those actions that are age appropriate, consider the student's mental and developmental capacity, and to the extent practicable, use approaches that are evident through research to be effective.

The Code of Conduct applies to students at all times while they are on Central School District property, at any school-sponsored activity, including field trips, and while traveling to and from school or any school-sponsored event. The District recognizes that some incidents that occur off school grounds may seriously impact school safety and school climate. In those cases, the District may implement intervention and disciplinary responses based on their impact on student/school safety and school climate. The District shall enforce consistently, fairly, and without bias all student conduct policies, administrative regulations, and school rules. This Code of Conduct is subject to change.

    1. Age
    2. Self-defense
    3. Lack of knowledge of rules
    4. Provocation
    5. Inability to reason
    6. Disability

    1. They are explicit, reasonable, and timely.
    2. They are logical, fair, consistent, and developmentally appropriate.
    3. They include a variety of prevention and intervention measures.
    4. They provide the opportunity for parent/family and student participation.
    5. They respond to individual differences among students with insight and sensitivity.
    6. They ensure the opportunity for students to obtain an education.
    7. They address the needs of the student who engages in the misconduct, the needs of those who were affected by the misconduct, and the needs of the overall school community.

Central School District does not discriminate

Central School District does not discriminate in any programs or activities on any basis protected by law, including but not limited to, an individual's actual or perceived race, color, religion, sex, sexual orientation, gender identity, gender expression, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, veteran status, or because of a perceived or actual association with any other persons within these protected classes.

The district prohibits discrimination and harassment in, but not limited to, employment; assignment and promotion of personnel; educational opportunities and services offered students; student assignment to schools and classes; student discipline; location and use of facilities; educational offerings and materials; and accommodating the public at public meetings. 

See Policy AC Nondiscrimination. District meeting locations are accessible to persons with disabilities. A request for an interpreter for the hearing impaired, or for other accommodations for persons with disabilities, should be made at least 48 hours in advance of the meeting.

For Support Please contact your building principal.

Central School District 13J 750 S 5th Street Independence, OR 97351

Ph: (503) 606-3207

Fax (503) 838-0033

Any information contained in this Code of Conduct document is subject to unilateral revision or elimination without prior notice. Please refer to online copy for most current version.

 

  • Central School District 13J is committed to partnering with parents, guardians, families and other members of our school communities to provide safe and effective learning environments where all students experience success.

    Discipline in the district is based upon a philosophy designed to produce behavioral changes that will enable students to develop the self-discipline necessary to remain in school and to function successfully in their educational and social environments. Central School District seeks to ensure a school climate which is appropriate for learning and which assures the safety and welfare of personnel and students.

    This code of conduct details the expectations, responsibilities and rights of all members of our school communities including students, teachers, staff, administrators, parents/guardians/families, and community members. The intent of this resource is to build partnerships with parents, guardians, families, and students to ensure positive school experiences for all students.

    Students, parents, and school staff all have a role in making schools safe and must work together to achieve the goal. All members of the school community must know and understand the expectations of students as well as themselves to create safe learning communities.

    Parents and families are vital to the success of the school. They have knowledge about the cultural backgrounds of our students that is essential to building student-centered learning environments that will enable students to succeed. Parents and families can also enhance the learning process at home, encourage and model safe and respectful behaviors, help their children understand how an education can help their lifelong success, and ensure their children attend school regularly.

    Parents and families are welcomed and encouraged to respectfully confer with teachers to find out how their children are progressing. Parents and families play a critical role in ensuring a high-quality education for their children. Teachers and all other school personnel should treat all students with the same respect and consideration that they expect from students. Teachers need to teach and model a consistent set of behavioral expectations that lead to successful learning experiences.

    Teachers should communicate with parents/guardians about school activities, positive accomplishments and any concerns they might have and the ways in which parents and families can help their children succeed in school.

    Administrators have the responsibility for assuring that the educational needs of students are met and that all members of the school community treat each and every student with respect, dignity and affirmation. They should clearly state their belief to students, parents, families, and staff that school is a safe and inclusive place for high-quality teaching and learning. They should clearly communicate discipline policies that promote the development of a safe and positive school culture. It is Central's goal that together, students, parents, families, school personnel and community members, will work collaboratively and creatively to develop and maintain a safe, respectful and inclusive environment for all.

Rights and Responsibilities

Students will show responsibility by:

  • coming to school each day
  • working hard to do their best in class and in school work
  • helping to keep their school safe ("If you see something, say something.")
  • asking for help when they need it
  • showing respect for and cooperating with other students and adults
  • reporting infractions of school rules to staff
  • respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies.

Parents/Guardians will help children learn to take responsibility by:

  • ensuring their children attend school and be on time
  • finding a place at home for school work and making sure work is completed
  • helping their children learn and resolve conflicts in positive ways that help to keep their school safe ("If you see something, say something” say something.")
  • communicating and working with teachers and other school staff to support and challenge their children
  • respecting school staff
  • respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies

Community Members will help parents, students, and educators by:

  • respecting, encouraging and supporting them
  • being active, contributing partners with the schools
  • making Central SD a safe and exciting place for them to live and work respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies

Staff will help parents and students by:

  • respecting, encouraging and supporting them
  • believing that all students can achieve and take action to create access for learning
  • defining and communicating clear academic and behavioral expectations for students
  • providing a safe, positive and inclusive learning environment
  • creating an atmosphere of open communication for students seeking help
  • communicating and working with families to support and challenge their children
  • respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies
  • supporting the translation and interpretation needs of students and parents

  • Students will show responsibility by:

    • coming to school each day
    • working hard to do their best in class and in school work
    • helping to keep their school safe ("If you see something, say something.")
    • asking for help when they need it
    • showing respect for and cooperating with other students and adults
    • reporting infractions of school rules to staff
    • respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies.

  • Parents/Guardians will help children learn to take responsibility by:

    • ensuring their children attend school and be on time
    • finding a place at home for school work and making sure work is completed
    • helping their children learn and resolve conflicts in positive ways that help to keep their school safe ("If you see something, say something” say something.")
    • communicating and working with teachers and other school staff to support and challenge their children
    • respecting school staff
    • respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies

  • Community Members will help parents, students, and educators by:

    • respecting, encouraging and supporting them
    • being active, contributing partners with the schools
    • making Central SD a safe and exciting place for them to live and work respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies

  • Staff will help parents and students by:

    • respecting, encouraging and supporting them
    • believing that all students can achieve and take action to create access for learning
    • defining and communicating clear academic and behavioral expectations for students
    • providing a safe, positive and inclusive learning environment
    • creating an atmosphere of open communication for students seeking help
    • communicating and working with families to support and challenge their children
    • respecting race, ethnicity, color, religion, national origin, immigration status, language, family economics, age, culture, geographic location, mobility, gender, sexual orientation, gender identity, gender expression, disability and initial proficiencies
    • supporting the translation and interpretation needs of students and parents

Levels of intervention and disciplinary response

Each level of intervention and discipline in this section may include the strategies described below, but is not in any way limited to those strategies or options that are specifically listed. School personnel have the discretion to use interventions and/or discipline that is deemed appropriate to the conduct.

