1400-E1 Code of Conduct (Abbreviated Version)

Published June 18, 2026 For more information about the RCSD Code of Conduct (Abbreviated), please visit https://www.rcsdk12.org/post-details-page/~board/policies/post/1400-e1-code-of-conduct-abbreviated-version. To read the full code of conduct, please visit https://www.rcsdk12.org/post-details-page/~board/policies/post/1400-code-of-conduct.

CAMILLE SIMMONS

AMY MALOY

DR.HEATHER FEINMAN

President CamiIle.Simmons@rcsdkl2.org

Commissioner Heather.Feinman@rcsdkl2.org

Vice President Amy.Maloy@rcsdkl2.org

BEATRIZ LEBRON

KAREEM BA MCCULLOUGH

JACQUELINE D. GRIFFIN

Commissioner Beatriz.Lebron@rcsdkl2.org

Commissioner Kareemba.Mccullough@rcsdkl2.org

Commissioner Jacq ueline.Griffin@rcsdkl2.org

ISAIAH SANTIAGO

ELIZABETH SOFFA

DR.ERIC JAY ROSSER

Commissioner lsaiah.Santiago@rcsdkl2.org

Superintendent of Schools Superintendents0ffice@rcsdkl2.org

Student Representative

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TABLE OF CONTENTS

MISSION AND VISION

1 1 1 2 3 3 3 4 4 4 4 5 7 8 9

TO WHOM, WHEN AND WHERE THE CODE APPLIES PROMOTING POSITIVE STUDENT BEHAVIOR

SHARED ACCOUNTABILITY

RIGHTS, RESPONSIBILITIES AND EXPECTATIONS

PREVENTION, INTERVENTION AND PROGRESSIVE DISCIPLINE Progressive Discipline Guidance Interventions Contrasted with Disciplinary Responses LEVELS OF INTERVENTION AND DISCIPLINARY RESPONSES Guidance for Interventions and Disciplinary Responses Matrix for Guidance Intervention and Disciplinary Responses How to Use the Behaviors and Responses Matrix Levels of Intervention and Disciplinary Responses Matrix Table of Contents Inappropriate and Disruptive Behaviors and Levels of Response Student Removals & Due Process Continued Engagement Throughout Suspension

19 19 19 19 21

Re-entry to School After Suspension Prohibited Conduct on School Property Visitors to Schools

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MISSION AND VISION

Mission We cultivate a culture of academic excellence for all and a community of empathy, equity, and accountability that empowers students to succeed beyond graduation.

Vision Activating dreams and unlocking potential.

TO WHOM, WHEN AND WHERE THIS CODE APPLIES

Unless otherwise indicated, this Code applies to all students, District staff, parents, visitors and other persons on school property or attending any school function, and applies to behavior:

1. In school during school hours; 2. Before and after school, while on school property; 3. While traveling in vehicles funded by RCSD; 4. At all school-sponsored events; and 5. Off school grounds or outside regular school hours that has the potential to result in a disruption to the educational process or endanger the health, safety or welfare of those in the school community.

PROMOTING POSITIVE STUDENT BEHAVIOR

The primary goal of student discipline is to engage and re-engage students in their educational work. Student discipline should encourage students to reflect on behavior that enables them to structure behavior productively and to support moral and ethical growth. Discipline should be governed by a desire for, and commitment to, a strong educational community based on deep and caring relationships and engagement in high-quality work.

Student Engagement

Student engagement is integral to creating a positive school culture and climate that fosters students’ social/emotional growth and academic achievement. Providing students with multiple opportunities to participate in a wide range of pro-social activities, to take agency and leadership in setting the tone for their school, and to bond with caring, supportive adults can help prevent negative behaviors and create vibrant learning opportunities for all. Examples can include: 1. providing students with meaningful opportunities to share ideas and concerns and to take an active role in school-wide initiatives and decision-making; 2. student leadership development that engages a wide variety of students with different interests, personalities and cultural backgrounds (i.e., not just academically excelling, civically engaged or so-called “popular” students) who put their creativity, talents, and peer influence into action to help set the tone of a vibrant school climate; 3. regular recognition of students’ achievements in a range of academic and co-curricular areas; 4. practice sharing constructive feedback; 5. school-wide systems that promote hope, aspirations, and positive, pro-social behavior.

