Microsoft Word - 2022-2023 DCSD Code of Student Conduct

DeKalb County School District

Code of Student Conduct

2022-2023

ELEMENTARY

MIDDLE

HIGH

The DeKalb County School District provides translation of DeKalb County School District Code of Student

Conduct, courtesy of the English Learners Department. Request for a translated hard copy may be made to the

school principal or an electronic version is available at www.dekalbschoolsga.org/student-support-

intervention/student-relations.

The English language version is considered the most accurate.

In the event of a disagreement or discrepancy between the translation and the original English version of this

handbook or any notice or disclaimer therein, the original English version will prevail.

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2022-2023 Parent/Guardian Signature Page

Please return this page within five (5) days to your school.

To sign electronically, go to Infinite Campus at

https://campus.dekalb.k12.ga.us/campus/portal/parents/dekalb.jsp.

Parent/Guardian

Acknowledgement of Receipt

Please read and review the DCSD Code of Student Conduct with your child and emphasize your child’s role in helping to

maintain a safe and orderly school learning environment. Also, this handbook includes important information related to student

records, the Family Educational Rights and Privacy Act (FERPA), information about how to report concerns such as bullying

and harassment, rights of students with disabilities, and other rights and responsibilities. Please sign below to acknowledge

that you and your child received this handbook. Then, cut along the dotted line and return to your child’s school as soon

as possible. Thank you for your support.

Student Summer School/Program Responsibilities

I affirm that I understand I am responsible for adhering to all rules, regulations, procedures, policies, state, local and federal

laws found in the 2022-2023 DCSD Code of Student Conduct during the 2022-2023 school year and all summer programs

following the 2022-2023 school year. I further understand that I am immediately subject to the Levels of Consequences listed

in the 2022-2023 DCSD Code of Student Conduct if I am found in violation of any infraction during the 2022-2023 school year

and all 2023 DeKalb County School District summer school/programs.

Consent for Student to Participate in Surveys

Each year the Georgia Department of Education conducts surveys of 3

through 12

grade students. The topics surveyed include

drugs, violence, mental health issues, driving habits, exercise, and diet. The surveys are anonymous, and no personal

identification is required. The surveys allow the School District to support and evaluate needs-driven programming for students.

Participation in the surveys is optional. Refer to the Protection of Pupil Rights Amendment section on page 66 for more

information. This survey is separate and distinct from the District Safety Audit, which ALL students will be asked to complete.

Parents of students less than 18 years of age:

I do not consent to my child participating in the Georgia Department of Education Georgia Student Health Survey.

I consent to my child participating in the Georgia Department of Education Georgia Student Health Survey.

DeKalb County School District

Safe School Pledge for Students

As a student, my individual choices and actions, when multiplied by those of other students throughout the DeKalb County

School District will make a difference. By honoring this pledge, I can do my part to make our schools safe and successful.

I believe that I can be a good student. I believe I can show good character. I believe that when I work hard, I will succeed, so I

will work hard each day to do my best. I can learn. I will learn. To help keep my school safe, I pledge to adhere to guidelines

established within the DCSD Code of Student Conduct. I understand that a violation of serious school rules may result in a ten

(10) day suspension followed by a District due process hearing. This process may result in additional consequences that may

include my expulsion from school, or my being assigned to an alternative school/program.

Compulsory Education

I affirm and understand the consequences and penalties for failing to comply with laws of the state of Georgia regarding

Compulsory Education, Student Attendance Protocol, and Attendance/Discipline. Please see pages

40-41

for more information.

Please sign, date, and return to your child’s Homeroom Teacher within five (5) days to your school.

Student Name (Please Print) _______________________________Student Signature ______________________________ Date___________

Parent Name (Please Print) ________________________________Parent Signature _______________________________ Date___________

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Amharic

የ DeKalb ካውንቲ ት/ቤት ዲስትሪክት የ DeKalb አለማቀፋዊ አቀባበል ማእከል የትህትን መገለጫ በማድረግ የ

የተማሪ ሥነ ምግባር ደንብ ~ የተማሪ መብቶች እና ኃላፊነቶች እና የባህሪ እድገት መመሪያ መጽሐፍ ትርጉም ይሰጣል የተተረጎመ የወረቀት ቅጅ ለማግኘት ጥያቄ ለት / ቤቱ

ርዕሰ-መምህር ሊቀርብ ይችላል ወይም የኤሌክትሮኒክስ ሥሪት በ www.dekalbschoolsga.org/student-support-intervention/studentrelationsይገኛል። የእንግሊዝኛ ቋንቋ

እትሙ በጣም ትክክለኛ እንደሆነ ይቆጠራል እና ልዩነት ሲኖር ያሸንፋል።

Arabic

ﺮﻓﻮﺗ ﺔﻌﻁﺎﻘﻣ ﺔﻌﻁﺎﻘﻣ ﺐﻟﺎﻜﻳﺩ ﺔﻤﺟﺮﺗ ﺔﻧﻭﺪﻣ ﻙﻮﻠﺳ ﺏﻼﻄﻟﺍ ~ﻕﻮﻘﺣ ﺕﺎﻴﻟﻭﺆﺴﻣﻭ ﺏﻼﻄﻟﺍ ﺐﻴﺘﻛﻭ ﺮﻳﻮﻄﺗ ﺔﻴﺼﺨﺸﻟﺍ ، ﻥﺫﺈﺑ ﻦﻣ ﺰﻛﺮﻣ ﺐﻴﺣﺮﺘﻟﺍ ﻲﻟﻭﺪﻟﺍ ﺐﻟﺎﻜﻳﺩ .ﻦﻜﻤﻳ ﺐﻠﻁ ﺔﺨﺴﻧ ﺔﻋﻮﺒﻄﻣ ﺔﻋﻮﺒﻄﻣ ﺮﻳﺪﻤﻟ ﺔﺳﺭﺪﻤﻟﺍ ﻭﺃ ﺮﻓﻮﺘﺗ ﺔﺨﺴﻧ ﺔﻴﻧﻭﺮﺘﻜﻟﺇ

ﻰﻠﻋ www.dekalbschoolsga.org/student-support-intervention/student-relations.

ﺮﺒﺘﻌﻳ ﺭﺍﺪﺻﺇ ﺔﻐﻠﻟﺍ ﺔﻳﺰﻴﻠﺠﻧﻹﺍ ﺮﺜﻛﻷﺍ ﺔﻗﺩ.

Bengali

DeKalb County School District DeKalb International Welcome Center-এর স ◌ৗজেন িশাথর আচরণ িশিশ– িশাথর অিশকারও কর্ি◌ে ত িএং চশর

উয়য

পু!"কার অযুি◌◌াদ $দায ক%ন্ে◌। 'ু ন্ে◌র িঅে◌ন্র কান্ে◌ অযূশদর্ মুিশর্ ◌ং'রন্ণর অযু%াি◌ ক*য অিথ +া এখান ইন্ ে◌.শযক ◌ং'রণ পায:

www.dekalbschoolsga.org/student-support-intervention/student-relations। ইং%"জ ভাষার ◌ং'রণ1টন্ক ি◌ন্চন3 শযভভেত ি শ ◌ান্ি◌ িশন্ি◌চযা করা ি◌য় িএং

সকাযও অশেম সদখা শদন্ে◌ ইং%"জ ভাষার ◌ং'রণ1টন্কই $াি◌◌ােয সদয়া ি◌য়।

Burmese

DeKalb International Welcome Center (DeKalb အျပည္◌ျပည္◌္◌ဆိ◌္ရာ ဖတဆ္ေ◌ ခၚ ႀကဆိ ဳ◌္ဆိမႈ စ◌္တာ) ၏ ေ◌က ◌်◌း◌်ဇျဖင္◌

့

◌္ DeKalb ေ◌ကာ◌◌္တတ ေ◌က ◌ာ◌◌္◌်

ရဆိ◌္◌ိ◌ည္ ေ◌က ◌ာ◌◌်◌္◌ိ◌◌ာ◌် က ◌င္◌

့

◌္တည်◌္မ မ္◌်မ ◌ာ◌် ~ ေ◌က ◌ာ◌◌္◌်◌ိ◌◌ာ◌် အ ြ◌◌င္◌

့

အ္ေ◌ရ်မ ◌ာ◌် ◌ႏ◌ွ ◌င္◌

့

◌္ တာ န၀#ၱရာ်မ ◌ာ◌်၊ ◌ႏ◌ွ ◌င္◌

့

◌္ေ◌က ◌ာ ◌◌္◌်◌ိ◌◌ာ◌် အက

◌င္◌

့

စ&ဆိက္ တဆိ◌်တက္ေ◌ကာ ◌◌္◌်ြမ'(္◌ႈဆိ◌္ရာ လ*ကြ◌◌ဲစာအိပ္ အ,တက္ ဘာိ◌◌ာ◌ျပန္◌္ဆိမကႈဆိ ေ◌ ◌ာေက.◌္င္◌

့

ပ်ပပိ/0ည္။ စာအိပ(တဆၳ ဴ အာ် ေ◌က ◌ာ◌◌်◌္အပိ◌္ ◌္မ ေ◌

တာ◌◌်◌္◌္ဆိ4ဇႏ◌ွဆိ◌္ပပိည္၊ ◌ိ◌႔မဆိဟိတ္ အလတက ◌္ေ◌ရာနစ္◌္◌ာ◌်ရ ◌◌္◌်အာ် www.dekalbschoolsga.org/studentsupport-intervention/student-relations,တ7◌္ ရရ

ဆႏ◌ွဆိ◌္ပပိ/0ည္။ အဂလၤဆပဘ္◌ာ◌ိ◌◌ာ◌ျဖင္◌

့

◌္ေ◌4် ိာ် ◌ာ◌်ေ◌◌ိ◌◌ာ ◌္◌ာ◌်ရ ◌◌္◌်အာ် မ နက:တ; က မအႈရ္ ဆိ◌်◌္အျဖစ္ မတ ◌◌္ဇႏ◌ွဆိ◌္◌ျပတ်၊ ◌ျ ◌ာ◌်နာ် က( ◌ာ◌်ရ ဆ <လဲင္◌

့

◌◌္

၎ိညိ7◌္◌ာ လႊမ္◌်မ်ဆိအတည္◌ျဖစ.ပလဆမင္◌

့

မ?

ည္။

Chinese

DeKalb ~ DeKalb International Welcome Center

www.dekalbschoolsga.org/student-support-intervention/student-relations

French

Le District scolaire du Comté de DeKalb fournit la traduction du Code de conduite de l’élève ~ Droits et responsabilité des élèves et Manuel de Développement

du caractère, gracieusement offert par le DeKalb International Welcome Center. Il est possible de demander des exemplaires papier au principal de l’école ou

une version électronique est disponible à www.dekalbschoolsga.org/student-supportintervention/student-relations. La version en langue anglaise sera

considérée comme la plus précise et prévaudra en cas de disparité.

Hindi

DeKalb काउंटी ू ल िड, DeKalb इंटरनेशनल वेलकम सटर के सौज से छा आचार संिडता ~ छा अिडकारव डज"ेदारी और चरर डवकास

पु्ि◌का का अनुवाद )दान करता ि◌◌ै। ू ल ि)ानाचाय- को अनुवाडदत ि◌◌ाि◌य कॉपी के डलए अनुरोि◌ डकर्◌ा जा सकता ि◌◌ै अथा

www.dekalbschoolsga.org/student-support-intervention/studentrelationsपर इलेॉडनक संरण उपल3 ि◌◌ै। अं4ेज़ी संरण को सबसे सटीक माना

जाता ि◌◌ै और डकसी )कार असंगडत की ्थथडत म र्ि◌ )बल ि◌◌ोगा।

Karen

Nepali

DeKalb County School District ले िव8ाथ;आचारसव ि◌◌ं ता ~ िव8ाथ;कोअिवकारतथाEदािवGरचररH िवकाससIJKतेपुJKका को अनुि◌◌ादन Oदान गछE । ि◌◌ो DeKalb

International Welcome Center को सौजT UVप Oदान गररW् । िव8ािलका िOानाYापकसँग अनुि◌◌ाद गररएको कागजी Oवतवलवप मा^ सवकW् ि◌◌ा

www.dekalbschoolsga.org/student-support-intervention/student-relations मा िवद् ि◌◌ू तीि◌ िसं`रण उपलc र् । अङ् eझी भाषाको िसं`रण सबैभkा स ◌ी मावननेर् र

अङ् eी र अनुि◌◌ादनमा वभlता देJKएमा अङ् eझी भाषाको िसं`रण िOोग गररनेर् ।

Somali

Dugsiga Degmada Gobolka DeKalb wuxuu bixiyaa fasiraada Buug-yaraha Xeerka Anshaxa Ardayga~Xaquuqaha Ardayga iyo Masuuliyadaha iyo Hormarinta

Dabeecada, xushmada Xarunta Soo dhaweynta Caalamiga ah ee DeKalb. Codsiga koobiga warqada ee la turjumay waxaa lagu sameyn karaa maamulaha

dugsiga ama nooca korontada waxaa laga heli karaa www.dekalbschoolsga.org/studentsupport-intervention/student-relations. Nooca Luuqada Ingiriiska waxaa

loo tixgeliyaa mida ugu saxsan oo way dabagelysaa markii ay jiraan farqi.

Spanish

El Distrito Escolar del Condado de DeKalb ofrece traducción del Manual del Código de Conducta Estudiantil ~ Derechos y Responsabilidades del Alumno y

Desarrollo del Carácter, cortesía del Centro de Bienvenida Internacional de DeKalb. Usted puede solicitar una copia al director de la escuela o una versión

electrónica está disponible en www.dekalbschoolsga.org/student-support-intervention/studentrelations. La versión en inglés es considerada la más actualizada y

prevalecerá cuando hay una discrepancia.

Swahili

Wilaya ya Shule ya Jimbo la DeKalb hutoa tafsiri ya Kijitabu cha Kanuni ya Maadili Mema ya Wanafunzi~Haki na Majukumu na Ukuzaji Tabia, kwa hisani ya

DeKalb International Welcome Center. Ombi la nakala halisi iliyotafsiriwa linaweza kufanywa kwa mwalimu mkuu au toleo pepe linapatikana kwenye

www.dekalbschoolsga.org/student-support-intervention/student-relations. Toleo la lugha ya Kiingereza linachukuliwa kuwa sahihi zaidi na litatumika wakati

kuna utata wowote.

