The Board of Education is committed to providing a safe and orderly school environment. Responsible behavior by students, teachers, district personnel, parents and other visitors is essential to achieving this goal. Unless otherwise noted, the Code of Conduct applies to anyone on school property or attending a school function.

Our children face a complex set of challenges with respect to behavior and decision-making. The overall goal is for students to gain respect for self, others, school and community, and to gradually learn to take responsibility for their words and their actions. To that end, the Monroe-Woodbury Code of Conduct supports a three-level approach to student management with prevention, intervention, and aftercare initiatives. It also establishes the standard for appropriate conduct in school and on school property.

The Monroe-Woodbury Central School District considers school safety a major priority. The District has a zero tolerance approach to behavior that is violent, disruptive, and insubordinate, and it is committed to addressing issues regarding harassment/bullying, smoking, inappropriate communication, and student dress. The District maintains that each student should be treated as an individual who can reasonably be expected to be responsible for his/her own behavior, and it recognizes the need for administrative discretion.

This Code of Conduct is a "living document." The expectations for student behavior as well as the available student services will evolve to accommodate the changing needs of the students and the District. Unless otherwise indicated, this Code applies to all students, school personnel, parents, and other visitors when on school property or attending a school function.

The Board of Education ("Board") is committed to providing a safe and orderly school environment where students may receive and District personnel may deliver quality educational services without disruption or interference. Responsible behavior by students, teachers, other District personnel, parents, and other visitors is essential to achieving this goal.

The District has a long-standing set of expectations for conduct on school property and at school functions. These expectations are based on the principles of civility, mutual respect, citizenship, character, acceptance of diversity, honesty, and integrity.

The Board recognizes the need to clearly define these expectations for acceptable conduct on school property, to identify the possible consequences of unacceptable conduct, and to ensure that discipline when necessary is administered promptly and fairly. To this end, the Board adopts this Code of Conduct ("Code").

The Monroe-Woodbury Board of Education affirms the State's requirement to establish standards of behavior that will enable students, parents, teachers, and administrators to know what is acceptable behavior conducive to learning for all students.  Every student has the right to learn and the right to be free of harassment or fear. The Board believes that commensurate with these rights are certain responsibilities which should govern student conduct.

Section 100.2 of the Regulations of the Commissioner of Education requires that each school district adopt a written policy on school conduct and discipline “designed to promote responsible student behavior.” The requirements, both as to content and the procedure for adopting District policy, are quite specific.

A discipline Code for student behavior along with a range of consequences that will be publicized and explained to all students and provided to all parents on an annual basis.
The school conduct discipline policy “shall be developed locally in consultation with teachers, administration, other school service professionals, students and parents.”
The policy must include “a bill of rights and responsibilities of students which focuses on positive student behavior.”  Reference should be made to those rights that are statutory, such as the right to a hearing prior to suspension, pursuant to Education Law S3214.
The roles of the teachers, administrators, Board of Education members, and parents must be described to all students and provided in writing to all parents on an annual basis.
Procedures within each building to involve appropriate individuals in the early identification and resolution of discipline problems.
The identification of alternative educational programs appropriate to individual student needs and guidelines for in-service education for District staff.
The District’s policy, rules, and regulations on school conduct and discipline shall be filed in each school building and shall be available to any individual.

Legal References: Commissioner’s Regulation Part 100.2
Education Law 2801[1]
Education Law 3214[2]

Cross Reference:   Policy #7310[3]
Approved:                 12/11/85
Monroe-Woodbury Central School District
The Dignity Act Law § 12(2)[3]
DASA Regulations
Cross Reference:  Policy # 7550
Approved:                 8/29/12
Monroe-Woodbury Central School District

The Board of Education must review the school conduct and discipline policy annually and “amend it when appropriate.”
Strategies for the maintenance of public order on school property, as encompassed within Board Policy #7310 – Public conduct on School District Property.