Such opportunities, coupled with a comprehensive guidance program of prevention and intervention, provide students with the experiences, strategies, skills, and supports they need to thrive.

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SHARED ACCOUNTABILITY

Rationale

The climate of a school—the degree to which people feel safe and valued, experience communication as open, honest and caring, and feel a sense of ownership and also responsibility for one another’s well-being—has a profound effect on people’s ability to take creative risks, learn, grow and nurture others. Adults can make mistakes. In hierarchical systems such as schools, as well as in a country that struggles with inequality, racism, sexism, ableism, ageism, and heterosexism, the actions of adults and their mistakes have a profound effect on students. Adults need to be able to model positive behavior for students and this includes taking accountability for their actions. Accountability also builds trust between students and adults. Shared accountability promotes good communication. When everyone in the school community feels nourished by good communication and the liveliness of being with students who are excited to be there: 1. quality of life and work environment is enhanced; 2. learning is improved; and 3. everyone gains more respect for one another, and thus, the ability to work together as a team for students’ well-being and success.

What is meant by “shared accountability?”

A school is a hierarchical system which makes it difficult for people to be held accountable equally. Nevertheless, we should strive towards shared accountability. Shared accountability requires that both adults and children are held accountable for their actions and have the ability to hold each other accountable. We will reflect on our actions and analyze whether or not we are supporting our community.

How is shared accountability practiced?

To create shared accountability, shared values in the school community must be made clear to all the members and championed by the school Principal or their designee.

These values will be assertive toward changing the conditions that have been damaging or have been holding us back from all of us reaching our full potential as individuals, as a community, and as an institution.

Members of the school community will acknowledge and show appreciation when people go above the standard.

Members of the school community must be willing to apologize and ready to analyze their actions. All members of the school community will be held accountable through restorative practices, whenever possible. Adults have a place of power over the students, thus holding them accountable is more difficult. Because of this, each school must identify a person and place for students to air their concerns and have restorative meetings with adults and classmates about issues that may arise. We aspire to share accountability within our District and school communities. We know that significant shifts must be made culturally and structurally to achieve this. Thus, we commit to practicing and stretching ourselves beyond what feels familiar and comfortable to help usher in the school climate that supports continual growth and joy in teaching and learning.

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RIGHTS, RESPONSIBILITIES AND EXPECTATIONS

The District commits to creating learning communities in which all members are understood to be growing, caring, respectful people. To that end, all members have the right to expect:

1. An environment that deeply supports teaching and learning. 2. Fair and respectful treatment throughout the community, with full opportunity to be heard. 3. Non-discrimination and equal treatment with respect to all school activities. 4. Open and transparent communication and explanation of school procedures, rules, and policies. 5. Commitment throughout the school to policies aimed at growth as a learning community and at growth of each individual member of the community. 6. An environment that values and practices shared accountability. The Dignity for All Students Act (Dignity Act) requires that no student is subject to discrimination or harassment, based on a person’s actual or perceive race, color, weight/appearance, national origin, ethnic group, religion, religious practice, disability, sex, gender, or sexual orientation by school employees or students on school property, on a school bus, at a school function or that is initiated off school grounds and has the potential to adversely affect another student’s ability to participate in or benefit from a school’s education or extracurricular program 1 . Bullying/Cyberbullying, among other things, is the use, both on and off school property, of intentional, reckless and/or hostile behavior which harms another person physically or emotionally, and is characterized by an imbalance of power between students. If two students are equally engaged in an altercation, this is not a bullying situation, but instead considered a "conflict" between the two students. When an imbalance of power is present it can be seen in small ways over a long period of time or in a large way all at one time. Bullying includes verbal, physical, or written communication that is threatening or seriously intimidating. Cyberbullying includes the use of information and communication technologies (i.e., e-mail, cell phones, pagers, text messages, social media, video calls, gaming systems, instant message, personal website or blogs or a combination of these) to support deliberate, hostile behavior by an individual or group who intentionally or recklessly harm or intimidate others physically or psychologically. School staff, parents, students or other persons who witness harassment, bullying and/ or discrimination or receive an oral or written report of such acts shall promptly notify the Principal or Dignity Act Coordinator in accordance with Board Policy 0100 and 0100R. Students and parents/guardians who witness harassment, bullying and/or discrimination are encouraged to notify the Dignity Act Coordinator, which can be identified at your school (list can be found on the District’s website under DASA Reporting).