Provide school-based Interventions. These interventions often involve support staff, both school based and within the broader community, and aim to engage the student's support system to ensure successful learning and consistency of interventions and to change the conditions that contribute to the student's inappropriate or disruptive behavior. Restorative practices are encouraged

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Use of the Tier 2 Behavioral Health and Wellness school-based multidisciplinary teams for consultations, recommendations, and interventions is encouraged. Use of the Behavioral Safety Assessment (BSA) or Sexual Incident Response Protocol (SIRP) as needed.

These interventions focus on maintaining the safety of the school community and ending self-destructive and dangerous behavior. Use of a multidisciplinary team at the district/school level, whether through Behavioral Safety Assessment (BSA), Sexual Incident Response Protocol or the preventative staffing multidisciplinary team is recommended.

Additional response and intervention codes

Fire Department

Fire Marshal must be contacted and consulted. Possible student citations will be given by the fire department.

Police Department

The Safety Resource Officer or Police Department must be contacted and consulted. Possible student citations will be given by the law enforcement.

School district director of safety

The school district director of safety must be contacted and consulted.

Multidisciplinary team

The multidisciplinary team assists with conducting Behavioral Safety Assessments, Sexual Incident Response Protocols and other school or district based safety and support protocols.

Codes of Conduct

  •  

    Code 1

    Academic Integrity

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

    Cheating, plagiarizing, presenting another person's work, or work created from a generative AI application as your own or any misrepresentation of the truth about your work. Student-initiated test improprieties on state tests or district administered tests of college readiness.

    X

    X

     

    Cheating, plagiarizing, presenting another person's work, or work created from a generative AI application as your own or any misrepresentation of the truth about your work. Student-initiated test improprieties on state tests or district administered tests of college readiness.

    Board policy IKI Academic Intergrity

  •  

    Code 2

    Alcohol

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

    Blue hexagon with letter P

    Use, Possession and/or Intent to possess, Under the influence

    X

    X

    X

    Green circle with letter S

    Blue hexagon with letter P

    Distributing or Sharing

    X

    X

    Green circle with letter S

    Blue hexagon with letter P

    Selling

    X

    Using, possessing, taking affirmative action to possess, sell, distribute, share, or willingly remain in a place where you knowingly permit others to sell, keep or use alcohol; or being under the influence of alcohol; or the use, possession, selling, distribution of any substance promoted as alcohol.

    Alternative Placement/Special Education

    All students expelled for any drug or alcohol violation will be given the opportunity to choose an alternative placement to continue their education. The appropriate placement for students eligible for special education services under IDEA will be determined at an IEP meeting by the student's IEP team. Students who are eligible for services under Section 504 will be reevaluated and have their 504 plan reviewed prior to a change in placement.

    Suspension or expulsion may require a Safety Plan or a Step Up Plan.

    Board policy JFCG/JFCH/JFCI Use of Tobacco Products, Alcohol, Drugs, or Inhalant Delivery Systems

  •  

    Code 3

    Assault

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

    Lavender rectangle with letters MDT

    Requires Student Behavior Assessment protocol

    Blue hexagon with letter P

    Green circle with letter S

    Intentionally, knowingly or recklessly causing physical injury to another.

    X

    X

    Intentionally, knowingly or recklessly causing physical injury to another. (See Codes 13 & 21: Fighting and Physical Altercation Minor) See Code 10: Disorderly or Disruptive Conduct for students remaining in the location of, filming or contributing to the sharing/publicity of the assault. Suspension or expulsion may require a Safety Plan or a Step Up Plan.

  •  

    Code 4

    Automobile Misuse

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

     

    Not following rules and regulations concerning vehicles on school premises

    X

    X

    X

    Students driving licensed motor vehicles shall register the vehicle with the school office and should park in the designated areas. Registered cars are not to be used during the school hours without parental permission and/ or school authorization. Only high school students are permitted to drive a motor vehicle to school.

  •  

    Code 5

    Bullying / Harassment / Hazing/Bullying/Violence 

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

    Lavender rectangle with letters MDT

    Levels 3 and 4 Require Student Behavior Assessment protocol, Parent notification required of all parties.

    Blue hexagon with letter P

    Green circle with letter S

    Engaging in harassing, intimidating, bullying or cyberbullying, menacing, teen dating violence, domestic violence.

    X

    X

    X

    (See Code 24 & 28: Sexual Harassment and Threats/Menacing/Hate Lists)

    JFCF: Hazing, Harassment, Intimidation, Bullying, Menacing, Cyberbullying, Teen Dating Violence, or Domestic Violence

    “Harassment, intimidation or bullying” means any act that substantially interferes with a student’s educational benefits, opportunities or performance, that takes place on or immediately adjacent to district grounds, at any district-sponsored activity, on district-provided transportation, or at any official district bus stop, that may be based on, but not limited to, the protected class status of a person, and having the effect of:

    1. Physically harming a student or damaging a student's property;
    2. Knowingly placing a student in reasonable fear or physical harm to the student or damage to the student's property; or
    3. Creating a hostile educational environment including interfering with the psychological well being of the student.

    “Teen dating violence” means:

    1. A pattern of behavior in which a person uses or threatens to use physical, mental, or emotional abuse to control another person who is in a dating relationship with the person, where one or both persons are 13 to 19 years of age; or
    2. Behavior by which a person uses or threatens to use sexual violence against another person who is in a dating relationship with the person, where one or both persons are 13 to 19 years of age.

    “Domestic violence” means abuse between family and/or household members, as those terms are described in ORS 107.705.

    “Cyberbullying" is the use of any electronic communication device to harass, intimidate or bully. It is the use of any electronic communication device to convey a message in any form (text, image, audio or video) that defames, intimidates, harasses or is otherwise intended to harm, insult or humiliate another in a deliberate, repeated or hostile and unwanted manner under a person's true or false identity. In addition, any communication of this form which substantially disrupts or prevents a safe and positive educational environment may also be considered cyberbullying. Students will refrain from using personal communication devices or district property to harass or stalk another. Reports of bullying MAY be reported to the SRO of the involved school.

    “Hazing” includes, but is not limited to, any act that recklessly or intentionally endangers the mental health, physical health or safety of a student for the purpose of initiation or as a condition or precondition of attaining membership in, or affiliation with, any district-sponsored activity or grade level attainment (i.e., personal servitude, sexual stimulation/sexual assault, forced consumption of any drink, alcoholic beverage, drug or controlled substance, forced exposure to the elements, forced prolonged exclusion from social contact, sleep deprivation or any other forced activity that could adversely affect the mental or physical health or safety of a student); requires, encourages, authorizes or permits another to be subject to wearing or carrying any obscene or physically burdensome article; or assignment of pranks to be performed or other such activities intended to degrade or humiliate. It is not a defense against hazing that the student subjected to hazing consented to or appeared to consent to the hazing.

    Suspension or expulsion requires a Safety Plan or a Step Up Plan.