Telugu

DeKalb mంo pq r st

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v, DeKalb ఇౌంట షనr £¤ ◌ౌ◌ం ¥ంట ¦§◌ూ అ©ª«ం అౌం

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Tigrinya

ዲስትሪክት ቤት-ትምህርቲ ዲካልብ ካውንቲ ትርጉም ናይ መጽሓፍ - ሓበሬታ ደንቢ ጠባያት ተማሃሮ ~ መሰላትን ሓላፍነታትን ተማሃሮን ምምዕባል ባህርያትን ኣዳልዩ ይርከብ፣

ፍቓድ ድማ ካብ ኣህጉራዊ መቐበሊ ደካልብ (DeKalb International Welcome Center) ረኺቡ ኣሎ። ዝተተርጎመ ተነባቢ ቅዳሕ ንምርካብ ንናይ ትምህርት ቤት ርእሰ መምህር

ምውካስ ወይ ድማ ኤሌክትሮኒካዊ ግልባጥ ኣብ www.dekalbschoolsga.org/studentsupport-intervention/student-relations. ምርካብ ይከኣል። ብቋንቋ ኣንግሊዝኛ ዝቐርብ

ግልባጥ ካብ ካልኦት ዝዛየደን ተገራጫውነት ምስዝህሉ ድማ ዝዕወት ብምዃኑን ዝለዓለ ግምት ይወሃቦ።

Vietnamese

DeKalb County School District cung cấp bản dịch của Quy Tắc Ứng Xử dành cho Học Sinh~Quyền và Trách Nhiệm của Học Sinh và Sổ Tay Phát Triển Tính

Cách, được phép của DeKalb International Welcome Center. Quý vị có thể yêu cầu hiệu trưởng trường cung cấp một bản dịch bằng giấy hoặc tìm bản dịch điện

tử có sẵn tại www.dekalbschoolsga.org/student-support-intervention/student-relations. Bản tiếng Anh được coi là chính xác nhất và sẽ được áp dụng khi có sự

không thống nhất.

TABLE OF CONTENTS

Parent/Guardian Signature Page 1

Translation Availability Statement 3-4

Policy Statement 6

Purpose of the Code of Student Conduct 6

Learning and Compliance with Code of Student Conduct 6-7

Equal Educational Opportunities 7

Disciplinary Jurisdiction over Student Conduct 7

Investigation of Misconduct 7-8

Index of Behavior Expectations and Consequences 9-11

Character Traits 12-13

Multi-Tiered System of Supports (MTSS) 14-15

Positive Behavioral Interventions and Supports (PBIS) 16

Restorative Practices 17

Behavioral Strategies, Disciplinary Options, and Consequences 18

Levels and Consequences Matrices 18-27

Offenses and Consequences 28-50

Bus Expectations/Bus Stop Rules/Matrix 51-53

Explanation of Behavioral Strategies, Disciplinary Options, and Consequences 54-55

Definitions of Types of Discipline 56-57

Restroom and Locker Room Expectations 57

Student Discipline Procedures/DTM/Due Process/Appeals 57-60

Student Placement 60-61

Searches 61-62

Keeping Weapons Out of School 62-63

Student Rights and Responsibilities 64

Release of Student Information 65-66

Student Complaint Procedures 67-73

Internet and Technology Usage 74-75

Supplemental Safety and Discipline Information 76-83

Seclusion and Restraint 83-84

Notice of Rights of Students and Parents Under Section 504 85-86

Section 504 Procedural Safeguards 87-88

Special Education: A Parent’s Guide to Understanding Rights and Responsibilities 89-91

Appendix 92

Parents’ Right to Know ~ Professional Qualifications of Teachers/Non-Discrimination Statement

Discipline Due Process Flowchart 94

Bullying/Harassment/Hazing Flowchart-Form 95-96

DEKALB COUNTY SCHOOL DISTRICT

CODE OF STUDENT CONDUCT

POLICY STATEMENT

The DeKalb County Board of Education is committed to providing the best possible education for children who attend its schools. This

commitment requires not only rigorous courses, highly qualified teachers, and well-equipped facilities, but also a safe, positive

environment for our students, staff, parents, stakeholders, and community partners. The Board of Education expects all students to

adhere to strict standards of acceptable behavior to foster learning.

The DCSD Code of Student Conduct identifies the rules of student behavior applicable to all DeKalb students, the discipline approach

used to promote and enhance positive behaviors, and the procedures for imposing discipline consequences on students who violate these

rules. When discipline must be administered, the DCSD Code of Student Conduct ensures that it is fair and serves the best interests of

all students in the School District.

In general, discipline is designed to promote positive behavior and to correct a student’s misconduct and encourages the student to be a

responsible citizen of the school community. DCSD understand that students’ misconduct is influenced by many factors, including

trauma, mental health, disabilities, discrimination, and chronic stress. Responses to misconduct and the resulting supports will address

the root cause of misconduct to the extent possible. The DCSD Code of Student Conduct is focused on behavioral expectations, rights,

and responsibilities, and is not an exhaustive overview of positive responses and supports.

Disciplinary actions in response to unacceptable behavior will be administered based on the discretion of the handling administrator in

proportion but not limited to the severity of the unacceptable behavior, its impact on the school environment, the student’s age,

developmental disabilities, grade level, the context and apparent intentionality, the student’s previous discipline history, substantial

injuries, and other relevant factors. The Board prefers to reassign disruptive students whose behavior cannot be corrected within the

home school setting to alternative educational settings rather than suspend or expel such students from school, as authorized by Georgia

law.

In considering the nature or severity of the behavioral situation, the disciplinary process may include student support services provided

by the District and other public entities or community organizations to provide services to help maximize the academic potential along

with the social and emotional well-being of students through the practices of effective consultations, comprehensive evaluations, and

the development of prevention and intervention strategies.

Parental notification and parental involvement are essential to any effort to modify a student’s inappropriate behavior. The DCSD Code

of Student Conduct will only be effective if parents and guardians, teachers, and school administrators work together to improve student

behavior and enhance academic performance. Parents, educators, and community members are urged to communicate concerns about

student behavior or the student discipline process to the school principal or the Department of Student Relations.

The

DCSD Code of Student Conduct

is authorized pursuant to Board Policy JCD.

PURPOSE

The DCSD Code of Student Conduct is intended to inform students in grades K-12 of the types of behaviors that are acceptable versus

unacceptable. It is impossible to write a Code that addresses every conceivable variation of permitted and prohibited behavior.

Consequently, students should understand they may be disciplined for any misconduct that disrupts the orderly mission of the school,

that endangers safety or that is otherwise determined by school administration to be unsuitable to maintain a safe, positive, and

supportive learning environment, whether or not it is specifically listed in the DCSD Code of Student Conduct.

Individual schools and classroom teachers may impose campus or classroom rules in addition to those found in this DCSD Code of

Student Conduct that are geared toward improving safety, well-being, and academic progress. These rules may be explained by the

teacher, posted in classrooms, or distributed to students, and may or may not constitute violations of the DCSD Code of Student

Conduct. The determination of whether a student has violated the DCSD Code of Student Conduct will be based solely on a

preponderance of the evidence. In other words, is it more likely than not, based on the evidence, that the student violated the rule?

LEARNING AND COMPLIANCE

All students, regardless of age or grade level, are required to know the contents of the DCSD Code of Student Conduct and abide by it

and any other rules of conduct imposed by the school district and/or the school they attend, to the extent possible based on their overall

developmental level. Teachers are required to conduct a more thorough review of the DCSD Code of Student Conduct with younger

students in grades K-3, Exceptional Education, and English Speakers of Other Languages (ESOL) to ensure their understanding. The

DCSD Code of Student Conduct is distributed to all schools and centers. Prior to the distribution of the DCSD Code of Student Conduct,

it is reviewed with the faculty and staff before school begins and students arrive to ensure their understanding.

The DCSD Code of Student Conduct is distributed and taught to students during the first week of school. A signed Parent/Guardian

Signature Page found on page 1 is required from each student and parent/guardian. A parent or legal guardian that does not

acknowledge receipt of the student code of conduct shall not be absolved of any responsibility with respect to the information contained

in the student code of conduct. A district-wide mandatory test on the

DCSD Code of Student Conduct

is administered to students

within the first two weeks of school. This test may be administered during the traditional school day or electronically during virtual

instruction. Student test scores are recorded. Class meetings are held during the first three weeks of school to discuss discipline and the

application of

iscipline procedures.

Students who enter the School District during the school year will receive the DCSD Code of Student Conduct and will be tested

on its contents.

Students sent to in-school suspension for the first time are retaught and retested on the DCSD Code of Student Conduct. As with the

initial teaching, teachers are required to conduct a more thorough review of the DCSD Code of Student Conduct with younger students

in grades K-3, Exceptional Education, and English Speakers of Other Languages (ESOL) to ensure their understanding.

Students are urged to ask faculty or staff members for clarification of any part of the

DCSD Code of Student Conduct

they do

not understand.

EQUAL EDUCATIONAL OPPORTUNITIES

The DeKalb County School District provides equal educational opportunities for all students, regardless of their race, color, religion,

national origin, gender, disability, age, sexual orientation, and gender identity. No student shall be subjected to discrimination or

harassment because of the student’s race, color, religion, national origin, gender, disability, age, sexual orientation, and gender identity

in any of the District’s educational programs, activities, or practices, including implementation of this DCSD Code of Student Conduct.

The School District maintains a complaint procedure that affords students a prompt, fair, and orderly means of resolving complaints of

discrimination.

DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT

The DeKalb County School District has discipline authority over its students whenever the interests of the School District are involved.

Therefore, the DCSD Code of Student Conduct applies at the following times and places:

•

On school grounds at any time;

•

Off school grounds at a school bus stop or at a school activity, function, or event;

•

While the student is on a school bus or School District-sponsored transportation;

•

While the student is participating in virtual instruction;

•

When either the alleged perpetrator or the alleged victim is en route from school, to home, en route from a school activity,

function, or event.

•

When utilizing district technology resources, including but not limited to equipment, networks, virtual platforms, and

software;

•

Off school grounds while the student is participating in or attending school-sponsored or school-related activities, such as

field trips, conferences, or athletic events, or is otherwise subject to the jurisdiction of school authorities;

•

Off school grounds while attending a school-sponsored or school-related activity of another school system in Georgia;

•

Off school grounds when the behavior of the student could result in the student being criminally charged with a felony

and which

makes the student's continued presence at school a potential danger to persons or property at the school or whi c h disrupts

the educational process (O.C.G.A. § 20-2-751.5(c)); or is in violation of state cyberbullying definition (O.C.G.A. § 20-2-

751.4);

•

Off school grounds when a student leaves school without permission of a school official (Absent Without Leave).

INVESTIGATION OF MISCONDUCT

Minor misconduct is often correctable with immediate feedback from the teacher or other personnel. When a more severe violation of

school rules is reported or suspected, the principal or designee will determine whether an investigation is warranted and, if so, will instruct

appropriate personnel to conduct an investigation. The investigation should be timely and include interviews with the alleged

perpetrator(s), victim(s), identified witnesses, teacher(s), staff members, and others who might have relevant information. Written

statements should be obtained from all individuals who are interviewed. Video surveillance, if available, should be reviewed and secured.

If administrators believe a request for a due process hearing will be made, the administrator should attempt to preserve video surveillance

of any misconduct. Any other physical and documentary evidence should be collected and preserved. School counselors, school social

workers, school police, and other support staff should be utilized for their expertise as determined by the circumstances of the matter.

At an appropriate time during or after the investigation, the parent or guardian will be notified. However, if the incident involves an

injury or similar situation, appropriate medical attention should be provided, and the parent or guardian should be notified immediately.

Furthermore, if the incident involves a threat to safety or intervention of law enforcement is otherwise determined to be appropriate,

appropriate authorities shall be contacted and the school investigation will proceed to the extent possible while avoiding interference

with any law enforcement investigation or detention.

The determination of whether a student has violated the DCSD Code of Student Conduct will be made based solely on a preponderance

of the evidence. In other words, is it more likely to be true than not true, based on the evidence, that the s tud ent di d violate the

rule? For short term suspensions (10 days of suspension or less) there is no formal appeal process. If the parents/guardians or student

disagree with the decision, they may petition to the school principal. If they disagree with the principal’s decision, they may petition

in writing to the regional superintendent. Please refer to the Discipline Due Process flowchart in the DCSD Code of Student Conduct

for a summary of the District’s discipline process. If a referral for District due process hearing is made, the student will be provided

with the opportunity to participate in a disciplinary hearing and appeals process, as described herein.

INDEX OF BEHAVIOR

EXPECTATIONS AND

CONSEQUENCES

Topic Page(s)

ALCOHOL

(Possession and/or Use)

32-33

AGGRAVATED ASSAULT

(Attempt/Threat to Injure with a Weapon)

36-37

AGGRAVATED BATTERY

(Causing Serious Injury or Death)

ASSAULT

(Student, Faculty, Staff or Visitors)

35-36

ATTENDANCE (

Excused/Unexcused Absences, Attendance Protocol, Chronic Tardiness)

40-41, 44

AUTO-INJECTABLE EPINEPHRINE

(Epi-Pens)

BATTERY

(Causing Injury)

BITING

BREAKING AND ENTERING

34-35, 48

BULLYING

37-39, 76-79

95-96

BURGLARY

34-35

BUS MISBEHAVIORS/EXPECTATIONS/MATRIX

44-45, 51-53

BYSTANDER BATTERY

CELLULAR PHONES

28-29

COMPUTER

(Unauthorized Use, Hacking, Password Violations, Etc.)

35, 48

CONDUCT OUTSIDE OF SCHOOL HOURS/AWAY FROM SCHOOL

45-46

COUNTERFEITING/POSSESSION OF COUNTERFEIT MONEY, CHECKS, BANK CARD

34-35

CYBERBULLYING/CYBERSTALKING

37-39, 76-79

DAMAGE/DESTRUCTION OF PROPERTY

(Actual or Attempted)

DISRUPTIVE BEHAVIOR

(Chronic talking, horse playing, etc.)