PREVENTION, INTERVENTION AND PROGRESSIVE DISCIPLINE

Progressive Discipline

Understanding discipline as a “teachable moment” is fundamental to RCSD’s approach to discipline. Progressive discipline uses incremental interventions to address inappropriate behavior with the ultimate goal of teaching pro-social behavior. Progressive discipline seeks concurrent accountability, learning, and behavioral change.

Progressive discipline aims at creating positive learning opportunities around behavioral, moral, and ethical issues. By so doing, it can prevent negative behaviors by helping students learn from their mistakes.

1 In addition to DASA the Rochester City School District protects students’ creed, citizenship status, ancestry, disability, predisposing genetic characteristics, gender identity or expression, or age.

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Implementing progressive discipline requires that school staff help students who have engaged in misconduct:

1. Understand the harm the behavior caused; 2. Understand why the behavior occurred and what they could have done differently in the same situation; 3. Take responsibility for their actions; 4. Use the opportunity to repair the harm, to rebuild relationships, and to learn strategies and skills to use in the future; and 5. Understand the progression of more stringent consequences if the behavior reoccurs.

This Code of Conduct outlines interventions and consequences that are appropriate to respond to student behaviors.

Guidance Interventions Contrasted with Disciplinary Responses

Responding to behaviors through early, systematic interventions when issues are first identified can prevent escalation and repetition of similar behaviors. Smaller interventions are attempted and, if unsuccessful, more intensive interventions are brought to bear. All interventions should connect to the norms, principles, expectations, and strategies that the district and school-wide prevention framework focuses on so children can reflect on their actions and link back to the universal prevention strategies being developed and taught. Supportive and guidance interventions are preferred over punitive and exclusionary approaches, yet there will continue to be situations in which students will receive disciplinary and exclusionary consequences. The Code of Conduct uses the term “disciplinary response” to describe warnings, loss of privileges, detentions, suspensions and other disciplines, in contrast to “guidance intervention” which denotes more individualized, restorative and supportive responses to behaviors.

LEVELS OF INTERVENTION AND DISCIPLINARY RESPONSES

Guidance for Interventions and Disciplinary Responses

School staff have discretion in choosing which interventions and consequences within the level are appropriate, but their discretion is guided by the following:

1. Whenever possible and appropriate, the response to misconduct should begin with the lowest level of response and should prioritize restorative practices and appropriate guidance intervention(s). 2. Whenever possible and appropriate, prior to imposing exclusionary discipline, school officials should exhaust guidance interventions and less severe disciplinary responses. 3. More intensive guidance interventions and progress to a higher-level disciplinary response will be used with students who engage in a pattern of persistent misconduct up to allowable limits as outlined in this policy.

Matrix for Guidance Interventions and Disciplinary Responses

The Code of Conduct holds students accountable for their behavior. Misconduct is grouped into four levels based on the seriousness of the behavior. Each level contains a variety of interventions and consequences for school staff to use in response to the student behavior. The Code of Conduct provides graduated accountability measures for students who engage in repeated behaviors despite prior interventions or consequences. Under this Matrix, school staff respond to student behaviors with guidance interventions and, depending on the circumstances, disciplinary responses. School staff can choose one of many guidance interventions to help students improve their behavior. At all levels, students may receive a non-disciplinary referral to support staff in the school building.

