MPS Administrator Guide to Discipline 2020–21 by Milwaukee Public Schools

Administrator Guide to Discipline 2020–21

Office of School Administration • Department of Student Services mpsmke.com

Student Services Supervisor Assignments 2020–21 Nicole Coleman, Student Services Specialist III (414) 475-8817 • smithnv@milwaukee.k12.wi.us Sheila Bost Student Services Supervisor I (414) 475-8018

Tangelyn Black Student Services Supervisor I (414) 475-8759

Terry Strong Student Services Supervisor I (414) 475-8037

bostsa@milwaukee.k12.wi.us

blackte@milwaukee.k12.wi.us

strongtl@milwaukee.k12.wi.us

Katandra Williams Secretary (414) 475-8052

Keyaira Gardison Secretary (414) 475-8014

Tameika Newson Secretary (414) 475-8035

Support Assignments East Region Southwest Region Contracted Schools Citywide Region Douglas Green Tree Morse High School Region Alliance Audubon Bay View Hamilton Meir Milw Co. Youth Ed. Ctr Project Stay Pulaski Reagan Riverside Transition WCLL

Central Region Northwest Region Citywide Region Lincoln Center of Arts King Middle Wedgewood Roosevelt High School Region Bradley Tech Groppi MacDowell Madison Marshall MHSA MSL North Obama Rufus King South Vincent Vincent Acc Academy

East Region Southwest Region Central Region Northwest Region High School Region Citywide Region Contracted Schools

All cases referred to the Department of Student Services are to be emailed to: csincident@lists.milwaukee.k12.wi.us. Please refer to the forms included in this packet.

The District Discipline Manager, Jon Jagemann, is responsible for ensuring that the implementation of the district’s policies concerning discipline is fair and equitable. For more information, contact Jon Jagemann at Districtdiscipline@milwaukee.k12.wi.us or call (414) 475-8645.

Office of School Administration Department of Student Services 5225 W. Vliet Street, Milwaukee, WI 53208 (414) 475-8448 • mps.milwaukee.k12.wi.us

July 2020 Dear Administrators and School Leaders, As we begin the 2020–21 school year, it is extremely important that we continue to examine our district’s discipline practices, including our process for Central Services conferences. In taking disciplinary action for a student referred to the Department of Student Services regarding a serious breach of discipline, the school-based administration and the Student Services supervisor must act within certain guidelines to bring each case to an appropriate disposition. All administrators will be held responsible for maintaining the integrity of our disciplinary process, which includes conducting a proper investigation, following the appropriate due process procedures for suspensions, and preparing the administrator’s packet. To assist you with every step of the discipline process, the following materials are provided. Administrator Guide to Discipline q Annotated Code of School/Classroom Conduct w Central Services Conference Basics e Due Process Procedures r Sample School Administrator’s Packet Using the Infinite Campus Behavior Management Tool q Standard Operating Procedures for Managing Discipline in Infinite Campus w Guides to Resolving Errors In accordance with Wisconsin state law and school board policy, students may be suspended for up to five (5) school days if a Central Services conference is scheduled. Students can be suspended up to three (3) school days at the school level. Students who receive special education services may be suspended for a cumulative total of ten (10) school days per school year, unless educational services in accordance with the Individualized Education Program are provided during the suspension. The number of suspension days displayed on the student’s behavior screen and attendance details must match. I look forward to a successful school year and supporting you to ensure that the educational rights of our students are protected. Sincerely,

Matthew Boswell, Senior Director Department of Student Services

Contents Code of Conduct: Behaviors and Resolutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 How to Use this Section. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Restorative Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Infinite Campus Behavior Resolutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Central Services Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Central Services Conference Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Important Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Expulsion Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Disciplinary Referral to the Department of Student Services Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . 33 Dispositions for Regular Education Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Reassignment Procedures for Regular Education Placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Dismissal Procedures for MPS Partnership Placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Guidelines for Successful Central Services Conferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Guidelines for a Teacher as Witness at MPS Student Disciplinary Hearings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Frequently Asked Questions About Central Services Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Due Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Milwaukee Public Schools Due Process Suspension Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Physical Restraint or Seclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Code of School/Classroom Conduct and Discipline Chart for Grades K3–12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Tips for Conducting Investigations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Suspensions: Full and Half Day for Middle and High Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Suspensions: Full and Half Day for Elementary & K-8 Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Addressing the Use of Seclusion and Physical Restraint in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 2020 – 21 School Administrator’s Packet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 2020–21 Report of Conduct for Violations of the School/Classroom Code of Conduct. . . . . . . . . . . . . . . . . . . . . . 60 2020–21 Central Services Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Elements of the Detailed Narrative and Witness Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Witness Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Sample — Administrator’s Detailed Narrative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Sample — Victim and Witness Statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Sample — Evidence Photo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Sample — Behavior Detail Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Sample — Letter from School Administrator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Sample Letter Sent By School for Student Services Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Invitation to a Meeting of the Individualized Education Program (IEP) Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Sample — Invitation to a Meeting of the Individualized Education Program (IEP) Team. . . . . . . . . . . . . . . . . . . . . . 69 Referral for Special Education and Related Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 PLP Contact Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Sample — Official Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Student Period Attendance Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Teacher Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Sample — Principal Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 2

Code of Conduct: Behaviors and Resolutions

Introduction Through MPS Resolution #05-14-5003 with the U.S. Office for Civil Rights, the district was charged with revising its policies and procedures for discipline by: a. Implementing standards for disciplinary referrals that eliminate redundancies and include clear definitions, categories, and clear procedures for staff to follow when making referrals; b. Eliminating, to the maximum extent possible, vague, subjective, or redundant offense categories, including those that necessarily require a high degree of subjectivity and individual discretion (e.g., chronic disruption, disorderly conduct); c. Eliminating exclusionary discipline for offenses of tardiness; d. Developing definitions of misconduct that are clear and objective to the maximum extent possible and that clearly distinguish between similar acts (e.g., fighting and physical aggression); such definitions must include clearly defined, uniform criteria for all offense categories; e. Identifying the range of penalties that may be imposed for each infraction and penalties that are proportionate to the type of misconduct; f. Clarifying the criteria for selection within the range of possible penalties when imposing disciplinary sanctions; g. Providing an explanation of how the district will distinguish between first offenders and repeat offenders when imposing disciplinary sanctions and a clear explanation of how any progressive disciplinary policies, practices, and procedures will be implemented; h. Implementing a requirement that alternatives to removal from class (including a temporary removal to the hallway), dismissal, suspension, or any other sanctions that require removal from the educational setting be considered in all cases except those in which the immediate safety of students or staff is threatened or the behavior in question is such that the disruption to the educational environment can only be remedied by removal; i. Implementing a requirement that school staff attempt a range of corrective measures before removal from class or referring a student to disciplinary authorities unless it can be documented that the safety of students or staff is threatened or the behavior in question is such that the disruption to the educational environment can only be remedied by such a referral; and j. Ensuring appropriate due process standards for all students disciplined under the districtâ&#x20AC;&#x2122;s student discipline policies, practices, and procedures, including a description of the key elements of the discipline process (appeals, alternative dispositions, timelines, provisions for informal hearings, and so on). This section will serve to clarify the selection within the range of action levels and distinguish between first time and repeat offenders.

How to Use this Section This section was designed to assist school-based administrators and other school staff responsible for making disciplinary decisions. It is aligned to and intended to support the 2020â&#x20AC;&#x201C;21 Student Code of School/Classroom Conduct. This administrative addendum contains a summary of criteria and considerations to use when assigning resolutions at each action level. In accordance with MPS Resolution #05-14-5003, the district has implemented an expectation that a range of corrective measures be attempted prior to removal from class (including a temporary removal to the hallway), creating a referral, dismissal, suspension, or any other sanctions that require removal from the educational setting. Exceptions can be considered in all cases in which the immediate safety of students or staff is threatened or the behavior in question is such that the disruption to the educational environment can only be remedied by removal. Interventions for classroom managed behaviors should be documented in the Classroom Behavior tab under PLP General prior to creating a referral. Only after interventions have been implemented appropriately and over time should a referral be processed for learning environment violations. For all offenses, the administrator is expected to conduct a thorough investigation of the incident. Tips for conducting the investigation can be found in the Due Process section of this guide. This includes following up with teachers and other witnesses, talking to the student, and reviewing all details pertaining to the incident. Infinite Campus Behavior Resolutions A clear explanation of each possible resolution has been included in the addendum. Some resolutions should be used only by central services staff; these are clearly identified. Resolutions that have been deemed restorative in nature are also identified. I. Pending suspension is the threat of a suspension unless the parent attends a meeting or arranges to meet within a specific timeframe (e.g., 48 hours). During the specified time period, the student is allowed to come to school and attend class. If the parent fails to appear, then a suspension can be issued after the specified time period elapses. A pending suspension is considered to be an alternative to suspension and should only be used when there is the ability to actually suspend for the incident. For example, a pending suspension cannot be issued in response to a referral for skipping class. Skipping class is a level 1 behavior for which a suspension cannot be issued. II. Bus suspensions should be used only to address bus behavior. For students with disabilities and students with 504 transportation services, bus suspensions must also have a corresponding suspension in Infinite Campus. III. In cases of bullying and sexual harassment, both the offender and the victim should be attached to the same referral. An appropriate resolution is required for the victim as well as the offender.

Behavior Matrix For each offense, all possible and appropriate Infinite Campus (IC) resolutions have been identified for each action level. An example appears below. Offense

Action Level

Definition

q Description and examples of the behavior w Guidance for distinguishing between first-time and repeat offenders e Teacher/Administrator responsibilities

Possible IC Resolutions

Level 1 Offenses: A variety of resolutions have been identified. In making a determination, the age, grade, frequency of the offense, and interventions that have already been implemented should be taken into consideration. Any offense with an action level of 1–1 is not suspendable. Level 2–4 Offenses: At these levels, offenses must have an OS or OSS suspension. If a resolution other than an OS or OSS suspension is entered, an error will appear on the error report. Please note that other resolutions, such as parent contact or police involvement, can be added. When in doubt, administrators should contact their Student Services supervisor, Regional Superintendent, or Instructional Leadership Director. Interventions and Supports Examples of Interventions that May Be Used for Documentation 1. Referrals to and action by: • School social worker • School counselor • School psychologist • Building Intervention Team 2. Parent conference(s) with administrator and/or teacher 3. Check-in/Check-out (CICO) 4. Social Academic Instructional Groups (SAIG) 5. Behavior Assessment/Intervention Plan (BAIP) 6. Functional Behavior Assessment/ Behavior Intervention Plan (FBA/BIP) 7. Educational Wraparound (K–8) 8. RENEW (9–12)

9. Gang Prevention and Intervention – Office of Violence Prevention/School Safety and Security 10. Bus Safety – Transportation Services 11. Bullying Prevention – Office of Violence Prevention/ School Safety and Security 12. Ropes and Challenges – Student Wellness and Prevention 13. ACT Now! (K5–8) – Student Wellness and Prevention 14. Peer Mediation 15. Violence Free Zone 16. Repairing harm circles (restorative practices) 17. Second Step 18. For 504-qualified student: • Record of 504 team meetings – to revise 504 plan • 504 accommodations plan

All intervention strategies must be documented in Infinite Campus. Cases without interventions for ongoing behaviors may be dismissed.

Restorative Practices Restorative practices (RP) is a framework that emphasizes the value of relationships. Often, RP is equated to circles, but it is much more than that. As shown in the continuum developed by the International Institute of Restorative Practices (IIRP), RP includes a range of informal to formal practices that can be used in proactive and reactive ways. When using RP to build and maintain relationships (proactive), conflict decreases and our ability to diffuse misbehavior (reactive) increases. Restorative conversations (e.g. affective statements, affective questions, restorative chats, and small impromptu conferences) can be used to mitigate challenging behavior and address conflict while empowering students to resolve the conflict.

Restorative Practices Continuum Informal Affective Statements

Formal Affective Questions

Small Impromptu Conferences

Proactive Circles

Responsive Circles

The Social Discipline Window includes four ways of interacting with students. The chart below is a modified version of the Social Discipline Window, which highlights ways students may feel and respond when each approach is used.

ACCOUNTABILITY

High

Low

Punitive (To)

Restorative (With)

Feel so upset by our actions that they: ] See themselves as victims ] Focus on how they were treated ] Do not reflect on the harm caused by their actions

Feel respected and safe enough to: ] Consider the impact of their actions ] Think critically ] Learn from their mistakes ] Take responsibility for their actions

Brain State: Anxious, Vigilante

Brain State: Relaxed, Alert

Neglectful (Not)

Permissive (For)

Feel so disconnected that they: ] Continue misbehaving ] Increase the misbehavior ] Seek attention from peers ] Disengage from instruction

Feel overly supported so they: ] Avoid taking responsibility for their actions ] Make excuses for their misbehavior ] Blame others

Brain State: Reactive, Defensive

Brain State: Passive, Enabled SUPPORT

High

Though some resolutions are identified as restorative (R), note that all resolutions can be implemented in a restorative way (high accountability + high support). Ongoing Restorative Practices professional development is required for effective implementation. Since repairing harm is a formal practice, advanced professional development is required prior to implementation. For questions about restorative practices, contact the restorative practices team at (414) 252-0220 or Chauna Perry Finch at (414) 252-0221.

Infinite Campus Behavior Resolutions Resolution

Definition

504 Evaluation

The process by which a student is evaluated for a 504 Plan. Section 504 identifies students who: have a physical or mental impairment that substantially limits one or more major life activities; or have a record of such an impairment; or are regarded as having such an impairment. The evaluation is conducted by the school’s support staff, and will determine if a plan is required based upon the criteria.

* Alternative Removal by Hearing Officer

Reassignment to another school as determined by a Student Services supervisor.

* Behavior Probation

A written warning that documents a student’s behavior if it jeopardizes the health and safety of him/herself and others. The probation outlines terms of return incentives and consequences after a Central Services hearing.

Change in Student’s Program

A change of schedule/class or Individualized Education Program (IEP) as it pertains to the academic or behavior progress of a student.

Collect Inappropriate Property

School official may confiscate inappropriate items that interfere with the learning process.

Community/School Service

Community service is work done by a person or group of people that benefits a school or neighborhood and is assigned as an alternative to suspension and detention.

Conference

A meeting of two or more persons (students, parents, school staff, and/or advocates) to discuss matters of common concern.

Contract with Student

A document that is written by and/or agreed upon by a staff member and student in an effort to improve attendance, behavior, and academics.

Counsel

Advice that is given to a student by a school official in an effort to improve behavior, academics, and attendance.

* CS Conference Scheduled

A conference scheduled by a Student Services supervisor relating to disciplinary matter.

Detention

A consequence issued for a student that requires him/her to be removed from the regular school schedule or activity for a specified period of time. Detention can be tracked in the IC detention tracker.

Exclude Extracurricular Activities

A student may be temporarily or permanently removed from a school activity as a consequence for a behavior infraction.

Expulsion Dismissed

A student’s case is cancelled due to lack of evidence, violation of due process, or inability to follow the Student Services guidelines for expulsion recommendation.

* Expulsion Recommendation

A student will be recommended for expulsion if they have committed a substantiated Level 4 offense.

* Expulsion with Services

A student is expelled from MPS with services (education, SSW, AODA, and so on.)

* These resolutions can be made only by a Student Services Supervisor. (R) = Restorative

Resolution

Definition

* Expulsions

A disciplinary process by which a student does not receive education services in a traditional school for up to a year or more.

* Handle at Local Level (HALL)

A Level 3 Central Services offense that requires the school to conduct its own meeting at the school and addresses a behavior that violated the code of conduct.

IEP Evaluation

A student is observed, assessed, and evaluated to determine if they meet criteria and need for an Individualized Education Program (IEP).

IEP Manifestation Determination

A process to determine if a student’s behavior occurred as a result of a direct and substantial relationship to their disability.

IEP Review

The IEP team reviews the student’s IEP and revises the document as it pertains to the overall progress of the student.

* Investigative Review

The preliminary Central Services conference held at the school for students with an IEP to determine if the alleged Level 4 offense is substantiated based on the evidence, witness statements, and student testimony. The conference consists of the administrator, parent, student, special education supervisor, and Student Services supervisor.

Mediation

An opportunity for two or more students to meet with an objective party to assist them in solving their differences.

MPS Alternative School

A school reassignment as a result of a disciplinary act that is substantiated by a Student Services supervisor.

Parent Contact

A phone call, email, text, or letter submitted to inform a parent of important student information and is documented in the Infinite Campus Contact Log.

Peer Jury (R)

A group of students who facilitate an informal judicial process that addresses student behavior. Requires adult and student facilitators to be trained in restorative practices and/or peer jury.

* Placement in IAES Hearing Officer

A school placement as determined by a Student Services supervisor following an egregious act. In most cases, this is conducted by the Department of Special Services.

Police Involvement

Contacting the police regarding issues of violence, drugs, sexual assault, and/or disorderly conduct.

* Preliminary Expulsion Hearing

A Central Services conference scheduled by a Student Services supervisor for regular education students to determine if the alleged level 4 offense is substantiated based on the evidence, witness statements, and student testimony. The conference includes the administrator, student, parent, and Student Services supervisor. The conference is held at Central Services.

Referral – School Psychologist

Services provided by school support staff.

Referral – School Social Worker

Services provided by school support staff.

* These resolutions can be made only by a Student Services Supervisor. (R) = Restorative

Resolution

Definition

Referral – School Counselor

Services provided by school support staff.

Referral – BIT

Building Intervention Team reviews student data and determines Tier 2 intervention.