DISTURBANCES (

Classroom and/or School)

42-43

DRESS CODE

50, 82-83

DRUGS

(Illegal/Synthetic Substances, Look-Alike Drugs or Prescribed Medication)

32-34

DRUG-RELATED PARAPHERNALIA

(Papers, Pipes, Clips, Bags, Other Related Items)

33-34

ELECTRONIC COMMUNICATION DEVICES (Cell Phones, Smart Devices, etc.) 28-29, 37-40

EXTORTION

34-35, 38

FAILURE TO ACCEPT DISCIPLINARY ACTION

FALSE EMERGENCY REPORT (Pulling a Fire Alarm, Bomb Threat or Calling 911) 42

FIGHTING/PHYSICAL ALTERCATION

FIRE (Arson, Setting Fires) 34

FORGERY

GAMBLING

GANG-RELATED ACTIVITY (Violence, Retaliation, Recruitment, Dress, Paraphernalia) 42-43

GUNS (Pistols, Rifles, BB, Pellet, Facsimile or Look-Alike) 29-31

HARASSMENT (Racial, Ethnic, Disability, Sexual Orientation, Gender Identity) 37-39, 76-79

HAZING

37-39, 76-79

HITTING/PHYSICAL CONTACT TO STUDENTS/SCHOOL PERSONNEL/VISITORS

35-37

IDENTIFICATION CARDS

INAPPROPRIATE SEXUAL BEHAVIOR

48-49

INDECENT EXPOSURE

48-49

INHALANTS

32-34

INSUBORDINATION (Talking Back, Walking Away, Refusing to Comply) 40

INTENT TO SELL/DISTRIBUTE DRUGS

32-34

INTENTIONAL PHYSICAL CONTACT WITH SCHOOL PERSONNEL

31-32

INTENTIONAL PHYSICAL CONTACT CAUSING HARM TO SCHOOL PERSONNEL

INTERNET/INTRANET USAGE

28-29, 38

INTIMIDATING ACTIONS

37-40

KICKING

KNIVES/RAZORS/BOX CUTTERS

30-31

LOITERING ON ANY SCHOOL CAMPUS/UNAUTHORIZED ENTRY AFTER HOURS

MARIJUANA

32-34

MEDICATION

MISREPRESENTATION (Cheating, Lying or Providing False Statements/Information) 48

MISUSE OF CHEMICALS

OBSCENE MATERIALS/GESTURES

PARKING ON CAMPUS (Parking and/or Traffic Violations) 47

PORNOGRAPHY

POSSESSION OF DRUGS

33-34

POSSESSION OF STOLEN PROPERTY

34-35

PRANKS

PROBATION (Local and District-Wide) 47

PROFANITY, CURSING, OBSCENITY and/or DEROGATORY LANGUAGE

RECKLESS VEHICLE USE

REFUSAL TO FOLLOW INSTRUCTIONS OF ADMINISTRATORS/FACULTY/STAFF

REPEATED VIOLATIONS

46-47

RIOTING or CHAOS

ROBBERY

34-35

RUDE/DISRESPECTFUL BEHAVIOR

SENDING INAPPROPRIATE MESSAGES/PICTURES/VIDEOS (SEXTING)

28-29, 38-39

SEXUAL HARASSMENT/COMMENTS/FAVORS

48-49

SHOVING/PUSHING

SIMPLE BATTERY

SKIPPING CLASS/LEAVING THE SCHOOL CAMPUS WITHOUT AUTHORIZATION

41-42

SPITTING ON OTHERS

TAKING PICTURES/VIDEOS AT SCHOOL

28-29, 38

TERRORISTIC THREATS (Threats to the School) 42

THEFT /STEALING (Actual or Attempted) 34-35

THREATS OR INTIMIDATION (Staff or Student) 35, 37-40

THROWING OBJECTS

TOBACCO (Cigarettes, Cigars, Chewing Tobacco, e- Cigarettes, Snuff, Tobacco, Vaping Products)

TRESPASSING

UNSAFE ACTION

USE/UNDER THE INFLUENCE OF DRUGS

VANDALISM

VERBAL CONFRONTATION/PROVOCATION/ALTERCATION

35-36

WEAPONS

29-31

DEKALB COUNTY SCHOOL DISTRICT

2022-2023 CHARACTER TRAITS

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of

true education.” –Martin Luther King, Jr.

Character Education is the deliberate effort to help people understand, care about, and act upon core ethical values. An intentional and

comprehensive character education initiative provides a lens through which every aspect of school becomes an opportunity for character

development.

Benefits of Character Education:

•

Promotes character development through the exploration of ethical issues across the curriculum

•

Develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities

•

Teaches how to solve conflicts fairly, creating safer schools that are free of intimidation, fear, and violence, and are more

conducive to learning*

Character traits are essential for students to prepare for greatness! These traits should be modeled and maintained by adults and

students.

Respect, Responsibility & Caring

Modeling cornerstones of good character

Respect

Showing high regard for self, others, and property

Responsibility

Being accountable for your own behavior

Honesty

Being truthful in word and action

Caring

Showing concern for the well-being of others

Justice and Fairness

Demonstrating impartial, unbiased, and equitable treatment for all

Citizenship

Being an informed, responsible, and caring participant in your community

Courage

Doing the right thing in the face of difficulty and following your conscience instead of the crowd

Perseverance

Staying on task and not giving up. Demonstrating commitment, pride, and positive attitude in completing tasks

Hope

Believing you will be successful

*Character Education Informational Handbook & Guide, DPI

https://files.nc.gov/dpi/documents/charactereducation/handbook/content2.pdf

Character Traits Found in the DCSD Code of Student Conduct

This handbook supports the belief that appropriate behaviors and positive character must be modeled and maintained by all staff

and students to have safe and orderly schools. Rules for expected student behavior should be taught and aligned with the

following character traits.

CHARACTER TRAIT

VIOLATIONS

Respect/Responsibility/Caring Violation #1:

Tobacco

Respect/Responsibility/Caring Violation #2:

Electronic Communication Devices

Responsibility/Caring/Citizenship Violations #3a, 3b:

Weapons

Respect/Responsibility/Caring Violations #4a, 4b:

Intentional Physical Violence

Responsibility Violations #5a, 5b, 5c

Drugs/Alcohol

Honesty/Respect Violations #6a, 6b, 6c:

Property

Respect/Responsibility/Caring Violations #7a, 7b, 7c,

Bullying/Harassment/Hazing/Fighting/

7d, 7e, 7f, 7g: Assault/Battery

Respect/Responsibility/Caring Violations #8a, 8b:

Refusal to Follow Instructions

Responsibility/Courage/Perseverance Violation #9:

Unlawful Absence/Truancy

Responsibility/Courage/Perseverance Violation #10:

Skipping Class

Respect/Responsibility/Caring Violation #11:

Classroom Disturbance

Respect/Responsibility/Citizenship Violation #12:

School Disturbance

Responsibility/Respect/Citizenship Violation #13:

Profanity/Vulgarity/Obscenity

Responsibility/Respect/Courage Violation #14:

Failure to Accept Disciplinary Action

Responsibility/Respect/Courage Violation #15:

Chronic Tardiness

Responsibility/Respect/Caring Violation #16:

Bus Misconduct

Responsibility/Respect/Citizenship Violation #17:

Conduct Outside of School Hours

Responsibility Violation #18:

Gambling

Responsibility/Respect/Hope Violation #19a:

Repeated Violations

Responsibility/Respect/Courage Violation #19b:

Violation of Probation

Responsibility/Citizenship Violation #20:

Parking and Traffic Violations

Respect/Responsibility/Courage Violation #21:

Loitering/Trespassing

Honesty/Respect Violation #22:

Providing False Information

Responsibility/Respect/Caring Violation #23:

Inappropriate Sexual Behavior

Responsibility Violation #24:

Identification Card Violation

Responsibility/Respect/Citizenship Violation #25:

Student Dress Code Violation

Responsibility/Respect/Citizenship Violation #26:

Unsafe Action

Multi-Tiered Systems of Support and Response to Intervention:

What happens if a student needs help with learning and behavior?

General Education Multi-Tiered Systems of Support (MTSS), Tiers 1-3

Introduction

Students sometimes need help with learning or behavior, beyond what is routinely offered by a teacher in a general education classroom.

In Georgia, General Education includes system with three levels of academic and social-emotional-behavioral supports for students

who may struggle with learning or behavior. Tier 1 describes the many ways that teachers support students’ learning and development

and includes core educational practices to support standards-based instruction. Tier 2 is the next level that is used if Tier 1 is not

sufficient and provides moderate intensity support to address how to help students develop and grow in specific skills. Tier 3 is used

when Tier 2 is not sufficient and provides intensive support organized through Student Support Team (SST) process. focusing on helping

students with specific skills. SST is a Federal and State initiative that is defined in Georgia Board Rule 160-4-2-.32. Tier 2 or Tier 3

supports are provided in addition to Tier 1 core instruction and supports.

Being enrolled in Tier 2-3 does not mean a student has a disability or is receiving special or exceptional education. These tiers provide

prevention and intervention in a general education setting and are not the only way to support students’ learning and behavior. In addition

to General Education MTSS supports, Georgia schools also provide specialized educational services through education programs.

Delivery models include Special Education, Gifted Programming, and/or English Language Learners Services. Those services are

offered to students who meet the criteria for eligibility for each program. If eligible, students may receive support for learning or behavior

through an Individual Education Plan (IEP) or 504 accommodation plan (see pages 85-88 for more information). Students who meet

eligibility criteria may be supported by a 504 accommodation plan and MTSS Tier 2 and/or Tier 3 supports simultaneously. Section 504

accommodations are provided to ensure students can access school facilities, curriculum, instruction, and assessments while MTSS

teaches academic and/or behavioral skills to help the student be more successful. Some students may benefit from both.

DeKalb County School District (DCSD) MTSS

MTSS is a required element of the continuous school improvement process. MTSS involves alignment of appropriate assessment with

purposeful instruction for all students. The DCSD MTSS framework supports both academic and behavioral development, teaching to

mastery, maximizing the growth of every learner, and continuous school improvement. The processes within MTSS are not extra or

additional duties, but rather they represent how we teach diverse learners to maximize the growth and development of each pupil. A key

element within the MTSS is ongoing data monitoring for student response to intervention (RTI) to inform intentional decision-making

for instructional planning and supports.

Interventions are types of instruction targeted to meet the academic and/or behavioral learning needs of a student. Interventions are in

addition to the general classroom instruction. These added learning tools are well researched and evidence-based to deliver specific

instructional strategies and techniques. The intensity of intervention supports increase at each tier of the MTSS framework. The

framework is intended to be fluid. As students make progress, they may move to less intense supports on lower tiers or return to Tier 1

Core Instruction. There are several types of instructional activities and strategies available to layer the learning techniques and tools

used to improve a student’s learning.

Essential Components of the MTSS Framework

The key components in Georgia’s MTSS-RTI process include:

The three-tiered delivery model gives learning support that is matched to the student’s need.

Evidence-based instruction is the core of a teacher’s classroom lesson plan.

Evidence-based interventions that increase or decrease in intensity if the results of the progress monitoring show a change is

needed.

The use of a variety of ongoing assessment (test) data determines which students need supports to meet academic and/or

behavior expectations.

Delivery of resources for learning interventions are based on student assessment data and classroom observation.

Parents: You can help with the MTSS-RTI process by actively participating in your child’s education and being a partner in the success

of the teaching and learning in school. You can also read the Georgia Standards of Excellence for your child’s grade or course by going

to the parent page of www.GeorgiaStandards.org., ask for ways you can help at home to improve your child’s school performance,

review and ask questions about your child’s progress on assessments during parent conferences, become knowledgeable about the

classroom intervention process in your school or district, and if your child is being supported with an intervention, request progress

updates so you know if the intervention is working.

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary

incidents, increase a school’s sense of safety and support improved academic outcomes. DeKalb County Schools uses the framework to

guide the overall approach to discipline, however, the evidence-based application of the framework requires training teachers and staff

and developing specific implementation strategies. The implementation of PBIS in DeKalb County Schools is in progress. Currently,

more than 44 DeKalb County Schools, as well as 1,400 Georgia Schools and 27,000 schools nationwide are implementing PBIS and

saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with

acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater

productivity, safety, and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of

behavior analysis to develop school-wide, targeted, and individualized interventions and supports to improve school climate for all

students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009)

Behavioral support is provided for ALL students school-wide. This system of support offers all students social skills instruction, positive

and proactive discipline, social behavior expectations, active supervision and monitoring, positive acknowledgement, fair and corrective

discipline, and parent training and collaboration. Parents report that their main school concern is the safety of their child (Neilsen Gatti,

Stansberry-Brusnahan, & Nelson, 2007). Challenging behaviors in schools that range from disruptive classroom behaviors to physical

violence are safety concerns and they represent barriers to teaching and learning. Educators and parents both share this concern. Rather

than relying on a mixed bag of short-term solutions for individual students and situations, schools should focus on proactive ways to

define, teach, and sustain appropriate student behaviors across all school settings including the classroom, lunchroom, restrooms, and

playground. The primary goal of PBIS is to help schools design effective environments that will increase teaching and learning for all

students. (Georgia Department of Education, GaPBIS)

The ten critical elements of School-Wide, Tier 1 PBIS include the PBIS Team and principal, clear expectations and rules, teaching

behavior, data entry and analysis, acknowledgment (feedback), effective discipline process, faculty commitment, implementation,

classroom, and evaluation.

(Georgia Department of Education, GaPBIS)

RESTORATIVE PRACTICES

In conjunction with a PBIS framework, DeKalb County School District is utilizing innovative tools aimed at improving climate and

culture when the school community is affected by a student violating the rules of the DCSD Code of Student Conduct called Restorative

Practices. The goal of restorative practices is to develop community and to manage conflict and tensions by repairing harm and building

relationships rather than simply punishing the wrongdoer.

