Rochester City School Board Policy Manual
1400-E1
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.
June 18, 2026
3
Made with FlippingBook flipbook maker