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The Matrix intentionally limits the behaviors for which a student can receive a disciplinary exclusion, such as classroom removal, short- or long-term suspension, or expulsion. Students who engage in misconduct that is not included in the Matrix are subject to appropriate disciplinary measures as determined by school administration, consistent with the disciplinary levels for similar behaviors set forth in the matrix.

Pre-kindergarten students cannot be suspended. 2 Any suspensions for primary students (grades K to 3) or for students with disabilities (grades K to 12) should first be discussed with their Chief of Schools.

Classroom Interventions; Student Support Team Interventions Intensive Support Staff; Administrator Interventions and Responses

Level 1

Uncooperative / Noncompliant Behavior

Level 2

Disorderly / Disruptive Behavior

Referral Interventions; Suspension Responses Referral Interventions; Extended Suspension Responses

Level 3

Aggressive or Injurious / Harmful Behavior

Level 4

Seriously Dangerous or Violent Behavior

How to Use the Behaviors and Responses Matrix

In responding to misconduct, school staff should use the matrix below, in conjunction with the table above, as follows:

1. The “Code” column in the “Matrix Table of Contents” refers to the following: a. SSEC: Codes that are required to be reported to the state (see Appendix F, “School Safety and Educational Climate (SSEC) Reporting”, for further guidance and definition). b. NS: District codes that are not required to be reported to the state.

2. School staff should locate the behavior on the Matrix.

3. The boxes crossed out with an “X” in the matrix must not be used under any circumstances.

4. On the first instance of any inappropriate or disruptive behavior, school staff shall utilize one or more guidance interventions, and disciplinary responses, if appropriate, from the lowest level indicated on the Matrix for that behavior (or one or more interventions or disciplinary responses from any lower level). (See table above for interventions and responses.) 5. If the same behavior is persistently repeated during the same school year, school staff may utilize one or more interventions or disciplinary responses from the next higher level on the Matrix for that behavior, or any lower level as long as there is no “X” in the box at the next level. If there is only one level indicated for that offense, then any interventions or disciplinary responses utilized must be from that same level or a lower level. 6. Except in cases of repeated and persistent violations of the same or similar nature, school staff may not utilize interventions and disciplinary responses from those boxes that state “May be used if approved by the Chief of Schools”. In those cases, in which the disciplinary response from the boxes that state, “May be used if approved by the Chief of Schools” are used, restorative practices should still be considered as a component of the response. Staff are encouraged to use guidance interventions

2 Ref: https://www.nyssba.org/news/2025/01/10/on-board-online-january-13-2025/commissoner-pre-k- students-should-not-be-suspended/

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whenever possible.

7. If law enforcement is called then a referral should be made to the District services that specialize in the area. If there are no District services in the particular area, a referral should be made to the community organization that specializes in the particular area. The purpose of the referral is to support the student as a restorative practice.

*Note: External programs and entities contracted with the District may have their own exclusionary practices. Example 1. If a student displays disrespectful behavior and it is determined that an intervention or disciplinary response is needed, the teacher should utilize one or more interventions from Level One.

2. If that student is again disruptive during the same school year, the teacher may utilize one or more interventions from Levels One or Two.

3. If the interventions are unsuccessful and the student commits the same infraction a third time, then the teacher may utilize one or more interventions from Levels One and Two.

4. In circumstances in which the student has repeatedly and persistently engaged in violations of the same or similar nature, interventions from the levels that state “May be used if approved by the Chief of Schools”) may be utilized if approved.

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LEVELS OF INTERVENTIONS AND DISCIPLINARY RESPONSES Universal Prevention for All Students. District staff takes a whole school approach to promoting positive behavior. Social-emotional learning is integrated into a culturally responsive curriculum that engages students. School staff meet regularly to maintain a comprehensive student support system that includes guidance services, social-emotional learning opportunities, student engagement opportunities and prevention and intervention behavioral supports that encourage and motivate pro-social student behavior and positive connection to the school community. Restorative circles and other restorative practices are used regularly to build relationships, establish understanding and trust and create community. The school has a system in place for early identification of students in need of intervention and/or support services.

Intentional Parent Engagement. District staff and school staff will engage parents at all levels.