* Remain at Present School

A disposition determined by the Student Services supervisor as a result of evidence, testimony, and statements.

Repairing Harm Circles (R)

Structured meeting with all participants seated in a circle with dialogue focused on the impact of the offense on the community with the goal of establishing how to repair the harm done. Requires adult and student facilitators to be trained in restorative practices.

Repair/Replace/Repay (R)

Restorative Conference (R)

Student is given the opportunity to repair what is damaged, replace what is stolen/damaged, or repay the debt. A structured meeting between persons who have caused harm and been harmed in which they look at the impact of their actions and decide how best to repair the harm. Requires facilitator to be trained in restorative practices.

Restorative Conversations (R)

Using restorative language with a student in an effort to improve behavior, academics, and attendance. Requires facilitator to be trained in restorative practices and restorative practices protocol to be followed.

Suspension – Bus

A temporary or permanent removal from the bus as a result of a behavior infraction. A bus suspension must be related to an incident that occurred on the bus.

Suspension – In-house

A temporary or permanent removal from the general school community as a result of a behavior infraction.

Suspension – Pending

A request to meet with parents regarding student behavior within a period of 48 hours, with the threat of suspension.

Suspension – Student Services Referral

A communication submitted to the Department of Student Services that requests a CS conference for Level 3 or Level 4 offenses.

Reflective Writing

An assignment given to a student that serves as a consequence for undesired behavior and asks the student to reflect on their behavior, identify different choices that could have been made, and describe how they can repair the relationship.

* These resolutions can be made only by a Student Services Supervisor. (R) = Restorative

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Definition

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

ATTENDANCE/PUNCTUALITY Skipping class

Failure to report to class without prior permission, knowledge, or excuse by school/ parent Examples may include student being inside the school building during the school day, but not in the assigned location (classroom, cafe, library, and so on) after specified class period begins. Teacher: Documents behavior and response in the Classroom Behavior tab in PLP, entering multiple occurrences over time prior to a Behavior Referral being completed in Infinite Campus. Teacher response should include what strategies teacher uses to correct student behavior and get student in class on a regular basis.

Action Level 1

Administrator: When responding to a Behavior Referral, review the Classroom Behavior tab for interventions used by the teacher and the Incident Intervention Toolbox for additional interventions that can be implemented. Continued skipping class may warrant a Behavior Referral over time with various resolutions depending on the frequency of skipping class and how long the behavior continues. * If multiple interventions have been implemented over time and a student shows no change in behavior, a student can be suspended for chronic violation of school rules only with documented regional approval (official communication).

Conference (w/ student and/or parent) Counsel Contract with student Exclude from extracurricular activities Parent contact Referral—BIT

LEARNING ENVIRONMENT Chronic disruption or violation of school rules

E ngaging in conduct that is disruptive to the learning environment; engaging in behavior that interferes with the teacher’s ability to productively teach; and has interventions that have been implemented over time AND have not remediated the disruptive behavior

The same student behavior is repeated over time (multiple days, weeks) causing slight disruption to instruction or student learning. Examples may include documented and repeated Level 1 behaviors (skipping class, leaving class without permission, inappropriate dress, chronic lack of supplies) AND/OR running, making excessive noises, failure to sit in assigned seat, throwing objects, failing to keep hands to oneself, continuing to talk while instruction is going on, distracting others, sleeping, and so on.

Action Level 1

Teacher: Documents behavior and response in the Classroom Behavior tab in PLP, entering multiple occurrences over time prior to a Behavior Referral being completed in Infinite Campus. Teacher response should include what strategies teacher uses to correct student behavior and get student in class on a regular basis. Administrator: When responding to a Behavior Referral, review the Classroom Behavior tab for interventions used by the teacher and the Incident Intervention Toolbox for additional interventions that can be implemented. Continued disruption and violation of school rules may warrant a Behavior Referral over time with various resolutions depending on the frequency of the behavior and attempts at intervention.

Conference (w/ student and/or parent) Counsel Detention Exclude from extracurricular activities Parent contact Parent meeting Referral—BIT

Multiple violations of different Level 1 school rules are not suspendable. ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation 11

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

ACTION LEVELS Minimum (minor)

Definition

Maximum (serious/ repeated)

Examples may include continued and repeated disruptions (running and/or making excessive noises, failure to sit in assigned seat, throwing objects, failing to keep hands to oneself, continuing to talk while instruction is going on, distracting others, and so on) over time despite documented interventions.

Action Level 2

Student has continued with repeated disruption and violation of school rules while participating in a documented Tier 2 intervention through the Building Intervention Team (BIT). Resulting behaviors are jeopardizing the learning experience of other students in the classroom.

1–3 day OS: Suspension

Multiple violations of different Level 1 school rules are not suspendable. * After multiple interventions have been implemented over time with no change in behavior, a student can be suspended for chronic violation of school rules only with documented regional approval (official communication).

Action Level 3

Chronic lack of supplies

At this point, the teacher and administrator have exhausted all resources to address the same repeated behaviors over an extended period of time (several months) in which Tier 2 interventions have been properly documented and progress monitored. Repeated offenses for which the minimum and maximum action level is 1, have documented interventions, and have escalated to chronic violation of school rules cannot be referred for a student services conference. Repeatedly reporting to class lacking necessary materials such as books, physical education attire, etc. Repeated failure to bring needed materials to class such as pencils, paper, homework, and so on.

Action Level 1

Teacher: Documents the behavior and interventions in Classroom Behavior tab in PLP over time prior to a referral being completed. Teacher has attempted to create a plan within the classroom to provide needed materials to student in the short term. * After multiple interventions have been implemented over time with no change in behavior, a student can be suspended for chronic violation of school rules only with documented regional approval (official communication).

ACTION LEVEL KEY:

OSS: Suspension— Student Services Referral

Behavior contract Conference (w/student and/or parent) Counsel Parent contact Parent meeting Referral—BIT

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Gang activity

Action Level 1

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

All gang activities which include, but are not limited to, use of material, jewelry, or clothing to disrupt or intimidate others; gang posturing to provoke an altercation; engagement in gang initiation or recruitment; or any act that furthers gang membership activity.

Examples may include engaging in acts (verbal/nonverbal) including gestures, handshakes, graffiti, posturing, and clothing and/or showing membership or affiliation with any gang, in which the activity does not pose an immediate threat to the school or other students.

Conference

Teacher: Documents behavior and interventions in Classroom Behavior tab in PLP of multiple events over time prior to Behavior Referral being completed in Infinite Campus.

Parent contact

Definition

Counsel Detention Reflective writing

Administrator: Must engage in interviews of students and gather more information to validate gang affiliation.

Action Level 2

Examples may include engaging in acts (verbal/nonverbal) including gestures, handshakes, graffiti, posturing, and clothing and/or showing membership or affiliation with any gang, in which the activity is intended to further the interests (soliciting membership, initiations, intimidations, tagging school property, and so on) of the gang.

1–3 day OS: Suspension

Repeated offense. Administrator: Must engage in interviews of students and gather more information to validate gang affiliation.

Action Level 3

Action Level 4

Examples may include provoking or pressuring others to intimidate or act with physical violence upon any other person related to gang activity. Administrator: Must engage in interviews of students and gather more information to validate gang affiliation. Examples may include two or more individuals going to a school they are not enrolled in with the intent of engaging in recruitment, intimidation, or any act that furthers gang activity; bringing other gang members (outsiders) to the school to recruit, intimidate, or further gang activity; and/or a large group students working together to organize and carry out a large-scale event that jeopardizes the physical safety of staff and students as part of an organized gang activity that results in a Code Yellow or Red.

Police involvement, if necessary OSS: Suspension— Student Services Referral

Police involvement OSS: Suspension— Student Services Referral

Administrator: Must engage in interviews of students and gather more information to validate gang affiliation. ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Inappropriate dress

Definition

Dressing or grooming in a manner that disrupts the teaching and learning of others. Failure to comply with the school-level dress code. Examples may include shorts/skirts that do not reach the end of student’s hand when measured, shirts/tops with spaghetti straps, tank tops, shirts/tops that display a student’s midriff or cleavage, pants that show a student’s underwear or are sagging beyond a reasonable measure, and clothing or belt buckles with vulgar (alcohol/drugs, sexually explicit, racial slurs, or profanity) language, symbols, or weapon imagery.

Action Level 1

Teacher/Administrator: Documents behavior and intervention in Classroom Behavior tab in PLP of multiple events over time prior to Behavior Referral being completed in Infinite Campus. Strategies may include providing appropriate clothing to the student, talking to student about the dress code, or having a family member bring appropriate clothing to school.

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Behavior contract Parent contact Parent meeting Referral—social worker Referral—BIT

* After multiple interventions have been implemented over time with no change in behavior, a student can be suspended for chronic violation of school rules only with documented regional approval (official communication).

Inappropriate personal property

Possession of personal property prohibited by school rules that interferes with the teaching and learning of others such as food, beverages, laser pointers, and electronic or communication devices.

Behavior contract Conference

Action Level 1

Examples may include possession of any item (food, drink, cigarette lighters, electronic devices/cases, toys, items used to cheat, and so on) that isn’t related to the educational process, can be considered inappropriate for the time and setting that does not jeopardize staff or student safety or cause a disruption to the learning environment. Student age, grade level, and the item should be considered. Repeated offense. Teacher: Documents behavior and teacher response in Classroom Behavior tab in PLP of multiple events over time prior to Behavior Referral being completed in Infinite Campus.

Collect inappropriate personal property Counsel Detention Exclude from extracurricular activities Parent contact Parent meeting Referral—BIT

Action Level 2

Examples may include more disruptive items (large quantities of food items, spray paint, shaving cream, pornography or sex-related items), or dangerous small animals (e.g., rodent, venomous spider) that causes a moderate school or classroom disruption, failure to give possession to staff member when asked, or distributing/ selling items to other students.

1–3 day OS: Suspension

Repeated offense.

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Action Level 3

Minimum (minor)

Definition

Examples may include possession and use of inappropriate materials (blow horns, stink bombs, water balloons, and so on), items used to cheat on standardized testing, items intended to vandalize or harm others (large quantities of shaving cream, eggs, baby oil, and so on), or be disruptive, and causing significant disruption to the learning environment. Repeated offense.

Inappropriate use of electronic communication devices

ACTION LEVELS

Capturing, distributing, displaying, sharing, and/or posting of inappropriate images from personal or school technology sources that disrupts the learning environment

Maximum (serious/ repeated)

Police involvement, if necessary OSS: Suspension— Student Services Referral

Behavior contract

Action Level 1

Examples may include engaging in noneducational practices on electronic devices during instruction (taking pictures or video, texting, listening to music, playing games, or talking on cell phone without permission), resulting in student not engaging in classroom instruction. Teacher: Documents behavior and teacher response in Classroom Behavior tab in PLP of multiple events over time prior to Behavior Referral being completed in Infinite Campus.

Conference (w/ student and/or parent) Counsel Detention Exclude from extracurricular activities Parent contact Parent meeting Referral—BIT

Action Level 2

Examples may include engaging in noneducational practices on electronic devices during instruction (taking pictures or video, texting, listening to music, playing games, or talking on cell phone without permission), resulting in student not engaging in classroom instruction, interrupting learning, or refusing to put the item away.

1–3 day OS: Suspension

Repeated offense.

Action Level 3

Action Level 4

ACTION LEVEL KEY:

Examples may include taking, showing, and/or distributing inappropriate images and/ or pictures; live streaming or recording an event that is violent, drug related, or viewed as inappropriate in a school setting; and/or distributing to other students, while under the supervision of school authority.

Examples may include live streaming or recording an event that is sexual in nature or egregious while under the supervision of school authority, creating a substantial disruption to the learning environment.

Police involvement, if necessary OSS: Suspension— Student Services Referral Police involvement, if necessary OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Leaving the classroom without permission

Definition

Leaving the classroom/learning environment without permission

Examples include student exiting the classroom setting after class has started without direct permission from the teacher or administrator. Teacher: Documents behavior and teacher response in Classroom Behavior tab in PLP of multiple events over time prior to behavior referral being completed in Infinite Campus. Action Level 1

Administrator: When responding to a Behavior Referral, review the Classroom Behavior tab for interventions used by the teacher and the Incident Intervention Toolbox for additional interventions that can be implemented. * After multiple interventions have been implemented over time with no change in behavior, a student can be suspended for chronic violation of school rules only with documented regional approval (official communication).

Substantial environmental disruption

Engaging in conduct that causes a substantial disruption to the educational environment such that teaching and learning, and/or normal school operation cannot continue.

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Behavior contract Conference Counsel Exclude from extracurricular activities Parent contact Referral—BIT

Behavior contract Conference (w/ student and/or parent)

Action Level 1

Examples may include intentional behavior (constant talking, arguing with the teacher/ others, mimicking, yelling over the teacher, chanting) after refusing initial redirection from staff members that substantially disrupts the environment but does not jeopardize staff or student safety but causes a disruption for other students. First offense.

Counsel Detention Exclude from extracurricular activities Parent contact Parent meeting Referral—BIT

Action Level 2

Examples may include intentional behavior (playing music loudly, yelling over the teacher, chanting) after refusing initial redirection from staff members that substantially disrupts the environment and jeopardizes the learning experience of other students in the classroom.

1–3 day OS: Suspension

Repeated offense.

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

ACTION LEVELS Minimum (minor)

Definition

Action Level 3

Examples may include intentional behavior (inciting groups of students to engage in riot-like behavior) that substantially disrupts the environment and jeopardizes the learning experience of other students in the classroom/building (causing a code yellow), where instruction cannot continue.

Action Level 4

Examples may include intentional and/or repeated behavior (organizing, inciting, creating situations to cause chaos/confusion such as reporting false claims to law enforcement/school staff) which substantially disrupts the learning environment (including evacuation and shutdown of the building) and endangers the safety of staff and students, and which negatively and directly impacts the partial or whole school environment.

Maximum (serious/ repeated)

Police involvement, if necessary OSS: Suspension— Student Services Referral

PHYSICAL SAFETY/MENTAL WELL-BEING A physical attempt to cause bodily harm to another person without making physical contact where there is a show of force that causes reasonable fear or apprehension of immediate bodily harm.

Action Level 2

Student is not near the intended victim, hitting fist in palm of hand, fighting stance, no lunging.

1–3 Day OS: Suspension

Action Level 3

Student is in close proximity to the intended victim and has the ability to cause harm (swinging, kicking, or lunging at the person).

OSS: Suspension— Student Services Referral

Assault

Battery

Unprovoked/unanswered intentional physical contact without consent causing bodily harm.

Parent contact Action Level 4

ACTION LEVEL KEY:

Examples may include point out/knock out, joining into a fight. Significant bodily injury may include broken/fractured bones, bleeding, deep cuts/scratches, bruises/ contusions, concussion, and/or requires hospital emergency room visit.

Police involvement OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Bomb threats

Definition

Reporting to school, police, or fire officials the presence of a bomb on or near school property without a reasonable belief that a bomb is present on school property.

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Parent contact Action Level 3

Action Level 4

Examples may include letters, drawings, or verbal bragging about making a bomb threat. The threat does not substantially disrupt the learning environment.

Examples may include letters, drawings, or verbal bragging about making a bomb threat. Student intended to cause fear. The threat requires a Code Red, police response, and resulted in a substantial disruption to the learning environment. Repeated bomb threat offense.

Bullying

Deliberate, one-sided, repetitive behavior that is done with the intention of harming or intimidating others.

Police involvement OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

Behavior contract

Action Level 1

Action Level 2

Example behaviors might include repeated playful annoyances (hitting, slapping, tripping, and so on) or other physical acts (kicking, punching, knocking items out of the hand), verbal expressions (name calling, ribbing, insults aimed at appearance, sexual orientation, race, religion, gender, and so on) or cyber (sending texts or posting on social media), targeting the same individual (directly or by proxy) in which there is an uneven balance of power.

Conference (w/ student and/or parent)

Any physical contact should result in parent contact.

Parent contact

Counsel Detention

Both the victim and offender must be attached to the referral. Appropriate resolutions should be applied to both.

Referral—school psychologist

Examples may include repeated or premeditated actions (directly or by proxy) which could result in the victim refusing to come to class/school, social media issues, or issues that disrupt the learning environment for the victim and/or other students.

1–3 Day OS: Suspension

Referral—BIT

Repeated offenses regardless of target. Action Level 3 Disorderly conduct

Actions (directly or by proxy) cause valid physical or psychological harm to victim. Repeated despite documented interventions over a period of time. Engaging in behavior that causes a disruption in the educational environment and/ or which causes property damage or minor injury (without regard to intention).

OSS: Suspension— Student Services Referral

Conference (w/ student and/or parent) Action Level 1

Examples may include horseplay (classroom, hallways, cafeteria, and so on), verbal argument that disrupts the classroom, impulsive outbursts, flipping over desks/chairs with no injuries, or singular outbursts (temper tantrums). Actions require the teacher to stop instruction to address the behavior.

Counsel Detention Parent contact Referral—school psychologist Referral—BIT

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation 18

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Minimum (minor)

Definition

Repeated incidents of disorderly conduct in the learning environment in which multiple classroom interventions have been documented in PLP behavior management contact log. Action Level 2

Action Level 3

ACTION LEVELS

Examples may include standing on desks/tables during a fight, deliberately trying to incite a riot/mob, banging on lockers, throwing furniture. Requires student removal from the classroom/area or other students must be removed from the classroom/area to protect their safety. Student actions disrupt multiple spaces (classrooms, main office, cafeteria, auditorium, and so on); required multiple staff members to regain control; property damage (broken windows/equipment); and/or minor injury (scrapes/bruises, superficial cuts, swollen fingers/hands) to staff or students.