[1] See http://www.p12.nysed.gov/sss/ssae/schoolsafety/save/2801-CodesofConduct.html
[2] See http://www.p12.nysed.gov/specialed/publications/policy/section3214.htm
[3] See http://www.boarddocs.com/ny/mwcsd/Board.nsf/vpublic?open

The Board will work to ensure that the community is aware of this Code of Conduct by:

Providing copies of a summary of the Code to all students at a general assembly held at the beginning of each school year.
Making copies of the Code available to all parents at the beginning of the school year.
Mailing a summary of the Code of Conduct written in plain language to all parents of District students before the beginning of the school year and making this summary available later upon request.
Providing all current teachers and other staff members with a copy of the Code and a copy of any amendments to the Code as soon as practicable after adoption.
Providing all new employees with a copy of the current Code of Conduct when they are first hired.
Making copies of the Code available for review by students, parents, and other community members.

The Board will work to ensure that the Code of Conduct is annually revised by:

Sponsoring an in-service education program for all District staff members to ensure the effective implementation of the Code of Conduct. The Superintendent may solicit the recommendations of the District staff, particularly teachers and administrators, regarding in-service programs pertaining to the management and discipline of students.
Reviewing this Code of Conduct every year and updating it as necessary. In conducting the review, the Board will consider how effective the Code's provisions have been and whether the Code has been applied fairly and consistently.
Appointing an advisory committee to assist in reviewing the Code and the District's response to Code of Conduct violations. The committee will be made up of student, teacher, administrator, parent, school safety personnel, and other school personnel.
Furthermore:
The Code of Conduct and any amendments to it will be filed with the Commissioner no later than 30 days after adoption.
The Superintendent of Schools will annually review the policies, rules, and regulations related to discipline by establishing a procedure for evaluation, feedback, and assessment of current needs and effectiveness of the existing program.

The Monroe-Woodbury Central School District is committed to the concept of equal educational and employment opportunities for all individuals.  Such opportunities are made available to all interested parties on the basis of personal interests and qualification without regard to race, color, religion, national origin, economic status, age, sex, sexual preference, marital status or disability.  In addition, any form of sexual, racial, or religious harassment by employees, parents, or students during the course of fulfilling regular daily obligations, is expressly prohibited and forbidden.

Questions or comments in these areas can be addressed to the:
Assistant Superintendent for Human Resources
Monroe-Woodbury Central School District
Education Center, Route 32
Central Valley, NY 10917
845-460-6200

For the purposes of this Code of Conduct, the following definitions apply:

A program that is designed to teach students the skills needed that will allow them to deal with anger in a positive manner.  The program recognizes that violent behavior is generally due to one's perception of "losing control," and it is this issue that the seminar is designed to address.

A social service agency that works in conjunction with school officials, the community, and families to protect the rights of all children.

"Disruptive Student" means an elementary or secondary student under the age of 21 who is substantially disruptive of the educational process or substantially interferes with the teacher's authority over the classroom.  Disruptive students behave in a manner that:

Continuously interferes with the educational process.
Continuously interferes with the teacher's authority over the classroom.
Demonstrates a persistent unwillingness to comply with the teacher's instructions.

Any student under the age of 21 whom:

Behaves in a manner that is disrespectful, insolent, impolite, or ungracious towards a school official.
Refuses or fails to comply with a lawful order or direction of an official of the school District.

Parent, guardian, or person in parental relation to a student.

Services provided by a district-wide team of certified specialists who provide students with a wide variety of services in the following areas:  guidance, health service, psychological service, social work, substance abuse and special education which includes the areas of learning disabilities, speech/language impairment, hearing and vision impairment, and mental and emotional disability.

Any school-sponsored co-curricular or curricular event or activity.

In or within any building, structure, athletic playing field, playground, parking lot, or land contained within the real property boundary line of a public elementary or secondary school, or in or on a school bus.

Any student under the age of 21 whom:

Commits an act of violence upon a school employee, or attempts to do so.
Commits, while on school property or at a school function, an act of violence upon another student or any other person lawfully on school property or at a school function, or attempts to do so.
Possesses, while on school property or at a school function, a weapon.
Displays, while on school property or at a school function, what appears to be a weapon.
Threatens while on school property or at a school function, to use a weapon, inflict bodily harm, or communicates acts of violence with phrases that contain words such as kill, shoot, stab, murder, etc.
Knowingly and intentionally damages or destroys the personal or school property of any school employee or any person lawfully on school property or at a school function.

Essential partners are stakeholders who have a collaborative responsibility for school safety and compliance with the Code.  All essential partners should assist students in maintaining a safe, supportive school environment, a climate of mutual respect and dignity for all students regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (identity and expression) or sex, which will strengthen students’ self-concept and promote confidence to learn.