The use of restorative practices helps to:

•

reduce crime, violence, and bullying,

•

improve human behavior,

•

strengthen civil society,

•

provide effective leadership,

•

restore relationships, and

•

repair harm.

Information sourced via The American Federation of Teachers.

http://www.aft.org/ae/winter2015-2016/resources

Restorative practice promotes dialogue between those who have been hurt and those who have inflicted the harm. This allows the victim

and wrongdoer to have an opportunity to discuss how they have been affected by the violation and to decide what should be done to repair

the harm and relationship. This is a victim-sensitive tool that encourages victims to take an active role in addressing the violation.

Wrongdoers are encouraged to take responsibility for their actions, to repair the harm they have done by apologizing, returning stolen

property, community service, or restitution. This may allow for the greatest victim contentment and wrongdoer accountability.

Restorative practice is not suitable for instances of bullying, harassment, hazing, or discrimination.

A restorative conference is carefully planned to ensure that those who have been victimized and those who have done wrong are properly

prepared and that any further harm from confrontation is prevented. During the restorative conference, the victims, wrongdoers, both

parties’ family and friends, staff, and other community members volunteer to participate in a structured, scripted meeting to address the

violation, consequences, and restitution. The conference facilitator arranges the meeting, reads a script, and keeps the conference

focused, but intentionally does not actively participate in structuring the outcome of the conference. The goal of the conference is for

the participants to arrive at a jointly acceptable agreement that addresses the harm caused by the wrongdoer and necessary reparations.

Wachtel, Ted. http://www.iirp.edu/what-is-restorative-practices.php. International Institute for Restorative Practices. Retrieved 11

July 2012.

BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES

Progressive discipline is designed to teach and reinforce good conduct, correct a student’s misconduct, and encourage the

student to be a responsible citizen of the school community. Progressive discipline should promote positive student behavior

while establishing clear and fair consequences for unacceptable behavior; and state what is unacceptable. Disciplinary actions

are administered in proportion to the severity of the unacceptable behavior, its impact on the school environment, the student’s

age and grade level, the context and apparent intentionality, the student’s previous discipline history, and other relevant factors.

All due process procedures required by federal and state law will be followed through the progressive discipline process.

The school discipline process should include appropriate consideration of support processes to help students resolve such

problems. These resources may include, but are not limited to, Student Support Team, positive behavioral supports, counseling

with school counselor, school social worker involvement, school resource officer reports, behavior, attendance and academic

contracts or plans, peer mediation, and prevention programs. The offenses have a range of seven (7) levels of unacceptable

behaviors. Each offense provides interventions as well as a range of consequences including suspension and expulsion if the

level permits.

Each violation in the DCSD Code of Student Conduct is followed by a box similar to the one below. The minimum and maximum

consequences for each violation are indicated. Multi-tiered Systems of Support (MTSS) must be conducted prior to expelling or

suspending a student in kindergarten through third grade for 5 or more consecutive or cumulative days; unless student

possessed a weapon, drugs or other dangerous instrument or the student's behavior endangers the safety of other students or

school personnel. Exceptional Education Student procedures must apply. (O.C.G.A. § 20-2-740) In addition to discipline,

behaviors may also be reported to law enforcement at the District’s discretion and as required by law, including O.C.G.A. § 20-

2-1184 and 19-7-5. Major offenses including, but not limited to, drugs and weapon offenses, can lead to schools being named as

an Unsafe School according to the provisions of State Board Rule 160-4-8-.16.

LEVEL 1

Teacher

selected

strategies

should

used for minor acts of student behavior that is not suitable for the context. Level 1

behaviors include behaviors that may be permissible in some contexts (e.g, playing with toys) but are not appropriate for

the current context. Teachers will ensure that students understand when such behaviors are not appropriate and will provide

positive feedback and reinforcement before addressing recurring behaviors as possible misconduct. Teachers should keep

a written record of the violation and strategies used to address the behavior. If a Level 1 violation repeatedly or

substantially interferes with the learning environment, it may be elevated to a higher level after teacher selected

strategies have been utilized. Necessary strategies and positive behavioral interventions and supports will be provided

through the MTSS-RTI process at Tier 1 (pages 14-15).

Examples of behaviors that may impact only the student



Calling out in class



Inappropriate Noise



Chewing gum



Tapping pencils



Writing on self



Writing on desk



Not in seat



Not prepared for class



Off-tasks behaviors



Drawing instead of working



Tardy to class



Criticizing teacher one on one



Whining



Wearing a hat in school, minor deviation from dress code



Eating food when not allowed

Strategies for Managing Behaviors: Conference with student and other individuals as needed; Build relationships

that support academic achievement; Discussion about expectations; Review classroom procedures and

expectations; Eye contact; Proximity; High levels of supervision; Verbal warning; and Pre-teaching of

expectations.

Disciplinary Options may include: Time out in room; Time away in buddy classroom; Loss of privilege; Reflection

sheet; Moving seat; Parent contact; Reinforcement of appropriate behaviors; De-escalation strategies; and

Redirect behavior. Exceptional education student procedures must apply. For students with an Individual

Education Plan (IEP) or 504 Plan, see pages 87-91.

LEVEL 2

Level

violations

include

infractions

which

are

severe

nature

than

Level

and

interfere

with

classroom

instruction

and/or orderly operation of the learning environment, school transportation or a school-sponsored activity. These

violations include minor misconduct and misbehaviors directed against persons or property but do not seriously endanger

the health, safety, and well-being of others. Necessary strategies and positive behavioral interventions and supports will

be provided and documented through the Response to Intervention process at Tier 1. Certain level 2 violations might

result in Tier 2 or Tier 3 intervention supports if safety concerns for the student or others are present (pages 14-

15). Certain Level 2 violations may be elevated to Level 3 violations or higher based on the severity or context of the

misconduct if this behavior jeopardizes the health, safety, or well-being of others.

Examples of behaviors that interfere with the learning of others:



Touching



Poking



Standing on furniture



Constant talking



Out of seat and interfering with others learning



Inappropriate chair manners



Consistently not following directions



Unauthorized electronic device usage including but not limited to cell phones and I-pods



Running away and leaving the classroom



Throwing items in classroom



Disrespectful language to adult



Yelling at teacher



Moving or kicking furniture in an angry way/tantrum



Bus misbehavior



Gambling



Dress code violations that noticeably affect safety or respect for self and others

Strategies for Managing Behaviors: Build relationships that support academic achievement; Discussion about

expectations; Review classroom procedures and expectations; Eye contact; Proximity; High levels of supervision;

Verbal warning; Pre-teaching of expectations; Mentoring; Consultation with grade level teams/school

counselor/school psychologist for classroom/individual behavior management ideas; Restorative practices; Teach

Pro-Social behaviors; and Use of safe place for students to retreat to help self-regulate.

Disciplinary Options may include: Time out in room; Time away in buddy classroom; Loss of privileges; Reflection

sheet; Moving seat; Parent conference; Reinforcement of appropriate behaviors; De-escalation strategies; Redirect

behavior; Behavior Contract; In-School Suspension; Restorative justice; and problem solving with your grade level

team. Corrective Strategies should be used to manage additional behaviors with the involvement of the student,

parent, teacher, or other internal supports. Exceptional education student procedures must apply. For students

with an Individual Education Plan (IEP) or 504 Plan, see pages 87-91.

Level 3

Level

violations

include

infractions

which

are

severe

nature

than

Level

and

interfere

with

the

orderly

operation

of the learning environment, school transportation or a school-sponsored activity. These violations include repeated,

unrelated acts or misconduct and misbehaviors directed against persons or property and may impede the learning or

jeopardize the health, safety, or well-being of others. Necessary strategies and positive behavioral interventions and

supports will be provided and documented through the MTSS-RTI process at Tier 1. Certain Level 3 offenses may be

elevated to Tier 2 of the MTSS-RTI framework if Tier 1 supports have been completed and documented with

fidelity. In addition, certain Level 3 offenses may be elevated to Tier 2 or Tier 3 intervention supports if safety

concerns are present for the student or others (pages 14-15). If students have accumulated 2-4 out of school suspensions

or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior support plan should be created,

implemented, and documented with fidelity. If the student accumulates 5 or more suspensions, a Tier 3 plan should be

created, implemented, and documented with fidelity. Certain Level 3 violations may be elevated to Level 4 violations or

higher based on the severity or context of the misconduct if it seriously disrupts the school environment, or presents threats

to health, safety, or property.

Examples of behaviors that affect an orderly environment:



Any level 1 or 2 that takes excessive teacher time and takes away from student learning.



Talking back to adult



Throwing items in classroom at others



Lying



Cheating



Forgery



Fighting (Simple Battery)



Inappropriate language



Pushing



School disturbance



Bullying, Harassment, Hazing



Disrespect to peers/adults



Leaving room without permission



Banging on window



Vandalizing school property



Unauthorized electronic device usage including but not limited to cell phones and I-pods



Conduct outside of school hours or away from school



Unsafe action



Dress code violations that create a hostile or unsafe environment

Strategies for Managing Behaviors: Behavior Contract; Detention; In-School Intervention; Mediation; Mentoring;

Discipline Warning Letter to Parents; Referral Process; Restorative Practice; Shadowing; Substance Abuse

Education; and Violence Education.

Disciplinary Options may include: In-School Suspension for 1-3 days with Instructional Module. Exceptional

education student procedures must apply. For students with an Individual Education Plan (IEP) or 504 Plan, see

pages 87-91.

LEVEL 4

Level

violations

include

infractions,

which

are

serious

acts

misconduct

including,

but

not

limited

to,

repeated

misbehavior that is similar in nature, behavior that results in serious disruptions of the school environment and behavior

that presents threats to health, safety, or property. Necessary interventions and positive behavioral interventions and

supports will be provided and documented through the MTSS-RTI process. Certain Level 4 offenses may be elevated

to Tier 2 or Tier 3 of the MTSS-RTI framework if Tier 1 supports have been completed and documented with

fidelity. In addition, certain Level 4 offenses may be elevated to Tier 2 or Tier 3 intervention supports if safety

concerns are present for the student or others (pages 14-15). If students have accumulated 2-4 out of school

suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior support plan should be

created, implemented, and documented with fidelity. If the student accumulates 5 or more suspensions, a Tier 3 plan

should be created, implemented, and documented with fidelity (pages 14-15). Certain Level 4 violations may be elevated

to Level 5 violations or higher based on the severity or context of the misconduct.

Examples of behaviors that affect an orderly environment:



Any level 1, 2 or 3 behavior that takes excessive teacher time and takes away from student learning.



Talking back to adult



Throwing items in classroom at others



Lying



Cheating



Forgery



Fighting (Simple Battery)



Inappropriate language



School disturbance



Bullying, Harassment, Hazing



Disrespect to peers/adults



Leaving room without permission



Banging on window



Vandalizing school property



Unauthorized electronic device usage including but not limited to cell phones and I-pods



Conduct outside of school hours or away from school



Unsafe action



Dress code violations that create a hostile or unsafe environment

Disciplinary Options may include: Targeted Behavioral Contract. Consequence: Out-of-School Suspension for 1-

5 days. Exceptional education student procedures must apply. For students with an Individual Education Plan



(IEP) or 504 Plan, see pages 87-91.

LEVEL 5

Level

violations

include

infractions

which

are

serious

acts

misconduct

including,

but

not

limited

to,

repeated

misbehavior that is similar in nature, behavior resulting in serious disruptions of the school environment, behavior that

present threats to health, safety, or property. Student will be placed on a mandatory Probationary Contract which may

result in expulsion if the student is found in violation of the contract, may result in expulsion. Necessary interventions and

positive behavioral interventions and supports will be provided and documented through the MTSS-RTI process. Certain

Level 5 offenses may be elevated to Tier 2 or Tier 3 of the MTSS-RTI framework if Tier 1 supports have been

completed and documented with fidelity. In addition, certain Level 5 offenses may be elevated to Tier 2 or Tier 3

intervention supports if safety concerns are present for the student or others (pages 14-15). If students have

accumulated 2-4 out of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior

support plan should be created, implemented, and documented with fidelity. If the student accumulates 5 or more

suspensions, a Tier 3 plan should be created, implemented, and documented with fidelity. Certain Level 5 violations may

be elevated to Level 6 violations or higher based on the severity or context of the misconduct.

Examples of Harmful and Illegal Behaviors:



Actions that cause harm



Intentional/Unintentional Violence against school employees



Stealing



Fighting (Simple Battery)



Battery



Drugs



Weapons



School disturbance



Biting



Bullying, Harassment, Hazing



Throwing furniture or other objects



Stealing



Threatening to do injury to person or property



Sexual harassment



Sexual behaviors



Alcohol

Disciplinary Options must include: School-based review of previous strategies and interventions implemented;

Participation in GRIP Program (Growing Responsibly, Increasing Possibilities).

Consequence: Suspension for 6-10 days with a Probationary Contract. Exceptional education student procedures

must apply. For students with an Individual Education Plan (IEP) or 504 Plan, see pages 87-91.

LEVEL 6

Level

violations

include

infractions

which

are

serious

and

aggravated

nature

such

that

the

student

shall

removed

from class and will be subject to a required 10-day suspension served by the student and a District due process

hearing that may result in additional consequences, to include, but not limited to, additional suspension, in-school

suspension, social restriction, community service and assignment to an identified program or alternative school. The

Department of Public Safety, Social Worker, and other outside law enforcement or other agencies may investigate Level

6 violations and independent law enforcement investigations may result in state criminal or juvenile proceedings being initiated by such

outside agencies against the student accused of a Level 6 violation. Certain Level 6 violations may be elevated to Level 7

violations or higher based on the severity or context of the misconduct. Level 6 infractions should be met with Tier 3

intervention supports through MTSS-RTI framework upon the student’s return from suspension. At the re-entry

conference, a Tier 3 behavior intervention plan should be created. The plan should then be implemented and documented

with fidelity (pages 14-15).

