Pontiac School District is committed to creating a safe, respectful, and supportive learning environment for every student, every day.

The Student Code of Conduct outlines key rights for all students, including:

• A safe and orderly learning environment

• Access to a high-quality education with the support needed to succeed

• Respectful treatment from staff and peers

• The opportunity to be heard and participate in decisions that affect their education

---

Understanding Due Process

Students have the right to be treated fairly when discipline is being considered.

Before consequences are assigned, students have the right to:

• Understand what they are being accused of

• Hear the information or evidence being considered

• Share their side of the situation

---

How Decisions Are Made

When addressing student behavior, the district focuses on fairness, consistency, and keeping students engaged in learning whenever possible.

School staff may consider factors such as:

• The student’s age and grade level

• The severity or repetition of the behavior

• The circumstances surrounding the situation

• The impact on other students and the school community

• Whether supports or interventions have already been used

---

Working Together

We encourage students and families to review the full Code of Conduct and talk about expectations, rights, and responsibilities. Working together helps us maintain a positive learning environment for all.

Every student has the right to consistent instructional time and the responsibility to attend school every day, on time. Regular attendance helps students stay on track and supports a strong learning environment for everyone.

Students are expected to:

• Arrive at school and each class on time
• Be in the classroom before the tardy bell rings
• Avoid repeated tardiness that disrupts learning
• Follow school procedures for reporting and excusing absences

To protect instructional time for all students, schools may adjust classroom entry for students with frequent tardies.

Before discipline is assigned, Pontiac School District focuses on supporting students and addressing behavior in ways that keep them engaged in learning.

The Student Code of Conduct includes a range of strategies based on the situation and individual student needs.

Support may include:

• School-based interventions to address behavior and identify root causes
• Problem-solving steps that look at what is happening and why
• Behavior support plans with clear goals and strategies
• Corrective actions designed to guide behavior and prevent repeat concerns

When responding to behavior, school staff consider factors such as the student’s age, the situation, and the impact on the school community.

Whenever possible, the goal is to address behavior, repair harm, and keep students connected to learning.

All students are expected to follow the District’s dress code to help maintain a safe, respectful, and focused learning environment.

The Code of Conduct requires that students:

• Wear clothing that is appropriate for school and does not disrupt learning
• Dress in a way that is safe and does not create health or safety concerns
• Avoid clothing that is offensive, promotes illegal activity, or is inappropriate for a school setting
• Wear appropriate footwear at all times

Additional expectations include:

• Head coverings are not permitted inside school buildings, except for religious reasons
• Coats, jackets, and backpacks must be stored during the school day

Students who do not meet dress code expectations may be asked to change, and repeated violations may result in further action.

UNACCEPTABLE CONDUCT IS DIVIDED INTO THREE CLASSES OF OFFENSES THAT MAY RESULT IN DISCIPLINARY ACTION FOR STUDENTS UNDER THIS CODE.

Class I Offenses (A) are behaviors that disrupt the educational process, school environment, and/or interfere with teaching and learning.

Class II Offenses (B) are behaviors likely to result in physical altercations, damage to property, and/or interference with the rights of others.

Class III Offenses (C) are behaviors that are considered illegal or extremely dangerous and may lead to the school contacting the appropriate law enforcement agency.

Students with chronic health conditions will be provided with a free appropriate public education. If their

impairment does not require specially designed instruction for them to bene t educationally, they will be eligible for accommodations/modi cations/interventions of the regular classroom, curriculum, or activity (in the school setting) so that they have the same access to education as students without disabilities.

Such accommodations/modi cations/interventions will be provided pursuant to a Section 504 Plan (Form 2260.01 F13).

Chronic health conditions, for the purposes of this policy, shall include:

A. “Peanut” and other food

B.  Allergies

C.  Asthma

D.  Diabetes

E.  Epilepsy and

F.  Sickle Cell

 

The District will coordinate school health practices for management of a chronic health condition and shall provide for:

A. identification of individuals with chronic health conditions;

B. coordination of healthcare management activities by school staff;

C. communication among school staff who interact with children with chronic health conditions;

D. development of protocols to prevent exposure/episodic reactions;

E. awareness and training of school staff regarding Board policy on acute and routine management of chronic health conditions, information on signs and treatment of chronic health conditions, medication and administration, and emergency protocols for dealing with reactions in “unusual” situations such as field trips.

