Rochester City School Board Policy Manual
1400-E1
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.
June 18, 2026
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