KEY: USE LOWEST LEVEL INDICATED FIRST

Type of Intervention

Guidance Interventions*

Disciplinary Responses

• Reminders and redirection • Verbal correction • Role play • Modeling & practicing • Parent or guardian contact • Written reflection • Written apology • Staff/Student Agreement

• Seat change • Daily progress sheet on behavior • Teacher/student conference • Buddy teacher system • Teacher/parent conference • Academic check-in

Classroom Interventions and Responses. These interventions aim to teach correct and alternative behavior so students can learn and demonstrate safe and respectful behavior. Teachers are encouraged to try a variety of teaching and classroom management strategies. Teachers should use these disciplinary responses in a graduated fashion. Student Support Team Interventions. These interventions often involve support staff, both school based and within the broader community, and aim to engage the student’s support system to ensure successful learning and consistency of interventions, and change the conditions that contribute to the student’s inappropriate or disruptive behavior. Staff should use these disciplinary responses in a graduated fashion. Intensive Support Staff and Administrative Interventions and Responses. These interventions can involve the school administration and aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school. Staff should use these disciplinary responses in a graduated fashion. Suspension and Referral Interventions and Responses. These interventions may involve the short-term removal of a student from the school environment because of the severity of the behavior. The duration of the short-term suspension, if issued, is to be limited as much as practicable while adequately addressing the behavior. Staff should use these disciplinary responses in a graduated fashion. Extended Suspension and Referral Responses. These interventions involve the removal of a student from the school environment because of the severity of the behavior. They may involve the placement of the student in a safe environment that provides additional structure to address behavior. These interventions focus on monitoring the safety of the school community and ending self-destructive and dangerous behavior. Staff should use these disciplinary responses in a graduated fashion.

• In-class time out • Loss of classroom privileges • Detention

• Any of the above interventions • Parent accompanies student to reengagement meeting • Referral to building-wide support location • Referral to after-school program • Referral to Student Support Team • Referral to mentoring program • Referral to school-based health or mental health clinic • Referral to community-based organization • Referral to substance abuse treatment services • Change in schedule or class if applicable • Functional Behavioral Assessment and creation of a Behavior Intervention Plan • Referral to CSE or 504 team. • Peer mediation • Restorative approaches, including community service or restitution • Conflict resolution • Community mediation • Community conferencing • Multi-Tiered System of Support Team

• Any of the above consequences • Reprimand by appropriate administrator • Loss of school privilege • Detention • Classroom removal (up to ½ day)

• Any of the above consequences • Short-term suspension (one to five days)

• Any of the above consequences • Long term suspension

*The list of guidance interventions is not all-inclusive. Other options that support students in the classroom and in the school without removing them from the school environment may be considered and used.

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MATRIX TABLE OF CONTENTS

Category

Page

Code

Inappropriate Behavior

NS05

Academic Dishonesty

NS01a

Classroom Disruption

ACADEMIC/ CLASSROOM

NS09

Disrespectful Behavior (towards staff)

NS15a

Portable Electronic Device Use at Unauthorized Times

NS15b School Equipment Use without Permission

NS02

Absences

NS12

Class Cutting/Skipping

NS24

Dress Code Violation

NON-ACADEMIC/ ADMINISTRATION

NS23

Bus Violation

NS04

Insubordination

NS01b Misbehavior in Non-Instructional Areas

NS17

Inciting or Participating in a Disturbance

NS07

Fighting

NS03

Attack on Student (NO INJURY)

NS18

Unintentional Physical Contact with School Staff

SSEC3 Assault

13 13

NS21

Serious Bodily Injury

VIOLENCE/ DASA

SSEC1 Homicide

NS13

Sexually-Based Infraction/Misconduct

SSEC2 Sexual Offense

Material Incidents of Discrimination, Harassment and Bullying (Excluding Cyberbullying)