School health practices shall provide students with chronic health conditions the opportunity for:

A. modified activities as indicated by the student’s health care action plan, 504 plan, or Individualized Education Plan (IEP);

B. access to preventative medications before activity (as prescribed by their medical providers) and immediate access to emergency medications during activity;

C. communication regarding student health status between parents, physicians, teachers (particularly physical education teachers), and coaches.

Healthcare management activities shall include:

A. procedures to obtain, maintain, and utilize written health care action plans, signed by the child’s parents and physician, for each student with a chronic health condition;

B. a standard emergency protocol in place for students experiencing a distress reaction if they do not have a written health care action plan on site;

C. established communication strategies for students to use to tell an adult they may be having a health-related problem;

D. procedures for students to have immediate access to medications in accordance with Policy 5330 and AG 5330 that allow students to self-care and self-administer medications, inhalers, and Epi-pens, as prescribed by a medical professional and approved by parents/guardians;

E. prevention strategies to avoid causal elements.

Staff will be trained about chronic health conditions and their control at least annually districtwide.

District nurses staffed by Special Services, who have responsibility for specialized services such as giving inhaler treatments or injections, or conducting glucose and/or ketone tests shall be provided training specific to the procedures, at least annually, by a licensed health professional.

The principal and nurses and shall maintain a copy of the training program and the records of training completed by school employees.

Administrative guidelines shall provide guidance for the implementation of this policy.

Make-Up Work

Excused Absences: It is the responsibility of the student to make up any required work and tests that have been missed during any excused absence from a regularly scheduled class. The student has five (5) days upon return to make up work.

The student returning from an excused or exempt absence may be required to take a test immediately upon his/her return if the teaching was done, the test date scheduled, and the student was made aware of the test prior to the absence. This also applies to assignments due during a student’s absence.

Unexcused Absences: Make-up privileges are denied and missed tests and quizzes are given a grade of E. Please note that absences cannot be excused after 24 hours.

Absence Resulting from Suspension: Students suspended from school will have the opportunity to make up any work and/or tests missed. For suspensions over three (3) days, in which a make-up packet was provided by the teacher to the office, the work will be due the day the suspended student returns to school. A homework request can be made by calling the office. For suspensions three (3) days or less, the student will receive the make-up work when he/she returns. Students will have one (1) day for each day suspended to make up the work.

Student Records

The Family Educational Rights and Privacy Act (FERPA) affords parents and students (over 18 years of age) certain rights with respect to the student’s educational records.

This includes the right to inspect and review the student’s educational records within 45 days of the day the District receives a request for access. Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

• Parents and eligible students have the right to request an amendment to the student’s educational records that the parent or eligible student believes is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading.
• If the District decides not to amend the record as requested, the District will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. The hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
• Parents and eligible students have the right to consent to disclosures of “personally identifiable information” contained in the student’s educational records, except to the extent that FERPA authorizes disclosure without consent.

• Also, the School District of the City of Pontiac will forward educational records on request (including Discipline Records with respect to suspension or expulsion, and current certification and last program attended for special education students), to another school district in which the student seeks or intends to enroll, without providing further notice of the transfer to the parent or eligible student.

• Unless notified to the contrary, the School District of the City of Pontiac may produce and release without prior permission, Directory Information. “Directory Information” is defined as follows:

 

1. Student’s name
2. Name(s) of the student’s parent(s)/guardian(s)
3. Student’s address
4. Student’s telephone number
5. Student’s date of birth
6. Student’s grade
7. Student’s participation in recognized activities and sports
8. Awards received by student
9. Weight and height of member of student teams
10. Student’s photograph
11. Previous school district(s) attended by student prior to enrollment in Pontiac School District

 

• Federal and state law requires all public school districts to make available Student Directory Information (names, addresses, telephone numbers, etc.) of secondary students to military recruiters and/or military service academies unless the school receives a signed, written request from students eighteen (18) years old or older, or a minor student’s parent/guardian, requesting the school/Office of Student Management not to disclose such information.
• Any parent, guardian, or eligible student may prohibit the release of Directory Information by delivering a written objection to the building principal within 30 days of the first day of the school year.

 

In compliance with State and Federal law, the Superintendent or his/her designee shall expel any student who possesses a dangerous weapon in a weapon-free school zone in violation of State law or commits either arson or criminal sexual conduct in a District building or on District property, including school buses and other school transportation. For purposes of this policy, a dangerous weapon is defined as “a firearm, dagger, dirk, stiletto, knife with a blade over three (3) inches in length, pocket knife opened by a mechanical device, iron bar, or brass knuckles” or other devices designed to or likely to inflict bodily harm, including, but not limited to, air guns and explosive devices. The term “firearm” is defined as: a) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of the explosive; b) the frame or receiver of any such weapon; c) any firearm muffler or firearm silencer; or d) any destructive device. Such term does not include an antique firearm.