Examples of Harmful and Illegal Behaviors:



Actions that cause harm



Intentional/Unintentional Violence against school employees



Stealing



Fighting (Simple Battery)



Battery



Aggravated Assault



Aggravated Battery



Bystander Battery



Drugs



Weapons



School

disturbance



Biting



Bullying, Harassment, Hazing



Throwing furniture or other objects



Threatening to do injury to person or property



Sexual harassment



Sexual behaviors



Alcohol

Consequence: Long-Term Suspension. Exceptional education student procedures must apply. For students with

an Individual Education Plan (IEP) or 504 Plan, see pages 87-91.

LEVEL 7

Level

violations

include

infractions

which

are

serious

and

aggravated

nature

such

that

the

student

shall

removed

from class and will be subject to a required 10-day suspension served by the student and a District due process hearing

that may result in additional consequences, to include, but not limited to expulsion, additional suspension, in-school

suspension, social restriction, community service and assignment to an identified program or alternative school, but to

continue beyond the current semester. The student may be excluded from ALL units of the District for a specified period

of time through permanent expulsion if applicable. The Department of Public Safety, Social Worker, and other outside

law enforcement or other agencies may investigate Level 7 violations, an independent law enforcement investigation may

result in state criminal or juvenile proceedings being initiated by such outside agencies against the student accused of a

Level 7 violation. Level 7 infractions should be met with Tier 3 intervention supports through MTSS-RTI framework upon

the student’s return from suspension. At the re-entry conference, a Tier 3 behavior intervention plan should be created.

The plan should then be implemented and documented with fidelity (pages 14-15).

Examples of Harmful and Illegal Behaviors:



Actions that cause harm



Intentional/Unintentional Violence against school employees



Stealing



Fighting (Simple Battery)



Battery



Aggravated Assault



Aggravated Battery



Bystander Battery



Drugs



Weapons



School disturbance



Biting



Bullying, Harassment, Hazing



Throwing furniture or other objects



Threatening to do injury to person or property



Sexual harassment



Sexual behaviors



Alcohol

Consequence: Expulsion. Exceptional education student procedures must apply. For students with an Individual

Education Plan (IEP) or 504 Plan, see pages 87-91.

ELEMENTARY

MATRIX

Level

Consequences

Report

School Official to

Contact

Offense/Violation

Tobacco

and

Other

Tobacco

Products

Electronic

Communication

Devices

Weapons

Police

Report

SRO

Weapons

SRO

Intentional

Physical Violence

Not Causing

Harm

4b-Intentional Physical Violence Causing Harm

Contact Student Relations Prior to Submitting

Charge

Incident

Report

Student

Relations/SRO

Incident

Report

Student

Relations/SRO

Intent/Attempt/Sell/Distribute

5b-Possession/Use/Under the Influence-1

Offense

5b- Possession/Use/Under the Influence-2

Offense

& Subsequent Offenses

5c-Possession and/or Distribution of Drug Related

Paraphernalia-1

Offense

5c-Possession and/or Distribution of Drug Related

Paraphernalia-2

Offense & Subsequent Offenses

Police

Report

SRO

Police

Report

GRIP

SRO

Police

Report

SRO

Police

Report

GRIP

SRO

Police

Report

SRO

Actual,

Attempted

Threatened

Destruction/Damage/Vandalism/Arson to School,

Public or Private Property

Incident

Report

SRO

Actual,

Attempted

Threatened

Theft/Robbery/Burglary/Extortion/Possession of

Stolen Property

Incident

Report

SRO

Textbooks,

Media

Center

Materials,

Computer

Equipment/Use

Incident

Report

SRO

appropriate

Assault

GRIP

Simple

Battery/Fighting/Hitting

GRIP

Battery

Incident

Report

GRIP

Aggravated

Assault

Incident

Report

GRIP

SRO

Aggravated

Battery

Incident

Report

GRIP

SRO/Student

Relations

Bystander

Battery

GRIP

Bullying/Hazing/Harassment

Bullying

Report/GRIP

Rude

Disrespectful

Behavior

Refusal

Instructions

ELEMENTARY

MATRIX

Level

Consequences

Report

School Official to

Contact

Offense/Violation

Unexcused

Absences/Truancy

Attendance

Protocol

page 41. Students will NOT

be suspended for attendance-

related infractions.

Attendance

contract, Social

Worker referral,

Referral to

Juvenile Court,

Solicitor-General’s

Office, DFACS

For

guidance,

contact

the

Social Worker

Skipping

Class/Required

Activities

For

guidance,

contact

the

Social Worker

Classroom

Disturbance

General

School

Disturbance/Threats/Intimidation/Gang Related

Activities

Incident

Report

SRO

appropriate

Profanity/Obscenity

Failure

Disciplinary

Action

Chronic

Tardiness

Attendance

Protocol

page 41. Students will NOT

be suspended for attendance-

related infractions.

Attendance

contract, Social

Worker referral,

Referral to

Juvenile Court,

Solicitor-General’s

Office, DFACS

For

guidance,

contact

the

Social Worker

Bus

Misbehavior

Conduct

Outside

School

Hours/Away

From

School

Contact Student Relations Prior to Submitting

Charge

Student

Relations

Gambling

Repeated

Violations

19a

Repeated

Violations/Chronic

Misbehavior

Resource

Referral

19b

Violation

Local

School/District

Wide

Probation

Contract

Parking/Traffic

Violations

Loitering/Trespassing/Breaking

and

Entering

Providing

False

Information

General

Sexual

Misconduct/Sexual

Harassment/Sexual Batter

SRO/

For

guidance,

contact the Social

Worker/Student

Relations

Student

Identification

Card

Violation

Dress Code

Violation

See details for Dress

Code

on page

, 82

Unsafe

Action

Student

Relations

MIDDLE/HIGH

MATRIX

Level

Consequences

Report

School Official

to Contact

Offense/Violation

1-Tobacco and Other Tobacco Products

2-Electronic Communication Devices

3a-Weapons

Police Report SRO

3b-Weapons

SRO

4a-Intentional Physical Violence Not Causing Harm

4b-Intentional Physical Violence Causing Harm

Contact Student Relations Prior to Submitting

Violation

Incident Report Student

Relations/SRO

Incident Report Student

Relations/SRO

5a-Intent/Attempt/Sell/Distribute

5b-Possession/Use/Under the Influence-1

Offense

5b- Possession/Use/Under the Influence-2

Offense

& Subsequent Offenses

5c-Possession and/or Distribution of Drug Related

Paraphernalia-1

Offense

5c-Possession and/or Distribution of Drug Related

Paraphernalia-2

Offense & Subsequent Offenses

Police Report SRO

Police Report

GRIP

SRO

Police Report SRO

Police Report

GRIP

SRO

6a-Actual, Attempted or Threatened

Destruction/Damage/Vandalism/Arson to School,

Public or Private Property

Incident Report SRO

6b-Actual, Attempted or Threatened

Theft/Robbery/Burglary/Extortion/Possession of

Stolen Property

Incident Report SRO

6c-Textbooks, Media Center Materials, Computer

Equipment/Use

Incident Report SRO as appropriate

7a-Assault

GRIP

7b-Simple Battery/Fighting/Hitting

GRIP

7c-Battery

Incident Report/GRIP

7d-Aggravated Assault

Incident Report/GRIP SRO

7e-Aggravated Battery

Incident Report/GRIP

SRO/Student

Relations

7f-Bystander Battery

GRIP

7g-Bullying/Harassment/Hazing

Bullying Report/GRIP

8a-Rude or Disrespectful Behavior

8b-Refusal to Follow Instructions

MIDDLE/HIGH

MATRIX

Level

Consequences

Report

School

Official to

Contact

Offense/Violation

Unexcused

Absences/Truancy

Attendance

Protocol

page 41. Students will NOT

be suspended for attendance-

related infractions.

Attendance

contract,

Social Worker referral,

Referral to Juvenile

Court, Solicitor-General’s

Office, DFACS

For

guidance,

contact

the Social Worker

Skipping

Class/Required

Activities

For

guidance,

contact

the Social Worker

Classroom

Disturbance

General

School

Disturbance/Threats/Intimidation/Gang Related

Activities

Incident

Report

SRO

appropriate

Profanity/Obscenity

Failure

Disciplinary

Action

Chronic

Tardiness

Attendance

Protocol

page 41. Students will NOT

be suspended for attendance-

related infractions.

Attendance

contract,

Social Worker referral,

Referral to Juvenile

Court, Solicitor-General’s

Office, DFACS

For

guidance,

contact

the Social Worker

Bus

Misbehavior

Conduct

Outside

School

Hours/Away

From

School Contact Student Relations Prior to

Submitting Violation

Student

Relations

Gambling

19a

Repeated

Violations/Chronic

Misbehavior

Resource

Referral

19b

Violation

Local

School/District

Wide

Probation

Contract

Parking/Traffic

Violations

Loitering/Trespassing/Breaking

and

Entering

Providing

False

Information

General

Sexual

Misconduct/Sexual

Harassment/Sexual Battery

SRO/

For guidance,

contact the Social

Worker/Student

Relations

Student

Identification

Card

Violation

Dress Code

Violation

See details for Dress

Code on pages 50, 82-

83.

Unsafe

Action

Student

Relations

OFFENSES AND CONSEQUENCES

Multi-Tiered Systems of Support (MTSS) must be conducted prior to expelling or suspending a student in kindergarten through third

grade for five (5) or more consecutive or cumulative days; unless student possessed a weapon, drugs or other dangerous instrument

or the student's behavior endangers the safety of other students or school personnel. Exceptional Education Student procedures

must apply. (O.C.G.A. § 20-2-740)

1. TOBACCO AND OTHER TOBACCO PRODUCTS

Students will not possess or use any tobacco products (cigarettes, cigars, chewing tobacco, snuff, etc.), including electronic

cigarettes, vapor pens/tanks, cannabidiol (CBD) oil, or similar products on school property or on a school bus or at any school

event away from school. No student, staff member or school visitor is permitted to use any tobacco product or electronic

cigarettes, vapor pens/tanks or similar products at any time on any School District owned/leased property or at any

school event, including during non-school hours, virtual school days, 24 hours a day, seven days per week (Board Policy

JCDAA). Additionally, the use of vapor pens/tanks and juuls for “vaping” or “juuling” may be harmful due to the lack of known

dangers they may pose on the health of children.

Students in violation of this offense will be referred to the web-based ASPIRE (A Smoking Prevention Interactive

Experience) program at www.mdanderson.org/aspire. A Certificate of Completion must be printed and presented to the

referring administrator.

2. ELECTRONIC COMMUNICATION DEVICES, INCLUDING CELLULAR PHONES, SMART

PHONES, TABLETS, WALKIE-TALKIES AND SIMILAR DEVICES

Students will not use any electronic communication device, including but not limited to, cellular phones, smart phones, tablets,

walkie-talkies, and similar devices during traditional and/or virtual instructional time or on school buses and must not interfere

with the educational mission of the school or pose a safety hazard. The instructional day includes, but is not limited to, lunch

periods, class changes, study halls, and any other structured or non-structured instructional activity that occurs during the normal

school day. At all times, students are expected to adhere to the following rules relative to electronic communication devices: (1)

Phones must be turned completely off (not on silent or vibrate mode) and put away out of view (as directed by the school) during

instructional time (official start of school day to the end of the school day), (2) No text messaging is allowed, (3) Students with

serious medical conditions or other unusual circumstances may be given special permission by the school principal to use an

electronic device if it is determined to be essential for the health of the student. Even for approved instructional purposes, use of

a personal electronic communication device such as a smartphone is optional; students will not be required to provide personal

electronic communication devices and will be furnished with a device or an alternative means to conduct the activity.

Parents/guardians are asked to refrain from calling, e-mailing, or texting their student during instructional time. In the event of

an emergency, the parent/guardian may contact the student via the school’s phone system. POSSESSION OF A PERSONAL

ELECTRONIC COMMUNICATION DEVICE ON SCHOOL PROPERTY IS A PRIVILEGE NOT A RIGHT. All violations

of these expectations will result in confiscation of the device. Moreover, the confiscated device will be returned only to the

parent/guardian. The school is not responsible for personal electronic devices on school property or at school sponsored events.

Electronic devices may be confiscated by the school administrator or designee for unapproved use on school property or at

school sponsored events, including the following:

(a)

Purposely look for security problems, attempt to disrupt school technology resources, or engage in any activity that

monopolizes or compromises school technology resources;

(b)

Copying computer programs, software or other technology provided by the District for personal use; download

unauthorized files; or use school technology resources for personal gain or private business enterprises;

(c)

Attempting to, threatening to, or actually damage, destroy, vandalize, or steal private property or school property while

using school technology resources on or off school grounds (The local school police officer must be notified of such

incidents.);

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

(d)

Using or participating in using personal or school technology resources to distribute or display inappropriate material.

Inappropriate material does not serve an instructional or educational purpose and includes but is not limited to the following

(See Rule 7G for bullying using technology):

•

Profane, vulgar, lewd, obscene, offensive, indecent, sexually explicit, pornographic, or threatening

information/material;

•

Advocates illegal or dangerous acts;

•

Causes disruption to DeKalb County School District, its employees, or students;

•

Advocates violence;

•

Contains knowingly false, recklessly false, or defamatory information; or

•

Is otherwise harmful to minors as defined by the Children’s Internet Protection Act. (The local school police officer must

be notified of such incidents.)

(e)

Refusing to comply with reasonable directions or commands of school staff regarding responsible use of technology, and/or

use audio or visual recording devices without permission of a school administrator.

(f)

Gaining or attempting to gain unauthorized access to the District's computer data, network, system, Internet connections, e-

mail accounts, or intranet or to any third party's computer system, data, or network, such as:

•

Malicious tampering, phishing, or hacking activities;

•

Intentionally seeking information about passwords belonging to other users;

•

Disclosing a user's password to the District's computer network, system, Internet connections, e-mail accounts, or intranet

to other individuals. Students, however, may share their passwords with their parents.

•

Modifying passwords belonging to others;

•

Attempting to log in through another person's account;

•

Attempting to gain access to material that is blocked or filtered by the District;

•

Accessing, copying, or modifying another user's files without authorization;

•

Disguising a user's identity;

•

Using the password or identifier of an account that does not belong to the user; or

•

Engaging in uses that jeopardize access into others' accounts or other computer networks or systems.