SSEC5a

SSEC5b Cyberbullying

15 15

SSEC10 Use, Possession, or Sale of Alcohol

DRUGS/ SUBSTANCES

SSEC9 Use, Possession, or Sale of Drugs

NS22

Use, Possession, or Sale of Inhalants523

17 17

NS16

Gambling

SSEC7 False Alarm (Activation of a Fire Alarm)

NS19

Fire Setting/Arson

NS06

Property Damage/Vandalism, including Graffiti

NS10

Theft

0.2000LEGAL/ LA100W

18 18

NS11

Trespassing

SSEC6 Bomb Threat

Threat of School Violence (Other than Bomb Threat or False Alarm)

SSEC8

SSEC4 Weapons Possession

NS14

Weapons – Not Reported to Police (Resembled Weapons)

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ACADEMIC/CLASSROOM INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 2: Intensive Support Staff and Appropriate Administration – may be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively affect the learning of the students and others.

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

NS05 – Academic Dishonesty (i.e., cheating or plagiarizing)

✓

Cheating or plagiarism

NS01a – Classroom Disruption*

Talking out in class or talking out of turn; throwing objects; picking on, bothering or teasing other students and other behavior that disrupts student learning; horseplay. Using verbal insults or put- downs; lying to, misleading or giving false information. Threats of bodily harm (Grades K to 6). Threats of bodily harm (Grades 7 to 12).

✓

NS09 – Disrespectful Behavior (towards school staff)

✓

NS15a – Portable Electronic Device Use at Unauthorized Times

Use of cell phones, tablets, computers, electronic games, laser pointers, PDAs, iPods, and other portable electronic devices. On first infraction, students must only be given a warning. Only after the first infraction can the student be subject to Level 1 responses. On the second infraction, parent notification must occur.

✓

NS15b – School Equipment Use without Permission

Use of school technology and communication equipment.

✓

*If the disruption involves behavior that is harassing, threatening, or violent, then refer to those behaviors in the Code of Conduct for the appropriate interventions.

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NON-ACADEMIC/ADMINISTRATION INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

NS02 – Absences

Unexcused tardiness or absence from school. Persistent or excessive absence from school.

✓

Guidance intervention only NS12 – Class Cutting/Skipping Guidance Intervention only NS24 – Dress Code Violation

✓

Failure to appear or attend a scheduled class.

✓

Guidance interventions only NS23 – Bus Violation*

Refer to dress code standards listed in Appendix A.

✓

Serious disruption on the bus (conduct causing the driver to stop the bus). Suspension ONLY from Bus NS04 – Insubordination (i.e., refusal to obey an order from school staff Non-violent/Non-physical) Refusal to follow instructions of authorized school staff. ✓ ✓ Refusal to be scanned (Grades 7 to 12). ✓ ✓ ✓ NS01b – Misbehavior in Non-instructional Areas (i.e., hallway, lunchroom, stairwell) Running, making excessive ✓ Suspension ONLY from Bus

noise, throwing objects; picking on, bothering or teasing other students. Failure to follow directions, leading to a potential threat of harm to another person or directly leading to the harm of others (Grades K to 6). Failure to follow directions, leading to a potential threat of harm to another person or directly leading to the harm of others (Grades 7 to 12).

✓

*For Students with Disabilities, a suspension from special transportation may constitute a removal from instruction, and as such, specific due process procedures may apply – See Appendices C and D.

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NON-ACADEMIC/ADMINISTRATION INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

NS17 – Inciting or Participating in a Disturbance

Causing a large disruption to the atmosphere of order and discipline in the school that is necessary for effective learning, outside of general classroom disruption, or obstructing (Grades K to 6). Causing a large disruption to the atmosphere of order and discipline in the school that is necessary for effective learning, outside of general classroom disruption, or obstructing (Grades 7 to 12). Using a personal communication device to attract others to participate in or witness a disturbance (Grades K to 6). Using a personal communication device to attract others to participate in or witness a disturbance (Grades 7 to 12). Using a personal communication device to display, promote, or showcase a disturbance (recording the disturbance or posting the disturbance on social media, sending video footage to others, etc.) (Grades K to 6). Using a personal communication device to display, promote, or showcase a disturbance (recording the disturbance or posting the disturbance on social media, sending video footage to others, etc.) (Grades 7 to 12).