The Superintendent or his/her designee need not expel for possession of a dangerous weapon if the student can establish in a clear and convincing manner to the satisfaction of the Superintendent or his/ her designee that:

A. The object or instrument was not possessed for use as a weapon, or for direct or indirect delivery to another person for use as a weapon;

B. The weapon was not knowingly possessed;

C. The student did not know or have reason to know that the object or instrument possessed constituted a dangerous weapon; ordangerous weapon; or

D. The weapon was possessed at the suggestion, request, or direction of, or with the express permission of, a District administrator or the police.

There is a rebuttable presumption that expulsion for possessing the weapon is not justified if the

Superintendent or his/her designee determines in writing that the student has established that s/he fits under one of the exceptions above by clear and convincing evidence, and that the student has no previous history of suspension or expulsion.

The above exceptions will not apply to student misconduct involving sexual conduct or arson.

Physical and Verbal Assault

The Superintendent or his/her designee shall permanently expel a student in grade six (6) or above if that student commits physical assault at school against a District employee, volunteer, or contractor.

The Superintendent or his/her designee shall suspend or expel a student in grade six (6) or above for up to 180 school days if the student commits physical assault at school against another student.

Physical assault is defined as “intentionally causing or attempting to cause physical harm to another through force or violence.”

The Superintendent or his/her designee shall suspend or expel a student in grade six (6) or above and may discipline, suspend, or expel a student in grade five (5) and below for a period of time as determined at the Superintendent’s or his/her designee’s discretion if the student commits verbal assault at school against a District employee, volunteer, or contractor, or makes a bomb threat or similar threat directed at a school building, property, or at a school-related activity.

Verbal assault is a communicated intent to inflict physical or other harm on another person, with a present intent and ability to act on the threat.

“At school” means in a classroom, elsewhere on school premises, on a school bus or other school- related vehicle, or at a school-sponsored activity or event whether or not it is held on school premises.

Discipline of Students with IEPs

Students with IEPs must follow the District’s Student Code of Conduct and may be suspended or expelled following specific violations of school policy or state law. Students with IEPs are afforded additional due process rights to assure the District is in compliance with state and federal mandates. A student with an IEP can be suspended for up to 10 school days with no special considerations.

Change of Placement

Once a student with an IEP accumulates more than 10 days of disciplinary removal at any point during the school year, consideration must be given to each additional suspension with respect to whether a change of placement will occur. A change of placement occurs if:

• The removal is for more than 10 consecutive days
• The student has been subjected to a series of removals totaling more than 10 days that constitute a pattern:

a. Because the behavior is substantially similar to the previous incidents that resulted in removals,

b. Or additional factors such as length of each removal, the total removal time, and proximity of removals.

Manifestation Determination Review (MDR)

If a change of placement occurs as a result of disciplinary removal, the school must conduct Manifestation Determination Review (MDR) to determine the relationship between the student’s disability and the behavior subject to discipline. Depending on the relationship between the student’s disability and the behavior that led to the disciplinary removal this review can result in:

• Continuation of the current disciplinary removal
• A change in educational placement/services/supports determined by the IEP team
• Or an immediate return to school

Possible Team Members for MDR

The Manifestation Determination Review is conducted by a multidisciplinary team that may be composed of:

• The parent/guardian of a student with a disability
• At least one general education teacher of the student, if the student is participating in the general education environment
• Special education teacher or case manager
• District administrator/designee
• Other qualified personnel who may be knowledgeable about the student’s disability

Special Circumstances for Removal

The following special circumstances permit the District to unilaterally decide to remove a student from his/ her educational placement, even though the behavior was found to be a manifestation of the student’s ability.

• Weapons
• Illegal drugs
• Serious bodily harm

Discipline of Limited English Proficiency Students

Students with Limited English Proficiency must follow the District’s Student Code of Conduct and may be suspended or expelled following specific violations of school policy or state law. Interpreter support for students with Limited English Proficiency may be afforded to eliminate language barriers in the disciplinary process.

Free and Appropriate Public Education (FAPE)

As a result of a change of placement, the student must be provided a Free and Appropriate Public Education (FAPE) for any days the student is out of school, regardless of the seriousness of the offense. This obligation begins on the 11th day the student is removed from the school.