  •  

    Code 6

    Bus Misconduct

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

    Minor Disruptions (eating, noise, etc.)

    X

    X

    Serious Disruptions (such as threatening language)

    X

    X

    Green circle with letter S

    Blue hexagon with letter P

    Red pentagon with letter F

    Lavender rectangle with letters MDT

    Significant or dangerous activity (such as a weapon on a bus) May require follow up with law enforcement agency, director of safety, or multidisciplinary team. 

    X

    X

    Not following the posted instructions governing riding school buses may forfeit the student's privilege to District provided bus transportation and may result in the stated consequential actions.

    Bus Misconduct:

    The bus driver is responsible for the safety of the students, and staff members are responsible for maintaining order during field trips and establishing departure times unless hazardous conditions exist. Video cameras may be used on District transportation vehicles transporting students to and from school and/or extracurricular activities.

    The following is a list of rules and regulations posted in each school bus. The student who refuses to promptly obey the directions of the driver, or refuses to obey regulations, may receive a bus citation, forfeit their privilege to ride on the bus, and/or may receive consequential actions from the Range of Consequences, as described in the Student & Family Handbook.

    Oregon Administrative Rules (OAR 581-053-0010) govern conduct for students riding the school bus. They include:

    1. Pupils being transported are under authority of the bus driver.
    2. Fighting, wrestling, or boisterous activity is prohibited on the bus.
    3. Pupils shall use the emergency exit only in case of emergency.
    4. Pupils shall be on time for the bus both morning and evening.
    5. Pupils shall not bring firearms, weapons, or other potentially hazardous material on the bus.
    6. Pupils shall not bring animals, except approved assistance guide animals on the bus.
    7. Pupils shall remain seated while the bus is in motion.
    8. Pupils may be assigned seats by the bus driver.
    9. When necessary to cross the road, pupils shall cross in front of the bus or as instructed by the bus driver.
    10. Pupils shall not extend their hands, arms, or body parts through bus windows.
    11. Pupils shall have written permission to leave the bus other than at home or school.
    12. Pupils shall converse in normal tones; loud or vulgar language is prohibited.
    13. Pupils shall not open or close windows without permission of the driver.
    14. Pupils shall keep the bus clean and must refrain from damaging it.
    15. Pupils shall be courteous to the driver, to fellow pupils, and passersby.
    16. Pupils who refuse to obey promptly the directions of the driver or refuse to obey regulations may forfeit their privilege to ride buses.

    Suspension or expulsion may require a Safety Plan or a Step Up Plan.

    Policy EEACC Student Conduct on School Buses

  •  

    Code 7

    Closed Campus

    Yellow triangle with number 1

    orange triangle with number 2

    Deep orange triangle with number 3

    red triangle with number 4

     

    Leaving school property without administrative permission, or without prearranged permission on file.

    X

    X

    Leaving school property without administrative permission, or approved prearranged permission on file in the school office. (The closed school campus policy is in effect at every Central District school, with the exception of Central High School).

    Board policy JEDA Truancy

  •  

    Code 8

    Dangerous Drugs

    Yellow triangle with the number 1

    Orange triangle with the number 2

    deep orange triangle with the number 3

    Red triangle with the number 4

    blue pentagon with the letter P

    Use, Possession and/or Intent to possess, Under the influence

    X

    X

    X

    green circle with the letter S

    blue pentagon with the letter P

    Distributing or Sharing

    X

    X

    green circle with the letter S

    blue pentagon with the letter P

    Selling

    X

    Using, possessing, taking affirmative action to possess, selling, distributing, sharing, remaining in a place where you knowingly permit others to sell, keep or use drugs; or being under the influence of drugs or other intoxicants; or the use, possession, selling, distribution of drug paraphernalia or any substance promoted as a dangerous drug. Possessing any drug paraphernalia. Drug paraphernalia includes, but is not limited to, electronic cigarettes, electronic hookahs, "vape" pens and other vapor emitting devices when there is evidence that such device is being used in conjunction with dangerous drugs as defined in this section. A dangerous drug is defined as: any drug obtainable with or without a prescription that has been used in a manner dangerous to the health of the user. This includes, but is not limited to, marijuana, cocaine, heroin, stimulants, depressants, hallucinogens, "Spice," "Molly," bath salts, and other substances which, under the circumstance in which it is used, or is attempted to be used, can harm the health of that student or others. (See Code 20: Medication)

    Suspension or expulsion may require a Safety Plan or a Step Up Plan.

    Board policy JFCG/JFCH/JFCI Use of Tobacco Products, Alcohol, Drugs or Inhalant Delivery Systems

  •  

    Code 9

    Defiance of Authority

    Yellow triangle with number 1

    Orange triangle with number 2

    Deep orange triangle with number 3

    Red triangle with number 4

    Refusal to follow the reasonable requests of District personnel and/or designated authority.

    X

    X

    X

    Refusal to follow the reasonable requests of District personnel and/or designated authority. If the defiance created a safety concern, a suspension may be appropriate. (See also Code 10 Disorderly or Disruptive Conduct)

  •  

    Code 10

    Disorderly or Disruptive Conduct

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Language or behavior which disrupts and/or interferes with the educational process.

    X

    X

    X

    Red pentagon with letter F for fire department

    Possibly

    Language or behavior which disrupts and/or interferes with the educational process (See Code 22: Recklessly Endangering). Using the phone system or fire alarm system to disrupt the operations of the school or the educational environment (Fire Marshall must be contacted). This includes remaining in the location of, filming or contributing to the sharing/publicity of a Code 3: Assault or Code 13 Fighting.

    See Board Policy ECAB Vandalism/Malicious Mischief/Theft

     

  •  

    Code 11

    Disruptive Appearance / Student Dress

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Failure to meet dress and/or grooming standards

    X

    X

    Dress Code/Grooming
    Central School District expects that all students will dress in a way that is appropriate for the school day or for any school-sponsored event. Student dress choices should respect the intent to sustain a community that is inclusive of a diverse range of identities. The primary responsibility for a student's attire resides with the student and their parent(s)/legal guardian(s).

    The school district is responsible for seeing that student attire does not interfere with the health or safety of any student, that student attire does not contribute to a hostile or intimidating atmosphere for any student, and that dress code enforcement does not reinforce or increase marginalization or oppression of any group based on race, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, household income, or body type/size.

    Any restrictions to the way a student dresses must be necessary to support the overall educational goals of the school and must be explained within this dress code. These dress code guidelines shall apply to regular school days and summer school days, as well as any school-related events and activities, such as graduation ceremonies, dances and prom.

    SUMMARY:

    Basic Principle:

    • Certain body parts must be covered for all students at all times.
    • Clothes must be worn in a way such that genitals, buttocks, breasts, and nipples are fully covered with opaque fabric.

    Students Must Wear*, while following the basic principle of Section 1 above:

    • A Shirt (with fabric in the front, back, and on the sides under the arms), AND
    • Pants/jeans or the equivalent (for example, a skirt, sweatpants, leggings, a dress or shorts), AND
    • Shoes.

