Williamsburg Charter High School students are expected to exhibit acceptable standards of conduct at all times. Students are given every consideration concerning their rights and are expected to share in the responsibility.
Classroom Expectations and Procedures
Assembly Expectations and Procedures
Lunchroom Expectations and Procedures
Lunch is a time for students to eat, relax, and socialize with friends. However, be reminded that all school rules as outlined in the covenant still apply during lunchtime.
Hallway Expectations and Procedures
Fire Alarm Expectations and Procedures
Any time the fire alarm goes off students must obey the following procedures:
Lockdown Expectations and Procedures
Any time “We are now in soft/hard lockdown” is announced over the PA, students are trained to:
Students must adhere to all the security procedures of the building as noted on signs throughout the school building. Students may only use the elevators if they have been issued an elevator pass. Students who have been assigned an elevator pass are required to visibly wear the pass when riding the elevator. Students riding the elevator without a pass will be asked to exit immediately and may be subject to further disciplinary action.
The Williamsburg Charter High School and its leadership will do everything necessary and everything in its power and to the full extent of all applicable laws to ensure the health and safety of all students, teachers and staff who are a part of the school community.
Students who pose an immediate danger to the Williamsburg Charter High School community may be removed immediately from the classroom or school grounds according to the severity and specifics of the infraction. Students and parents must be assured that we are prepared to maintain a wholly safe environment according to our school mission. This policy does not preempt a student’s right to a hearing or appeal or any other aspect of due process.
The following rules shall govern the conduct of students, teachers, staff, licensees, invitees, and other persons, whether or not their presence is authorized, on all property or facilities operated under the auspices of the charter school. These rules and penalties are not to be considered exclusive or to preclude in any way the prosecution and conviction of any person for the violation of any Federal, State or local law, rule, regulation or ordinance, or the imposition of a fine or penalty provided for therein. Additionally, these rules and regulations should not be construed to limit, but rather exist in conjunction with any other codes of conduct established for the school, such as a disciplinary code and/or a bill of student rights and responsibilities.
No person, either singly or in concert, shall:
Penalties for violations of these rules include, but are not limited to:
Staff members are required to report known violations of these rules to the Head of School and to make reasonable efforts to stop the prohibited conduct. The Head of School is ultimately responsible for the enforcement of these rules.
Guests & Visitors
Any guest or visitor (parent or guardian) of students or staff, including family members, must sign in at the main desk and be escorted to the location where they will be visiting. Guests and visitors are expected to comply with all school rules and behavior expectations.
Parents/ guardians/ families are a vital part of the Williamsburg Charter High School Community. We consider parents/ guardians/families, as partners in the education of our students and we encourage and welcome visits and partnerships. To ensure the safety of all students and staff, guests and visitors must sign in at the main desk and present a valid government ID. In order to maximize our student’s learning time and minimize distraction, we strongly suggest the following:
Parents are always encouraged and welcomed to attend our monthly board meeting.
Restorative Activity (Making Amends) |
Restorative Practices allow for students and/ or staff to make amends for the harm done to the community. Peace Circle/ Mediation: When a person harms another, we want to allow an opportunity for the responsible party to take accountability for their actions and collectively engage in a process to address the needs and repair the harm done to the community. Family Group Conferencing: Similar to peace circles but includes parents. Parents are raising, teaching and supporting our students and we want to involve them as much as possible to help build a strong and healthy school community. Alternative Education Lab: We believe strongly in the importance of keeping a student in the learning community during the school day. When a student engages in behavior that does not reflect the values, but does not immediately pose a threat to self or others, we want to give them space to reflect. Student Court: Student Court is a voluntary program, but offers an alternative in certain instances (as determined by the Head of School or her designee) to a Short-Term Suspension and/ or loss of privileges. The Student Court Program Coordinator has the discretion to deny that a case be heard by student court members if the referred student does not take the process seriously. In order for a student to be referred to Student Court they must a) be in the process of being recommended for suspension based on a pattern of behavior or serious offense; or in the process of being removed from sports/clubs or activities and b) show accountability regarding the actions that took place. Student Court members do not determine guilt or innocence. When a parent and student agree to Student Court, they understand that the child made a bad choice and are open to completing an alternate sanction which is less punitive. The entire Court process is meant to be a teaching tool for the respondent to learn alternative ways of handling situations so that the student doesn’t find themselves in the same predicament in the future. If the student referred to student court does not complete the sanction or does not take the process seriously the Student Court will then show proof of intervention and non compliance and will recommend the original consequence to the Academy Leader, which is usually an Out-of-School Suspension or Loss of Privileges (i.e.: Senior activities or removal from clubs or sports). |
Classroom Removals |
In the case where classroom interventions are not successful a teacher may request that a student is removed from the classroom.