Maximum (serious/ repeated)

1–3 Day OS: Suspension

OSS: Suspension— Student Services Referral

Endangerment of Physical safety/mental well-being

Engaging in conduct that directly and substantially endangers the physical safety or mental well-being of others.

Action Level 3

Examples may include letting outsiders into the building (resulting in no harm to staff or students); calling outsiders/family members to the school with the intent to harm staff or a student; pouring foreign substances into the food/drink of others; placing hazardous items in the path of others to cause harm (e.g., pouring oil on stairs); throwing objects (pencils, books, equipment) inside the building, which could harm others but does not cause significant injuries to staff or a student.

OSS: Suspension— Student Services Referral

Action Level 4

Examples may include purposely spitting on someone; letting outsiders into the building who harm staff or a student; calling outsiders/family members to the school who harm staff or a student; throwing objects inside the building that cause significant injury to staff or a student; pouring foreign substances into the food/drink of others; placing hazardous items in the path of others to cause harm (e.g., oil on stairs). Includes all instances in which the building is put on Code Red and causes a disruption of the school day.

OSS: Suspension— Student Services Referral

Extortion

Forcing other persons to act against their will under threat of, but not limited to, physical harm.

Action Level 2

Examples may include threatening to expose information or pictures for money/ grades, forcing someone to fight, or refusing the return of property unless another action is taken.

1–3 Day OS: Suspension

First time or repeated offense—no injury

Action Level 3

The nature (e.g., sexual photos) and the extent (e.g., posted online, shared widely) of the items extorted is detrimental to the safety mental/well-being of the victim, and may or may not have been acted upon by the offender. Documented, repeated offense.

Action Level 4

The nature and the extent of the items extorted is detrimental to the safety mental/ well-being of the victim, and has been acted upon by the offender. Repeated offense after intervention.

ACTION LEVEL KEY:

OSS: Suspension— Student Services Referral OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

False fire alarms

Action Level 2

Definition

Reporting a fire to school or fire officials, or setting off a fire alarm without a reasonable belief that a fire exists Examples may include reporting to 911 or school official, or pulling the fire alarm, which does not result in the evacuation of classrooms or building. The fire department is not contacted and the school can quickly resume regular operations.

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

1–3 Day OS: Suspension

First-time offense

Action Level 3

Examples may include reporting to 911 or school official, or pulling the fire alarm, resulting in the evacuation of some classrooms and/or the building. The fire department is contacted but may or may not be dispatched. No injuries to staff or students, and no damage to the building occurs.

OSS: Suspension— Student Services Referral

Repeated offense

Action Level 4

Fighting

Examples may include reporting to 911 or school official, or pulling the fire alarm, resulting in the evacuation of all classrooms and/or the entire building, resulting in a substantial disruption to the learning environment or injury to staff and students. Fire department is contacted and dispatched and may or may not result in fines for the school. Physical confrontation including, but not limited to, pushing and shoving, and/or exchange of physical blows

Examples may include slapping, hitting, poking, shoving, or two students willing to engage with one another in which staff intervention is required and no substantial disruptions or injury took place. Students are willing to mediate after the fight.

Police involvement OSS: Suspension— Student Services Referral

Conference (w/ student and/or parent) Counsel Detention

Action Level 1

Mediation Parent contact Referral—school psychologist Pending suspension

Action Level 2

Action Level 3

Examples may include two students planning a fight for 30–60 seconds or more, multiple fights involving the same students, a refusal to mediate, and/or the fight causes a large disruption in the hallway, cafeteria, or stairwell. Examples may include fighting that does not stop after staff intervene and separate the offenders; repeated attempts to fight after the offenders have been separated; a group fight (3 or more); still fighting after mediation; and/or causing disruption in the building/classroom.

1–3 Day OS: Suspension

OSS: Suspension— Student Services Referral

Repeated offense with documented interventions.

Action Level 4

ACTION LEVEL KEY:

Fight involves: multiple students resulting in a riot that leads to a Code Yellow/Red; damage to school property; causing a major injury; or continues to beat a student into a defenseless position.

Police involvement, if necessary OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Gambling

Definition

Playing any game of skill or chance for anything of value

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Conference Counsel Action Level 1

Examples may include betting money or any item of value on the outcome of any game such as shooting dice or playing cards. First time offense.

Detention Parent contact Referral—school psychologist Referral—BIT

Action Level 2

Documented and repeated after intervention; causes a fight; disrupts the learning environment. Repeated offense.

Hazing

Action Level 2

Action Level 3

Intentional or reckless acts which endanger the physical health or safety of others for the purposes of initiation/admission/affiliation with an organization. Examples may include whipping, branding, exposing to the elements, sleep deprivation, or forced exclusion from social contact. First time offense resulting in no injury. This includes school-sponsored extracurricular activities. Examples may include forced 30–60 second fights or a combination of Level 2 behaviors resulting in injury to another student. Repeated after documented interventions. This includes any school-related or sponsored event.

Action Level 4

Injury resulting from gang initiation requiring medical attention that is more than first aid and/or gang intimidation; this includes any school-related or sponsored event.

Loitering

Remaining around or lingering about a school building without a lawful purpose or particular purpose for being there.

Refusing to leave school property, no purpose for being on school grounds, being in an unauthorized part of the building without permission. Action Level 1

1–3 Day OS: Suspension

OSS: Suspension— Student Services Referral OSS: Suspension— Student Services Referral

Conference (w/ student and/or parent) Counsel Detention Parent contact Referral—School psychologist Referral—BIT

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Personal threat

Definition

Direct or indirect (through another party) verbal, written, or electronic statement of intent to do bodily harm directed toward others

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Parent contact Detention

Action Level 1

Examples may include direct verbal threats in which the student is not near intended victim, instigating a fight, attempting to get other students to fight. First-time threat.

Counsel Conference (w/ student and/or parent) Referral—school psychologist Referral—BIT

Action Level 2

Examples may include threats issued directly/indirectly by letter or electronic means; instigating a fight and the fight occurs although they did not participate in the fight; or making repeated threats after documented interventions have occurred.

Action Level 3

Examples may include direct threat to intended victim issued within close proximity causing reasonable fear of immediate bodily harm. Hit list with multiple names and/or electronic hit list posted on social media. Threat that disrupts the learning environment of multiple classrooms. Threat that involved a police response. Repeated verbal threats after multiple documented interventions.

Possession/ownership or use of a weapon

Possessing, having under one’s control, using, or threatening with a gun (BB, pellet, pistol, rifle, starter replica, or toy gun), explosive device, or any other object that, by the way it is used, is capable of inflicting bodily harm

Action Level 4

Examples may include knife, throwing star with sharp edges, Taser, razor blade, box cutter, brass knuckles, or any other item that is used with the intent to cause bodily harm (chair, desk, pencil, and so on). Student may or may not have brandished the weapon toward others.

Possession or use of fireworks

Using or possessing any explosive fireworks

1–3 Day OS: Suspension Police involvement OSS: Suspension— Student Services Referral

OSS: Suspension— Student Services Referral

Conference (w/ student and/or parent) Counsel Action Level 1

First time possession of fireworks (firecrackers, rockets, sparklers, and so on) on bus or school grounds. Items are not ignited and result in no injuries.

Detention Parent contact Referral—school psychologist Referral—BIT

Action Level 2

Repeated documented possession of fireworks on bus or school grounds. Use or ignition of any fireworks on school grounds; results in no injuries.

Action Level 3

Igniting fireworks inside the bus/building resulting in injury to students/staff. Causes major disruption to the learning environment.

ACTION LEVEL KEY:

1–3 Day OS: Suspension OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Reckless vehicle use

Definition

Using any motorized or self-propelled vehicle on or near school grounds in a reckless manner (i.e., a manner that shows conscious disregard for a substantial or unjustified risk to oneself and others) or in a manner that disrupts the educational process.

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Conference (w/ student and/or parent) Action Level 1

Examples may include excessive speeding, joyriding, or performing tricks (donuts, wheelies, and so on) on city streets around school or on school grounds, resulting in no injuries in a vehicle owned by the offender. First time offense.

Counsel Detention Parent contact Referral—school psychologist Referral—BIT

Action Level 2

While on school grounds, vehicle use puts students/staff in harm’s way. Examples may include driving on the sidewalk or grass while students/staff are present, hanging out the window or allowing others to hang out of the vehicle while moving, resulting in no injury to staff or students in a vehicle that may or may not be owned by the offender, or being a passenger of the vehicle in these circumstances.

1–3 Day OS: Suspension

Repeated behavior after documented interventions. Repeated offense after multiple documented interventions; causes damage to property/other vehicles. Action Level 3

Action Level 4

ACTION LEVEL KEY:

While on school grounds, vehicle use puts students/staff in harm’s way. Examples may include intentionally driving on the sidewalk/grass/playground while students/ staff are present, hanging out the window or allowing others to hang out of the vehicle while moving, causing people to run to escape from being hit, resulting in no injury to staff or students in a vehicle that may or may not be owned by the offender. Examples may include intentionally driving on the sidewalk/grass/playground while students/staff are present, hanging out the window or allowing others to hang out of the vehicle while moving, causing people to run to escape from being hit, resulting in injury to staff or students whether intentionally striking the victim or not, hitting someone, or using the vehicle that may or may not be owned by the offender as a weapon.

OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Robbery Action Level 2

Action Level 3

Minimum (minor)

Maximum (serious/ repeated)

Taking property from a person by force or threat of aggression

Examples may include forcibly removing items (e.g., pushing, grabbing) from someone’s hand or going in their pockets, without any injury. Item is returned.

1–3 Day OS: Suspension

Definition

Examples may include forcibly removing items (punching, slamming to the ground) from someone’s hand or going in their pockets; may involve multiple offenders. Item is not returned or is returned with damage, and/or has resulted in minor injury. Value of item may be $100–$499. Repeated incidents after documented interventions.

Action Level 4

Examples may include forcibly removing items (punching, slamming to the ground) from someone’s hand or going in their pockets. Item is not returned or is returned with damage, and/or results in substantial injury. Value of item may be greater than $500. Repeated documented incidents.

Sexual assault

Intentional bodily contact of a sexual nature.

Action Level 3

Examples include touching private parts (genitals, breasts, buttocks) in a sexual nature for sexual gratification over clothing with or without consent, unsolicited physical contact.

Action Level 4

Examples include touching private parts (genitals, breasts, buttocks) in a sexual nature for sexual gratification under clothing, sexual intercourse, or oral sex with or without consent.

Sexual harassment

Unwelcome sexual advances, requests for sexual favors, physical contact of a sexual nature, or other verbal conduct or communication of a sexual nature

Action Level 1

ACTION LEVELS

Examples may include making sexual propositions or pressuring for sexual favors, writing graffiti of a sexual nature, telling sexually explicit jokes, circulating sexual rumors/emails/texts, or unwelcome physical contact. First offense. Student submission to the conduct or failure to complain does not always mean the conduct was welcome.

Police involvement, if necessary OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

Police Involvement OSS: Suspension— Student Services Referral Police Involvement OSS: Suspension— Student Services Referral

Conference (w/ student and/or parent) Counsel Detention Parent contact Referral—school psychologist Referral—BIT

Action Level 2

Examples may include unwelcome physical contact of a sexual nature and or masturbation in front of others. Repeated over time and/or after documented interventions. Gaps in ages and/or power differential should be considered. Student submission to the conduct or failure to complain does not always mean the conduct was welcome.

ACTION LEVEL KEY:

1–3 Day OS: Suspension

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Action Level 3

Trespassing

Action Level 1

ACTION LEVELS Minimum (minor)

Definition

Examples may include repeated behavior over time and after documented interventions. Gaps in ages and/or power differential should be considered. Student submission to the conduct or failure to complain does not always mean the conduct was welcome. Entering any school property without proper authority or remaining on any school property after being told to leave by authorized personnel; includes any school entry during a period of suspension or expulsion

Examples may include a student entering a school property they attend but during noninstructional time. Circumstances such as the time of day should be considered. First time offense.

Maximum (serious/ repeated)

OSS: Suspension— Student Services Referral

Conference (w/ student and/or parent) Counsel Detention Parent contact Referral—school psychologist Referral—BIT

Action Level 2

Examples may include a student entering a school/class that they may or may not attend during instructional time, refusing to leave once directed on school property during suspension, or going to another school to fight; actions cause a disruption to the learning environment. Circumstances such as the time of day and number of students trespassing during the incident should be considered.

1–3 Day OS: Suspension

Repeated offense after documented interventions. Verbal abuse, profanity, harassment

Action Level 1

Use of language (written or spoken) or conduct or gestures which may be obscene, profane, or vulgar

Examples may include continued intentional use of general profanity after redirection, profanity directed to an individual/group, ribbing/insults/name calling (e.g., stupid, dumb, idiot) directed at a specific individual/group, or making statements about and toward a protected class (ethnicity, gender, sexual identity, religion, or disability) in general terms.

Conference (w/ student and/or parent) Counsel Detention Parent contact Referral—school psychologist

First time offense.

Referral—BIT

Action Level 2

Examples may include directed intentional profanity toward an individual, verbal altercation between two or more students that doesn’t result in a physical altercation, use of discriminatory language intentionally directed at a specific individual while under the supervision of a school authority.

1–3 Day OS: Suspension

Repeated offense after documented interventions.

Action Level 3

ACTION LEVEL KEY:

Repeated offense directed toward staff/students after multiple documented interventions, intimidation of others as a result of the language, multiple documented instances in which the language chronically disrupted the learning environment.

OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation 25

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Action Level 4

ACTION LEVELS Minimum (minor)

Definition

Examples may include pervasive use of hate speech aimed at a protected class (ethnicity, gender, sexual identity, religion, or disability) in which multiple documented interventions have taken place, prevents teaching and learning, major disruption of the learning environment/school event, student harasses multiple students/staff members. Victim refuses to attend school/class as a result of language/harassment.

Maximum (serious/ repeated)

Police involvement OSS: Suspension— Student Services Referral

Repeated offense. PROPERTY Arson

Action Level 3

Intentionally starting any fire or combustion on school property Examples may include setting fires, lighting paper, or causing combustion that does not result in significant property damage (may or may not exceed $1,000) and there is no injury to others. The fire department was not contacted.

Action Level 4

Burglary

Action Level 2

Examples may include setting a fire or causing combustion that requires the fire/ police department to be called, the evacuation of the classroom/building, and/or classroom property damage exceeding $1,000; may or may not include injury to others. Unauthorized entry into school district property for the purpose of committing a crime, especially theft Examples may include breaking into an unauthorized area (classroom, storage area, locker, desk, or other district property) with force. No property is taken or damaged. First time offense.

Action Level 3

Examples may include breaking into a classroom, storage area, desk, or other district property with force (breaking/forcing windows, cutting screens, or using tools). The property taken or damage sustained may or may not exceed $1,000. Repeated offense.

Action Level 4

ACTION LEVEL KEY:

Examples may include breaking into a classroom, storage area, desk, or other district property with force (breaking/forcing windows, cutting screens, or using tools), resulting in significant property loss or damages that may exceed $1,000.

Police involvement, if required OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

Police involvement, if required 1–3 Day OS: Suspension Police involvement OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Theft/possession of stolen property

Definition

Taking of property belonging to another individual, group, or entity without permission with the specific intent to permanently deprive; or being in the possession of property without permission of the owner

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Community service

Action Level 1

Examples may include theft of consumables, cash, or personal/school property (e.g., food, candy, school supplies, headphones, games). The property is returned unaltered/ undamaged. First time offense.

Conference (w/ student and/or parent) Detention Parent contact Repair/Replace/ Repay

Action Level 2

Examples may include theft of cash, clothing, electronics, personal/school property (e.g., glasses, book bag/purse, jacket, tablet, cell phone, headphones, and so on) and is not returned and/or may be damaged. Repeated offense.

Action Level 3

Examples may include theft of cash/credit cards, personal/school property, cell phone, or electronics, in which the value (replacement/repair) of the property taken may be $500 to $999, and is not returned and/or may be damaged. Repeated offense.

Action Level 4

Examples may include theft of large items such as a car or other school/personal property in which the value may be greater than $1,000. The property taken may/may not have been returned and/or has been damaged. Repeated offense.

Vandalism

Maliciously and intentionally causing damage to school property or the property of others; includes situations in which minor damage can be repaired or replaced at no cost to the district

Police involvement, if required 1–3 day OS: Suspension Police involvement, if required OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

Behavior Probation

Action Level 1

Examples may include drawing graffiti; marking or etching desks/walls; ripping down bulletin boards; or throwing things for the purpose of breaking them. Property has little to no monetary value, and property may be damaged/altered but is repairable at the school level.

Community/School Service Counsel Detention Parent contact

First time offense.

Repair/Replace/ Repay

Action Level 2

Examples may include drawing graffiti with permanent marker/paint; marking or etching school property; cutting bulletin boards or tearing down displays; or throwing things for the purpose of breaking them, and can be repaired.

1–3 day OS: Suspension

Repeated offense. ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Action Level 3

Minimum (minor)

Definition

Examples may include intentionally breaking locks, shattering windows/glass, tearing down displays, breaking/destroying school electronics, or damaging cars, in which the property may be valued at $500–$999, and may be damaged/altered and/or irreparable. Repeated offense.