    *Courses that include attire as part of the curriculum may include assignment-specific dress, but should not focus on covering bodies in a particular way or promoting culturally-specific attire. Activity-specific requirements are permitted (e.g., athletic shoes for PE). SEE STUNDENT HANDBOOK SECTION DRESS AND GROOMING FOR COMPLETE LIST OF EXPECTATIONS.

  •  

    Code 12

    Extortion

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Levels 3 and 4 Require Student Behavior Assessment protocol

    Green circle with letter S for safety director
    Blue hexagon with letter P for police

    Possibly

    Demanding money, or something of value (e.g., lunches) from another person in return for protection from violence or threat of violence. (See Code 27: Theft)

    X

    X

    X

  •  

    Code 13

    Fighting

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Level 4 Requires Student Behavior Assessment protocol

    A hostile physical encounter between individuals

    X

    X

    X

    Blue hexagon with letter P for police

    Possibly

    A hostile physical encounter between two or more individuals. (See Codes 3 & 21: Assault and Physical Altercation Minor)

    (See Code 10: Disorderly or Disruptive Conduct for students remaining in the location of, filming or contributing to the sharing/publicity of the fight.)

    Suspension or expulsion may require a Safety Plan or a Step Up Plan. 

  •  

    Code 14

    Fire Setting / Attempted Fire Setting / Fire Play

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol

    Green circle with letter S for safety director
    Blue hexagon with letter P for police
    Red pentagon with letter F for fire department

    Using, or attempting to use, fire to destroy or attempt to destroy property.

    X

    X

    Using fire to destroy or attempt to destroy property. (See Code 15: Fire Tools/Ignition Sources). Fire Setting: Fire Inspector/Marshal must be contacted. Referral to the WA County Juvenile Fire Setter Intervention Program. Requires a Safety Plan and/or a Step Up Plan. 

  •  

    Code 15

    Fire Tools / Ignition Sources

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol

    Green circle with letter S for safety director
    Blue hexagon with letter P for police
    Red pentagon with letter F for fire department

    Possession of, threatening to use, or the deliberate act of using fire tools or other ignition sources

    X

    X

    X

    Possession of, threatening to use, or the deliberate act of using fire tools or other ignition sources is prohibited. Fire Tools are defined as: any tool that creates a form of heat by creating a flame or spark, including, but not limited to, matches, cigarette lighters, and multipurpose lighters (BBQ). Ignition Sources other than fire tools are defined as any form of heat, which instigate or may be used to propagate fire and includes, but is not limited to, candles, road flares, fuses and fireworks.
    May Require a Safety Plan and/or a Step Up Plan.

  •  

    Code 16

    Forgery / Lying

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Forging signatures, cheating, plagiarizing, and/or any other misrepresentation of the truth

    X

    X

    X

    Writing or giving false or misleading information to school officials by forging parent's, guardian's, or any other person's signature on any letter, electronic communication, or other school document; and/or any other misrepresentation of the truth.

  •  

    Code 17

    Gambling

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Participating in games of chance for the purpose of exchanging money and other things of value

    X

    X

  •  

    Code 18

    Disorderly or Disruptive Conduct

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Indecent exposure and/or the use of obscenity, profanity, whether oral, written, or gestured

    X

    X

    X

    Lavender rectangle with letters MDT for multidisciplinary team

    Possibly

    Blue hexagon with letter P for police

    Possibly

    Indecent exposure and/or the use of obscenity, profanity, whether oral, written, or gestured. This includes possession, selling, sharing, and distribution of lewd materials. If appropriate, law enforcement may also be notified. (See Code 24: Sexual Harassment... & Code 28: Threats...) Possible Sexual Incident Response Protocol (SIRP).

    See board policy ECAB Vandalism/Malicious Mischief/Theft

  •  

    Code 19

    Loitering (After School Supervision)

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Unsupervised students loitering in school buildings before or after school hours. 

    X

    X

    X

    Students are not to be in the building before or after school hours unless they are supervised by an adult. This policy is being implemented to decrease theft, vandalism, and to create a safe school environment. Students who are loitering will be escorted out of the building.

  •  

    Code 20

    Medication

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Blue hexagon with letter P for police

    Green circle with letter S for safety director

    Distribution, sharing, and/or selling of prescription or over the counter medications or supplements

    X

    X

    X

     

    Distribution, sharing, and/or selling of controlled substances (prescription medication), or the distribution, sharing of non-medical use of prescription or over the counter medications or supplements, is prohibited. The use or possession, or taking affirmative action to possess any drug prescribed to anyone other than the prescribed user is prohibited. Possession and use of medication is allowed if the parent/guardian and student follow District policy procedures on administering medicines to students. Central School District Administrative Regulation JHCD-AR addresses this issue. (See Code 8: Dangerous Drugs)

    May Require a Safety Plan and/or a Step Up Plan.

     

  •  

    Code 21

    Physical Altercation Minor

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

     

    Confrontation, tussling/roughhousing, or physical aggression that does not result in injury.

    X

    X

    X

  •  

    Code 22

    Recklessly Endangering

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol

    Green circle with letter S for safety director
    Possibly:
    Blue hexagon with letter P for police
    Red pentagon with letter F for fire department

    Reckless, unintentional conduct which creates substantial risk of physical injury to another person and/or self. (See Code 10: Disorderly or Disruptive Conduct)

    X

    X

    X


    May Require a Safety Plan and/or a Step Up Plan.

     

  •  

    Code 23

    Secret Societies / Gangs

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Green circle with letter S for safety director

    Requires Consultation with Director of Safety

    Possibly:
    Blue hexagon with letter P for police

    Participating in a secret society or gang-related activities

    X

    X

    X

    Oregon law prohibits the existence of any secret society in public school including sororities and fraternities (ORS 339.885). A secret society is an organization composed of students which has an element of purpose which is concealed from the public and shared only confidentially among members of the organization. The Central School District considers street gangs and similar organizations to be secret societies. Students who participate in gang-related activities at school or school functions - such as possession or display of gang-related clothing, symbols, or paraphernalia; distribution of gang literature or materials; display of gang-related posters or graffiti, signs or signals, harassment or intimidation of others; or recruitment for gang membership -- will be subject to strict disciplinary measures.

    The District's goal is to prevent student involvement in gang activity as outlined in the following process:

    First Offense or Incident of Concern

    The principal or assistant principal shall:

    1. Meet with the student involved to clearly explain the behaviors of concern and determine the level of concern.
    2. Determine appropriate consequences depending on the nature of the offense.
    3. Inform the parent/guardian via phone or conference and share the assigned consequences if applicable.
    4. Document interaction with students in the Student Information System.

    Second Offense (OR confirmed gang involvement)

    The principal or assistant principal shall:

    Meet with the student involved to clearly explain the behaviors of concern, determine the level of concern, and review previous offenses.

    1. Determine appropriate consequences depending on the nature of the offense.
    2. Schedule a conference with the parent/guardian and share the offense and assigned consequences.
    3. Review the Gang Activity warning letter with the student and sign the letter with the student (copies to student, parent/guardian, principal, counselor, case manager, appropriate teachers).