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Detention |
Detentions serve as an opportunity for students to reflect on how their actions have impacted the community and how, through different actions, they can positively impact the community moving forward. Lunch Detention Detention is served during lunch periods After School Detention Detention is served on weekdays, after the student’s last scheduled class Wednesday and Saturday Detention Extended detention on Wednesday and Saturdays |
Loss of School Privileges |
After notification of the parent(s) or guardian(s) a student may have certain privileges suspended if deemed appropriate. These privileges may include but are not limited to: after school sports, clubs, school social activities, field trips, and any other school sponsored extracurricular activity. A student may be considered ineligible for trips/events for reasons including, but not limited to: involvement in a disciplinary incident on a prior trip, poor school attendance, misbehavior or severe lack of academic effort in the day or days leading to trip or sporting events. This includes senior trip and activities. Refunds may not be given to parents and students who have paid for activities but are removed based on academics and behavior. |
Alternative Learning Environment Placement and Suspensions |
Alternative Learning Environment Placement: Whenever possible, students will be placed in an alternative learning environment to prevent falling behind in coursework and provide access to school support services. Although students will be removed from their normal schedule of classes and activities, supervision will be provided and assignments and homework will be expected from the suspended student. If the suspended student needs academic assistance during this time, it will be provided by a staff member or a willing and capable student tutor. During this alternative learning placement, students are also provided counseling services and/or social emotional development activities. Students must remain in a designated area with a designated teacher. Students are not allowed to leave the designated area unless escorted by a faculty or staff member. Students are required to engage in Academic, Social Emotional and Community Service Activities while in Alternative Learning Environment. Out of School Suspension: Although we believe strongly in keeping students in the learning community during the school day, we want to ensure the safety of everyone in our school. If an individual poses a threat to themselves, others or compromises the learning community at large, WCHS reserves the right to assign an Out of School Suspension at the discretion of the Academy Leaders and/or Head of School. Providing due process, only Academy Leaders and Head of School may assign suspensions, short or long term. |
Short Term Suspension |
Long-Term Suspension A Long-Term suspension is an out-of-school suspension which is 5 days or more (up to a year) due to severe infractions. Except in an emergency situation, prior to long term discipline of a student, an impartial hearing shall be conducted. |
Expulsion If a student commits any major infraction, which constitutes an immediate threat to the safety of the community, he or she may be expelled permanently from the school. In addition, any breaches of Federal Law, New York State Law, or New York City Law, may be handled by the New York Police Department and may result in expulsion. Expulsion is defined as permanent exclusion from the school. Expulsion is an appropriate consequence when a student engages in disregard to the safety of others, and /or where it is necessary to safeguard the wellbeing of other students. |
Infractions: The school will always use the Steps to Refocus Chart (p.22). |
Academic Dishonesty: copying assignments, cheating on quizzes cheating on tests or exams, plagiarizing major projects or papers |
Insubordination:(refusal to follow school rules) Includes:
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Cutting:being anywhere other than assigned class without permission, or missing a substantial amount of class time due to unexcused lateness. |
Uniform Violation Please note: Students will be required to wear school issued garments if parent cannot bring appropriate uniform articles. Includes: Hats or Headgear Non-Uniform Items Inappropriate Attire |
Tardiness to class: Arriving 1 to 15 minutes late without a note. More than 15 minutes may equate to cutting class. Reports will be run from attendance system. |
Tardiness to school, pattern and/or persistent. (Arriving anytime after 8:00 am) |
Serious Infractions: The school will always use the Steps to Refocus Chart (p.22), based on the seriousness of the offense below, the school may recommend suspension. |
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Egregious Infractions: The school will always use the Steps to Refocus Chart (p.22), Based on the seriousness of the offense below, the school may recommend: Long Term Suspension, Expulsion and/or a Referral to Law Enforcement |
Please note that your direct or indirect participation in any event relating to the above offenses can result in the most severe penalty. Self defense or self protection or preservation is not a valid excuse or justification for the offense. |
At Williamsburg Charter High School we understand that young people make mistakes, and it is the school’s role to support their socio-emotional growth as well as their academic growth. When our students make mistakes, our goal is to create opportunities for them to take accountability for their actions and correct their mistakes. As a school community, it is important that we all commit to steps to refocus our students and follow up with meaningful conversations, activities and accountability steps to ensure our students are supported in every way.
Student | Teacher/Staff | Support Staff | Social Emotional Team |
Respond appropriately to redirection Reflection Mediation Participate in restorative action, if applicable. | Redirect student toward more appropriate conduct Restorative conversation and reflection Call home Referral | Redirect student toward more appropriate conduct. Restorative conversation and reflection. | Restorative conversation and reflection Connect students with services, if applicable |
School Steps to Follow Up | Family Steps to Follow Up | |
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Mediation Policy:
If an incident occurs that requires mediation- mediation staff will have 24 hours to get the mediation done.