Students should attend school on time and participate in the school programs so that they may develop to their fullest potential.  With this in mind, students are to:

• Be aware of and obey school rules and regulations.

• Accept responsibility for their actions.

• Respect the rights of others, including the right to secure an education in an environment that is orderly and disciplined.

• Attend school regularly, arrive on time, and devote energies to learning.

• Respect school property.

• Comply with requests, instructions, and directions given by school personnel in matters of behavior and discipline from the time of departure from home until arrival at home, as well as during any school-sponsored activities.

• Use the established procedures to communicate with personnel available to assist.

A cooperative relationship between home and school is essential to each student's successful development and achievement.  To achieve this wholesome relationship, parents are urged to:

• Recognize that the education of their child(ren) is a joint responsibility of the parents and the school community.

• Help their children understand that in a democratic society appropriate rules are required to maintain a safe, orderly environment.

• Know school rules and help their children understand them.

• Convey to their children a supportive attitude toward education and the District.

• Build good relationships with teachers, other parents, their children's friends, and school staff.

• Help their children deal effectively with peer pressure.

• Provide a place for study and ensure homework assignments are completed.

• Exemplify an enthusiastic and supportive attitude toward school and education.

• Send their children to school ready to participate and learn.

• Teach children self-respect, respect for the law, respect for others, and respect for public property.

• Insist on prompt and regular attendance.

• Insist their children be dressed and groomed in a manner consistent with the student dress code.

• Prepare written excuses for student absences and tardiness.

• Participate and assist in maintaining communication with the school by insisting that their children promptly bring home all communications from school.

• Notify the school district of any significant home issues that could affect the behavior of their child.

• Listen to the views and observations of all parties concerned before reaching a decision.

Teachers formally educate the children of the community.  All teachers and teaching assistants should assist students in maintaining a safe supportive school environment, a climate of mutual respect and dignity for all students regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (identity and expression) or sex, which will strengthen students’ self-concept and promote confidence to learn.

It is the charge of the teachers and teaching assistants to:

Be prepared to teach.

Know school policies and rules and enforce them in a fair and consistent manner.

Communicate to students and parents:

• Course objectives and requirements.

• Marking/Grading procedures.

• Assignment deadlines.

• Expectations for students.

• Classroom discipline plan.

• Communicate regularly with students, parents and other teachers concerning growth and achievement.

• Promote a climate of mutual respect and dignity that will strengthen the student's positive self-image.

• Plan and conduct a program of instruction that will make learning attractive and interesting by coming to class prepared and devoting the entire class period to good teaching.

• Seek to develop close cooperative relationships with parents for the educational benefit of the student.

• Teach the common courtesies by rule and example.

• Handle infractions individually.

• Employ fairness, reasonableness, and consistency.

• Be sensitive to changing behavior patterns.

• Enable students to discuss their problems by listening to students, remaining open minded, and consulting and acting on student recommendations in the decision- making progress.

• Guide students to attain their full potential

• Serve in place of the parent in matters of behavior and discipline as may be required by New York State Education Law.

• Help students learn how to use cooperatively developed and agreed upon procedures to bring about change.

• Participate with building principal in formulating rules that relate to the school.

• Be available in the halls for supervision of students during class changes.

• Work with oneself, one's students, and one's associates to recognize and eliminate prejudice toward race, color, weight, creed, national origin, ethnic group, religion, religious practice, gender (identity or expression), sex, sexual orientation, social class, or disability.

School Counselors facilitate the educational process. It is the charge of the School Counselors to:

• Assist students in coping with peer pressure and emerging personal, social, and emotional problems.

• Initiate teacher/student/counselor conferences and parent/teacher/student/counselor conferences, as necessary, as a way to resolve problems.

• Regularly review with students their educational progress and career plans.

• Provide information to assist students with career planning.

• Encourage students to access the curriculum and co-curricular programs.

As the educational leaders of the school, administrators set the disciplinary climate.  It is the charge of the building administrators to:

• Seek to develop a sound and healthful atmosphere of mutual respect within the school.

• Evaluate the program of instruction in the school to achieve a meaningful educational program.