    If applicable, notify appropriate law enforcement.

    Third Offense (OR gang behavior that poses a safety concern or disrupts the learning environment)

    The principal or assistant principal shall:

    1. Meet with the student involved to clearly explain the behaviors of concern and determine the level of concern.
    2. Schedule a conference with the parent/guardian and share the offense and assigned consequences.
    3. Suspend the student for the violation of the district rules for up to 10 school days, with the expulsion recommendation pending.
    4. If a student is eligible, he/she will be placed on a Safety Contract and must comply with the requirements in lieu of expulsion (copies to student, parent/guardian, principal, counselor, case manager, appropriate teachers).
    5. If applicable, notify appropriate law enforcement.

    The student and parent/guardian must agree to fulfill the recommendation outlined in the Safety Contract. They must also agree to the exchange of program information to the principal or designee with the program facilitator.If the student or parent/guardian refuses to sign and agree to the requirements outlined in the Safety Contract, a recommendation for expulsion for a minimum of four (4) weeks up to the maximum allowed by law will be made.

    See Policy JFCE/JFCEA Secret Societies/Gang Activity

  •  

    Code 24

    Sexual Harassment

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Green circle with letter S for safety director

    Requires Consultation with Title IX Coordinator

    Green circle with letter S for safety director
    Possibly:
    Blue hexagon with letter P for police

    Sexual harassment that is verbal, visual, written, electronic, or physical and nature

    Follow the Sexual Incident Response protocol and/or Title IX protocol.

    Law enforcement or SRO must be contacted in cases of sexual assault. 

    X

    X

    X

    Sexual harassment is prohibited conduct. It may be verbal, visual, written, electronic, or physical in nature and includes unwelcome sexual advances, requests for sexual favors, and/or physical touching. More subtle forms of harassment such as unwelcome posters, cartoons, caricatures, and jokes of a sexual nature are also prohibited. (See Codes 5, 28 & 18: Bullying/Harassment/Hazing, Threats/Menacing/Hate Lists and Lewd Conduct/Profanity.)

    Examples of sexual harassment may include, but not be limited to:

    1. Physical touching or graffiti of a sexual nature
    2. Displaying or distributing of sexually explicit drawings, pictures, photos and written materials
    3. Sexual gestures, obscene jokes, or sexual teasing
    4. Touching oneself sexually in front of others
    5. Spreading rumors about or rating other students
    6. Making accusations regarding sexual orientation as to appearance, sexual activity or performance
    7. Deliberate touching, leaning over, cornering, pinching, or attempting to remove the clothing of another student
    8. Pressuring another student for dates or sexual favors

    See Policy JBA/GBN Sexual Harassment

  •  

    Code 25

    Tardiness

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Arriving late to school and/or class. A Late After Tardy (LAT) code may be used for students that arrive more than 10 minutes after the class

    X

    X

  •  

    Code 26

    Technology Misuse (Including Cell Phone)

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Failure to comply with the District policy JFCEB Personal Electronic Devices (Includes personal cell phones & other electronic devices. 

    Minor infractions (such as accessing cell phone during the instructional day)

    X

    X

    Green circle with letter S for safety director

    Major infractions (such as sending obscene messages)

    X

    X

    X

    Green circle with letter S for safety director

    Blue hexagon with letter P for police

    Significant or illegal activity (such as distributing pornography or threatening serious harm)

    X

    X

  •  

    Code 27

    Theft

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Possibly
    Blue hexagon with letter P for police

    Taking, giving, selling or receiving property not belonging to you. Knowingly possessing any stolen property or property reported lost or missing. (See Code 12: Extortion)

    X

    X

    X

    X

     

    See board policies JFC Student Conduct and ECAB Vandalism/Malicious Mischief/Theft

  •  

    Code 28

    Threats / Menacing / Hate Lists

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol

    Green circle with letter S for safety director
    Blue hexagon with letter P for police

    An intentional, serious threat by word or act which places another person in fear of imminent serious physical injury.

    X

    X

    X

    An intentional, serious threat by word (electronic, telephone, written or spoken) or act (including physical, verbal and/or bullying/threatening), which places another person in fear of imminent serious physical injury (ORS 339.250[3]). This includes, but is not limited to, words, target lists, surveys or conduct directed toward another person. Intimidation, threats and/or menacing are not limited to the protective classes of race, gender, color, religion, national origin, sexual orientation or disability. Violation could result in a referral to an appropriate law enforcement agency. (See Codes 5 & 24: Bullying/Harassment/Hazing and Sexual Harassment). 

    The possession of a list that threatens harm to others requires the parent/guardian of any student listed and any staff member listed to be notified within 12 hours of discovering the list. Written notification must follow within 24 hours.

    May Require a Safety Plan and/or a Step Up Plan.

    See board policy JFCM Threats of Violence

     

     

  •  

    Code 29

    Tobacco

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Tobacco use, possession, sharing, and/or distribution

    Use, possession, or sharing

    X

    X

    Green circle with letter S for safety director

    Blue hexagon with letter P for police

    Distribution 

    Requires consultation with Director of Safety 

    May Require a Safety Plan and/or a Step Up Plan.

    X

    X

    The use, possession, sharing, and/or distribution of:

    1. Tobacco, including any lighted or unlighted cigarette, cigar, pipe, bidi, clove cigarette, chewing tobacco, and any other smoking product or other items containing or reasonably resembling tobacco or tobacco products
    2. Spit or smokeless tobacco, dip, chew, snuff in any form
    3. Nicotine or nicotine delivering devices
    4. Electronic cigarettes, electronic hookahs, and other vapor emitting devices with or without nicotine content.

    Use, possession, sharing, selling and/or distribution of electronic cigarettes, electronic hookahs, “vape” pens and other vapor emitting devices may be classified as a violation of Code 8 Dangerous Drugs if there is evidence to suggest that such device is being used in conjunction with dangerous drugs as defined in Code 8.

    See board policies JFCG/JFCH/JFCI Use of Tobacco Products, Alcohol, Drugs or Inhalant Delivery Systems and KGC/GBK Prohibited Use, Possession, Distribution or Sale of Tobacco Products and Inhalant Delivery Systems

     

  •  

    Code 30

    Trespassing

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4


    Blue hexagon with letter P for police

    Being present in unauthorized places or refusing to leave when asked to do so by District personnel and/or designated authority. Entering or remaining unlawfully in School District buildings or on any part of District property or adjacent areas.

    X

    X

    X

     

    See board policy KGB Public Conduct on District Property

  •  

    Code 31

    Unexcused Absence

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Possibly
    Blue hexagon with letter P for police

    Any absence which has not been excused by parent or legal guardian and/or appropriate school staff

    X

    X

    Any absence which has not been excused by parent or legal guardian and/or appropriate school official. Under ORS 339.055 the District has an obligation to investigate truant or unexcused student absences. If a student is not otherwise exempt from compulsory school attendance, the District may notify law enforcement. Notice will be given to the student's parent or legal guardian requiring the child to appear at the school on the next school day following the notice.