General Considerations

A. In situations when a student with a disability exhibits behaviors which may result in disciplinary removal, the District will:

1. Refer to district discipline procedures.
2. Provide general education protections.
3. Invoke procedures specific to students with a disability. Count previous removals if any exist.

B. On the date on which the decision is made to make removal that constitutes a change of placement, the District will notify the parent(s) of that decision and provide the parent(s) with a copy of the Pontiac School District’s Special Education Procedural Safeguards.

C. If the District believes that maintaining a student in their current placement as a result of a Manifestation Determination Review (MDR) is substantially likely to result in an injury to the student or others, the District may appeal the decision of the placement of the student by requesting a hearing. The hearing officer may:

1. Return the student to the placement from which the student was removed; or
2. Order a change of placement to an appropriate Interim Alternative Education Setting (IAES) for 45 school days if the situation involves great bodily harm, drugs, or weapons, which may be repeated if the student still poses a threat.

The Director of Special Education will receive all Expulsion Requests for students with IEPs from the building administrators. The Director of Special Education will follow the same procedures outlined for Regular Education students. The Director will review each case prior to referring the case to the District Hearing Officer for an Expulsion Hearing.

 

Suspension/Expulsion of Students with IEPs

A Manifestation Determination Review (MDR) is the evaluation of the relationship between a student’s disability and overt behavior that is subject to disciplinary action under the District’s Student Code of Conduct that will constitute a change in educational placement during the school year. The same review is required under Section 504 in connection with disciplinary actions that constitute a change in educational placement during the school year. Discipline removals that constitute a change in educational placement require an MDR.

An MDR will be held whenever the District proposes a change of placement as follows:

• A single school removal (suspension) that exceeds ten (10) consecutive days
• Multiple removals (suspensions) that exceed ten (10) school days in accumulation and constitute a pattern based on factors such as:
• Behavior is similar in the various removals
• Length of each removal
• Proximity of the removals
• Total time of removal
• Special circumstances removal
• For drugs, weapons, or serious bodily harm, the school district may, without regard to whether the behavior is determined to be a manifestation, remove (suspend) the student to an interim alternative educational placement for not more than 45 school days.

The Manifestation Determination Review Meeting must:

• Be held within ten (10) school days prior to the school removal (suspension) decision that constitutes a change in educational placement
• Review the relationship between the child’s disability and the behavior subject to disciplinary action under the District’s Code of Conduct. Consider all relevant information in the student’s file including:
  • Evaluation data
  • Discipline history and details of the behavior incident(s)
  • Student’s current IEP
  • Teacher observations
  • Relevant information provided by the parent/guardian

The IEP team makes the Manifestation Determination decision based on two (2) factors:

• Whether the conduct in question was caused by, or had a direct and substantial relationship to, the student’s disability and,
• Whether the conduct in question was the direct result of the school district’s failure to implement the IEP.

If the above is affirmatively determined, then the conduct is a manifestation of the student’s disability.

An expelled or suspended student may be enrolled in the District’s Alternative Education Program upon the Superintendent’s recommendation and Board approval. Students who are expelled for dangerous weapons, arson, criminal sexual conduct, or assault upon an employee, volunteer, or contractor and are enrolled in a program operated for expelled students shall be physically separated at all times during the school day from the general student population.

The District may provide appropriate instructional services at home for an expelled student who is not placed in an Alternative Education Program. The type of instructional services provided shall be similar to that provided to homebound or hospitalized students and shall be contracted for in the same manner.

Disabled students under IDEA or Section 504 shall be expelled only in accordance with Board Policy 5605 and Federal due process rights appropriate to these students.

For expulsions for dangerous weapons, arson, criminal sexual conduct, or assault upon an employee, volunteer, or contractor, the Superintendent or his/her designee shall provide that the expulsion is duly noted in the student’s record and that the student has been referred to the Department of Human Services or Mental Health Department within three (3) school days after the expulsion and that the parents have been informed of the referral. Furthermore, the Superintendent or his/her designee shall ensure that if a student who is expelled is below the age of sixteen (16), then notification of the expulsion shall be given to the Juvenile Division of the Probate Court. In compliance with Federal law, the Superintendent or his/her designee shall also refer any student, regardless of age, expelled for possession of a dangerous weapon to the criminal justice or juvenile delinquency system serving the District. In addition, the Superintendent or his/her designee shall ensure that a copy of this policy and Policy 5610 is sent to the State Department of Education as well as a description of the circumstances surrounding the expulsion of a student for possessing a weapon in a weapon-free school zone together with the name of the school, the number of students so expelled, and the types of weapons that were brought into the weapon-free school zone and other reasons listed in Policy 8400.