• Help the staff evaluate their own procedures and attitudes in relation to the interactions within their classrooms.

• Provide teachers with relief of serious problems as soon as possible and support all building personnel in maintaining appropriate and effective discipline.

• Assist staff members in resolving problems that may occur by communicating with them the action taken by the principal on disciplinary matters.

• Work closely with parents to establish a wholesome relationship between home and school by sending communications home promptly.

• Establish necessary building security.

• Assume responsibility for the dissemination and enforcement of the District's discipline policy and ensure that all cases are resolved promptly.

• Promote a safe, orderly, and stimulating school environment that supports active teaching and learning.

• Ensure that students and staff have the opportunity to communicate regularly with the principal and approach the principal for redress of grievances.

• Evaluate on a regular basis all instructional programs.

• Support the development of and student participation in appropriate co-curricular activities.

• Be responsible for enforcing the Code of Conduct and ensuring that all cases are resolved promptly and fairly.

As the educational leader of the District, it is the charge of the Superintendent to:

• Promote a safe, orderly, and stimulating District environment, which supports active teaching and learning.

• Review with District administrators the policies of the Board of Education and state and federal laws relating to school operations and management.

• Inform the Board about educational trends relating to student discipline.

• Work to create instructional programs that minimize problems of misconduct and are sensitive to student and teacher needs.

• Work with District administrators in enforcing the Code of Conduct and ensuring that all cases are resolved promptly and fairly.

The Board of Education is the community representative of the educational process. It is the charge of the Board to:

• Collaborate with student, teacher, administrator, and parent organizations, school safety personnel and other school personnel to develop a Code of Conduct that clearly defines expectations for the conduct of students, District personnel, and visitors on school property and at school functions.

• Adopt and review at least annually the District's Code of Conduct to evaluate the Code's effectiveness and the fairness and consistency of its implementation.

• Lead by example by conducting Board meetings in a professional, respectful, and courteous manner.

• It is necessary that the total community of parents, students and staff assume their responsibilities for maintaining appropriate policies, rules and regulations, working for changes and implementing the Monroe-Woodbury School District's discipline Codes.

At least one person in each building shall be appointed as the building’s Dignity Act Coordinator.  Dignity Act Coordinators should oversee bullying prevention measures and address issues surrounding bullying in their building. (A listing of Monroe-Woodbury DASA Coordinators can be found on page 15).

Pursuant to Section 100.2 (I)(i) of the Regulations of the Commissioner of Education, a bill of student rights and responsibilities is established.

The District is committed to safeguarding the rights given to all students under state and federal law.  In addition, to promote a safe, healthy, orderly, and civil school environment, all District students have the right to:

• Take part in all District activities on an equal basis regardless of race, color, weight, creed, national origin, ethnic group, religion, religious practice, gender (identity or expression), sex, sexual orientation, social class, or disability.

• Learn in an environment free from harassment, discrimination, and bullying.

• Take part in activities unless properly suspended from participation pursuant to the District's discipline policy.

• Access school rules and, when necessary, receive an explanation of those rules from school personnel.

• Present their version of the relevant events to school personnel authorized to impose a disciplinary penalty in connection with the imposition of the penalty.

• Access Education Law S3214 in regard to suspension.

• Be suspended from instruction only after his/her rights pursuant to Education Law S3214 have been observed.

• Address the Board of Education on the same terms as any citizen.

It shall be the responsibility of each student in the Monroe-Woodbury School District to:

• Be in regular attendance in school and in class on time.

• Make constructive contributions to his/her school and to report fairly and honestly the circumstances of school-related issues.

• Contribute to maintaining a safe and orderly school environment that is conducive to learning and to show respect to other persons and to property.

• Be familiar with and abide by all District policies, rules and regulations dealing with student conduct.

• Work to the best of their ability in all academic and co-curricular pursuits and strive toward their highest level of achievement possible.

• React to direction given by teachers, administrators, and other school personnel in a respectful and positive manner.

• Work to develop mechanisms to control their anger.

• Seek help in solving problems that might lead to disciplinary action.

• Dress appropriately for school and school functions.

• Accept responsibility for their actions.

• Conduct him/herself as representatives of the District when participating in or attending school-sponsored co-curricular events and to hold themselves to the highest standards of conduct, demeanor, and sportsmanship.