    See board policy JEDA Truancy

  •  

    Code 32

    Vandalism

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Green circle with letter S for safety director

    Possibly
    Blue hexagon with letter P for police

    Intentionally damaging, defacing or destroying property

    X

    X

    X

    X

    Intentionally damaging, defacing (including tagging/graffiti), or destroying property. Vandalism is the willful or malicious destruction or defacement of public or private property. Per ORS 339.270:

    1. If a school district finds that a student is responsible for damaging school district property, the school district may determine the reasonable cost of repairing or replacing the school district property. If the cost is $50 or more, the school district may notify the student and the parent or guardian of the student about the cost and may charge the student or the parent or guardian of the student for the cost of repairing or replacing the school district property. If the amount is not paid by the student or the parent or guardian of the student, or if other arrangements have not been made, within 10 days of receiving the notice under this subsection, the amount shall become a debt owed by the student or the parent or guardian of the student.
    2. If the debt owed to the school district is not paid as demanded, the school district board, in addition to any other remedy provided by law, may bring an action under this section against the student or parent or guardian of the student in a court of competent jurisdiction for the amount owed to the school district plus costs and reasonable attorney fees. 

    (See Code 10: Disorderly or Disruptive Conduct)

    See board policies JFC Student Conduct and ECAB Vandalism/Malicious Mischief/Theft

  •  

    Code 33

    Weapons: Other than Firearms, Knives and Explosive Devices

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol. May Require a Safety Plan and/or a Step Up Plan.

    Green circle with letter S for safety director
    Blue hexagon with letter P for police

    The use, possession or sale of a dangerous or deadly weapon, other than Firearms, Knives and Explosive Devices.

    X

    X

    The use, possession or sale of a dangerous or deadly weapon. Dangerous weapon is defined by Oregon law as any weapon, device, instrument, material, or substance which, under the circumstance in which it is used, attempted to be used, threatened to be used, possessed or sold, is readily capable of causing death or serious physical injury. A deadly weapon is defined by Oregon law as any instrument, article or substance specifically designed for and presently capable of causing death or serious physical injury. Dangerous or deadly weapons include but are not limited to ammunition, BB guns, air guns, paint ball guns, stun guns, nunchaku sticks, throwing stars, metal knuckles, and pepper spray. Violation shall result in a referral to an appropriate law enforcement agency. The Superintendent or designee may modify the expulsion on a case-by-case basis. (See Codes 35 & 36: Weapons: Firearms; Knives and Look-Alike Knives).

    Dangerous and/or Deadly WeaponsStudents bringing weapons to school may be expelled for a period of not less than one year. If a resident student or a student transferring into the District is expelled for a weapons violation, pursuant to Section (6) of ORS 339.250, the District will deny that student admission to the school's regular program for the duration of the expulsion.

    IN ADDITION, THE DISTRICT WILL NOT OFFER AN ALTERNATIVE EDUCATION PROGRAM PURSUANT TO SECTION (10) OF ORS 339.250 FOR AT LEAST ONE CALENDAR YEAR FROM THE DATE OF THE INFRACTION

    The Superintendent or designee may, on a case-by-case basis, modify this expulsion requirement. Weapons under the control of law enforcement personnel are permitted. The Superintendent or designee may authorize other persons to possess weapons for courses, programs and activities approved by the District and conducted on District property (including, but not limited to, hunter safety courses, weapons-related vocational courses or weapons-related sports). Also see ORS 339.315.

    School district employees who have reasonable cause to believe that a person while in school has, or within the previous 120 days, unlawfully possessed a firearm or destructive device, must report that conduct immediately to a school administrator, school director, or law enforcement agency within the county.

    See board policy JFCJ Weapons in Schools

  •  

    Code 34

    Weapons: Explosive Devices

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol. Requires a Safety Plan and/or a Step Up Plan.

    Green circle with letter S for safety director

    Possibly
    Blue hexagon with letter P for police

    Possibly

    Red pentagon with letter F for fire department

    The use, possession, or sale of an explosive device or material. Violation shall result in a referral to an appropriate law enforcement agency. The Superintendent or designee may modify the expulsion on a case-by-case basis.

    X

    X

    See board policy JFCJ Weapons in the Schools

  •  

    Code 35

    Weapons: Firearms

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    Requires Student Behavior Assessment protocol. Requires a Safety Plan and/or a Step Up Plan.

    Green circle with letter S for safety director
    Blue hexagon with letter P for police

    The use, possession, or sale of a firearm. A firearm is defined by Federal law as any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive. This includes the frame or receiver of any such weapon, and a firearm muffler or firearm silencer. Violations shall result in a referral to an appropriate law enforcement agency. The Superintendent or designee may modify the expulsion on a case-by-case basis.

    X

     

    See board policy JFCJ Weapons in the Schools

  •  

    Code 36

    Weapons: Knives and Look-alike Knives

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    May Requires Student Behavior Assessment protocol. May requires a Safety Plan and/or a Step Up Plan.

    Green circle with letter S for safety director

    Possibly
    Blue hexagon with letter P for police

    The use, threat of use, possession, or sale of knives and/or look-alike knives of any form and/or length.

    X

    X

    X

    The use, threat of use, possession, or sale of knives and/or look-alike knives of any form and/or length. If the knife is a dangerous weapon (readily capable of causing death or serious physical injury under the circumstances in which it is used, attempted to be used, threatened to be used, possessed, or sold) or a deadly weapon (Specifically designed for and presently capable of causing death or serious physical injury) then expulsion is required. The Superintendent or designee may modify the expulsion on a case-by-case basis. Violation may result in a referral to an appropriate law enforcement agency.

    See board policy JFCJ Weapons in the Schools

  •  

    Code 37

    Weapons: Look-alike Explosive Devices, Firearms, or Other Dangerous or Deadly Weapons

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    May Requires Student Behavior Assessment protocol. May requires a Safety Plan and/or a Step Up Plan.

    Green circle with letter S for safety director

    Possibly
    Blue hexagon with letter P for police

    The possession, use, or threat of use of a look-alike explosive device, firearm, or other dangerous or deadly weapons

    X

    X

    X

    The use, possession, or sale of an explosive device or material. Violation shall result in a referral to an appropriate law enforcement agency. The Superintendent or designee may modify the expulsion on a case-by-case basis.

    See board policy JFCJ Weapons in the Schools

  •  

    Code 38

    Weapons: Others

    Yellow triangle for level 1

    Orange triangle for level 2

    Deep orange triangle for level 3

    Red triangle for level 4

    Lavender rectangle with letters MDT for multidisciplinary team

    May Requires Student Behavior Assessment protocol. May requires a Safety Plan and/or a Step Up Plan.

    Green circle with letter S for safety director

    Possibly
    Blue hexagon with letter P for police

    The use or threat of use of a weapon, device, instrument, material, or substance which, under the circumstances in which it is used, attempted to be used, or threatened to be used, is readily capable of causing physical injury. The Superintendent or designee may modify the expulsion on a case-by-case basis.