Action Level 4

ACTION LEVELS

Examples may include intentionally breaking locks, shattering windows/glass, breaking school electronics, or damaging cars, in which the property may be valued at $1,000 or more, and may be damaged/altered beyond repair. Repeated offense.

Maximum (serious/ repeated)

Police involvement, if necessary OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

CONTROLLED SUBSTANCES Other substances/materials

Action Level 2

Possessing, using, or having under one’s control any substances or materials that threaten the health or safety of oneself or others. Examples may include possession and/or use of a substance/material (e.g., air freshener, cleaner, perfume, chemicals) that may or may not come into direct contact with an individual, when intentionally used inappropriately beyond the intended use (e.g., spraying others) or excessively, and can cause harm to individuals.

1–3 day OS: Suspension

First offense.

Action Level 3

Examples may include possession and/or use of a substance/material (e.g., air freshener, cleaner, perfume, hazardous chemicals, Lean, CBD oil/products) that can cause harm to an individual who comes into direct or indirect contact; or when used inappropriately, intentionally, or excessively. Repeated offense.

Action Level 4

Examples may include possession and/or use of a substance/material (e.g., air freshener, cleaner, perfume, hazardous chemicals, Lean, CBD oil/products) that comes into direct contact with and/or causes significant harm or injury to an individual(s). The act is excessive and may result in medical treatment to an individual. Repeated offense.

Possession of drug paraphernalia

Possession of a tool used to prepare, store, contain, or used to ingest, inject, or inhale a drug or controlled substance with or without drug residue. Examples may include possession of pipes, roach clips, bongs, rolling papers, needles, glass vials, empty pill bottles, scales, lighters, and so on.

Action Level 1

Police involvement, if necessary OSS: Suspension— Student Services Referral Police involvement OSS: Suspension— Student Services Referral

Collect inappropriate personal property Counsel

Plastic bags are considered to be drug paraphernalia when present with other items listed. Other factors such as excessive cash and number of other items present should be considered. First offense.

Detention Parent contact Referral—school psychologist Referral—BIT

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12 Conduct that Violates Expectations or Code of Conduct Principles

Action Level 2

Minimum (minor)

Definition

Examples may include possession of pipes, roach clips, bongs, rolling papers, needles, glass vials, empty pill bottles, plastic bags, scales, lighters, and so on. Repeated offense.

Possession/possession with intent to distribute/ownership/ use of alcohol or illegal drugs

Action Level 3

Possessing, possessing with intent to distribute, selling, giving away, transferring, having under one’s control, or using any alcoholic beverages, controlled substances, or intoxicants. Examples may include possession of marijuana (edibles, THC vape cartridges/ products), methamphetamines, schedule narcotics, and/or pills, in which the substance has been substantiated by the police, and may have been distributed to other students. First offense.

Action Level 4

Examples may include possession of marijuana (edibles, THC products), methamphetamines, schedule narcotics, and/or pills, in which the substance has been substantiated by the police, may have been distributed to other students, and may have resulted in the harm of other students. Repeat offense.

Use of tobacco, including chewing

Action Level 1

ACTION LEVELS

Use of any tobacco product by a student.

Examples may include smoking on school premises or possession of tobacco products (cigarettes, cigars, e-cigarettes, vape pens that have not been substantiated by the police, and so on).

Maximum (serious/ repeated)

1–3 day OS: Suspension

Police involvement OSS: Suspension— Student Services Referral

Community/school service Contract with student Counsel

First offense.

Detention Parent contact

Action Level 2

Examples may include smoking on school premises or possession of tobacco products (cigarettes, cigars, e-cigarettes, vape pens that have not been substantiated by the police, and so on).

1–3 Day OS: Suspension

Repeated offense. ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Central Services Conferences

Central Services Conference Basics The purpose of the Central Services conference is to investigate serious breaches of discipline at the school level as outlined in the MPS Code of School/Classroom Conduct and Discipline Chart. The goals of the conference are as follows: ] To address behavioral conflicts that interfere with or disrupt the education process ] To ensure that due process procedures are consistently followed ] To promote positive behavioral changes Student Services supervisors follow disciplinary procedures as outlined in the MPS Parent/Student Handbook on Rights, Responsibilities, and Discipline to accomplish these goals. The Student Services supervisors consider evidence, multiple factors, and variables such as age, behavioral and academic records, etc., to determine a final disposition for each conference that is in the best interest of the student, school, and district. Even though the Student Services supervisors follow a consistent set of procedures, the final disposition(s) for similar offenses may vary because of these multiple factors and variables. The following offenses, substantiated by the Student Services supervisors at a Central Services conference, may result in a change of placement for regular education students. q Offense that violates the conditions of behavior probation from a previous Central Services conference w Repeated/irresolvable serious disruptions of the learning environment after documented school interventions have been exhausted e Calling or giving entrance to outsiders whose behavior endangers the safety of staff and students r Serious physical aggression toward a building administrator, school leader, or teacher t Battery to students or school staff

Important Procedures ] All incidents involving suspensions must be entered into our districtâ&#x20AC;&#x2122;s Infinite Campus system. ] Schools must use the suspension letter generated within our districtâ&#x20AC;&#x2122;s Infinite Campus system. The suspension letter must include the date that the suspension concludes and the student should be allowed to return to school. The suspension letter must be uploaded and documented in the PLP notes. ] T he Student Services supervisor must schedule and hold an Investigative Review or Video conference within the recommended five-day timeline. Both the preliminary expulsion hearing and the subsequent expulsion hearing must be completed within the fifteen-day timeline. ] This requires an immediate notification to the appropriate Student Services supervisor when the incident occurs and immediate notification to the parent after the conference is scheduled. ] A student must be allowed to return to school after the five-day suspension period ends, whether the conference has been held or not, unless they are within the 15-day timeline. ] If a parent has been notified of a conference and does not attend the scheduled conference or call to request that the conference be rescheduled, the conference will be held without the parent present. If a conference is rescheduled at the request of the school or parent, the days of suspension are not extended, and the student must return to school if his or her detailed number of suspension days expire. Expulsion Guidelines According to Wisconsin Statutes 120.13 (1)(c) and 119.25, a pupil may be expelled from school if: q The student is guilty of repeated refusal or neglect to obey the rules, or w T he student engaged in conduct while at school or while under the supervision of school authority which endangered the property, health or safety of others, or e The student while not at school or while not under the supervision of a school authority engaged in conduct which endangered the property, health or safety of others at school or under the supervision of school authority, or r The student endangered the property, health or safety of any employee or school board member of the school district in which the pupil is enrolled, or t The student knowingly conveyed or caused to be conveyed any threat or false information concerning an attempt or alleged attempt being made or to be made to destroy any school by means of explosives, or y The student repeatedly engaged in conduct while at school or while under the supervision of a school authority that disrupted the ability of school authorities to maintain order or an educational atmosphere at school or at an activity.

Disciplinary Referral to the Department of Student Services Roles and Responsibilities Procedures to be followed by the school administrator are outlined below. Investigate q The school administrator must be involved in the investigation of an incident; you cannot rely on hearsay. w The school administrator must collect witness statements and take pictures of injuries, weapons, controlled substances, and physical damage. Every effort must be made to obtain documentation of medical attention. Note: The school administratorâ&#x20AC;&#x2122;s report is not a witness statement. e Witness statements should be collected separately and discreetly. Original statements must be signed and dated by the author. All statements must be typed verbatim, omitting the names of other students. r Determine if video is available. If so, have two staff members review it and write witness statements of what they observed. t A parent must be notified if the Milwaukee Police Department (MPD) removes a student from school. y For cases involving drugs, MPD must confirm the substance and the weight/amount. u Complete Behavior Response in Infinite Campus (IC), if applicable. pecial note: Procedures for students enrolled at one school but are involved in a serious incident at S another school. If a student enrolled at another school is involved in a serious incident at your school, notify the studentâ&#x20AC;&#x2122;s school of enrollment immediately. The administrator, at the school of enrollment, must issue the suspension notice to the student and prepare the conference packet. The administrator at the school where the incident occurred provides witness statements and any other evidence (videos & pictures) to the administrator at the school of enrollment. This must be done in a timely manner to ensure adequate time to prepare the principalâ&#x20AC;&#x2122;s packet. The Student Services supervisor will notify the administrator at the school of incident if their presence at the conference is required. The conference is the responsibility of the school of enrollment in accordance with level 3 and 4 guidelines.

Suspend q Issue a 5-day suspension notice (OSS) to student by the end of the school day. w If student is SpEd, be aware of the total days suspended and have a Plan of Provision in place. e The incident needs to be recorded in IC immediately. r Contact and inform parent/guardian of suspension. Issue a suspension letter to the student and mail a copy to the address of record. t Document the issuance of the suspension in a PLP suspension note and scan original into IC. y Contact and inform parent/guardian if the police were involved, citation(s) were issued, and if the police removed student from the building. u If the Student Services supervisor determines that the incident is a Level 1 offense or a Level 2 offense, a conference will not be scheduled. i If the student is detained/incarcerated or hospitalized, the suspension is not in effect. Upon receiving notification of studentâ&#x20AC;&#x2122;s release and availability, issue/reissue student suspension and inform the Student Services supervisor. Note: Update the studentâ&#x20AC;&#x2122;s attendance in IC. Refer q Email the Report of Conduct that Violates the Code of School/Classroom Conduct and Discipline within 24 hours. The first day of suspension starts the 5-day timeline. a) Log in to mConnect b) Search: Report of Conduct form c) Complete Report of Conduct form, save, and submit by email to: csincident@lists.milwaukee.k12.wi.us (do not email to supervisors) w A Student Services supervisor will contact the school administrator within 24 hours of receiving the Report of Conduct form(s) for the incident. If you have not heard from the assigned supervisor within 24 hours, contact the assigned supervisor. e The supervisor will give the school administrator the date, time, and level of the conference, or a disposition for the incident. The Department of Student Services will also upgrade the suspension to 5 days in IC if a conference is scheduled. If handled at the local school level, the Regional Superintendent must approve a 5-day suspension and inform the supervisor. r If a conference is scheduled: a. Level 3 Video Conferences (VC): The school will notify the parent by phone and send a letter with the date, time, and location of the conference. Regular education students and parents will report to Central Services, Room 127. Special education students and their parents will report to the school. b. Level 4 conferences (via video for SpEd students): Central Services will notify the parent by letter. The school is to contact the parent by phone with the date, time, and location of the conference and answer any questions. For Preliminary Expulsion Hearings, regular education students, administrator, parent, and student report to Central Services, Room 127. For Investigative Reviews, special education students and their parents will report to the school. c. For all conferences, email the entire School Administratorâ&#x20AC;&#x2122;s Packet to the assigned Student Services supervisor no later than 12:00 p.m. (noon) the day before the scheduled conference. Failure to submit the packet by the deadline will result in the conference being canceled. The case will be dismissed and referred back to the school to be handled at the local school level.

Prepare q Detailed school administrator’s report (provide specific information). w Refer to the checklist to prepare your School Administrator’s Packet. e Remember to NUMBER each page of the School Administrator’s Packet sequentially, using only consecutive numbers (i.e., no letters, repeating numbers). r Review the entire packet PRIOR to the conference. t Make sure the witness names and other student names are blocked out of the documents, including the school administrator’s report, witness statements and IC incident reports. All statements must be typed verbatim, omitting the names of other students. Refer to other students as Student A /Student 1, victim, etc. y Ensure that you have the correct packet with the correct student’s information. u Review staff comments to ensure that they are appropriate and not inflammatory. i Inform the Student Services supervisor prior to the conference if: – Parent is hostile or has made threats of bodily harm to the school administrator – A battered teacher wants to give testimony at the conference Note: It is the school’s responsibility to provide a translator for non-English-speaking families. Report q The investigating school administrator should present the report at the conference. w Be on time. e Be professional. r Bring the student’s cumulative folder to the expulsion hearing. t The School Administrator’s Packet is the sole responsibility of the administrator.

The Student Services supervisor will: ] Receive the Report of Conduct Form from the school administrator within 24 hours of the incident via csincident@lists.milwaukee.k12.wi.us, ] Consult with the school administrator regarding details of incident ] Determine whether the incident is to be filed only, handled at the local level (HALL), referred to a Level 3 video conference, or a Level 4 conference ] The Student Services supervisor considers multiple factors and variables to determine if an incident can be resolved or addressed without a conference. The following are examples of the factors and variables the Student Services supervisor uses to make this determination:

q The student’s age w The amount of time and number of staff involved to restore order e The degree of injury to students/staff r The number of students and staff involved in the incident t Involvement by the police and or fire departments y Amount of financial loss u Documented previous offenses i School-level interventions

Even though the Student Services supervisors follow a consistent set of procedures, the final determination for similar offenses may vary because of these multiple factors and variables. ] Schedule a Level 3 or Level 4 conference and upgrade the student’s suspension period to 5 days. Level three or four offenses are defined by the Code of School/Classroom Conduct and Discipline Chart in the MPS Parent/Student Handbook on Rights, Responsibilities and Discipline for the following behaviors:

a. Arson b. Assault c. Battery d. Bomb threats e. Possession/ownership/use of a weapon f. Possession/possession with intent to distribute/ownership/use of alcohol or illegal drugs g. Other substances/materials h. Sexual assault

] Conduct the conference, review the School Administrator’s Packet, render a decision, and explain decision carefully. The supervisor, after selecting the new school, calls the school administrator to notify the school administrator of the date the student will enroll at the school. At that time, the offense as determined at the Central Services conference can be specified. ] Arrange for the student’s new assignment. ] Complete a report with details of the conference and stated disposition. In cases involving students with special needs, the Special Services supervisor or LEA must: ] Attend the conference conducted by the Student Services supervisor. Ensure that a current copy of the student’s IEP is in cumulative folder. If the supervisor is not available, the LEA or designee will attend the conference. The LEA cannot be the same administrator presenting the case. ] Conduct an IEP team meeting to review/revise and modify the IEP, if appropriate. Complete a manifestation determination, if needed, and review placement as determined by the IEP team.

] Arrange for the student’s new assignment and transportation, if necessary. Notify the Student Services supervisor of the outcome of the manifestation determination within 24 hours of the IEP meeting. In cases involving students with 504 needs, the 504 supervisor must: ] Attend the conference conducted by the Student Services supervisor. Ensure that a current copy of the student’s 504 plan is in the School Administrator’s Packet or cumulative folder. ] Conduct a 504 accommodations team meeting to review/revise and modify the 504 plan if appropriate, and complete a manifestation determination. Notify the Student Services supervisor of the outcome of the manifestation determination within 24 hours of the meeting.

Dispositions for Regular Education Students The dispositions for regular education students are listed below. Special education students are referred to the IEP team for review. q Dismiss the case when the offense has not been substantiated. w Allow the student to remain at the present school. e Allow the student to remain at the present school on behavior probation through a specified date with or without a recommendation for services (i.e., IEP evaluation). r Reassign the student to a new regular school placement. t Reassign the student to a partnership school placement. y Upgrade the offense to the expulsion level and initiate expulsion proceedings, based on additional information/evidence presented at the conference or on review of the student’s Central Services conference record. The Student Services supervisor is responsible for determining the least corrective disciplinary action that is intended to prevent the student from repeating the offending behavior and to maintain safety and order in the school. The following are some of the factors the Student Services supervisor may use to make this determination: q

The seriousness of the offense as determined by these variables: a. The amount of time and number of staff involved to restore order b. The degree of injury to students/staff c. The number of students and staff involved in the incident d. The victim’s and victim’s family’s concerns e. Involvement by the police and or fire departments

w Resolution of the conflict/behavior e The student’s needs (i.e., age, behavioral and academic records, etc.) r Interventions provided/offered by the school t The administrator’s recommendation y The student’s parental/guardian involvement u The student’s deportment during the conference i Review of all documentation related to the incident o The student’s knowledge and understanding of the district’s student code of conduct and the school’s rules and consequences.

Reassignment Procedures for Regular Education Placements The Student Services supervisor is responsible for determining if a student’s reassignment will be to a new regular education program or to a partnership program following a Central Services conference. Factors used by the Student Services supervisor to determine the next assignment: q The student’s needs as determined by the academic, behavioral and attendance documentation from the School Administrator’s Packet w The receiving school’s program and school structure e Transportation r Enrollment of other students involved in the same/previous incident(s) with the student being reassigned t Parent/guardian input (reassignment to partnership programs is voluntary) y Equitable distribution of behavioral administrative transfers across the district, whenever possible u Availability of behavior reassignment seats in the partnership program If the Student Services supervisor determines that the Central Services conference disposition is to reassign the student to a new school placement, then the Student Services supervisor will complete the following reassignment procedures: q Contact the designated receiving school administrator/school leader by phone. The courtesy call is to inform the school administrator/school leader of the placement decision and provide the student’s demographic information. w Scan a copy of the student’s disposition to the receiving school administrator. e Notify the family of the new placement if the family did not attend the conference.