NOTE: No one is allowed to take pictures or video of other persons at school without the express permission of the

principal. At no time shall a student take any pictures, video or audio recordings of students or staff while on school

property or at any

school sponsored event or post any pictures, videos or audio recordings of students or staff on social media

without their consent.

Violation of this provision will result in the student losing the privilege of using an electronic

communication device while on school property. Visitors or volunteers may also not take pictures or video of students

other than their own child without the consent of the student’s parent or guardian. Visitors and volunteers should consult

with teachers about photo or video permissions that may have been obtained from the student’s parent or guardian.

Students must never send threatening/inappropriate messages and/or images via electronic communication devices or the

internet/intranet at any time, including during virtual instructional time. This could result in very serious school, personal and/or

criminal consequences. Go to http://www.dekalbschoolsga.org/bullying-harassment-hazing-awareness for further information

on cyberbullying.

Student must not wear headphones with or without electronic devices during instruction time unless used for approved

medical or instructional purposes only.

3. WEAPONS, EXPLOSIVES, HAZARDOUS OBJECTS AND OTHER DEVICES

NOTE:

Weapons present an immediate and real danger to students, faculty, and staff, and can also damage the learning

climate and reputation of a school. Federal law (Gun-Free School Zone Act;) states that school districts must have a

policy requiring the expulsion of a student from school for at least one calendar year for possession of or for bringing a

firearm or dangerous weapon to school, school-sponsored functions, on school property or school buses. (18 U.S.C. §

921(a)(25); O.C.G.A. § 16-11-127.1; O.C.G.A. §20-2-751.1) The possession of any dangerous weapon, hazardous object,

or firearm in violation of O.C.G.A. § 16-5-21; 16-5-24; 16-11-127; 16-11-127.1; or 16-11- 132 will trigger the reporting

requirements of O.C.G.A. § 20-2- 1184.

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

Students shall not possess, handle, bring, transmit, or cause to be transmitted; use or threaten to use; sell, attempt to sell,

or conspire to sell a firearm, a dangerous weapon or dangerous instrument/hazardous object/unauthorized item, either

concealed or open to view, at school, on school property, at school-sponsored functions or school buses. There is no

exception for students who have a valid legal license to carry a weapon.

NOTE: The definition of "weapon" for purposes of this Code of Conduct is one that includes, but is not limited to, the

following items:

Category I Weapon: Firearm/Dangerous Weapons

Any loaded or unloaded firearm or a dangerous weapon.

Per O.C.G.A. §20-2-751.1, a student who is determined to have possessed a Category I weapon at school, shall be subject

to expulsion from school for a period of not less than one calendar year; provided, however, that a hearing officer,

administrator, superintendent, or local board of education shall have the authority to modify such expulsion requirement

on a case-by-case basis, and is authorized to place a student determined to have brought a Category I weapon in an

alternative educational setting.

A firearm includes a handgun, rifle, shotgun, or other weapon which will or can be converted to expel a projectile by the

action of an explosive or electrical charge.

A dangerous weapon includes any weapon commonly known as a "rocket launcher," "bazooka," or "recoilless rifle" which

fires explosive or nonexplosive rockets designed to injure or kill personnel or destroy heavy armor, or similar weapon used

for such purpose. The term shall also mean a weapon commonly known as a "mortar" which fires high explosive from a

metallic cylinder, and which is commonly used by the armed forces as an antipersonnel weapon or similar weapon used for

such purpose. The term shall also mean a weapon commonly known as a "hand grenade" or other similar weapon which

is designed to explode and injure personnel or similar weapon used for such purpose.

Category II Weapon: Hazardous Objects

Any pellet gun, paint pellet gun, or BB gun, antique firearm, nonlethal air gun, stun gun, Taser, or any similar weapon that

does not meet the definition of a Category I weapon; any Bowie, Dirk, machete, switchblade knife, ballistics knife, any

other knife having a blade of two or more inches; any razor blade (e.g., straight, regular, retractable, etc.); boxcutter; any

bludgeon (e.g. billy club, PR-24, night stick, spring stick, blackjack, club); any firearm muffler or firearm silencer; "look-

alike" bomb; any "martial arts" device or flailing instrument consisting of two or more rigid parts connected in such a

manner as to allow them to swing freely (e.g., nunchakus, nun chuck, nun chahka, shuriken, or fighting chain, etc.); any

disc of whatever configuration with at least two points or pointed blades which is designed to be thrown or propelled (e.g.,

Chinese star, oriental dart, throwing star, etc.); miscellaneous devices such as swords, sword/knife canes, ice picks, chains,

bow and arrows, knuckles made of metal, thermoplastic, wood or other similar material, objects placed on fingers, in hands,

or on fists or knuckles to provide a "loaded fist," etc., or any tool or instrument which the school administration

could

reasonably conclude as being used as a weapon or intended by the student to be used as a weapon and thus a violation

of the

intent of this Code of Conduct.

In addition to the above, Category II weapons include any item defined as a weapon or hazardous object as defined by

O.C.G.A. § 16-11-127.1 and § 20-2-751, with the exception of firearms and dangerous weapons (See Category I).

Category III Weapon: Knives/Other Weapons

Any knife or instrument having a blade of less than two inches, any "look-alike" firearm, or plastic disposable razor or

sling shot.

Dangerous Instruments/Unauthorized Items

Students shall not possess ammunition, BBs, paint pellets, CO

cartridges fireworks (other than "snap its", "poppers", or

"pop-its" which may be addressed as a disruptive behavior), stink bombs, pepper spray, mace, or similar instruments /items.

These instruments/items are disruptive to the function of the school and may pose a safety risk.

NOTE: A student must never touch or handle weapons at any time. Students should never take or agree

to hold weapons, drugs, illegal or unknown items from other students. Tell an administrator if any of

these items are found.

Students will not use, possess, or handle water pistols, other instruments that project water or other liquids, toy guns,

matches, lighters, laser pointers, devices that emit an electrical shock, or other devices, which when used inappropriately,

cause discomfort/harm to another person and/or disrupt the class, school, or school event.

4. INTENTIONAL PHYSICAL VIOLENCE AGAINST TEACHERS, BUS DRIVERS, SCHOOL

OFFICIALS, OR OTHER SCHOOL EMPLOYEES

Students will not intentionally hit or attack any school employee to cause physical hurt, harm, or injury.

A. Intentional Physical Violence Not Causing Physical Harm/Injury

Students will not intentionally hit or attack a teacher, school bus driver, school official, or other school employee. Students

will

not intentionally hit, attack, or

make physical contact of an insulting or provoking nature

with a teacher, school bus driver, school

official, or other school employee. A due process hearing shall be held for such violation even for recommendation of short-

term suspension, unless waived by the employee.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES: CATEGORY I WEAPONS

Minimum: Level 7 – Expulsion; one calendar year

Maximum: Permanent Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 7.

B. Intentional Physical Violence Causing Physical Harm

Students will not intentionally hit, attack, or otherwise make intentional physical contact with a teacher, school

bus driver, school official, or other school employee and cause physical hurt, harm, or injury, unless in defense of

themselves, as provided in O.C.G.A. §16-3-21.

State Law indicates a student found by a preponderance of evidence to be in violation of committing an act of physical

violence against a teacher, school bus driver, school official, or school employee causing physical hurt, harm or injury

will be expelled from school for the remainder of

the student’s eligibility

to attend public school (O.C.G.A. § 20-2-751.6).

The

law applies to all students in grades K-12. The Hearing Officer may assign the student to an alternative education program for

the period of the expulsion. If the student is in kindergarten through grade eight, the Hearing Officer may allow the student to

re-enroll at some point when the student reaches the high school grades. Additionally, if the student is in kindergarten through

grade six and there is no alternative educational program available, the Hearing Officer may permit the student, at a

recommended time, to re-enroll in school.

5. ALCOHOL, DRUGS, AND OTHER ILLEGAL/CONTROLLED SUBSTANCES*

*As used in this DCSD

Code of Student Conduct

, “drugs” shall mean all substances, including but not limited to, alcohol

and alcoholic beverages, marijuana, medical marijuana, prescription drugs, over-the-counter drugs, look- alike drugs,

inhalants, pills, tablets, capsules, synthetic substances and all other legal and illegal drugs or controlled substances under

state or federal law. Use of alcohol, marijuana and other drugs by minors is illegal and harmful.

NOTE

: A student must never touch or handle drugs at any time. Students should never take or agree to hold weapons,

drugs, illegal or unknown items from other students. Tell an administrator if any of these items are found.

A. Sale or Distribution of Drugs

Students will not sell, attempt to sell, or intend to sell, distribute, attempt to distribute, or intend to distribute,

drugs or substances represented or believed by the seller, buyer, distributer, or recipient to be drugs.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6- 7.

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6- 7.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6- 7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

B. Possession/Use/Under the Influence of Drugs

Students will not possess, use, attempt to use, or be under the influence of drugs or substances represented or believed by

the student to be drugs. Students will not cause, invite, or induce any person to possess, use, attempt to use, or be under

the influence of drugs or substances represented or believed by the student to be drugs. Students will not deliberately smell,

inhale, or ingest any legal substances or will not cause, invite, or induce any person to smell, inhale or ingest any legal

substances in a manner other than for its intended purpose, including but not limited to, fingernail polish, model airplane

glue, hand sanitizer, etc.

NOTE:

The principal may request a referral to a District Due Process Hearing from the Superintendent/Designee for

a possible long-term suspension/expulsion for any student whose presence may constitute a clear threat to the

safety of others.

Offense

: The student is suspended for 10 school days with a contract. If the parents/guardian and student accept

the offer to attend the drug-education program, Growing Responsibly, Increasing Possibilities (GRIP), 5 days of the

10-day suspension shall be waived upon successful completion of the GRIP program and the contract will remain in

effect. If the GRIP program is not successfully completed, the full 10-day suspension with a contract shall be imposed.

This option is available for elementary, middle, and high school students.

Offense and subsequent offenses and/or if the student’s conduct is a felony or designated felony possession: The

student is suspended for ten (10) school days and is referred to a due process hearing, which may impose long-term

suspension or expulsion, or assignment to an alternative school.

Prescribed Medications

The parent of a student who has to use a prescribed medication at school must consult the school administrator and follow the

appropriate School District procedures, including required medication documentation. Required student protocol, rules and

documentation are provided in District Policy JGCD, Regulation JGCD-R(1) and Form JGCD-E(1). School approval must be

given prior to the student possessing or using any medication, including over-the-counter medication. Students may not possess

medical marijuana at school, including CBD or low-THC oil, on school property, school buses or at school-sponsored

functions.

NOTE: Under state law, students with asthma, life-threatening allergies or diabetes may carry and use their inhalers, auto-

injectable epinephrine, and

necessary supplies and equipment to perform diabetes monitoring and treatment

as needed, based upon

school receipt of a doctor’s prescription and parent’s written permission. A student may be subject to disciplinary action if

they use auto-injectable epinephrine or any other medications in a manner other than as prescribed

C. Possession and/or Distribution of Drug-Related Paraphernalia

A student will not possess or distribute drug-related paraphernalia, including items associated with the use, sale, or

distribution of drugs. As used in this DCSD Code of Student Conduct, “drug-related paraphernalia” includes, but is not

limited to pipes, water pipes, clips, rolling papers, scales, small baggies, grinders, and other items used or related to drug

use (i.e., vapor pens, vapor tanks, juuls, etc.)

* This offense relates only to drug-related paraphernalia. Offenses related to possession, use,

distribution, and sale of drugs, alcohol, or other substances are addressed in Offense 5A or 5B.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

1st Offense: The student is suspended for 10 school days with a contract with the option to attend the Growing

Responsibly, Increasing Possibilities (GRIP) program to reduce the suspension to five days, as discussed above.

This option is available for elementary, middle, and high school students.

2nd and Subsequent Offenses: The student will be suspended for ten (10) school days.

6. PROPERTY

A. Actual, Attempted or Threatened Destruction/Damage/Vandalism/Arson to School, Public or Private

Property

Students will respect all property and will not attempt to, threaten to, or destroy, damage, vandalize, deface, or set fire to

school, public or private property located at the school.

NOTE:

The student must make restitution for any damage to school property caused by his/her behavior while on

school property.

Actual, Attempted or Threatened Theft/Robbery/Burglary/Extortion/Possession of Stolen Property

Students will respect all property rights and will not engage in, attempt, or threaten theft; theft by deception; extortion;

robbery; burglary; possession of stolen property or missing property. This applies to public, school, district, and privately-

owned property. Students will not engage in use, possession and/or distribution of stolen or counterfeit

money/checks/money orders/bank or credit cards.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum Level 5 – Suspension of 6-10 days with a contract

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum Level 5 – Suspension of 6-10 days with a contract

NOTE: The student must make restitution for any loss or associated damage of school, district or personal

property caused by his/her behavior while on school property. The student must make restitution for any financial

loss caused by his/her distribution or use of stolen or counterfeit money, checks, money order, bank cards or credit

cards.

C. Textbooks, Media Center Materials, Computer Equipment/Use

Students will respect school related materials and will not lose, destroy, deface, damage, and/or inappropriately use

textbooks, media center materials, or district- owned technology, including computer and computer-related equipment and

materials. Technology misuse includes but is not limited to, inappropriate use/hacking of the Intranet or Internet.

NOTE: Students must make restitution for any damage to school property caused by their behavior.

Any form of electronic bullying (cyberbullying/cyberstalking), threats and/or harassment using school equipment,

school networks, e-mail systems or committed at school is strictly prohibited.

7. BULLYING/HAZING, ASSAULT, BATTERY AGAINST STUDENTS, SCHOOL PERSONNEL, SCHOOL

VISITORS

Students will respect all persons’ physical and mental health and well-being and will participate in

creating a school climate free of violence of all types.

A. Assault

Students will not verbally threaten and/or intimidate teachers, administrators, bus drivers, other school personnel, other

students, or persons attending school-sponsored functions, with or without the use of physical contact; will not attempt to

hurt any such persons without physical contact; and will not engage in verbal altercations and/or actions which cause such

persons to be in reasonable fear of immediate bodily harm.