    X

    X

    X

    See board policy JFCJ Weapons in the Schools

Suspension and Expulsion

  • Suspension (in or out of school) temporarily removes from a student the right of attending school or school activities and/or being on District school property. A student whose conduct or condition is seriously detrimental to the school's best interests may be suspended. After reviewing available information, and providing due process, suspensions may be made by the principal, or assistant principal with the approval of the principal.

    The length of the suspension shall be determined by the severity of the act and previous behavior of the student. The suspending administrator may postpone these procedures if there is a risk that harm will occur if the suspension does not take place immediately. In all cases when a student is being suspended, an administrator will notify the parent/guardian by giving a copy of the CSD suspension form (in person, by email, or by certified letter) and, when possible, meeting in person or by telephone.

    The procedure for reinstatement will be explained to student and their parent/guardian. The period of suspension is not to exceed a maximum of ten (10) school days. In specific circumstances, a suspension may be continued until some specific pending action occurs such as physical or mental examination or incarceration by court action. The district shall consider the age of the student and the student's past pattern of behavior prior to imposing the suspension or expulsion.

    The use of out-of-school suspension or expulsion for discipline of a student in the fifth grade or below, is limited to:

    1. Nonaccidental conduct causing serious physical harm to a student or employee;
    2. When a school administrator determines, based on the administrator's observation or upon a report from an employee, the student's conduct poses a threat to the health or safety of students or employees; or
    3. When the suspension or expulsion is required by law.

    When an out-of-school suspension is imposed on a student, the district shall take steps to prevent the recurrence of the behavior that led to the out-of-school suspension, and return the student to a classroom setting to minimize the disruption of the student's academic instruction. See policy JGD Suspension.

  • Expulsion is the termination of the student's right to attend school, school activities, and/or be on any School District property for a substantial period not to extend beyond one calendar year. Students may be expelled for any of the following circumstances:

    1. when a student's conduct poses a threat to the health or safety of students or employees; 
    2. when other strategies to change the student's behavior have been ineffective, except that expulsion may not be used to address truancy; 
    3. when required by law.

    The district will ensure careful consideration of the rights and needs of the individual concerned, as well as the best interests of other students and the school program as a whole. A principal, after reviewing available information and providing the student with due process, may recommend to the superintendent that a student be expelled. No student may be expelled without a hearing unless the student's parents, or the student if 18 years of age, waive the right to a hearing, either in writing or by failure to appear at a scheduled hearing. By waiving the right to a hearing, the student and parent agree to abide by the findings of a hearings officer.

    When an expulsion hearing is not waived, the following procedure is required:

    1. Notice will be given to the student and the parent by personal service or by certified mail. Notice shall include:
      1. The specific charge or charges;
      2. The conduct constituting the alleged violation, including the nature of the evidence of the violation and reason for expulsion;
      3. A recommendation for expulsion;
      4. The student's right to a hearing;
      5. When and where the hearing will take place; and
      6. The right to representation.
    2. The Board delegates the authority to decide on an expulsion to the superintendent or superintendent's designee, who will act as the hearings officer. The hearing officer's decision is final. However, a decision of the hearings officer may be appealed by the parent or the student if age 18 or older to the Board for review.

    If a student is eligible for Special Education or Section 504, the district will convene a Manifestation Determination meeting prior to any expulsion recommendation. The team will determine whether (1) the behavior was caused by, or had a direct and substantial relationship to, the student’s disability, or (2) the district failed to implement the student’s IEP or Section 504 Plan. The results of the Manifestation Determination will guide next steps and determine whether the standard disciplinary process may proceed.

    See policies JGE Expulsion and JGDA/JGEA Discipline of Students with Disabilities.

Alcohol and/or Dangerous Drugs Use, Possession and/or Intent to Possess

Use or possession of drugs and/or alcohol on school premises is not permitted and will result in immediate disciplinary action.

Sharing, giving, and/or selling of these items is considered distribution.

Students who possess or take affirmative action to possess drug paraphernalia and/or use, possess or take affirmative action to possess or are under the influence of dangerous drugs and/or alcohol at school, while traveling to and from school, at school sponsored events, while at other schools in the district, and while off campus whenever such conduct has a direct effect on the discipline or general welfare of the school, are subject to immediate suspension and/or expulsion.

The student may also be subject to additional educational programs and obligations established by the District. Each violation will be reported to the Independence/Monmouth Police Department for a possible citation. Distribution (sharing/giving/selling), of any controlled substance or inhalant (pills, alcohol, drugs, vape pens, etc.) on or around campus may result in a recommendation for expulsion (even if it is a first offence).

  • The principal or assistant principal shall:

    1. Notify and request a conference with the parents/guardians of the student.
    2. Following the disciplinary conference with the student and their parent/guardian, a school may suspend the student for the violation of the district rules for up to ten (10) school days.
    3. Turn over all drug-related evidence to the appropriate law enforcement agency.
    4. A second violation will likely result in a longer suspension. 
    5. Upon request, The District will assist the family with obtaining a referral for an intake meeting, assessment and possible support pathways.

  • The principal or assistant principal shall:

    1. Notify and request a conference with parents/ guardians of the student.
    2. Following the disciplinary conference with the student and their parent/guardian, a school shall consider either a longer suspension of the student for the violation of district rules for up to ten (10) school days or make a recommendation to expel the student up to the full extent of the law.
    3. Turn over all drug-related evidence to the appropriate law enforcement agency.

Disciplinary procedures: Special education and Section 504

Special procedures must be followed if a student with a disability is suspended or expelled, and a relationship is shown between the behavior and the disability. If an expulsion hearing is requested, the student will be permitted to have a representative present at the hearing to advise and to present arguments. The representative may be an attorney or parent. The school district's attorney may be present. Students will be afforded the right to present their version of the charges and to introduce evidence by testimony, writings or other exhibits at the expulsion hearing.

Finally, the student will be permitted to be present and to hear the evidence presented by the District. For students with disabilities, the right to due process is extended through IDEA and Section 504 of the Rehabilitation Act of 1973.

  • Central School District may suspend students with disabilities from their current educational placement for up to 10 school days in a school year to the same extent, and with the same notice, as for students without disabilities. The District is not required to provide services to special education students unless services are provided to students without disabilities during this time.

    For drug and alcohol offenses committed by students with disabilities with IEP's, special education due process protections must be followed. If a student with a disability under Section 504 commits a drug/alcohol offense (such as possession, sale, or distribution of drugs/alcohol), and is currently engaged in the illegal use of drugs or alcohol, a school may impose any disciplinary measures imposed on students without disabilities. No manifestation determination or other Section 504 due process procedures are required. However, if a student with a disability under Section 504 commits a drug/alcohol offense and is not currently engaged in the illegal use of drugs or alcohol, a manifestation determination and other Section 504 due process procedures are required.

