1. Director, Behavioral Learning
Code of Conduct
Gregory L. Hicks
Director, Behavioral Learning

2. Resolve
Commitment to create an atmosphere that promotes a learning environment where all students are given opportunities to reach their full potential without discrimination
Create a Code of Conduct that is just, clear, and is not applied disproportionately
Properly train HCS employees
Ongoing program evaluation to ensure desired outcomes

3. Philosophy HCS staff to provide Behavioral Interventions
CSC consistent with letter and spirit of Consent Order
HCS staff to provide Behavioral Interventions
Meeting these goals will prepare students to succeed after graduation
“Keep the students in the classroom”

4. Guiding Procedures
Responses will be progressive and corrective in nature;
Responses will be firm, fair, and consistently applied;
Responses will focus on teaching desired behaviors
Responses will not include rote work
Responses will not include reduction of student grades

5. Staff Responsibilities
Caring adults committed to student / teacher relationships
Help students “Connect” to school environment
Staff Commitments
Modeling professionalism
Communication
Conduct
Dress

6. Staff Responsibilities
Teaching “Life Skills” focused on positive behaviors
Using lowest level of intervention appropriate
Building parent / teacher relationships
Limiting exclusionary discipline
Embracing individual differences

7. Expectations and Core Beliefs - Students
I take responsibility for my own actions
I act as an important member of my class and school
I work hard and make school my priority
I work to resolve conflicts between others
I listen and think about other’s viewpoints, feelings, and rights before I act
I value the strength and ideas of others and will work cooperatively
I make healthy choices

8. Parent / Guardian Responsibilities
“Parents / Guardians should purposefully communicate with the school and make reasonable efforts to resolve any concerns.”

9. Responses to Student Behavior
Progressive Intervention Based Responses
School Based Problem Solving Teams
Restorative Justice
Peer Justice Panel
Clearly defined infractions with examples
Looking at all situations through an “Equity Lens” to eliminate disproportionality

10. Teacher Response is a Key Factor in the Outcome of the Situation
Remain calm and in control…loud arguments are rarely productive
Avoid Sarcasm
Focus on the student’s behavior
Conference with student privately when talking about misbehavior
Try to discern the source of the problem

11. Effective Planning is Another Important Key in Maintaining Desired Behavioral Outcomes
Create an awareness of time to help students work productively and remain on task
Alternate Activities to employ a high level of student engagement and interest
Have Sponge Activities ready when extra time is available
Develop Classroom Procedures and Routines

12. Establish a Respectful Atmosphere
Model respect to the student, and require respect from the student in return
Present a professional image in appearance and Actions in order to earn respect
Explain realistic rules and avoid ultimatums that provoke confrontations

13. HCS 2015-2016 Quick Reference Guide to CSC
CLASS I VIOLATIONS / MINOR OFFENSES
CLASS II VIOLATIONS / INTERMEDIATE OFFENSES
Number
Name
1.01
Excessive Distraction, Including on a Bus
2.02
Fighting
1.02
Non-Approved Organization
2.04
Vandalism/Destruction of Property
1.03
Minor Intimidation/Threat
2.05
Theft
1.04
Gambling
2.07
Repeated Threats
1.05
Excessive Tardiness
2.08
Trespassing with Intent
1.06
Profanity
2.10
Inadvertent Possession of Pocket Knife or Pepper Spray
1.07
Non-Conformity to Dress Code
2.11
Appearance of a Gun
1.09
Inappropriate Display of Affection
2.12
Sexual Touching
1.10
Unauthorized Class Absence
2.13
Sexual Harassment/Sexual Proposition
1.11
Providing False Information
2.15
Possession of Pornographic Material
1.12
Parking Permit Violation
2.17
Leaving Campus without Permission
1.13
Refusal to Complete Work
2.19
Possession of Drug Paraphernalia
1.14
Failure to Follow Instructions/Defiance of Authority/Insubordination
2.22
Unsafe Driving or Parking
1.15
Unauthorized Use of Property
2.26
Under the Influence of Drugs/Alcohol
1.16
Littering
2.30
Use of Tobacco
1.17
Possession of Tobacco
2.32
Indecent Exposure of Body Parts
1.18
Possession of Matches/Lighter
2.35
Harassment
1.19
Technology Infraction
2.36
1.20
Use or Display of Cell Phone/Electronic Devices
2.37
Possession of Alcohol or Marijuana
1.21
Habitual Disruption
2.38
Habitual Disrespect/Profanity
1.22
Engaging in Short, Spontaneous Fight
2.39
Disruption That Threatens Safety, Including on a Bus
1.23
Brief Shoving Match
2.40
Bullying and Cyberbullying
1.24
Medication Policy Violation
2.41
Intimidation
1.25
Trespassing without Intent
1.26
Cheating/Academic Dishonesty
CLASS III VIOLATIONS / MAJOR OFFENSES
OFFENSES RESULTING IN LONG-TERM EXPULSION
SIR Code #
3.01
Possession/Use/Sale of Drugs E1
3.06
Assault
3.02
Use/Sale of Alcohol E2
3.10 a ,b, c
Possession/Discharge/Use of Firearms
3.04
Arson E3
3.11 b & c
Possession/Use of Weapons
3.05
Menacing E4
3.13 a, b, c
Explosives
3.07 E5
3.14
Forced Sexual Act
3.08
Breaking and Entering E6
3.15
Robbery
3.09
Destruction of Property E7
3.17
Inciting Student Disorder
3.11
Possession of Weapons E8
3.18
Threat to School Safety
3.12
Bomb Threat E9
3.19
Extortion
Sexual Harassment/Sexual Aggression
E10
3.25
Technology Infractions
3.22
Discharge or Use of Pepper Spray
3.24
Persistent Harassment
3.26
Indecent Sexual Acts