Dismissal Procedures for MPS Partnership Placements Placement in an MPS partnership school is a disposition following a Central Services conference. The initial placement at a partnership school normally lasts from the time of enrollment through the end of the semester. However, if the student is enrolled with less than 8 weeks remaining in the semester, the Student Services supervisor could have the student remain for another semester. The following are steps of the dismissal procedures from the MPS partnership placements: q The Student Services supervisor calls each partnership site to discuss possible dismissal dates. w A schedule is made and each partnership site is assigned a dismissal conference date. e Parents/guardians are notified by each site of the dismissal conferences date for their site. Parents/guardians are encouraged to attend these conferences. r Student Services supervisor goes to the partnership site on the scheduled date and holds dismissal conferences with the students they assigned to that site. t The Student Services supervisor who initially enrolled the student reviews the studentâ&#x20AC;&#x2122;s progress along with the student and parent. y The Student Services supervisor then makes a determination to continue the current partnership placement, assign to a different partnership site or reassign the student to a regular school setting. The Student Services supervisor is responsible for determining the studentâ&#x20AC;&#x2122;s placement for the following school semester. Dismissal conferences held in December/January determine spring semester placements. Dismissal conferences held in May/June determine fall semester placements. Note: Each Student Services supervisor is assigned a specified number of seats at each regular education school to ensure an equitable distribution across the district of students returning from partnership schools, whenever possible. Factors used by Student Services supervisors to make a placement determination: ] Information from the partnership school ] Behavior reports, attendance records, academic records, staff recommendations ] Family concerns ] Seriousness of the offense that resulted in their initial placement ] Time enrolled at the partnership school

Guidelines for Successful Central Services Conferences q S tart the conference promptly. If parents arrive early, please attend to them. Parents should not be kept waiting in any situation. w O nce the meeting has started, those in attendance (school administrators, Special Services supervisors, etc.) should not leave the conference or direct their attention to other matters. Phones should be silenced to avoid incoming calls. Directions should be left with secretaries so that meetings can proceed without interruptions (which often include various staff with problems, teachers with questions about unrelated matters, or inquiries about the results of the meeting thus far). e I nclude all appropriate people in meetings. If the student receives special services, the Special Services supervisor or representative must be included in the meeting. If the student has 504 accommodations, the 504 coordinator or representative must be present at the conference. Parents can bring a representative to meetings. With parent permission, the parent can be represented by another person if the parent cannot attend. The student must attend unless the parent states that he/she can speak for the student. r A ll reports should be completed and available at the meeting. A School Administrator’s Packet should be prepared in its entirety with five copies available, one for each adult in attendance. List all actions taken by the school, with appropriate documentation, to alleviate the behavioral problem. Each classroom teacher involved should complete his/her report completely with pertinent comments. t T he school administrator should read through each item presented at the meeting and provide the parents with an explanation. The Student Services supervisor will listen to the parent’s comments/responses and respond to their concerns. The Student Services supervisor will also question the student and respond to his/her questions/concerns. y S chool administrators should be familiar with proper procedures. An “ongoing” behavioral problem does not necessarily constitute a transfer from the present school. The Student Services supervisor in attendance must first evaluate the information presented at the meeting including what was said and the actions to date. Only then will the Student Services supervisor decide the next appropriate step(s) to be taken. u A llow enough time for the Student Services supervisor’s decisions/actions to be completed. If for example, a decision to transfer a child is made on Monday, it would be virtually impossible to transfer by Tuesday afternoon. i S tudents must have a Central Services conference before they can be transferred. Under no circumstances can a student be transferred without a Central Services conference and a completed School Administrator’s Packet. This includes students who were left at a school on probation and who committed another offense. A student is placed on behavioral probation for a specified time period typically to the end of the semester or the end of the year. The purpose of behavioral probation is to give the student an opportunity to change his/her behavior at the same school. If the student engages in the same behavior, another Central Services conference is held, and it is likely the student will be transferred. If the student engages in different behavior not related to the behavioral probation, it is possible that a transfer may not occur. Support must be given to the student during the probation period and documentation provided.

o Please address all problems, questions, and concerns to the Student Services supervisor. The Student Services supervisor is available during regular office hours. Note: It would be extremely helpful if the school secretary called the parents the day before the conference to remind them of the date and the time of the conference. If the parents are unable to attend the conference and wish to have it rescheduled, please notify the Student Services supervisor. A call to the supervisor’s secretary is sufficient. The secretary will notify the supervisor and reschedule the conference. Conferences are rescheduled only once.

Tips For Expulsion Hearing Students are not always expelled even though the administration recommends expulsion. This may occur because the school administrator is unable to present a convincing case. Be prepared in these areas. q B e on time for the meeting. Don’t make the officer wait. If the school administrator doesn’t come to the meeting, the case will be dismissed. The meeting is not rescheduled.

y S ecure witness statements from everyone involved including the student in question. Stress your thorough investigation of the incident. Explain inconsistencies. u D o a final check to ensure that other students’ names are not contained in documents.

w B ring the cumulative folder. Review it carefully so that questions can be answered regarding history and past problems with academics, attendance or special services.

i B e able to explain how the responsibility statement was secured or, if not secured, why not.

e D o not send an administrator to the expulsion meeting in place of the administrator who investigated the case, unless they are familiar with the details of the incident. If detailed questions can’t be answered, the Independent Hearing Officer (IHO) will not expel the student.

o E xplain how this student’s behavior has affected the environment in the school. a B e able to deal with any questions regarding the need for special services, any past referrals or why no referrals were made. If referrals were considered and rejected, why?

r B e prepared to answer detailed questions about interventions for attendance and academics even if it appears to have very little to do with the behavior leading up to the expulsion meeting. List date, problem, interventions.

s When the Independent Hearing Officer (IHO) goes into deliberations, any additional questions or clarifications must be asked on the record. If the IHO needs clarification on an issue that was discussed during the hearing, he/she can: (a) call the administration and student back into the room for the purpose of answering additional questions, OR (b) have the attorney (if the board’s attorney is present), on behalf of the board, seek clarification from the administration.

t T alk about the specific ways that your school has attempted to work with this student and family.

Guidelines for a Teacher as Witness at MPS Student Disciplinary Hearings q A teacher who is battered by a student has the opportunity to testify at the student’s disciplinary hearing. w If the teacher decides to be a witness at the student’s disciplinary hearing, the teacher should notify the school administrator/school leader as soon as possible. e If the teacher decides to be a witness, the interaction the teacher has with the student, parent, hearing officer, etc., will be different depending on the type of disciplinary hearing. See A. and B. below. A. Central Service Conference, Preliminary Expulsion Hearing and Investigative Review: The Student Services supervisor (SSS) serves as the hearing officer at the Central Services conference, preliminary expulsion hearing and investigative review. Under existing procedures, the SSS receives a teacher’s “testimony” by way of written statements, the MPS Teacher Assault Form and the Incident Referral Form, provided to the school administrator who conducts the investigation. These documents are part of the School Administrator’s Packet prepared for the conference. The SSS takes these statements into account when rendering a decision. The teacher will provide verbal statement in the event of an appearance. The teacher may at his/her option refer to information contained in the School Administrator’s Packet and personal notes. If the teacher refers to personal notes, the notes become part of the student’s records. Again, attendance by the teacher at the Central Service conference, preliminary expulsion hearing or investigative review is optional. If the teacher chooses to attend, he/she will be present only for the part of the conference dealing with the teacher’s statement. Since the results of a Central Service conference, preliminary expulsion hearing or investigative review will not deprive the student of a free and appropriate education, the student has no statutory or constitutional right to question or cross-examine the teacher. Due process at the suspension level requires only notice of the charge and an opportunity to be heard. The student, parent/legal guardian, their representative, if any, and the school administrator may not cross-examine the teacher nor may the teacher cross-examine the others in attendance. At the Central Service conference, preliminary expulsion hearing or investigative review, all communications are directed to the SSS who will be able to question the participants. The SSS conducts the conference and renders a decision. B. Expulsion Procedures (Independent Hearing Officer): The procedures required at an expulsion hearing are different from those at a Central Services conference, preliminary expulsion hearing and investigative review. The protocol for expulsion hearings is dictated by state law, Department of Public Instruction (DPI) decisions, and Milwaukee Public Schools’ administrative procedures. If the teacher attends, he/she is called as a witness and is expected to testify. The teacher will have the opportunity to give his or her account of what happened in the case of an assault/ battery. The teacher shall respond only to questions from the presiding independent hearing officer. After the teacher testifies, the teacher will wait in an adjoining room until the hearing is concluded. r All costs associated with a teacher appearing as a witness will be the responsibility of the teacher’s school. t Procedures are effective immediately.

Frequently Asked Questions About Central Services Conferences q W ho should attend Central Services conferences? Include all appropriate people in meetings. • Student – The student must attend unless the parent/guardian states that he/she can speak for the student. • Parent – With written parental permission, the parent can be represented by another person if the parent cannot attend. • Legal Counsel or any person of the parent’s choice. • Special Services/504 Personnel – If the student receives special services, the Special Services supervisor or representative must be included for all Level 4 cases in the meeting. If the student has 504 accommodations, the 504 coordinator or representative must be present for Level 3 or Level 4 cases at the conference. w W hat reports should be completed and available at the meeting? The School Administrator’s Packet should be filled out in its entirety with the appropriate copies. List all actions taken by the school to alleviate the behavioral problem with appropriate documentation. All teachers’ reports should be completed with appropriate and pertinent comments included. Check the Central Services conference check list. e W hat is the role of the school administrator at the Central Services conference? The school administrator will read through each item presented at the meeting and provide the parents with explanations as needed. r W hat is the role of the Student Services supervisor? The Student Services supervisor will listen to the school administrator’s presentation and the parent’s comments/responses and respond. The Student Services supervisor will also question the student and respond to his/her questions/concerns. The Student Services supervisor will render a disposition at the end of the conference. On rare occasions a disposition may be deferred for 24 hours. t M ust a student have a Central Services conference before he or she can be transferred for disciplinary reasons? Under no circumstances can a student be transferred without a Central Services conference and a completed School Administrator’s Packet. This includes students who were left at a school on probation and who committed another offense. y W hat is behavioral probation (for regular education students only)? A student is placed on behavioral probation for a specified time period typically to the end of the semester or the end of the year. The purpose of behavioral probation is to give the student an opportunity to change his/ her behavior at the same school. If the student engages in the SAME behavior, another Central Services conference is held, and it is likely the student will be transferred. If the student engages in different behavior not related to the behavioral probation, it is possible that a transfer may not occur. Support must be given to the student during the probation period and documentation provided. u H ow do I contact my Student Services supervisor? The Student Services supervisor is available during regular office hours. He or she may be contacted by phone or e-mail. Contact your supervisor to find out their preferences. i How are parents/guardians reminded of the meeting? The school should call the parents the day before the conference to remind them of the date, time and location of the conference. If the parents are unable to attend the conference and wish to have it rescheduled, please notify the Student Services supervisor. A call to our office is sufficient. The secretary will notify the supervisor and reschedule the conference. Conferences are rescheduled only once.

o Do I have to provide the family, a family advocate, or an attorney with a packet before the scheduled conference? Yes! Upon request, a School Administratorâ&#x20AC;&#x2122;s Packet can be given to a parent, family advocate, or an attorney (non-parents must have a signed release of information) 24 hours in advance of the scheduled conference. A family advocate or an attorney must complete a records request 24 hours in advance to request the packet. Proper identification must be secured by the school administrator.

Due Process

Milwaukee Public Schools Due Process Suspension Procedures The school administrator will hold a conference with a student suspected of committing a breach of discipline (Code of School/Classroom Conduct) before a decision to suspend is made. In emergencies, when the school administrator feels that the student’s presence in the school is an immediate danger or may disrupt the school’s orderly operation, suspension may occur without a conference. In cases of emergency suspensions, the parent/guardian must be notified before the child is sent home during the school day. q Student violates the Code of School/Classroom Conduct. w Behavior Referral is submitted by school staff. e Administration investigates the circumstances of the Behavior Referral. r The school administrator attempts to notify the student of the charge(s). t If the student admits the charge(s), the administrator determines the appropriate disciplinary action. y If the student denies the charge(s), the school administrator will: a. Explain the evidence resulting in the charge(s). b. Decide if the evidence is to include the names of witnesses. c. Give the student a reasonable opportunity to state his/her version of the story. u After reviewing the information, the school administrator will decide whether the student committed the offense. If it is decided that the student did not commit the offense, the case is closed. If the administrator decides that the student committed a violation of the Code of School/ Classroom Conduct, the administrator determines the disciplinary action according to school district policies and administrative guidelines. i I DEA mandates additional requirements that schools must follow when disciplining students with disabilities. In these cases, the administrator must count all of the student’s previous removals during the school year including removals that took place in other schools the student attended during the school year, to determine whether any day in the pending removal will exceed 10 cumulative days in the school year. If so, the administrator, with support from the special education teacher, must review all of the previous removals to determine whether the pending removal will result in a change of placement by constituting a pattern for the following reasons.

A. The student’s behavior is substantially similar to the student’s behavior in previous incidents that resulted in the series of removals. B. Additional factors are evident, such as the length of each removal, the total amount of time the student has been removed, and the proximity of the removals to one another. C. School personnel are to consider any unique circumstances on a case-by-case basis when determining whether a disciplinary removal (including suspensions and expulsions) that may result in a change in placement is appropriate for a student with a disability who violates the district’s student code of conduct.

The results of this review must be documented on a Plan of Provision created in IC. If it is determined that the suspension will result in a change of placement the administrator may not suspend and the special services supervisor must consult with the SSRM to determine whether

a manifestation determination should be scheduled. If the suspension will not result in a change of placement, the special education teacher must complete the plan to provide services on the same document created in IC. The plan of provision along with any work materials must be shared with the parent prior to the student leaving the building and ideally at the same time as the notice of suspension. Note: Sending a student with a disability home during the school day for not following school rules without following the suspension procedures outlined in this document constitutes a â&#x20AC;&#x153;de factoâ&#x20AC;? suspension of a student from school. These types of removals must be considered when determining whether a series of removals resulted in a change of placement or determining whether the student has been removed from school for more than ten cumulative days in a school year. Students referred for or in the process of an IEP team evaluation are entitled to the same protections under IDEA as students with disabilities so the above guidelines apply to these students as well. o I f the discipline action is suspension, it becomes effective following notification of a parent/ guardian or at the end of the school day.

a. The school administrator assigns a suspension resolution to the Behavior Referral and attaches the number of suspension days to the student attendance record. b. A suspension notice is sent home with the student and mailed to the parent/guardian. The notice contains the following: q The time, date, length and specific reason for the suspension. w Information for the parent/guardian on having the student reinstated/returned to school and a request for the parent to call the school to arrange a conference before reinstatement. e Clarification that suspension means the student cannot participate in any school related activities during or after school or on weekends. c. Create a PLP note in IC to document how the suspension was issued. Use PLP-Suspension Notification and scan a copy of the notice to IC.

d. Administrator must create a PLP note in IC if Physical Restraint or Seclusion is used.

a S uspended students are not to enter any MPS property during the time of suspension without prior authorization of the school administrator/designee. s A ll School-based suspensions are limited to three days unless other administrative action is recommended, such as referral to Student Services or expulsion. Student Services personnel upgrade the three-day suspension to a five-day suspension. a. At the end of the assigned suspension, students are reinstated to school, unless they have been referred to Central Services or expulsion. b. Schools will follow up on all suspended students who do not return after three days. d Suspended students will be given the opportunity to take any quarterly, semester, or grading period examinations, or to complete course work missed during the suspension period.

Physical Restraint or Seclusion Wisconsin Act 125 created Wisconsin State statute 118.305, which required that incidents requiring the physical restraint or seclusion of a student be properly documented and communicated to the parent by the school administrator or his/her designee. Wisconsin Act 118, made revisions to the statute that went into effect on Wednesday, March 5, 2020. Some of the changes include: q Requiring parents to be provided with a copy of the written incident report; w Clarifying that the notice and reporting requirements apply to incidents involving law enforcement officers; e Prohibiting the use of prone restraint, revising the required training components; r Requiring school staff to hold a meeting after each incident of seclusion or restraint to discuss topics specified in the act; t Conducting an IEP team meeting within ten school days of the second time seclusion or restraint is used on a student with a disability within the same school year; and y Requiring each governing body to submit an annual report to DPI by December 1.

Code of School/Classroom Conduct and Discipline Chart for Grades K3â&#x20AC;&#x201C;12

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Failure to report to class without prior permission, knowledge, or excuse by school/parent

Chronic disruption or violation of school rules

E ngaging in conduct that is disruptive to the learning environment; engaging in behavior that interferes with the teacherâ&#x20AC;&#x2122;s ability to productively teach; and has interventions that have been implemented over time AND have not remediated the disruptive behavior

Chronic lack of supplies

Repeatedly reporting to class lacking necessary materials such as books, physical education attire, etc.

Gang activity

Dressing or grooming in a manner that disrupts the teaching and learning of others. Failure to comply with the school-level dress code.

Inappropriate personal property

Possession of personal property prohibited by school rules that interferes with the teaching and learning of others such as food, beverages, laser pointers, and electronic or communication devices

Inappropriate use of electronic communication devices

Capturing, distributing, displaying, sharing, and/or posting of inappropriate images from personal or school technology sources that disrupts the learning environment

Leaving the classroom/learning environment without permission

Engaging in conduct that causes a substantial disruption to the educational environment such that teaching and learning, and/or normal school operation cannot continue.

