3241%20Student%20Discipline.pdf

Parent document: Regular Board Meeting-11-12-2024.pdf

Text

- Public Schools

Book Board Policy

Section 3000 - Students

Title Draft of Student Discipline
Code 3241

Status

Adopted March 27, 1989

Last Revised September 16, 2024

Prior Revised Dates 06.25.91; 09.01.10; 05.09.11; 02.27.12; 06.26.13; 08.10.15; 06.26.17; 12.10.18;
7.29.19; 07.16.2021; 11.13.2023;

STUDENT DISCIPLINE

Introduction/Philosophy/Purpose
The board focuses on the educational achievement of every student. The board intends that this policy and procedure be
implemented in a manner that supports positive school climate, maximizes instructional time, and increases equitable
educational opportunities. The purposes of this policy and accompanying procedure include:
e Engaging with school personnel, students, parents, families, and the community in decisions related to the
development and implementation of discipline policies and procedures.
e Supporting students in meeting behavioral expectations, including providing for early involvement of parents and
families.
e Administering discipline in ways that respond to the needs and strengths of students and keep students in the
classroom to the maximum extent possible.
e Providing educational services that students need to complete their education without disruption.
e Facilitating collaboration between school personnel, students, parents, and families to support successful reentry
into the classroom following a suspension or expulsion.
e Ensuring fairness, equity, and due process in the administration of discipline.
e Implementing culturally responsive discipline that provides every student the opportunity to achieve personal and
academic success.
e Providing a safe environment for all students and for district employees.

Rights and Responsibilities / District Commitment
The board recognizes the negative and disproportionate impact of exclusionary discipline practices and is
committed to:
e Identifying and addressing discipline policies and practices that perpetuate educational opportunity
gaps; and
e Proactively implementing discipline practices that support students in meeting behavioral expectations
without losing access to instruction.

The district will observe students’ fundamental rights and will administer discipline in a manner that does not:

1. Unlawfully discriminate against a student on the basis of sex, race, creed, religion, color, national origin, sexual
orientation, gender expression, gender identity, disability, or the use of a trained dog guide or service animal;

2. Deprive a student of the student's constitutional right to freedom of speech and press, the constitutional right to
peaceably assemble and to petition the government and its representatives for a redress of grievances, the
constitutional right to the free exercise of religion and to have the student's school free from sectarian control or
influence, subject to reasonable limitations upon the time, place, and manner of exercising the right;

3. Deprive a student of the student's constitutional right to be secure in the student's person, papers, and effects
against unreasonable searches and seizures;

4. Unlawfully interfere in a student's pursuit of an education while in the custody of the school district; or


5. Deprive a student of the student's right to an equal educational opportunity, in whole or in part, by a school district
without due process of law

Student discipline policy and procedure is designed to provide students with a safe, healthy, and educationally sound
environment. Students are expected to be aware of and comply with this policy and procedure, including behavioral
expectations that respect the rights, person, and property of others. Students are also expected to pursue the required
course of studies. Students and staff are expected to work together to develop a positive climate for learning, consistent
with Board Policy 3112 Social Emotional Climate.

Development and Review
The district will collect data on disciplinary actions administered in each school, as required by RCW 28A.300.042, and any
additional data required under other district policies and procedures.

Principals confer with certificated building employees at least annually to review the district's discipline standards and
review the implementation of those standards.

School principals will ensure teachers and other school personnel receive adequate support to effectively implement a
continuum of identified best practices and strategies that:

1. Focus on prevention to reduce the use of exclusionary discipline practices;

2. Allow the exercise of professional judgment and skill sets; and

3. May be adapted to individual student needs in a culturally responsive manner.

School principals will confer with certificated building employees at least annually to establish criteria for when certificated
employees must complete classes to improve classroom management skills.

The district will periodically review and further develop this policy and procedure with the participation of school personnel,
students, parents, families, and the community. As part of this development and review process, the district will use
disaggregated data collected under RCW 28A.300.042 to monitor the impact of student discipline practices as well as to
improve fairness and equity in the administration of student discipline. Discipline data must be disaggregated by:

1. School.

2. Student groups, including by gender, grade level, race/ethnicity (including further disaggregation of federal race and
ethnicity categories in accordance with RCW 28A.300.042(1) and CEDARS Appendices Y and Z), low-income, English
language learner, migrant, special education, Section 504, foster care, and homeless.

3. Behavioral violation.

4. Discipline types, including classroom exclusion, in-school suspension, short-term suspension, long-term suspension,
emergency removal, and expulsion.

The District will ensure it reviews disaggregated discipline data in accordance with WAC 392-190-048 at least annually.

Distribution of Policies and Procedures

The district will annually make the current version of this policy and procedure available to all district personnel,
students, parents, and families, which may require language assistance for students and parents with limited English
proficiency under Title VI of the Civil Rights Act of 1964.

Application
This policy and accompanying procedure will be construed in a manner consistent with Washington law as stated in WAC
392-400-020.

Legal RCW 9A.16.100 Use of force on children Policy - Actions presumed unreasonable

9.41.280 Possessing dangerous weapons on school facilities - Penalty - Exceptions

28A.150.240 Certificated teaching_and administrative staff as accountable for
classroom teaching Scope Responsibilities - Penalty

28A.225 Compulsory school attendance and admission

28A.320 Provisions applicable to all districts

standards - Classes to improve classroom management skills

28A.600 Students


Cross References

WAC 392-190-048 Access to course offerings Student discipline
392-400 WAC Pupils

34 CFR Part 100.3 Regulations Implementing_Civil Rights Act of 1964
42 U.S.C. 2000d et seq. Civil Rights Act of 1964

Policy News, April 2019 Policy Alert

Policy News, August 2018

Policy News, July 2016

Policy News December 2014

Policy News, August 2014

Policy News, June 2010

2161 - Special Education and Related Services for Eligible Students

2162 - Education of Students With Disabilities Under Section 504 of the
Rehabilitation Act of 1973

3122 - Excused and Unexcused Absences
3200 - Rights and Responsibilities

3210 - Nondiscrimination

3244 - Prohibition of Corporal Punishment
3520 - Student Fees, Fines, or Charges

4210 - Regulation of Dangerous Weapons