NOTE:

Threatening witnesses may result in expulsion.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum Level 5 – Suspension of 6-10 days with a contract

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum Level 5 – Suspension of 6-10 days with a contract

B. Simple Battery/Fighting/Hitting

Students will not engage in fighting, hitting, kicking, shoving, pushing, biting, or making physical contact with teachers,

administrators, bus drivers, other school personnel, and/or other students or persons.

NOTE: If the incident involves intentional physical contact with a school employee not causing physical

harm/injury, see Offense #4a.

C. Battery

Students will not make physical contact causing substantial or visible bodily harm such as substantially blackened eyes,

substantially swollen lips or other facial or bodily parts, substantial bruises to body parts or other substantial injury to

teachers, administrators, bus drivers, other school personnel, other students, or persons in school or attending school-related

functions.

NOTE: If the incident involves intentional physical injury to a School District employee causing physical

harm/injury, see Offense #4b.

D. Aggravated Assault

Students will not use or make threats with a deadly weapon or hazardous object, which is likely to or does cause serious

bodily harm to a teacher, administrator, bus driver, other school personnel, students, or other persons in school or attending

school-related functions.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum Level 5 – Suspension of 6-10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

E. Aggravated Battery

Students will not maliciously cause bodily harm to a teacher, administrator, bus driver, other school personnel, students,

or other persons attending school-sponsored functions, by depriving such person of a member of his/her body, by rendering

a member of his/her body useless, or by seriously disfiguring his/her body or a member thereof.

NOTE: If the incident involves intentional physical injury to a School District employee causing physical

harm/injury, see Offense #4b.

F. Bystander Battery

Students who observe any type of fight will immediately notify a teacher or other adult and will not become involved in a

fight that the student does not start. A student who does not start a fight but becomes involved in it will be charged with

Bystander Battery. This offense includes, but is not limited to, hitting or kicking another student while that student is fighting

another student. Note: For information about situations that constitute self-defense, see page 57.

G. Bullying/harassment/hazing

Students will not threaten, intimidate, harass, make physical contact with or subject another student to any other form of

physical or emotional hurt, including hazing associated with membership in extracurricular organizations (sports teams,

band, etc.). School officials will address each act of bullying/harassment/hazing that is reported or of which they otherwise

become aware.

Bullying

Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance.

The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may

have serious, lasting problems.

Bullying means an act that is:

(1)

Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present

ability to do so, in light of a real or perceived power imbalance;

(2)

Any intentional display of force such as would give the victim reason to fear or expect immediate bodily

harm; or

ELEMENTARY MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a District due process hearing held for Level 6-7.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a District due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum Level 5 – Suspension of 6-10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a District due process hearing held for Level 6-7.

(3)

Any intentional written, verbal, or physical act by a person with real or perceived power over another person

which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that:

(A)

Causes another person visible bodily harm;

(B)

Has the effect of substantially interfering with a student's education;

(C)

Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational

environment; or

(D)

Has the effect of substantially disrupting the orderly operation of the school.

Bullying applies to acts which occur on school property, on school vehicles, at designated school bus stops, or at school

related functions or activities or by use of data or software that is accessed through a computer, computer system,

computer network, or other electronic technology of a local school system.

Examples of bullying include but are not limited to:

•

Verbal assaults such as unwanted teasing or name-calling;

•

Threats, taunts and intimidation through words and/or gestures;

•

Direct physical contact such as hitting or shoving;

•

Physical violence and/or attacks:

•

Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language

by or using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional

distress to the victim;

•

Cyberbullying or the willful, hostile, and repeated harassment and intimidation of a person using digital technologies,

including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat

rooms, texts, and instant messaging;

•

Rumors or spreading of falsehoods;

•

Stalking;

•

Public humiliation;

•

Social isolation;

•

Extortion or manipulation, including incitement and/or coercion;

•

Using cameras or camera phones to take embarrassing or unauthorized photographs of students or school employees

and distributing them to others or posting them online;

•

Sending abusive or threatening text messages or instant messages; and

•

Using websites to circulate gossip and rumors to other students.

Cyberbullying

Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can

occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in,

or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about

someone else. It can include sharing personal or private information about someone else causing embarrassment or

humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior. (www.stopbullying.gov)

Examples of cyberbullying include but are not limited to:

•

Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language

by or using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional

distress to the victim;

•

Cyberbullying or the willful, hostile, and repeated harassment and intimidation of a person using digital technologies,

including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat

rooms, gaming, texts, and instant messaging.

Please refer to Offense #17 for cyberbullying violations that occur away from school or after school hours.

Harassment

Students will not harass or subject another student to any other form of physical, verbal, or nonverbal harassment.

Harassment may be defined as offensive behavior (physical, verbal, social, emotional, and/or relational) that intentionally

targets a specific person or persons. Harassment includes, but is not limited to, behavior that intentionally targets another

based on race, religion, gender, disability, or national origin.

Examples of harassment include but are not limited to:

•

Harassment or intimidation motivated by any actual or perceived characteristic including race, color, ethnicity, religion,

gender, disability, age, gender identity, sexual orientation, ancestry, national origin, physical attributes, socioeconomic

status, physical or mental ability, or by any other distinguishing characteristic;

•

Public humiliation;

•

Social isolation.

Hazing

Students will not haze or subject another student to any other form of physical, verbal, or nonverbal hazing

(O.C.G.A. § 16-5-61).

Hazing may be defined as the practice of rituals and other activities involving harassment, abuse or humiliation used as a

way of initiating or raising the rank of a person into a group. Hazing happens regardless of a person’s willingness to

participate.

Examples of hazing include but are not limited to:

•

Physical or verbal harm/degradation/abuse;

•

Theft/Destruction of personal property for the purpose of bullying, harassing, or intimidating;

•

Public humiliation;

•

Intimidation/domination.

School officials will address each act of bullying/harassment/discrimination/hazing that is reported or of which they

otherwise become aware.

Disciplinary action after the first incident of bullying may include, but is not limited to, the following:

•

Counseling;

•

Loss of a privilege;

•

Reassignment of seats in the classroom, cafeteria, or school bus;

•

Reassignment of classes;

•

Detention;

•

In-school suspension;

•

Out-of-school suspension (through appropriate due process hearing);

•

Expulsion (through appropriate due process hearing); and

•

Assignment to an alternative school (through appropriate due process hearing).

A student who has engaged in bullying should be given an age-appropriate consequence which will include, at minimum

and without limitation, disciplinary action or counseling as appropriate under the circumstances.

Students in grades six through twelve found to have committed the offense of bullying for the third time in a school year

shall at a minimum be assigned to an alternative school through appropriate due process hearing by disciplinary

Hearing Officers, panels, or tribunals (O.C.G.A. § 20-2-751.4).

Schools should clearly communicate to all parties that any retaliation following or related to a report of bullying is

strictly prohibited and may result in strong disciplinary action.

It should be noted that bullying does not involve actions that are solely the result of a mutual conflict. Please refer to other

offense codes for violations that do not constitute bullying. For more information on bullying, harassment and hazing violations,

please see pages 67-73, 76-79, 94-95.

8. RUDE/DISRESPECTFUL BEHAVIOR AND/OR REFUSAL TO CARRY OUT INSTRUCTIONS

A. Rude or Disrespectful Behavior

Students will be courteous and not use inappropriate language, behavior, or gestures, including vulgar/profane language,

toward teachers, administrators, bus drivers, other school personnel, other students, or persons attending school-related

functions.

B. Refusal to Follow Instructions of Faculty or Staff Member/Insubordination

Students will follow the instructions of teachers, school administrators, or other staff members (e.g., will not refuse to leave

an area, refuse to stop aggressive behavior, refuse to stop disruptive behavior).

9. UNEXCUSED ABSENCES AND/OR TRUANCY

Students will attend school unless their absence is explicitly excused and will not participate in truancy. Excused absences are defined

by District Policy JB which also requires submission of appropriate documentation. Georgia law allows absences to be excused as

follows: personal illness; serious illness or death in the family; religious holiday; instances in which attendance could be hazardous

as determined by the DeKalb County School District; registering to vote/voting in a public election; tests and physical exams for

military service and the National Guard; and other such absences as provided for by law or by the local Board of Education. Georgia

law also provides for special treatment of absences in the following circumstances:

•

Georgia law provides up to 5 days of excused absences for students whose parents are in the armed forces and who are

called to duty or home on leave from overseas deployment in a combat zone.

•

Students serving as Pages of the Georgia General Assembly will be counted as present for days missed from school for such

service.

•

Students volunteering to work as poll officers in the Student Teen Election Program (STEP) will be counted present for up to

two (2) days of service in that program.

•

Foster care students attending court proceedings related to their foster care shall be credited as present for any

day(s) or portion of a day missed from school for that purpose.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

2022-2023 Attendance Protocol

*The Attendance Protocol/Consequences are subject to change at any time.

Number

Absences

Action

1-2

School notifies (phone call, email, parental contact) the parent of absences and documents the outcome in Infinite Campus

contact log.

The Attendance Protocol Manager (APM), attendance secretary, registrar, or principal’s designee will send a three- day letter

to the parent/ guardian informing them of their child’s absence.

4-5

The Attendance Protocol Manager (APM) should meet with the school attendance team (SAT) regularly and complete any

necessary interventions. The APM, SAT, and or member of the SAT will complete a student interview, parent conference (via

phone or in person), and complete the Attendance Intervention Summary Form. * Members of the SAT should include an

administrator, school counselor, school social worker, student support person, and any other principal designee.

The APM will send a six-day unexcused attendance letter to the parent/guardian, informing them of consequences of

continued absences.

An Infinite Campus referral should be submitted to the school social worker, accompanied by the three and six-day letters,

and the Attendance Intervention Summary Form.

NOTE: State law provides that any parent/guardian who does not comply with compulsory

attendance mandates (O.C.G.A § 20-2-690.1) shall be guilty of a misdemeanor and, upon conviction thereof, shall be subject to a fine not less

than $25.00 and not greater than 100.00, imprisonment not to exceed 30 days, community service, or any combination of such penalties, at the

discretion of the court having jurisdiction. Each day of absence from school in violation of this section after the child’s school system notifies

the parent/guardian of five unexcused days of absence shall constitute a separate offense. State law also requires students 16-17 years of age to

have written permission from their parent or guardian to withdraw/drop out of school (O.C.G.A. § 20-2-690.1).

NOTE: Students WILL NOT be suspended for attendance-related infractions only.

Poor attendance can keep children from reading proficiently by the end of third grade, which is shown to negatively

affect their chances of graduating on time. ~American Graduate

10. SKIPPING CLASS OR REQUIRED ACTIVITIES

Students will attend school and activities as directed and will not skip classes or required school activities. If students do not

report to class/required school activity or leave school or school property without permission from an administrator, they are in

violation of this offense.

The following applies to all skips:

School Action

Per

Occurrence*

*The Attendance Protocol/Consequences are subject to change at any time.

Number of

Skips

Action

1 - 2

Student receives a warning. Teacher is responsible for contacting the parent(s).

3 - 6

Student receives 1-day detention or comparable consequence. Referred to the counselor who is

responsible for contacting the parent(s).

7 - 10

Student receives a discipline referral and 1 day in-school suspension (ISS) or comparable consequence.

School to schedule a student/parent conference for the purpose of signing an attendance contract.

11+

Student receives a discipline referral and ISS or comparable consequence. Parent contacted and referral

to counselor and social worker. Student is given choice of ten (10) days ISS, alternative school/program

placement, or comparable consequence.

NOTE: Students WILL NOT receive out-of-school suspension for attendance-related infractions only.

11. CLASSROOM DISTURBANCE

Students will avoid any behavior that disrupts class instruction, distracts students and/or teachers, or creates a dangerous or

fearful situation for students and/or staff including but not limited to talking, loud interruptions, repeated defiance, etc.

12. SCHOOL DISTURBANCE

Students will respect the school as a place of learning and will not engage in acts that cause or may cause a material and

substantial disruption of the school and/or threaten the safety or well-being of other students. Prohibited acts include, but are

not limited to, walk-outs, sit-downs, rioting/chaos, picketing, trespassing, inciting disturbances, pranks, terroristic threats,

gang-related activities, threats to the school, bomb threats, pulling fire alarm, calling 911, and actual violence during period

of disruption, etc.

A. General School Disturbance

Students will not engage in acts that cause or may cause disruption of the school and/or threaten the safety or well-being of

other students. Prohibited acts include, but are not limited to walk-outs, sit-downs, picketing, trespassing, inciting

disturbances, and/or food fights, etc.

B. Threats/Intimidation

Students will not engage in acts of school-wide threats and/or intimidation. Prohibited acts include, but are not limited to

threatening pranks, terroristic threats, bomb threats, rioting/chaos, pulling fire alarm, calling 911, and actual violence during

period of disruption, etc.

C. Gang Related Activities

Students will not engage in acts of gang-related activities and affiliations. Prohibited acts include wearing, displaying, or

possessing gang-related apparel, accessories, tattoos, or other markings; conveying membership or affiliation with a gang;

gang-related solicitation; violence; threats; activity that interferes with the orderly operation of schools; defacement of

school or personal property by painting, tagging, marking, writing, or creating any form of graffiti, etc.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

The DeKalb County School District believes that school should be a safe place for students to learn and grow. Distractions caused

by gangs and similar organizations are a direct threat to the safety and security of students and disrupt the learning environment.

Therefore, the DeKalb County School District strictly prohibits all activities related to gangs and other organizations that engage

in unlawful or delinquent behavior. The School District provides support for students affected by gang activity. A student will

not, by use of violence, force, coercion, threat of violence, or gang activity, cause disruption or obstruction to the educational

process. “Gang-related activities” are acts by a group of students or an individual student representing the group, which can or

may cause danger/disruption to the school environment and/or threaten the safety of students, faculty, or other employees of the

school district. Prohibited behavior includes, but is not limited to:

•

Displaying gang signs and symbols on personal and school property

•

Wearing clothing that symbolizes gang affiliation (shirts, hats, bandanas, belts, jewelry, etc.);

•

Displaying gang hand-signs, tattoos / brands, and/or other adornments which symbolize gang affiliation;

•

Defacing school property with gang graffiti (furniture, walls, buses, buildings, structures, etc.);

•

Using electronic devices (computers, cellular phones, camera/video phones, video cameras, camcorders, MP3 players, etc.) for

the purpose of documenting, disseminating, or transmitting gang activity, threats, and/or planned violent behavior;

•

Engaging in any criminal offense involving violence, possession of a weapon and/or use of weapon which includes, but is not

limited to, gang recruitment, intimidation, and premeditated/planned school disturbances that may place students, faculty, and

staff in reasonable fear of receiving bodily injury.