Conduct that Violates Expectations or Code of Conduct Principles

Definition

Attendance/Punctuality

Skipping class

Learning Environment

Inappropriate dress

Leaving the classroom without permission

Substantial environmental disruption

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3â&#x20AC;&#x201C;12 Conduct that Violates Expectations or Code of Conduct Principles

Definition

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Physical Safety/Mental Well-Being Assault

A physical attempt to cause bodily harm to another person without making physical contact where there is a show of force that causes reasonable fear or apprehension of immediate bodily harm

Battery

Unprovoked/unanswered intentional physical contact without consent causing bodily harm

Bomb threats

Reporting to school, police, or fire officials the presence of a bomb on or near school property without a reasonable belief that a bomb is present on school property

Deliberate, one-sided, repetitive behavior that is done with the intention of harming or intimidating others

Engaging in behavior that causes a disruption in the educational environment and/or which causes property damage or minor injury (without regard to intention)

Engaging in conduct that directly and substantially endangers the physical safety or mental well-being of others

Extortion

Forcing other persons to act against their will under threat of, but not limited to, physical harm

False fire alarms

Reporting a fire to school or fire officials, or setting off a fire alarm without a reasonable belief that a fire exists

Fighting

Physical confrontation including, but not limited to, pushing and shoving, and/or exchange of physical blows

Gambling

Playing any game of skill or chance for anything of value

Intentional or reckless acts which endanger the physical health or safety of others for the purposes of initiation/admission/affiliation with an organization

Remaining around or lingering about a school building without a lawful purpose or particular purpose for being there

Personal threat

Direct or indirect (through another party) verbal, written, or electronic statement of intent to do bodily harm directed toward others

Possession/ownership or use of a weapon

Possessing, having under oneâ&#x20AC;&#x2122;s control, using, or threatening with a gun (BB, pellet, pistol, rifle, starter replica, or toy gun), explosive device, or any other object that, by the way it is used, is capable of inflicting bodily harm

Using or possessing any explosive fireworks

Bullying

Disorderly conduct Endangerment of Physical safety/mental well-being

Hazing Loitering

Possession or use of fireworks

Reckless vehicle use

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Code of School/Classroom Conduct and Discipline Chart for Grades K3–12

ACTION LEVELS Minimum (minor)

Maximum (serious/ repeated)

Taking property from a person by force or threat of aggression

Intentional bodily contact of a sexual nature

Sexual harassment

Unwelcome sexual advances, requests for sexual favors, physical contact of a sexual nature, or other verbal conduct or communication of a sexual nature

Trespassing

Entering any school property without proper authority or remaining on any school property after being told to leave by authorized personnel; includes any school entry during a period of suspension or expulsion

Use of language (written or spoken) or conduct or gestures which may be obscene, profane, or vulgar

Intentionally starting any fire or combustion on school property

Unauthorized entry into school district property for the purpose of committing a crime, especially theft

Maliciously and intentionally causing damage to school property or the property of others; includes situations in which minor damage can be repaired or replaced at no cost to the district

Possessing, using, or having under one’s control any substances or materials that threaten the health or safety of oneself or others

Possession of drug paraphernalia

Possession of a tool used to prepare, store, contain, or used to ingest, inject, or inhale a drug or controlled substance with or without drug residue

Possession/possession with intent to distribute/ownership/use of alcohol or illegal drugs

Possessing, possessing with intent to distribute, selling, giving away, transferring, having under one’s control, or using any alcoholic beverages, controlled substances, or intoxicants

Use of tobacco, including chewing

Use of any tobacco product by a student

Conduct that Violates Expectations or Code of Conduct Principles

Definition

Physical Safety/Mental Well-Being Continued Robbery Sexual assault

Verbal abuse, profanity, harassment Property

Arson Burglary

Theft/possession of stolen property

Vandalism Controlled Substances

Other substances/materials

ACTION LEVEL KEY:

q Conference/Intervention w Suspension e Referral to Dept. of Student Services r Expulsion Recommendation

Tips for Conducting Investigations Upon learning of alleged student misconduct, the school administrator should conduct a thorough investigation. The primary goal of the investigation is to gather facts and determine next steps to bring about a resolution to the incident. Gathering Information ] Identify all parties (victims, offenders, and witnesses). ] Assess for additional threats to the situation (other student conflicts, injuries, outsiders, safety hazards). ] Considering if it is necessary to involve the police. If the police are involved, continue your investigation and observe interviews, if possible. ] Contact the Regional Superintendent or School Operations Manager for guidance or assistance. Conducting Interviews ] Conduct interviews. It is essential to interview people involved in the incident, especially the student himself/herself. Be sure to take notes and document the investigative process. ] Investigative Questions should not lead the witness to an answer. These questions should invoke a memory of a particular event, people involved, etc (samples below): – Can you tell me everything that happened concerning……? – Can you tell me what happened on ______ (date)? – Please tell me everything that occurred from the time you arrived at school on Thursday until you left at the end of the day. ] Gather and review evidence (witness statements, pictures, videos, social media postings, documentation of damages, injuries). ] School officials may conduct searches of students (at school) if there is probable cause or reasonable grounds for the search. ] School officials are authorized by state statute, to conduct locker searches without student consent or notification, if the searches are deemed necessary and appropriate. Follow Up ] Contact parents. Communicate incident, injuries, restraint/seclusion, and disposition. ] Enter incident in Infinite Campus. Document seclusion and restraint. ] When applicable, issue suspension to the student/parent. Mail a copy to the student’s home, if necessary. ] Contact specialized services provider and supervisor for students with disabilities. ] Submit report of conduct, if necessary, within 24 hours of incident.

Incident and Steps to Take

Evidence

Assault or Battery q Interview the victim (privately and separately) a. Assess for injuries b. Contact medical personnel if required c. Get a written statement w Interview the offender (privately and separately) – collect a written statement e Determine if there are witnesses/video a. Collect written witness statements b. Have school safety review cameras and provide a written statement. If no other witnesses, have another staff member view and provide a statement. r Contact the police, if necessary a. Exchange contact information with officer b. Ask about any pending charges c. Determine whether the student was detained t Contact the Regional/School Operations Manager

Statements • Victim • Offender • Witnesses – includes safety, staff, and students • Nurse – Detailed description of injuries Pictures of injuries – protect victim identity as much as possible

Bullying and Sexual Assault (with Evidence) q Interview the victim (privately and separately) a. Assess for injuries b. Contact medical personnel if required c. Get a written statement w Interview the offender (privately and separately) – collect a written statement e Determine if there are witnesses/video a. Collect written witness statements b. Have school safety review cameras and provide a written statement. If no other witnesses, have another staff member view and provide a statement. r Contact the police, if necessary a. Exchange contact information with officer b. Ask about any pending charges c. Determine whether the student was detained t Contact the Regional/School Operations Manager

Statements • Victim • Offender • Witnesses – includes safety, staff, and students

Bullying and Sexual Assaults (No Evidence) q Interview the victim (privately and separately) a. Assess for injuries b. Contact medical personnel if required c. Get a written statement w Interview the offender (privately and separately) – take a statement e Create PLP Behavior Note for victim. Include “allegation of sexual assault” with no offender details r Maintain an internal school file for a period of 7 years t Contact the Regional/School Operations Manager t Issue a formal letter of investigation and findings to the parent (Regional approval required before release)

Video Evidence – have at least two people view and write narrative Collected Evidence • Make copy of evidence for school • Make copy of evidence for police

Incident and Steps to Take

Evidence

Possession/possession with intent to distribute/ ownership/use of alcohol or illegal drugs q Interview offender a. If student(s) is/are believed to be under the influence, contact school nurse or medical personnel. b. If offender is found to be in possession of contraband, secure the contraband. w Determine if there are witnesses/video to view and provide a statement e Take a photo of contraband with student ID number and note the location in which the contraband was found r Contact police a. Exchange contact information with officer b. Ask about any pending charges c. Determine whether the student was detained t Contact the Regional/School Operations Manager

Statements • Victim • Offender • Witnesses – includes safety, staff, and students Video Evidence – have at least two people view and write narrative

Weapons q Secure the weapon (guns, tasers, brass knuckles, knives w/ 3+ inch blades) if possible w Contact the police immediately e Interview the offender – take a statement r Identify any witnesses – get witness statement t Exchange contact information with officer a. Ask about any pending charges b. Determine whether the student was arrested y Contact the Regional/School Operations Manager

Statements • Victim • Offender • Witnesses – includes safety, staff, and students

Picture of the Drugs/Container • Include student ID# & picture • Use ruler to show length/size • Picture in/outside of the container Collected Evidence • Make copy of evidence for school • Make copy of evidence for police

Picture of the weapon • Include student ID# & picture • Use ruler to show length/size Video Evidence – have at least two people view and write narrative Collected Evidence • Make copy of evidence for school • Make copy of evidence for police

Suspensions: Full and Half Day for Middle and High Schools Full Day Suspension When a student is suspended from school, the administrator completes the resolution of Suspension; the Attendance Code is SUSP which goes automatically into Campus. The Resolution Start Time determines the number of present minutes for that day. If the Resolution Start Time results in the student being absent for more than 66% of the instructional minutes, the Office of School Administration student will be considered suspended and absent for a full day. The Resolution End Time should Department of Student Services match the chart’s School Day End Time. (414) 475-8448 • mps.milwaukee.k12.wi.us

Suspensions: Full and Day Half Suspension Day for Middle and High Schools Half

FULL DAY SUSPENSION School Day Start Time

School Day End Time

Earliest Half Day Resolution Start Time

student is suspended from school, the administrator HSWhen (Tiera 2) 8:05 a.m. 3:20 p.m.completes the resolution of Suspension; 10:22 a.m.the Attendance Code is SUSP which goes automatically into Campus. The Resolution Start Time determines the number of present MSminutes (Tier 3) 9:00 a.m. 4:10 p.m. 11:12 a.m. for that day. If the Resolution Start Time results in the student being absent for more than 66% of the instructional minutes, the student will be considered suspended and absent for a full day. The Resolution End Time should match the chart’s School Day End Time.

If a student is suspended with a Resolution DAY SUSPENSION StartHALF Time earlier than the time shown above, Earliest Half based on the School start timeSchool of the studentDay day, Day Start Day End the suspension will be for one full day on the Resolution Time Time Start Time Resolution Start Date.

HS (Tier 2) 8:05 a.m. 3:20 p.m.

10:22 a.m.

(Tier 3) 9:00 a.m. p.m. student’s 11:12 a.m. In thisMS example, the high4:10 school resolution start time is 11:13 a.m., which is after 10:22If a.m. a student is suspended with a Resolution Start Time

earlier than the time shown above, based on the start

threshold, based on an 8:05 start time of the time of the student day, the suspension will be for one school day. isStart considered present full day oThe n the student Resolution Date. for all of the minutes of the Period One, Two and In this example, the high school student’s resolution Threestart andtime 11is minutes ofwPeriod 4. This 11:13 a.m., hich is after 10:22 means a.m. that the student is absent for less than 66% of threshold, based on an 8:05 start time of the school day. The student is considered present for all of the the instructional minutes and the suspension minutes of the Pis eriod One, Two Three and 11 and the absence counted asand a half day. minutes of Period 4. This means that the student is

Note:absent for less than 66% of the instructional minutes and the suspension and the absence is counted as a • The Resolution Start Time should reflect half day. when the child left the school. This is when **Please Note: they are no longer receiving educational services and their suspension is in reffect. • The Resolution Start Time should eflect when the c hild l eft t he s chool. T his i s w hen • The Duration in School Days field they are no longer receiving educational services and should reflect the number of days of this their suspension is in effect. suspension to the half day. This example • The Duration in School Days field should reflect above isthe set to 0.5 number of days. days of this suspension to the half dinclement ay. This example above days is set to 0.5 days. • If there are weather that If there to are inclement weather days that add add •minutes the school day, adjust the minutes t o t he s chool d ay, a djust t he Earliest Half Day Resolution Start Time Earliest Half Day Resolution Start Time forward forward by the number of minutes added. by the number of minutes added. • For additional assistance, contact • For additional assistance, contact Tech Support at (414) 438-3400. Tech Support at 438-‐3400. 1 Student Services, CC,TN,PJK; 07-‐21-‐20

Suspensions: Full and Half Day for Elementary & K-8 Schools Full Day Suspension When a student is suspended from school, the administrator completes the resolution of Suspension; the Attendance Code is SUSP which goes automatically into Campus. The Resolution Start Time determines the number of present minutes for that day. If the Resolution Start Time results in the student being absent for more than 66% of the instructional minutes, the student will be considered suspended and absent for a full day. The Resolution End Time should match the chart’s School Day End Time. Half Day Suspension

Early K–5

School Day Start Time 7:20 a.m.

Late K–5 9:00 a.m. FULL FULL DDAY AY SSUSPENSION USPENSION

School Day End Time

Earliest

Office Officeof ofSchool SchoolAdministration Administration Department Departmentof ofStudent StudentServices Services (414) 475-8448 • mps.milwaukee.k12.wi.us • mps.milwaukee.k12.wi.us Half(414) Day475-8448 Resolution Start Time

2:20 p.m. 9:32 a.m. Suspensions: HHalf Suspensions: FFull ull aand nd alf DDay ay ffor or EElementary lementary && K K-‐8 -‐8 SSchools chools 4:10 p.m.

11:12 a.m.

When is ffrom aadministrator ccompletes oof f SSuspension; Early K–8 When aa s student tudent is ssuspended uspended rom sschool, chool, tthe he dministrator ompletes tthe he rresolution esolution uspension; tthe he AAttendance ttendance 7:20 a.m. 2:20 p.m. 9:32 a.m. Code is SUSP which goes automatically into Campus. The Resolution Start Time determines the number of present

Code is SUSP which goes automatically into Campus. The Resolution Start Time determines the number of present Late K–8 9:00 11:12 a.m.than 66% of the minutes for that day. a.m. If the Resolution Start 4:10 Time p.m. results in the student being absent for more minutes for that day. If the Resolution Start Time results in the student being absent for more than 66% of the

m tthe wwill instructional minutes, inutes, he tudent ill bbe e cconsidered onsidered If a studentinstructional is suspended with asstudent Resolution Start suspended a nd a bsent f or a f ull d ay. T he RResolution suspended a nd a bsent f or a f ull d ay. T he esolution Time earlier than the timeatch shownchart’s above, based on End End TTime ime sshould hould m match tthe he chart’s SSchool chool DDay ay EEnd nd the start time of the student day, the suspension will Time. Time. be for one full day on the Resolution Start Date.

HALF HALF DDAY AY SSUSPENSION USPENSION School In this example, the School elementary student’sEarliest Resolution Earliest School School Half DDay SStart Day Half ay the Day tart Day Eis End nd Start Time is 10:01Day a.m., which on or after Resolution Time Time Resolution Time Time

9:32 a.m. threshold, based on a 7:20 a.m. start time Start Start TTime ime Early KK-‐5 7:20 aa.m. pp.m. of the school day. student is considered present Early -‐5 The 7:20 .m. 2:20 2:20 .m. 9:32 9:32 aa.m. .m. Late KK-‐5 4:10 pp.m. aa.m. for 151 of the ofaa.m. the AM minutes Late minutes -‐5 9:00 9:00 .m. 4:10 and .m. 011:12 11:12 .m. Early K -‐8 7:20 a .m. 2:20 p .m. 9:32 a K-‐8 that 7:20 the a.m. student 2:20 p.m. 9:32 a.m. .m. of PM. ThisEarly means is absent for Late KK-‐8 9:00 aa.m. 4:10 pp.m. 11:12 aa.m. Late -‐8 9:00 .m. 4:10 .m. 11:12 .m. less than 66% of the instructional minutes and the If If aa s student tudent is is ssuspended uspended wwith ith aa R Resolution esolution SStart tart TTime ime suspensionearlier and the absence is counted as than the time shown above, based oan half the sday. tart earlier than the time shown above, based on the start

time time oof f tthe he sstudent tudent dday, ay, tthe he ssuspension uspension wwill ill bbe e ffor or oone ne Note: • The Resolution Start Time should reflect when full full dday ay oon n tthe he RResolution esolution SStart tart DDate. ate. the child left the school. This is when they are no tthe sstudent’s RResolution In tthis his eexample, xample, he eelementary lementary tudent’s esolution longer In receiving educational services and their suspension is in effect. Start Start TTime ime is is 110:01 0:01 aa.m., .m., wwhich hich is is oon n oor r aafter fter tthe he 9:32 a .m. t hreshold, b ased o n a 7 :20 a .m. s tart 9:32 a .m. t hreshold, b ased o n a 7 :20 a .m. s tart time ime oof f • The Duration in School Days field should treflect the s chool d ay. T he s tudent i s c onsidered p resent ffor the s chool d ay. T he s tudent i s c onsidered p resent or the number of days of this suspension to the half 151 oof f tthe m inutes oof f tthe AAM aand 00 m inutes oof f PPM. 151 he m inutes he M nd m inutes M. day. This example above is set to 0.5 days. This m eans sstudent eans tthat hat tthe he tudent is is • If there This are minclement weather absent absent ffor or less less tthan han 666% 6% oof f tthe he days that add minutes to the instructional instructional m minutes inutes aand nd tthe he schoolsuspension day, adjust the Earliest a nd t he a bsence suspension and the absence is is Half Day Resolution Start counted counted aas s aa h half alf dday. ay. Time forward by the number of minutes added. • For additional assistance, contact Tech Support at (414) 438-3400.

**Please **Please NNote: ote: •• The The RResolution esolution SStart tart TTime ime sshould hould rreflect eflect wwhen hen tthe he cchild hild left left tthe he sschool. chool. T This his is is wwhen hen tthey hey aare re nno o longer longer receiving e ducational s ervices a nd t heir s uspension i s i n e ffect. receiving educational services and their suspension is in effect. •• The The DDuration uration in in SSchool chool DDays ays ffield ield sshould hould rreflect eflect tthe he nnumber umber oof f ddays ays oof f tthis his ssuspension uspension tto o tthe he hhalf alf dday. ay. TThis his example a bove i s s et t o 0 .5 d ays. example above is set to 0.5 days.