✓ AND Refer to RCSD Student Support Services/

✓ AND Refer to RCSD Student Support Services/ Community Organization0

✓

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓ AND Refer to RCSD Student Support Services/ Community Organization0 ✓ AND Refer to RCSD Student Support Services/

✓

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓

Community Organization

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VIOLENCE/DASA INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

NS07 – Fighting

Physical aggression with another student (i.e., shoving or pushing). Minor fighting (may include incidents resulting in minor injuries).

✓

NS03 – Attack on Student (NO INJURY) (i.e., hitting, kicking or punching another student without warning or provocation)

No injury (no visual, physical injuries; includes incidents of domestic violence or relationship disputes).

✓

NS18 – Unintentional Physical Contact with School Staff

Unintentional, reckless physical contact with school staff.

✓

SSEC3 – Assault (intending to or recklessly causing injury with or without a deadly weapon or dangerous instrument) Attack against school staff;

physically attacking an employee of the Rochester City Schools or other adult (ages 9 and under).

✓

May be used if approved by the Chief of Schools

✓

Bodily injury (ages 9 and under)

Attack against school staff; physically attacking an employee of the Rochester City Schools or other adult (ages 10 and up).

✓

May be used if approved by the Chief of Schools

✓

Bodily injury (ages 10 and up)

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VIOLENCE/DASA INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

INAPPROPRIATE BEHAVIOR

NS21 – Serious Bodily Injury

Unintentionally causing substantial risk of death or causing permanent or serious disfigurement, loss of function of any part of the body or impairment of the function of any part of the body. Intentionally causing substantial risk of death or causing permanent or serious disfigurement, loss of function of any part of the body or impairment of the function of any part of the body. Any intentional violent conduct that results in the death of another person. Sexual harassment (i.e., unwelcome sexual advances, requests for sexual favors; other inappropriate verbal, written or physical conduct or gestures of a sexual nature, indecent exposure). Consensual sexual activity (Grades K to 12) Forced sexual act (use of physical force, express or implied threat of harm to gain compliance) (Grades K to 6). (Unwanted sexual contact, including unwanted touching of intimate body parts without use of force.) Forced sexual act (use of physical force, express or implied threat of harm to gain compliance) (Grades 7 to 12) (Unwanted sexual contact, including unwanted touching of intimate body parts without use of force.)

✓

MUST BE REPORTED TO LAW ENFORCEMENT

✓

SSEC1 – Homicide

MUST BE REPORTED TO LAW ENFORCEMENT

✓

NS13 – Sexually-Based Infraction/Misconduct

✓

May be used if approved by the Chief of Schools

✓

SSEC2 – Sexual Offense

✓ AND Refer to RCSD Student Support Services/ Community Organization

✓ AND Refer to RCSD Student Support Services/ Community Organization ✓ AND Refer to RCSD Student Support Services/ Community Organization

✓ AND Refer to RCSD Student Support Services/

MUST BE REPORTED TO LAW ENFORCEMENT

✓

Community Organization

MUST BE REPORTED TO LAW ENFORCEMENT

June 18, 2026

Rochester City School Board Policy Manual

1400-E1

VIOLENCE/DASA INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

INAPPROPRIATE BEHAVIOR MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION SSEC5a – Material Incidents of Discrimination, Harassment and Bullying (Excluding Cyberbullying) Minor harassment (i.e., verbal discriminatory actions). LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