    Policy Reference: JGDA/JGEA - Discipline of Disabled Students

  • When a student is removed for disciplinary reasons, it is considered a change of placement if:

    • The removal is for more than 10 CONSECUTIVE school days or;
    • The removal is for more than 10 CUMULATIVE school days.

    The District will provide notice of disciplinary action for a suspension or an expulsion and provide Notice of Procedural Safeguards to the parent on the date on which the decision is made to remove the student.

     

  • When an administrator may be recommending expulsion, a Manifestation Determination meeting must be held by the 10th school day (consecutive or cumulative) of removal of a student that is a change to the student's placement because of a violation of a code of student conduct. Relevant members of the IEP team, including the parent, shall review all relevant information to determine:

    • If the conduct was caused by or had a direct and substantial relationship to the student's disability; or
    • If the conduct was the direct result of the District's failure to implement the student's IEP.

    If Yes to Either Question: Manifestation.

    If either of the above two bulleted items is applicable to the student, the conduct shall be determined to be a manifestation of the child's disability. The IEP team shall conduct a functional behavioral assessment, unless the District has already conducted such assessment prior to the behavior that resulted in the change of placement, and implement a behavior intervention plan or, if the student already has a behavior plan, review and modify the behavior intervention plan as necessary to address the behavior. In any case, the District shall return the student to the placement from which the student was removed unless:

    • The student is removed to an interim alternative educational setting for no more than 45 school days due to drugs, weapons or the infliction of serious bodily injury; or
    • The parent and the District agree to a change of placement; or
    • The student's placement is changed based on an IEP team decision.

    If No to both questions: No Manifestation

    If the IEP team determines that the student's behavior is NOT a manifestation of the disability, the District may proceed with disciplinary action applicable to students without disabilities, in the same manner in which it would apply to students without disabilities. The District will:

    • Ensure that the special education and disciplinary records of the student are transmitted for consideration by the school personnel making the final determination regarding disciplinary action.
    • Provide the services in an Interim Alternative Educational Setting, determined by the IEP team, that are necessary for the student to continue to participate in the general curriculum, and progress toward achieving the goals in the student's IEP.
    • Ensure that the student receives, as appropriate, a functional behavioral assessment, behavior intervention services and modifications that are designed to address the behavior violation so it does not recur.
    • Provide prior written notice of change of placement if the student's educational placement changes.

  • For a drug or weapon violation, or if the student has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the state or district, for each incidence a student may be removed from the current educational placement to an Interim Alternative Educational Setting for the same amount of time that a student without a disability would be subject to discipline, but NOT for more than 45 school days.

    Even if the IEP team determines the student's behavior is a manifestation of the student's disability, the District may continue the student's placement in interim alternative setting until the end of the 45-school day period. This removal is a change in placement.

    The District will apply the definitions in Board Policy

    "Serious Bodily Injury" is defined as a bodily injury that involves:

    • A substantial risk of death;
    • Extreme physical pain;
    • Protracted and obvious disfigurement; or
    • Protracted loss or impairment of the function of a bodily member, organ or mental faculty.

    "Drug violation" means the use, possession, sale or solicitation of drugs at school or a school function.

    "Drug" means illegal drug or controlled substance, but does not include a substance that is legally possessed or used under the supervision of a licensed health care professional or otherwise legally possessed. It does not include alcohol or tobacco.

    "Weapon Violation" means carrying a weapon to school or a school-sponsored function or acquiring a weapon at school.

    "Weapon" means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than 2-1/2" in length.

    If a student is removed for a drug or weapon violation, or for inflicting serious bodily injury as defined above, the District will:

    • Schedule an IEP meeting which will be convened within 10 school days;
    • Provide the parent with notice of disciplinary action for a suspension or expulsion, and provide the parents with Notice of Procedural Safeguards on the date the decision is made to remove the student.
    • Provide, as appropriate, a functional behavioral assessment (with consent) and behavior intervention services and modifications designed to address the behavior violation so it does not reoccur.

    The principal will work with their supervisor to make a decision regarding a student attending an Interim Alternative Educational Setting.

    Within 10 school days, the District will convene an IEP meeting to:

    • Determine if the student's behavior is a manifestation of the student's disability;
    • Review the IEP and revise it, as appropriate; and
    • Determine the location of the Interim Alternative Educational Setting which will enable the student to continue to participate in the general curriculum, and enable the student to progress toward achieving the goals in the student's IEP.

    The District must send the parents prior written notice of the change of placement.

    The provisions relating to Interim Alternative Education Settings do not apply to Section 504 students.

Student's right to hear who their accuser(s) are

Complaints and Accusations Made by Staff Members: A student may hear directly from the teacher or other staff member the specific complaints or descriptions of unacceptable behavior.

Complaints and Accusations Made by Other Students: In recognition of the special jeopardy in which student witnesses may be placed, and considering the possible traumatic effects on a student witness of adversary proceedings, the complaining student may not be required to face the accused nor to have his/ her identity revealed. When it is determined that a complaining student ought not face the accused, a school official may then become the official complainant. However, extreme care must be exercised by school officials to ensure that a student is not unjustly disciplined based on false or on hearsay evidence. Student witness anonymity may not be protected in expulsion hearings or legal proceedings involving attorneys, police officers, and/or court officials.

Denial of Admission to Regular School Program

The School District will deny admission to its regular school program to a student who is expelled from another school district and who has moved into the Central School District for the length of the expulsion. The District will provide an alternative learning environment for the student.

  • If a resident student or a student transferring into the District is expelled for a weapons violation, pursuant to Section (6) of ORS 339.250, the District will deny that student admission to the school's regular program for at least one calendar year from the date of the expulsion.

    In addition, the District will not offer an alternative education program to students expelled for weapons violations pursuant to section (10) of ORS 339.250 for at least one calendar year from the date of the expulsion subject to modifications.

Required reports and assessments

  • Violations of the District's rules related to guns and dangerous weapons, assault causing severe bodily injury, and allegations of sexual assault must be reported to the police. A school official shall inform the appropriate law enforcement agencies when a student is suspected of committing other illegal acts on the school campus or at a school-sponsored activity. When a student violates Code 14, the fire marshal will be contacted. The fire marshal will assess the behavior of the person in question and will provide fire safety education.

  • School administrators will notify the Local Law Enforcement of all incidents of guns/deadly weapons on campus, or any incidents of imminent harm. Administrators must also contact the Public Safety Office to obtain a Level 1 BSA/SIRP case number.

  • Student Threat Assessment helps identify situations that may pose a risk of violence or harm, determine the seriousness of that risk, and develop both safety and supervision strategies. Central School District follows an assessment protocol  based  on  the  WESD Student Threat Assessment model that is comprehensive, research-based, equity-centered, trauma-informed, and student and community centered, with a goal of increasing both physical and psychological safety in school communities.

  • Sexual Incident Response Protocol helps identify problematic sexual behavior in schools depending on development and context, determine the level of concern for community safety, and develop both safety and supervision strategies. Central School District follows an assessment protocol based on a model outlined by WESD in Sexual Misconduct in Children that is comprehensive, equity-centered, trauma-informed, student- centered, and safety-focused.

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