1 1

Student Student SServices, ervices, JF. JF. CCC, C, PPK, K, TTN; N; 007-‐22-‐20 7-‐22-‐20

Addressing the Use of Seclusion and Physical Restraint in Schools 2011 Wisconsin Act 125 Requirements https://dpi.wi.gov/sites/default/files/imce/sped/doc/secrestwiact125.doc

Coverage ] Applies to both special education and regular education students. ] Applies to school staff, including independent contractors and their employees, and student teachers. Does not apply to law enforcement officers working in the school. Definitions ] Defines physical restraint as a restriction that immobilizes or reduces the ability of a student to freely move his or her torso, arms, legs, or head. ] Defines seclusion as the involuntary confinement of a student, apart from other students, in a room or area from which the student is physically prevented from leaving. Seclusion Prohibits use of seclusion in public schools, including charter schools, except when: ] A studentâ&#x20AC;&#x2122;s behavior presents a clear, present and imminent risk to the physical safety of the student or to others, and it is the least restrictive intervention feasible; ] Constant supervision of the student is maintained; ] The student has adequate access to the bathroom, drinking water, required medications, and regularly scheduled meals; and ] Seclusion is used no longer than necessary to resolve the risk to the physical safety of the student or others. A room may not be used for seclusion unless: ] The room or area is free of objects or fixtures that may cause injury, ] There are no locks on the door, including hold down type mechanisms that immediately release when pressure is removed, and ] Meets all applicable school building code requirements. What is not considered seclusion? ] Directing a disruptive student to temporarily separate himself or herself from the activity in the classroom to regain control is not considered seclusion unless the student is confined to an area from which she or he is prevented from leaving. ] Directing a student to temporarily remain in the classroom to complete tasks while other students participate in activities outside of the classroom is not considered seclusion unless the student is confined to an area from which she or he is prevented from leaving.

Physical Restraint Prohibits the use of physical restraint in public schools, including charter schools, except when: ] A student’s behavior presents a clear, present and imminent risk to the physical safety of the student or to others, and it is the least restrictive intervention feasible; ] There are no medical contraindications to its use; ] The degree of force and duration used do not exceed what is necessary and reasonable to resolve the risk to the physical safety of the student or others; and ] No prohibited maneuver is used. Prohibits maneuvers or techniques that: ] Do not give adequate attention and care to protecting the pupil’s head; ] Cause chest compression by placing pressure or weight on the student’s chest, lungs, sternum, diaphragm, back or abdomen, ] Place pressure or weight on the student’s neck or throat, on an artery, or on the back of the student’s head or neck, or that otherwise obstruct the student’s circulation or breathing; and ] Constitute corporal punishment The Act prohibits mechanical or chemical restraints. Supportive equipment that properly aligns a student’s body, assists in maintaining balance, or assisting in mobility under the oversight of appropriate medical staff is not mechanical restraint. What is not considered physical restraint? Briefly touching a student’s hand, arm, shoulder or back to calm, comfort, or redirect the pupil is not considered physical restraint. Individualized Education Program (IEP) Requirements The first time that seclusion or physical restraint is used on a student, the student’s IEP team must meet as soon as possible after the incident. The IEP team must review the student’s IEP to make sure that it contains appropriate positive behavioral interventions, supports, and other strategies to address the behavior, and revise if necessary. At anytime if the IEP team determines that the use of seclusion or restraint may be reasonably anticipated for the student, the IEP must include: ] Appropriate positive interventions and supports and other strategies that address the behavioral concerns based on a functional behavioral assessment; and ] Clear statements that the use of restraint and/or seclusion may be used as an intervention.

Notification and Reporting Requirements If seclusion and/or physical restraint is used on a student at school, the school administrator or designee must: ] As soon as possible, but no later than 1 business day after the incident, notify the student’s parent of the incident and of the availability of the written report. ] Within 2 business days after the incident, after consulting with school staff present, complete the behavior response in IC which include: – The date, time, and duration of the incident, – A description of the incident including a description of the student’s behavior before and after the incident, and the names and titles of school staff present during the incident. ] The written report must be made available for review by the student’s parents within 3 business days of the incident. ] Complete a PLP – Seclusion Restraint indicating that you contacted the parent. Each year, by September 1, the school administrator or designee must submit to the school board a report: ] on the number of incidents of seclusion and physical restraint in the previous year, ] the total number of students involved in the incidents, and ] the total number of students with disabilities involved in the incidents. Training Requirements Except as discussed below, no school staff may use physical restraint unless he or she has received training that includes: ] Methods of preventing the need for physical restraint; ] Instruction in the identification and description of dangerous behavior indicating the need for physical restraint, and in methods of evaluating risk of harm to determine whether physical restraint is needed; ] Experience in administering and receiving various types of physical restraint; ] Instruction on the effects of physical restraint on the person restrained, methods of monitoring signs of physical distress, and techniques for determining when medical assistance may be needed; ] Instruction in documenting and reporting incidents of physical restraint; and ] Demonstration of proficiency in administering physical restraint. Each school where physical restraint may be used must have at least one staff member who has received training. The school must keep a record of the training received by the staff member(s) including information regarding how long the training is considered valid by the training program. Unforeseen Emergency Exception School staff who have not received the prescribed training in physical restraint may use physical restraint on a student at school: ] only in an emergency, and ] only if school staff members who have received training are not immediately available. Authority under other statutory provisions Nothing in the Act affects the ability of school staff to remove a student from class under current law (section 118.164 (3) (b) of the Wisconsin Statutes). Nothing in the Act affects the ability of school staff to use the exceptions to the prohibition on corporal punishment under current law (section 118.31 (3) of the Wisconsin Statutes).

2020 – 21 School Administrator’s Packet

2020–21 Report of Conduct for Violations of the School/Classroom Code of Conduct Region:

Central

Citywide

Contracted

East

High School

Northwest

Weapon:

Southwest

Yes

Student Information Last Name:

Middle Initial:

First Name:

Student ID:

Ethnicity:

African-Am

Asian

Birthdate (mm/dd/yy):

Grade:

Gender:

Age:

Male

Female

Current School: Regular Education

Hispanic

Native Am

White

Other_______

Site #: Section 504/ADA Qualified:

Special Education – If Yes:

SLD

EBD

Yes Sp/Lang

Special Education Referral Only

OHI

Other:_________________________

Parent Information Last Name:

First Name:

Address:

Home Phone: Incident Information

| Zip Code:

City:

Cell Phone:

Work Phone:

Administrator Reporting Case:

Administrator Phone #:

Date of Incident (mm/dd/yy):

Time of Incident:

a.m.

p.m.

Location Where Incident Took Place: Behavior Response:

Yes

Police Involvement:

Yes

Charges Issued: Circumstances Surrounding Case:

Check all offenses that apply to the incident being reported. Arson

False Fire Alarm

Assault Against: Staff

Student

Other

Battery Against: Staff

Student

Other

Fighting

Possession of Stolen Property Possession/Ownership/Use of Alcohol P ossession/Ownership/Use of Drugs

Gambling

Bomb Threat

Gang Activity

Bullying

Hazing

Burglary

Intent to Distribute Drugs/Alcohol/ Meds

hronic Disruption or Violation of C School Rules

Personal Threat

Disorderly Conduct

Inappropriate Personal Property

Extortion

Inappropriate use of Electronic Communication Devices

Possession/Ownership/Use of Other Substances/Materials Possession/Ownership/Use of Gun Loaded Used Injury Possession/Ownership/Use of a Weapon other than a Gun Type of Weapon: Used Injury Possession/Use of Fireworks Endangerment of Physical Safety/ Mental Well-being

Robbery Sexual Assault Sexual Harassment Substantial Environmental Disruption Theft Vandalism

Verbal Abuse, Profanity, Harassment Other:

Reckless Vehicle Use

Administrator’s Name: Submit by email to: csincident@lists.milwaukee.k12.wi.us. Attach the 2020–21 MPS Report of Conduct to the email. 60

2020–21 Central Services Conference Student Name:

Student ID:

Incident:

Date of Incident:

Administrator:

School: Contents of School Administrator’s Packet

Put the following documents in this order for the School Administrator’s Packet. Number all pages consecutively. If a video conference has been scheduled, then the School Administrator’s Packet must be scanned and emailed to the supervisor handling the case by 12:00 p.m. (noon) the day before the scheduled conference or the case will be dismissed. Submitted Email Report of Conduct Administrator’s Detailed Narrative of Incident All witness pages (typed verbatim), assault reports, safety reports, statements from the victims, a statement from the offending student when possible, and any medical documentation Pictures: Weapon next to ruler, drugs and paraphernalia, graffiti, injuries. Pictures should be labeled with student’s name and ID number. Pictures of victim(s) should have identifying characteristics blacked or blocked out (color photos should be made available). Behavior Referral Official Suspension Letter from Infinite Campus Behavior Response Invitation to parent and student, initial letter, and any additional letters if rescheduled Signed Student Responsibility Form Behavior Report (all years) RTI and PLP notes: Behavior and Suspension Notification & Classroom Behavior Log (optional) Report Card Transcript (high school students only) Teacher Comments (typed) Attendance Reports (term summary) Principal’s Recommendation Additional mandatory documents required to be present at the conference (if applicable) Special Education Referral Special Education (Plans of Provision, FBA/BIP) Section 504 Documents, if applicable Cumulative Folder or documentation that a file has been requested.

Elements of the Detailed Narrative and Witness Statement This report is to be completed when the school administrator has arranged for a Central Services conference for disciplinary reasons. The detailed narrative should begin with the following header. Student’s Name____________________________________________ D.O.B.________________ Last

First

Middle

ID#:______________________________________________________ Grade:________________ Special Services Student? Section 504 Student?

Yes

No If yes, list program________________________________

No Referred____________________________________________

A detailed description of the incident should follow. Items to include are: ] Date, time and location of the incident ] Actions of the offender and participants relative to the incident ] Specific description of items involved (e.g., 3 bags containing marijuana, 3½ inch blade) ] Details following police contact (arrest, removal, tickets issued, amount/weight of substances, etc.) ] Parent notification of suspension ] Police contact ] Description of physical injuries or financial loss ] T he Detailed Narrative is NOT a witness statement. If the administrator preparing the case is a witness, a separate witness statement should be include in the packet.

Witness Statements Witness Statements must be typed verbatim with the original available to the supervisor. Copies that are given to parents must have the name(s) of other students blacked out. They may be replaced with “Student A,” “Student B,” etc.) ] Witness statements are required if adults other than the administrator are involved, or if other students are involved or observed the incident. ] A statement is required from the student involved. ] Titles of staff members should be included. ] The name of the student (accused) must appear in the witness statements.

Sample — Administrator’s Detailed Narrative Students Name: Mark Twain Grade: 10

ID#: 1234567

Sp. Ed. Student? Yes: ______ No:

Section 504 Student? Yes: ______ No:

DOB: 11/28/2003

If yes, list program:_______________

Incident: Battery Against Student

MARK TWAIN, a 10th grade student at __________ High School, was engaged in behavior that endangered the physical well-being of another male student and is direct violation of the Code of School/Classroom Conduct. On Tuesday, September 15, 2020, MARK TWAIN walked up to a male student as the bell rang to release students from the cafeteria. Mark attempted to conceal his identity by pulling his hoodie up on his head with the string tied tight around his face. Mark walked up behind Student A, who was seated at the lunch table. Mark viciously attacked Student A, punching him repeatedly in the back of the head. Student B jumped in, picked Student A up and slammed him on his back. Once on the ground, Mark continued to punch Student A until Mr. Special intervened. Mr. Special pulled Mark from on top of the victim restraining him until safety arrived. Mark was then escorted to Mr. Administrator’s office where he shared that he was mad at Student A because he was talking and laughing with Mark’s girlfriend in class. Student A was required to seek immediate medical attention for the injuries to his face. He also suffered several contusions to the back bones as a result of the attack. The police were called and arrived shortly afterwards. The officers stated that they would be issuing a charge for Assault & Battery. He also warned that if the victim suffered substantial injuries, Mark would be facing a felony charge. Mark was issued a 3-day suspension, sent home on the bus, and the case was referred to the Department of Student Services. This vicious attack on an unsuspecting victim was unprovoked. Mark showed no remorse for his actions and even tried to defend them as justified. The Discipline Policy for High School Students was reviewed with all students during the first few days of the year. Tenth grade students attended a grade level meeting to review school wide expectations for behavior. The behavior exhibited by MARK TWAIN violates the code of conduct as outlined in the 2020-21 Student Handbook on Rights, Responsibilities, and Discipline. Submitted by: Mr. Administrator, Assistant Principal Date: September 21, 2020

Sample — Victim and Witness Statements Victim Statement: I was sitting at the table finishing my lunch, the bell rang. I got up and as soon as I got up I was attacked by the fat boy with the dreads (Mark). He punched me in the back of my head and the other dude (Student B) jumped in too. Student B picked me up and slammed me on my back. Mark got on top of me and kept punching me some more. Mark kept saying “why you talking to my bitch”. Witness Statement, Mr. Special: At 12:00 pm on September 17, 2020, I, Mr. Special observed students being dismissed from cafeteria to go to their 4th period class. As I walked towards the east side of the cafeteria cleaning up lunch trays which were left on the table, I saw a group of young men standing in one area and not moving to go to class. As I was walking towards the group, I observed Mark Twain throw several blows to the head and neck of Student A without warning. Student B ran up and slammed Student A on his back and then Mark Twain jumped on Student A again. Mark punched Student A several more times before I could get to him. I grabbed Mark off of Student A and held him there until safety arrived. Witness Statement: We were just sitting at the lunch table when the bell rang. All of sudden out of nowhere, that boy Mark rushed up and snaked XXXXXXXXXXX from the back. XXXXXXXX ran up and picked dude up and dropped him on his back. Witness Statement, Safety Assistant: I received a call over the radio about a 10-10 in the cafeteria. When I arrived I helped to move the students out of the way. Mr. Special was restraining Mark Twain and Student A was laying on the floor. I took Mark to Mr. Administrator’s office and went to review the video tape. The video shows Mark Twain walking up to Student A from behind and just started punching him. You can also see Student B run, jump over a table and slam Student A to the floor. When Mr. Special grabs Mark, Student B runs off and tries to blend in with the crowd. Sample — Evidence Photo

Sample â&#x20AC;&#x201D; Behavior Detail Report Page 1 of 2

Behavior Detail Report Name:

Grade: 10

19-20

Total Demerits/Points: 0

Alignment:

Discipline

Date/Time:

09/15/2020 10:45 AM

Submitted:

Damages:

0.00

Submitted By:

09/15/2020 12:21 PM

Location: Location Description: Context: Context Description: Incident Details:

Student Punched another student in the face at lunch causing the victim to receive a cut and bruise under the eye

Event 1:

Battery

Role:

Offender

Injury:

No Injury

Demerits/Points:

Injury Description: Medical Service Provided: No Participant Details: Resolution 1:

Suspension - Student Service Referral

Assign Date:

09/15/2020

Start Date:

09/16/2020

Start Time:

8:40 AM

End Date:

09/22/2020

End Time:

3:55 PM

Start Time:

2:15 PM

Behavior Admin Staff Name: Duration: 5.00 Days Attendance Code: SUSP: Suspended Resolution Details:

Upgraded to 5 Day 09/18/2020, KW

Resolution 2:

Preliminary Expulsion Hearing

Assign Date:

09/18/2020

Start Date:

09/25/2020

End Date: Behavior Admin Staff Name: Dawson, James Resolution Details:

End Time: PEH: Scheduled for Friday, October 25, 2020 @ 2:15 PM

Parent/Guardian

Date

Administrator

Date

Student

Date

Sample — Letter from School Administrator XXXXXXX High School XXXX W. Vliet St., Milwaukee, WI 53212 (414) 475-8800

Report generated: 09/15/2020 Student #: 1234567 Grade: 10 Birthdate: 11/28/2003 To Parent/Guardian of: Doe, John XXXX N 75th St. Milwaukee, WI 53223-8025

Dear Parent/Guardian: Your child has been issued a suspension for 5.00 days. This suspension is to be served from 09/16/2020 to 09/22/2020. John may return to school on the school day following the given suspension days. The reason for the suspension is: Fighting According to School Board Policy and Wisconsin law, your child may be suspended for not more than three (3) school days, or five (5) days when a Central Services conference is scheduled. A meeting with the school administrator may allow your child to return to class before the end of the designated suspension period. If you have questions regarding this suspension or to request a reinstatement conference, call (xxx) xxx-xxxx to speak with the School Administrator.

Sincerely, A. Smith-Jones, School Administrator (414) 475-8800 CC: Cumulative Folder

— Template available on mConnect. —

Sample Letter Sent By School for Student Services Conference (If the conference involves a Special Services student, also send invitation to the IEP Team Meeting)

_______________________________ School

September 1, 2020

To the Parents Of John Doe XXXXX Street Milwaukee, WI 53211

Dear Parents: A conference has been scheduled for Tuesday, October 6, 2020 at 9:00 a.m. at Central Services, 5225 W. Vliet St., Room 127, Milwaukee, WI 53208 regarding a recent breach of discipline involving your son, John Doe. It is important for you and John to be present at this meeting. Ms. Alice Allison, Student Services coordinator from the MPS Department of Student Services, will conduct this meeting. You are advised that you and John Doe may be represented at the conference by legal counsel or any person of your choice. If you are unable to attend this conference, please contact me at (school number). Sincerely,

School Administrator Name School Administrator

Notes: Level 3 conferences (via video): The school will notify the parent by phone and letter with the date, time, and location (parent and student report to Central Services, Room 127) of the conference. For special education students, parent and student will report to the school. Level 4 conferences (via video for SpEd students): Central Services will notify the parent by letter. The school is to contact the parent by phone with the date, time, and location (parent and student report to the school) of the conference and answer any questions. For regular education students, administrator, parent, and student, report to Central Services, Room 127.