14. Examples of Interventions
Parent/guardian notification (via telephone, , or text (with permission)
Verbal correction
Written reflection or apology
Reminders/redirection (e.g. role play)
District Daily behavior progress sheet initialed by parent
Restorative practices (classroom-based)
Seat change
Loss of classroom privileges
Teacher/student conference/mediation
Parent/teacher conference
Time-out within the classroom
Behavioral contract

15. Examples of Interventions (continue)
Detention
Peer mediation
Restorative practices (classroom-based)
Informal or preventative mentoring (school-based)
Conflict resolution (school-based)
Reimbursement for damaged property
Short-term behavioral progress reports
Loss of privileges from extracurricular activities
Referral to IEP or 504 team
IEP meeting
Development of Problem Solving Team Plan
Referral to appropriate substance abuse counseling services
Referral to health/mental health services
Referral to appropriate after-school program/community organization

16. Examples of Interventions (continue)
Check-in with school counselor/resource specialist
Parent/student/teacher/administrator conference
Reprimand by appropriate administrator
Community service
Detention
Peer mediation
Restorative practices (classroom-based)
Informal or preventative mentoring (school-based)
Conflict resolution (school-based)
Reimbursement for damaged property
Loss of privileges
IEP meeting
Functional Problem Solving Team Plan
Change in schedule or class
Temporary removal from class

17. Examples of Interventions (continue)
In-school suspension
Formal mentoring program
Short-term out-of-school suspension (1 to 3 days)
Restorative practices (classroom-based)
Reimbursement for damaged property
Long-term suspension (4 to 10 days)
Expulsion serious behavioral infractions (Not for 6th Grade or below)
Revision to IEP or 504 Plan
Revision to Problem Solving Team Plan

18. Columbia High School Class I Offenses
Class I Offenses should be handled by the Classroom Teacher.
Document all Class I Offenses on the “Discipline Documentation Form”
At third offense, a parental conference must be scheduled.
On third offense, attach the “Discipline Documentation Form to a Discipline Referral.

19. Columbia High School Appropriate Administrator
Discipline Referrals should be submitted to the appropriate administrator:
Mr. Jernigan Boys 10th-12th Grade
Mrs. Driggers Girls 10th-12th Grade
Mr. Hayden All 9th Grade students
The Principal should be notified for any Class III and Long-term Expulsion offenses.

20. Columbia High School Class II and III Offenses
Class II and Class III offenses should be reported using a HCS Discipline Referral Form.
Give the form to the appropriate administrator.

21. Columbia High School Removing Students from Class for Behavior
Avoid putting students out of class during instruction.
A Discipline Referral must be filled out for students who are missing instruction due to being sent in the hallway, to another room, or to a temporary “cool down” location.
Under “Actions Taken BY Teacher Before Referral”
Under Other: Temporary Class Detention for ___ minutes, student returned to class. No further action needed.
Temporary Class Detentions should not exceed 10 minutes.
Turn referral into appropriate administrator.

22. Columbia High School Uses of Campus Security and SROs
Avoid calling SROs and Campus Security for minor behavior issues within the classroom.
Security and SROs should only be called for serious safety issues:
Fights
Drugs
Weapons
Threats of Violence
Uncontrollable Argument (with potential for a fight)
Use Code when calling the office for any serious offense that warrants Campus Security or an SRO intervention. Please give the location.