A student who has been expelled under this policy for dangerous weapons, arson, criminal sexual conduct, or assault upon an employee, volunteer, or contractor may apply for reinstatement in accordance with the following guidelines:

A. If the student is in grade five (5) or below at the time of the expulsion and was expelled for possessing a firearm or threatening another person with a dangerous weapon, the parents, legal guardian, the adult student, or the emancipated minor may submit a request for reinstatement after sixty (60) school days from the date of expulsion, but the student may not be reinstated before ninety (90) school days from the expulsion date.

B. If the student is in grade five (5) or below at the time of the expulsion and was expelled for a reason other than possessing a firearm or threatening another person with a dangerous weapon, the parents, legal guardian, the adult student, or the emancipated minor may submit a request for reinstatement at any time, but the student may not be reinstated before ten (10) school days from the expulsion date.

C. If the student is in grade six (6) or above at the time of the expulsion, the parents, legal guardian, the adult student, or the emancipated minor may submit a request for reinstatement after 150 school days from the date of the expulsion, but the student may not be reinstated before 180 school days from the expulsion date.

D. The parent, adult student, or emancipated minor shall submit the request for reinstatement to the Superintendent or his/her designee on District Form 5610.01 F1.

E. The Superintendent or his/her designee shall, within ten (10) school days after receiving the form, submit the request, together with any other information s/he deems pertinent to the requested reinstatement, to a Superintendent-appointed committee consisting of one (1) Board member, a District principal, a teacher, the District’s general counsel, the District’s Director of Student Services, and at the Superintendent’s discretion, a parent of a student or a Board member.

F. The committee shall, within ten (10) school days after being appointed, review all pertinent information and submit its recommendation to the Superintendent. The recommendation may be for unconditional reinstatement, conditional reinstatement, or non-reinstatement, based on the committee’s consideration of:

1. The extent to which reinstatement would create a risk of harm to students or school personnel;
2. The extent to which reinstatement would create a risk of District or individual liability for the Board or District personnel;
3. The age and maturity of the student;
4. The student’s school record before the expulsion incident;
5. The student’s attitude concerning the expulsion incident;
6. The student’s behavior since the expulsion and the prospects for remediation;
7. If the request was filed by a parent, the degree of cooperation and support the parent has provided and will provide if the student is reinstated, including, but not limited to, the parent’s receptiveness toward possible conditions placed on the reinstatement. Such conditions may, as an example, include a written agreement by the student and/ or a parent who filed the reinstatement request to:

a. Abide by a behavior contract, which may involve the student, his/her parents, and an outside agency;

b. Participate in an anger management program or other counseling activities;

c. Cooperate in processing and discussing periodic progress reviews;

d. Meet other conditions deemed appropriate by the committee;

e. Accept the consequences for not fulfilling the agreed-upon conditions.

The committee may also allow the parent, adult student, or emancipated minor to propose conditions as part of the request for reinstatement.

The Board shall make its decision no later than the next regular Board meeting following the committee’s submission of its recommendations. The Board’s decision shall be final and not subject to appeal.

In the event a student who has been permanently expelled from another school district requests admission to this District, the Board shall, in making its decision, rely upon the recommendation of the Superintendent or his/her designee.

Students expelled for reasons other than dangerous weapons, arson, criminal sexual conduct, or assault upon an employee, volunteer, or contractor may also petition the Board for reinstatement. The Board may, at its discretion, consider the petition in accordance with the procedures set forth above or the standards and the procedures it determines to be appropriate under the circumstances.

The Superintendent shall ensure that Board policies and District guidelines regarding a student’s rights to due process are adhered to when dealing with a possible suspension or expulsion under this policy.

© Neola 2017

Yes. Students are expected to complete missed assignments and should work with their school to stay on track.

The Code applies:

• At school and on school property
• On school buses and at bus stops
• At school-sponsored events
• In situations off campus that impact the school environment

Follow your school’s process for reporting absences. Contact the school office and provide documentation if required.

Repeated tardiness may result in school-based consequences. Schools may also adjust how and when students enter class to minimize disruption to learning.

Not always. Schools are expected to use support and intervention strategies first, when appropriate, to help students improve behavior.

Staff consider several factors, including:

• The student’s age
• The situation and severity of the behavior
• Whether the behavior has happened before
• The impact on others

Families have the right to appeal certain disciplinary decisions. Contact your school for information on the process.

Personal devices must be turned off and out of sight during the school day unless permitted by staff.