â&#x20AC;&#x201D; Template available on mConnect. â&#x20AC;&#x201D;

Invitation to a Meeting of the Individualized Education Program (IEP) Team

Sample — Invitation to a Meeting of the Individualized Education Program (IEP) Team

Student Name: ____ Student ID Number:_ ____________ School Name:_ WISEid: __________________

NOTICE OF MEETING OF THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM Form I-1 (Rev. 05/2019)

The following have been appointed as IEP team participants. MPS staff members below will attend or be represented at the meeting. Parent/Guardian:

Regular Education Teacher Name (Required):

Regular Education Teacher Name:

Student (if appropriate):

Special Education Teacher Name (Required):

Special Education Teacher Name:

LEA Representative Name*/Title (Required):

Name & Title:

*Representative of local education agency (LEA) – (authorized to commit resources of the LEA)

Parent participation is a valuable component of the IEP process. If, for any reason, you are unable to attend this meeting, we will reschedule the meeting if timelines allow or offer you the opportunity to participate by other means through an individual or conference call during the meeting. If you are unable to participate during the meeting, your input can occur prior to the meeting through a telephone call, a conference or submitting written information to the IEP chairperson. After the meeting, you may request a telephone call or conference to inform, explain or clarify what occurred at the IEP meeting. In addition, you may also request a meeting to review/revise this student’s IEP. Additional Notes:

If at any point during this meeting you or other IEP team participants believe that additional time is needed to permit your meaningful involvement, additional time will be provided (subject to required timelines). Decisions related to the purpose(s) checked above may be made in one meeting or may require more than one meeting, depending on individual circumstances. In addition and upon request, you may receive a copy of the IEP team's most recent evaluation report. You and this student have protection under the procedural safeguards (rights) of special education law. The school district must provide you with the Special Education Procedural Safeguards once a year. ☐ You received a copy of the Special Education Procedural Safeguards. ☐ A copy of the Special Education Procedural Safeguards is enclosed with this invitation. If you would like another copy, please call the district staff member listed below. In addition to district staff, you may also contact FACETS at (414) 374-4645 or Disability Rights Wisconsin at (414) 773-4646 if you have questions about your rights.

Special Education Teacher _____________________________________ _________________________________ Name Title

I-1 (5/2019) (MPS 8/2014)

________________ Phone Number

Page 2 of 2

REFERRAL FOR SPECIAL EDUCATION AND RELATED SERVICES Initial DOB:

Name of Student (Last, First, Middle Initial):

Gender:

Male

Reevaluation Grade:

Race (Ethnicity Code):

Female

Name of Parent or Legal Guardian:

School:

MPS ID#:

Age:

WISEid: Telephone (with area code):

Address (Street, City, State, Zip):

Mobile Work Alt Student Lives With (Name and Relationship): (If different than parent/legal guardian)

Address (Street, City, State, Zip):

Telephone (with area code): Mobile Work Alt

Person making Referral (Name and Title):

Date and method of notifying parent of intent to refer: Date:__________________________

Conference

Parent or adult student’s native language or other primary mode of communication:

Phone Call

Written

Is an interpreter needed for parent: Yes No

Student’s native language or other primary mode of communication: Date of receipt of referral by school district/LEA:_________________________________________________ (Month/day/year) School District Personnel receiving the Referral:__________________________________________________ (name/title) The date the district receives the referral beings the 15 business day deadline in which to complete the review of existing information and notify the parents of whether additional assessments are needed.

Reasons For Referral:

Academic/pre-academic delays Problems with Learning Behavioral – Emotional Problems

Visual Problem Communication Problems Hearing Problems

Physical/Medical Problems Sensory/Perceptual skills Delayed self-help skills

Other: Specify ____________________________________________________________________________________

q State reason you believe this child has a disability (impairment and a need for special education): w Include information about any of the following, if known:

a. Academic/pre-academic achievement (including reading achievement or early literacy): b. Functional performance (including behavior): c. Relevant medical information (including vision and hearing): d. Special programs, services, or interventions used to address this student’s needs and the results: © 2020 Milwaukee Public Schools • Form R-1 (Rev. 5/2016)

PLP Contact Log PLP Contact Log

08/05/2019 - 06/05/2020

Birth Date: Student Number: Current Grade:10 Current School:

Contact Type:All Contacted By:All

Date/Time

Type

Contacted

08/26/2019 11:10 AM

PLP - Health / Hygiene

MPS SSW

Page 1 of 2

Contacted by

Refer to SSW for Attendance concerns as noted in IC. 08/29/2019 1:20 PM

PLP - Attendance

Mother

Attempted to contact family. Have not seen student in class in a couple weeks despite seeing him enter building in morning. 09/24/2019 2:12 PM

Attendance Letter

ENG SEM 1 Quarter Sch 5 Day HabTruancy Letter, qualified date: 09/03/2019 09/26/2019 1:11 PM

PLP - Attendance

Phone Call + E-mail

had phone contact with the studentâ&#x20AC;&#x2122;s mother and was able to discuss barriers to daily attendance. Also, I emailed the father with the same issue. 09/30/2019 2:20 PM

PLP - Suspension Notice Suspension Letter

Sent out five day suspension letter on 09/30/2019. 10/08/2019 3:07 PM

PLP - Attendance

Parent/Guardian

Called Parent and left a VM for Student to start Parent and student need to come in and fill out the registration to start at Reassignment school. Also sent a Text and email via messenger. 10/18/2019 12:19 PM

PLP - TABS Warning Letter

TABS Warning Letter

TABS 15 day unexcused warning letter mailed home. 10/21/2019 11:33 AM

PLP - Attendance

Parent Response

The student's older brother responded at truancy letter by phone call and discussed together the attendance matter 11/05/2019 1:05 PM

PLP - Attendance

Attendance summary

Contact logs show truancy letter sent home. However, zero absences show for 02/24/2020 2:37 PM

Attendance Letter

ENG SEM 2 Quarter Sch 5 Day HabTruancy Letter, qualified date: 02/21/2020 04/23/2020 8:20 PM

PLP - General

student & parent

Notified currently have grade of U and what to do next. 04/27/2020 6:08 PM

PLP - General

student & guardian

Mailed ESL quiz to student. Student has not joined Google Classroom or responded to messages. 04/29/2020 5:43 PM

PLP - General

msg

Sample — Official Transcript District Name: Milwaukee Public Schools - HS Official Transcript

�e: 0018 Tel: (414)327-9300 Fax: (414)327-9315 AV, MILWAUKEE, WI 53220

I•

Student Information

2019-2020 Mark Weight Credit Course Student Number: Grade: 10 .. Gender: M Birthdate: Grade10 Di plomaDate: S5261 AMERICAN 8 0.5000 0.5 1------------------� GOVERNMENT (S1) u_ ar"-mm s_ y -------11 5S121 cmZENSHIP(S1) _______GPA _ _ _ _ 8 0.5000 0.5 88021 EMPLOYABILITY SKILLS 8 0.5000 0.5 CumulativeGPA(Weighted) 1.6087 EN961 ENGLISH 10(S1) 0.5000 0.5 C Class Rank Excluded SC621 ENVIRONMENTAL 0.5000 0.5 D CumulativeGPA(Unweighted) 1.6087 SCIENCE(S1) Class Rank Excluded MA301 GEOMETRY (S1) D 0.5000 0.5 Credit:3.000 GPA:2.1667 U/WGPA:2.1667 2018-2019 Credit summary Course Mark Weight Credit

HighSchoolCredit Attempted Earned Grade09 1.000 1.000 COLLEGE AND CAREER MA211S8 ALGEBRA(S1) D 0.5000 0.5 READINESS MA221S8 ALGEBRA (S2) u 0.5000 0 2.000 2.000 ENGLISH HL211 COMPREHENSNE u 0.5000 0 0.500 0.500 ANE ARTS HEALTH ED 1.000 1.000 FOREIGN LANGUAGE PE201 COMPREHENSNE D 0.5000 0.5 0.000 0.500 HEALTH PHYSICAL ED 2.000 2.500 MATH EN101 ENGLISH 9 (S1) 8 0.5000 0.5 1.625 2.125 OTHER ELECTIVE EN111 ENGLISH 9 (S2) 0.5000 0.5 C 1.000 1.000 PHYSICAL EDUCATION ES131 ESL READING+ WRT 0.5000 0.5 A 2.000 2.000 SCIENCE BGNR 1(51) 2.500 2.500 SOCIAL STUDIES ES141 ESL READING+WRT 0.5000 0.5 8 13.625 15.125 Total BGNR 1(52) D 0.5000 0.5 88031 KEYBOARDING Grading Scale FL910 MANDARIN CHINESE 1 0.5000 0.5 C (S1) Grade Points A 4B FL912 MANDARIN CHINESE 1 0.5000 0.5 C 2D 3C 1U (S2) OP Pass This transcript is not SC181 PHYSICAL SCIENCE (S1) D 0.5000 0.5 official without school's official seal. SC191 PHYSICAL SCIENCE (S2) D 0.5000 0.5 BA501 PRACTICAL COMP D 0.5000 0.5 APPLICATION S5141 WORLD STUDIES (S1) D 0.5000 0.5 D 0.5000 0.5 S5151 WORLD STUDIES (S2) 1.5000 U/W GPA: 1.5000 Credit: 7.000 GPA: 2019-2020 Course Mark Weight Credit

Grade10 ACPHSS2 ACADEMIC CAREER p 0.1250 0.125 PLAN HS(S2) ES221 ESL AURAL LINGUAL u 0.5000 0 BGNR 2 (S2) p MA221MVP 18 MVP ALGEBRA 0.5000 0.5 (S2) A5371MVP 18 MVP ART HISTORY p 0.5000 0.5 (S2) p SC211MVP 18 MVP BIOLOGY 0.5000 0.5 (S2) p 0.5000 0.5 EN117MYP 18 MVP ENG 10 UT STUDIES2(S2) 0.5000 0.5 PE961MVP 18 MVP AT FOR LIFE p MA311 MVP 18 MVP GEOMETRY p 0.5000 0.5 (S2) S5231MVP 18 MVP U.S. HISTORY p 0.5000 0.5 (S2) Credit: 3.625 GPA: 0.0000 U/WGPA: 0.0000

Official's Signature__________________

Student Period Attendance Detail 19-20 HAMILTON HS

Student Period Attendance Detail

6215 W WARNIMONT AV, MILWAUKEE WI 53220 Generated on 06/22/2020 03:41:30 PM Page 1 of 2

ID#:

Terms Included: T1, T2 Course Summary

Period Summary

Course BC311DE-311 DE START YR OWN BUSINES NOW(S1 EN961-5 ENGLISH 10 (S1) ES231-2 ESL READING + WRT BGNR 2(S1) FL914-1 MANDARIN CHINESE 2 (S1) MA301SB-2331 GEOMETRY (S1) OE541-342 JUNIOR ROTC 1 (S1) SC201-12 BIOLOGY 1 (S1) SS121-212 CITIZENSHIP (S1) Day Summary Date 10/08/2019 B DAY Description: Absent no excuse

10/07/2019 A DAY

Excused Unexcused 3 9

Tardy 1

4 3

8 3

0 2

3 3 3 3 3

8 10 12 10 11

3 1 0 0 2

10/04/2019 B DAY

01/A

ANOX

SUSP

Description: Suspended Comments: Set from Behavior Resolution ID 2239009

10/03/2019 A DAY

SUSP

Description: Suspended Comments: Set from Behavior Resolution ID 2239009

10/02/2019 B DAY

SUSP

Description: Suspended Comments: Set from Behavior Resolution ID 2239009

10/01/2019 A DAY

SUSP

Description: Suspended Comments: Set from Behavior Resolution ID 2239009

09/30/2019 B DAY Description: Absent no excuse

09/27/2019 A DAY

ANOX ANOX

Description: Absent no excuse

09/26/2019 B DAY

ANOX

ANOX ANOX

LATE

ANOX ANOX

Description: Late to class - MS/HS Description: Absent no excuse

09/25/2019 A DAY

LATE

Description: Late to class - MS/HS

09/24/2019 B DAY

LATE

ANOX

Description: Late to class - MS/HS Description: Absent no excuse

09/23/2019 A DAY

Description: Late to class - MS/HS

09/20/2019 B DAY

Description: Religious activity

09/19/2019 A DAY

LATE RELA

RELA

TAUN

UNEX

ERLY

Description: Tardy Unexcused (Check in time) Comments: CheckIn 11:26 AM Description: Absent unacceptable excuse Comments: MPD FOUND STUDENT OUTSIDE Description: Early dismissal (Check out time) Comments: CheckOut 3:40 PM per Ms. G

09/18/2019 B DAY

LATE

ANOX

Period 01/ACP 02 03 04

Excused Unexcused 6 11 6 21 6 21 7 18

Term Summary

Periods

Description: Suspended Comments: Set from Behavior Resolution ID 2239009

Grade: 10 DOB:

ANOX

Description: Late to class - MS/HS Description: Absent no excuse

Periods

T1 Absent Early Release Tardy

01/A 17 0 5

02 27 0 3

03 27 0 1

04 25 0 0

Total 96 0 9

T2 Absent Early Release Tardy

01/A 0 0 0

02 0 0 0

03 0 0 0

04 0 0 0

Total 0 0 0

Tardy 5 3 1 0

Teacher Report Note: Teachers must fill out this form in its entirety. Please Return To:

By:

Student Name:

Grade:

Homeroom:

Please indicate the student’s progress in your class to date — behavior and academic performance. Classroom:

Teacher:

Subject:

QUALITY OF WORK Satisfactory

Has fallen below previous achievement

Noted improvement

In danger of failing

Satisfactory with weakness cited below

Failing

ACHIEVEMENT NOTES Assignments

Areas of Weakness

Not submitted

Does not follow instructions

Carelessly done

Participation in class

Not made up after absence PERSONAL RESPONSIBILITY Interested, alert and eager

Uncooperative

Courteous, mature

Disrespectful

Constructive class participation

Outside activities seem to interfere

Does not pay attention

Lacks self-direction

Disturbs others

Satisfied with mediocre achievement

ATTENDANCE Times tardy this semester

Number of times absent this semester

COMMENTS: (Typed)

— Template available on mConnect. — 74

Sample — Principal Recommendation

PRINCIPAL RECOMMENDATION Student Name: Date of Birth:

ID#

Grade:

Recommendation Remain at School

School Social Work Services School Psychological Services Counseling

Assign to Another School Assign to Attendance Area School Assign to Alternative School Expulsion

Referred for IEP Team Evaluation

Behavior Probation

Academic Probation Both of the Above

Principal’ s Name: * The recommendation period of probation is ____________ school days and will include a Review of progress involving the student, parent, and administrator (twice weekly), or as deemed necessary by the teacher in conjunction with the administrator.

— Template available on mConnect. —

Notes

Milwaukee Board of School Directors Board members may be contacted at the MPS Office of Board Governance at (414) 475-8284. Jacqueline M. Mann, Ph.D., Board Clerk/Chief

Larry Miller District 5, President

Luis A. Báez (Tony), Ph.D. District 6, Vice-President

Annie Woodward District 4

Marva Herndon District 1

Paula Phillips District 7

Erika Siemsen District 2

Megan O’Halloran District 8

Sequanna Taylor District 3

Bob Peterson, Ed.D. At-Large

Dr. Keith P. Posley, Superintendent

5225 W. Vliet St. Milwaukee, WI 53208 (414) 475-8002 mpsmke.com

MPS Senior Team Calvin Fermin, Deputy Superintendent Marla Bronaugh, Chief Communications & School Performance Officer Katrice Cotton, Ed.D., Chief School Administration Officer Jeremiah Holiday, Ph.D., Interim Chief Academic Officer Martha Kreitzman, Chief Financial Officer Adria D. Maddaleni, J.D., Interim Chief Human Resources Officer Sue Saller, Manager III, Superintendent’s Initiatives

NONDISCRIMINATION NOTICE It is the policy of Milwaukee Public Schools, as required by section 118.13, Wisconsin Statutes, that no person will be denied admission to any public school or be denied the benefits of, or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the person’s sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability. This policy also prohibits discrimination under related federal statutes, including Title VI of the Civil Rights Act of 1964 (race, color, and national origin), Title IX of the Education Amendments of 1972 (sex), Section 504 of the Rehabilitation Act of 1973 (disability), and the Americans with Disabilities Act of 1990 (disability). The individuals named below have been designated to handle inquiries regarding the nondiscrimination policies. For section 118.13, Wisconsin Statutes, federal Title IX: Matthew Boswell, Senior Director, Department of Student Services, Room 133, Milwaukee Public Schools, 5225 W. Vliet St., P.O. Box 2181, Milwaukee, WI, 53201-2181 For section 504 of the Rehabilitation Act of 1973 (Section 504), federal Title II: Travis Pinter, Section 504/ADA Coordinator, Department of Specialized Services, 6620 W. Capitol Dr., Milwaukee, WI, 53216, (414) 438-3677 • ASL: (414) 438-3458 ©2020 Milwaukee Public Schools

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