Short Term Suspension |
Informal Conference: When notified about a Short Term Suspension decision, a parent has the right to an informal conference. An In-Person Meeting is recommended, but a parent may request a phone conference to appeal. During this time, parents/ guardians are prohibited from questioning other students as this action may be deemed as bullying or harassment and could impact the well-being of another student. Requests for appeals will be scheduled as soon as possible and normally within 5 days of assigned suspension. After reviewing the incident and any new information presented, Head of School will then revoke or continue any disciplinary action taken. Re-entry from Short-Term Suspension: All students who return from short term suspension must engage in a conference with the Social Emotional Team. During that meeting we will determine if a student will be placed on a Behavior or Academic Contract and/ or engage in additional restorative activities. |
Long-Term Suspension/Expulsion: |
Except in an emergency situation, prior to a Long-Term Suspension or recommendation for expulsion of a student, an impartial hearing shall be conducted and governed by the procedure outlined below. Whenever an emergency exists, the hearing provided shall be held as soon as possible.
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Discipline of a student with a disability will be consistent with federal and state laws and may be adjusted to reflect individual needs. Federal and state law protections will apply whether the disability has been formally identified by a Committee on Special Education or the parent has asserted the right to these protections and the School is deemed to have had knowledge of a disabling condition before the behavior occurred that is the subject of the disciplinary proceedings. The following guidelines will be followed:
1. A student whose Individualized Education Program (“IEP”) includes a behavior intervention plan which identifies specific consequences for certain kinds of conduct will be disciplined in accordance with the behavior intervention plan. If the behavior intervention plan appears not to be effective or if there is concern for the health and safety of the student or others, the student will be immediately referred to the CSE of the student’s school district of residence for review of the BIP and consideration of a change in the plan or change of placement.
2. A student whose IEP does not include specific disciplinary guidelines may be disciplined in accordance with standard school policy, but may not be suspended for ten days or more except as described in Paragraph 3, below.
3. If a student with a disability has been referred for suspension for a violation of the code of conduct punishable by more than ten days the School will immediately refer the student to the CSE for a Manifestation Determination Review (MDR) to determine whether the conduct which is the subject of the suspension is connected to the student’s disability. The School will notify the Parents about the suspension in writing and will also notify them of the referral to the Committee on Special Education and will provide them with access to the Procedural Safeguards Notice. If a disciplinary removal in excess of ten days is contemplated, the School will also request that the CSE conduct a Functional Behavioral Assessment.
If a student identified as having a disability is suspended repeatedly and a further suspension might result in a total of more than ten days out of school during the school year, the student will be referred to the CSE for an MDR and for a Functional Behavioral Assessment or review of a current BIP. In considering the placement of a student referred because of a series of disciplinary problems, the CSE will be expected to follow its ordinary procedures with respect to parental notification and involvement. If the CSE finds that the conduct in question was caused by, or had a direct and substantial relationship to the child’s disability, the student will return to school and the School will work with the CSE to conduct a functional behavioral assessment on school premises. If appropriate, the School will also ask the CSE to consider a change of placement. If the behavior is not a manifestation of disability, the suspension may continue and the School will request that a Functional Behavioral Assessment be conducted if deemed appropriate by the CSE.
A student whose conduct is a manifestation of a disability will be returned to class as soon as possible (but should not exceed ten days in any event) unless his parents’ consent to a change of placement or unless he is found guilty of one of the following three offenses which are punishable by long-term suspension:
If the Superintendent or other hearing officer appointed by the School finds that the Student was guilty of any of these three categories of offenses, the School will request that the CSE conduct a Functional Behavioral Assessment and will work with the CSE to transfer the student to an Interim Alternative Educational Setting for up to forty-five days. The CSE will arrange for instruction for the student in this alternative setting. The CSE will determine the amount and kind of the instruction to be provided. Instructional services should be adequate to enable the student to appropriately progress in the general curriculum and to achieve the goals of his or her IEP. If, upon review, it is determined that the child’s behavior was not a manifestation of his or her disability, the child may be disciplined in the same manner as a child without a disability.
Parents may challenge the manifestation determination. The Request will be made in accordance with procedures developed by the New York State Education Department for appeals from decisions of a Committee on Special Education. The student will remain in his or her current educational placement pending the determination of the hearing, but if the student is attending classes in an alternative setting at the time of the appeal from the manifestation determination, the student shall remain in the alternative educational setting pending the decision of the hearing officer or until the expiration of the time period provided for in the disciplinary action, whichever occurs first.
In the event that a student experiences that they have been wronged or otherwise unfairly treated by a staff or faculty member on or off of school grounds, students are encouraged to report their concern to an Academy Leader and/ or the Head of School. Students will be asked to submit a formal complaint in writing to their Academy Leader and/ or Head of School. This grievance will be investigated by the Academy Leader and/ or Head of School who will conduct the necessary follow up actions needed including contacting parents/ guardians, notifying the authorities and conducting restorative actions where possible. There may be a mediation process held by the Academy Leader and/or Head of School or their designee between the student and staff or faculty member if determined necessary and relevant. A summary of the event may be added to the file of the student and staff/ faculty member in question.
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