✓

Dignity for All Students Act (DASA) Report may be filed Intentional or reckless conduct (including verbal or written conduct) that is offensive, threatening, or intimidating and may substantially disrupt the orderly operation of a school. Dignity for All Students Act (DASA) Report must be filed Physical contact in a manner intended to be offensive, threatening or intimidating and may substantially disrupt the order operation of a school. Dignity for All Students Act (DASA) Report must be filed Serious bullying and/or harassment (i.e., repeatedly over time engaging in intentional negative behaviors that adversely affect another student’s ability to participate in or benefit from a school’s education or extra- curricular programs or severe isolated instances of bullying, such as threatening behavior that places a student in fear of death or serious injury, defamation, discrimination or conduct that is intended to cause another student to suffer public humiliation). Dignity for All Students Act (DASA) Report must be filed Harassment or bullying that occurs through any form of electronic communication, (Ed. Law §11[8]) including, but not limited to, cell phones, computers, and tablets, or other communication tools, including social media sites, text messages, chat rooms, and websites. Dignity for All Students Act (DASA) Report must be filed

May be used if approved by the Chief of Schools

✓

May be used if approved by the Chief of Schools

✓

May be used if approved by the Chief of Schools

✓

SSEC5b – Cyberbullying

May be used if approved by the Chief of Schools

✓

June 18, 2026

Rochester City School Board Policy Manual

1400-E1

DRUGS/SUBSTANCES INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

SSEC10 – Use, Possession, or Sale of Alcohol*

Under the influence (investigation to occur to make a determination). Medical staff must be immediately notified if a student is found to be under the influence or using an inhalant.

Refer to RCSD Student Support Services/

Community Organization

✓ AND Refer to RCSD Student Support Services/

Refer to RCSD Student Support Services/

✓

Possessing

Community Organization

✓

Distributing or selling

SSEC9 – Use, Possession, or Sale of Drugs*

Under the influence (investigation to occur to make a determination). Medical staff must be immediately notified if a student is found to be under the influence or using an inhalant.

Refer to RCSD Student Support Services/

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓

Possessing

Community Organization

✓

Distributing or selling

*All students identified with or under the influence of alcohol, drugs, controlled substances or inhalants require an assessment to determine need for prevention, treatment, or medical intervention services and must be connected to appropriate services through identified school support staff, such as a nurse, social worker, counselor or administrator at the time of the incident.

June 18, 2026

Rochester City School Board Policy Manual

1400-E1

DRUGS/SUBSTANCES INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been

Level 4: Request for Long Term Suspension.

put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

NS22 – Use, Possession, or Sale of Inhalants & Non-Controlled Substances*

Under the influence or use of (investigation to occur to make a determination). Medical staff must be immediately notified if a student is found to be under the influence or using an inhalant.

Refer to RCSD Student Support Services/

Community Organization

✓ AND Refer to RCSD Student Support Services/

✓

Possessing

Community Organization

✓

Distributing or selling

June 18, 2026

Rochester City School Board Policy Manual

1400-E1

LEGAL/LAW INAPPROPRIATE AND DISRUPTIVE BEHAVIORS AND LEVELS OF RESPONSE KEY: USE LOWEST LEVEL INDICATED FIRST

Level 4: Request for Long Term Suspension.

Level 1: Classroom Support and Student Support Team – may be appropriate when student has no prior incidents and interventions have not been put in place .

Level 3: Short Term Suspension – may be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses).

MAY REFER TO LAW ENFORCEMENT FOR ADVICE, DIVERSION OR FURTHER ACTION

INAPPROPRIATE BEHAVIOR

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

NS16 – Gambling

Requiring the use of money or exchangeable goods.

✓

SSEC7 – False Alarm (Activation of a Fire Alarm)

Fire Department must be notified. Fire Department must be notified.

Grades K to 6

✓

Grades 7 to 12

✓

NS19 – Fire Setting/Arson

MUST BE REPORTED TO FIRE DEPARTMENT NYS Fire Code §401.3 May be used if approved by the Chief of Schools May be used if approved by the Chief of Schools May be used if approved by the Chief of Schools

Starting a fire; destruction of property as a result of starting a fire.

✓

NS06 – Property Damage/Vandalism, including Graffiti

Minor or reckless damage (less than $50).

✓

Intentional damage to another person’s or school property ($50 to $250). Intentional damage to another person’s or school property (over $250). Taking of property that does not belong to that person. (Grades K- 6) Taking of property that does not belong to that person. (Grades 7- 12)

✓

NS10 –Theft

✓

June 18, 2026

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