A gang is a formal or informal organization, association, or group consisting of three or more persons who engage in activities

that threaten the safety of students, staff, volunteers, visitors, or others; that compromise the general school order or its activities;

and/or that interfere with the School District’s educational mission. Individuals associated with a gang may share a common name

or common identifying signs, symbols, tattoos, graffiti, or attire or other distinguishing characteristics.

Students who participate in gang-related activities, as defined in this section, will be charged with Offense #12 Gang Related

Activity. Upon being found in violation of this offense, the student will be referred to a District due process hearing, which may

result in suspension, referral to an alternative school or expulsion. In addition, the student will be referred to mandatory gang

prevention counseling. Parents, law enforcement and other appropriate persons will be notified any time a student is suspected of

being involved in gang-related activity. Students who participate in gang-related activities may be subject to consequences set

forth in state law (O.C.G.A. §§ 16-15-3, 16-15-4). Students who feel bullied, threatened, or unsafe at school because of gang

activity should report their concerns to a teacher, counselor, principal, assistant principal, or the Georgia Department of

Education’s anonymous hotline number to report gang-related activity by calling 1-877-SAY-STOP (1-877-729-7867) or

the DeKalb County School District Alert Line at 1-888-475-0482. Students who want to leave a gang should contact a principal

or a staff member whom they trust for guidance and support services. The school or School District may provide students and

parents with information on community organizations that assist students in leaving gangs.

13. PROFANITY/OBSCENITY

Students will respect themselves and others and will not engage in conduct that includes, but is not limited to, cursing; profane,

vulgar, obscene, offensive words or gestures; spitting on another person; possession of obscene material/pornography; and

profane, vulgar, or obscene comments or actions. Offensive language may include, but is not limited to, disparaging statements

on the basis of national origin, disability, race, ethnicity, gender, sex, gender identity, age, pregnancy status, and/or sexual

orientation.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

14. FAILURE TO ACCEPT DISCIPLINARY ACTION

Students will accept disciplinary action and not refuse or fail to serve detention, in-school suspension, or any other

disciplinary action imposed by a teacher or school administrator.

15. CHRONIC TARDINESS

Students will attend school and school activities on time and will not demonstrate chronic tardiness. Being repeatedly late to school,

class, or a school activity constitutes a violation of this section.

The following applies to all unexcused tardies

Number

Tardies

School Action Per Occurrence*

*The Attendance Protocol/Consequences are subject to change at any time.

1 - 2

Student receives a warning. Teacher is responsible for contacting the parent(s).

3 - 6

Student receives one day detention or comparable consequence. Referred to the counselor who is

responsible for contacting the parent(s).

7 - 10

Student receives a discipline referral and 1 day in-school suspension (ISS) or comparable consequence.

School to schedule a student/parent conference for the purpose of signing an attendance contract.

11+

Student receives a discipline referral and ISS or comparable consequence. Parent contacted and second

discipline and counselor referral completed. Student is given choice of ten (10) days ISS, alternative

school/program placement, or comparable consequence.

NOTE: Students WILL NOT receive out-of-school suspension for attendance-related infractions only.

If a student is 10 minutes late to school each day, this adds up to missing more than 33 hours of

class time. ~American Graduate

16. BUS MISBEHAVIOR

NOTE:

See Bus Expectations/Bus Stop Rules/Bus Matrix (pages 49-51)

Students will do their part to ensure safe and orderly bus operations and will not engage in behavior that includes, but is not

limited to, any behavior that disrupts or distracts a bus driver, or causes a dangerous situation for a bus driver and/or students, or

that disturbs the orderly operation of a bus, or that creates a dangerous situation for vehicles operating near a bus. Prohibited bus

behaviors also include the use of any electronic devices during the operation of a school bus, including but not limited to cell

phones, audible electronic devices, or similar devices without headphones; or the use of any other electronic device in a manner

that might interfere with the school bus communication equipment or the school bus driver’s operation of the school bus. Prohibited

bus behaviors also include the use of mirrors, lasers, flash cameras, or any other lights or reflective devices in a manner that

might interfere with the school bus driver’s operation of the school bus. Violations that occur involving the school bus and/or

incidents that occur while students are on the way to school (bus stop/neighborhood) or returning from school (bus

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

stop/neighborhood) may result in direct intervention by the school. (See Bus Referral Matrix Page 51)

Per O.C.G.A. 20-2-751.5, if a student is found to have engaged in bullying, physical assault or battery of another person on the

school bus, a meeting should be held between student’s parent/guardian and school officials to form a school bus behavior

contract for the student. Such contract shall provide for progressive age-appropriate discipline, penalties, and restrictions, and

may include but shall not be limited to assigned seating, ongoing parental involvement, and suspension from riding the bus.

17. CONDUCT OUTSIDE OF SCHOOL HOURS OR AWAY FROM SCHOOL

The following applies to student behavior including conduct that occurs outside of school hours; off school or district

property and transportation; during virtual instructional days, weekends, holidays, or school breaks; and without the use

of district-owned/provided technology, software, and networks.

Off-Campus Misconduct

Students will not engage in any off-campus behavior that could result in the student being criminally charged with a felony

(or punishable as a felony if committed by an adult) and which makes the student's continued presence at school a potential

danger to persons or property at the school or which disrupts the educational process

Cyberbullying

Cyberbullying applies to the use of electronic communication, whether such electronic act originated on school property

or with school equipment, if the electronic communication:

(1)

is directed specifically at students or school personnel;

(2)

is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly

operation of the school; and

(3)

creates a reasonable fear of harm to the students' or school personnel's person or property or has a high likelihood of

succeeding in that purpose.

Electronic communication includes but is not limited to any transfer of signs, signals, writings, images, sounds, data, or

intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical

system.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

NOTE:

A student attempting to enroll/re-enroll into school who is or may be criminally charged with

a felony or a designated felony as defined by O.C.G.A. § 15-11-63 must be referred directly to the Department of

Student Relations and subject to the Student Placement Protocol as described on pages 59-60.

18. GAMBLING

Students will not engage in acts of gambling including, but not limited to, betting money or other items on card games, dice

games, or the outcome of games or activities, and/or possession of gambling materials or paraphernalia.

19. REPEATED VIOLATIONS/CHRONIC MISBEHAVIOR/VIOLATION OF PROBATION

A. Repeated Violations/Chronic Misbehavior

Students will address any misconduct by working to improve their behavior and will not engage in behavior that repeatedly or

chronically disrupts or disturbs the educational process, the orderly operation of school, school activities, school buses, or

other school operations that constitutes a violation of the DCSD Code of Student Conduct. A "chronic disciplinary problem

student" is defined by law as a student who exhibits a pattern of behavioral characteristics which interfere with the learning

process of students around him or her and which are likely to recur. This may be demonstrated by repeated violations of the

DCSD Code of Student Conduct, but may also be shown by other behaviors of the student. Before a student may be charged

with such a violation, the student must be warned of possible consequences and have three documented referrals including,

but not limited to a school counselor, school social worker, and/or other appropriate resource personnel. In addition, the

parents/guardian must be contacted about the misbehavior, be given an opportunity to observe their child in school and be

given an opportunity to participate in developing a student discipline correction plan.

When a student is identified with a Chronic Disciplinary Problem:

The principal shall notify the student’s parent or guardian of the discipline problem by telephone AND by certified or

first-class mail or statutory overnight delivery; AND

The parent or guardian shall be invited to observe the student in a classroom setting; AND

At least one of the parents or guardians shall be requested to attend a conference with the principal or their designee to

devise a disciplinary and corrective action plan/probation contract; AND

Before a student may be charged with a violation of this section the school must further document that the student has

been warned of possible consequences of their chronic behavior, that a disciplinary and corrective action plan/probation

contract had been implemented prior to the violation (or documentation that the parent or guardian did not co-operate in

the process), and support provided to the student by at least three separate referrals to three different resources: school

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension Maximum:

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process

hearing

held

for

Level

ELEMENTARY CONSEQUENCES:

Minimum: Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

counselors, social workers, mentors, MTSS/RTI, Positive Behavioral Supports, Restorative Practices, GRIP, or other

interventions in the student’s behavior plan; AND

Before any chronic disciplinary problem student is permitted to return from suspension or expulsion, the school to which

the student is to be readmitted should request by telephone call and by either certified mail with return receipt requested

or first-class mail that at least one (1) parent or guardian schedule and attend a conference with the principal or designee

to devise a disciplinary and behavioral correction plan/probation contract. At the discretion of the principal or designee, a

teacher, counselor, or other person may attend the conference. The principal will note the conference in the student's

permanent file. Failure of the parent or guardian to attend such conference shall not preclude the student from being

readmitted to the school.

B. Violation of Local School and/or District-Wide Probation

Students will follow school rules and will not disregard District and local school rules while they are on local school or

District-wide probation. Failure to follow all District and local school rules could result in possible long-term suspension or

expulsion.

20. PARKING AND TRAFFIC VIOLATIONS

Students will adhere to all traffic and parking rules and will not violate parking and traffic guidelines if they drive a vehicle to

school. Students who choose to park a vehicle on school property must purchase a parking permit, display the decal sticker on

their vehicle, park in their assigned spot, and comply with all parking and traffic regulations issued by the school or School

District. Parking on school property without a permit or with an expired permit, engaging in reckless or careless operation of a

vehicle on or near school property or near a school bus, or failing to comply with all parking and traffic regulations issued by

the school or School District will constitute a violation of the DCSD Code of Student Conduct. Parking permits must be

renewed upon expiration.

NOTE:

Penalty may include revocation of parking permit or towing of vehicle off campus at the student’s expense.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6 -10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

21. LOITERING OR GOING ON ANY SCHOOL CAMPUS WITHOUT

AUTHORIZATION/TRESPASSING/BREAKING AND ENTERING

Students will respect school property and will not enter the premises of a school other than their own school, unless prior

permission is received from an administrator of the school to be visited, or unless the school is hosting a school-related function,

such as an academic or athletic activity. A student will not enter or remain in any school or district building on weekends or after

school hours without authorization or permission.

NOTE:

When a student refuses to leave any school property and/or returns to any school property after being

instructed by school staff or law enforcement staff to leave the property, the student will be in violation of this section

and the matter may be handled by law enforcement.

22. PROVIDING FALSE INFORMATION

Students will act ethically and honestly and will not engage in an act of providing false information including, but not limited to,

falsifying school records, forging signatures, making, or providing false statements, to teachers, administrators or other School

District personnel, cheating, bribery, or using an unauthorized computer user ID or password. Students are prohibited from

falsifying, misrepresenting, omitting or erroneously reporting information to legal authorities, teachers, administrators,

or other School District personnel regarding instances of alleged inappropriate behavior by a teacher, administrator, or

other School District employee.

23. GENERAL SEXUAL MISCONDUCT/SEXUAL HARASSMENT/SEXUAL BATTERY

Students will show respect for self and others and will not engage in inappropriate bodily contact of a sexual nature. This offense

prohibits sexual conduct between or among students and between or among a student and School District employees or visitors

on school property or at any school activity or event, including, but not limited to, consensual sexual contact, nonconsensual

sexual contact, sexual assault, unwelcome sexual advances or comments, request for sexual favors and/or indecent exposure.

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 -10 days with a contract

Reports or complaints of sexual harassment under Title IX should be promptly reported to the principal or Title IX coordinator

per District Policy JCAC. Additional information regarding the District’s Title IX contacts and reporting, formal complaint and

investigation procedures can be found at: https://www.dekalbschoolsga.org/hr/employee-relations/ and by emailing

titleixcoordinator@dekalbschoolsga.org.

General Sexual Misconduct

Students will not willingly participate in any form of sexual activity, expose one’s intimate body parts, take part in any

inappropriate public displays of affection, lewd behavior (i.e., “moon”), etc.

Sexual Harassment

Students will not engage in any sexual remarks or unwelcome comments directed towards or not directed towards

individuals, physical advances, requests for sexual favors or otherwise violate the District Sexual Harassment Policy.

Reports or complaints of sexual harassment under Title IX should be promptly reported to the principal or Title IX

coordinator per District Policy JCAC. Additional information regarding the District’s Title IX contacts and reporting,

formal complaint and investigation procedures can be found at: https://www.dekalbschoolsga.org/hr/employee-relations/

and by emailing titleixcoordinator@dekalbschoolsga.org.

Sexual Assault or Battery

Students will not engage in any indecent behavior including, but not limited to rape, statutory rape, fondling,

child molestation, sodomy, making physical contact with the intimate parts of the body of another without that person’s

consent or other offenses outlined within Georgia code, Chapter 16, Title 6.

24. STUDENT IDENTIFICATION CARD VIOLATION

Students will participate in ensuring that their presence on school grounds is permitted and will not be present on school grounds or

attend any school event without proper student identification whenever required. If mandated by the local school, DeKalb

County high school students must carry ID cards while on school property and at any school event. A suspected non-student

with no ID card will be asked to leave the school grounds, with police assistance if needed. Students who are not in possession

of their ID cards are in violation of this section. Students must pay for replacement ID cards.

ELEMENTARY CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Maximum: Level 3 - In-School Suspension of 1-3 days

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 1 - Conference

Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 - Suspension of 6 - 10 days with a contract

MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 2 - Strategies (see pages 54-55)

Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Level 5 – Suspension of 10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7.

ELEMENTARY SCHOOL CONSEQUENCES:

Minimum: Level 3 - In-School Suspension of 1-3 days

Level 4 - Suspension 1-5 days

Maximum: Level 5 – Suspension of 6-10 days with a contract

25. STUDENT DRESS CODE VIOLATION

Students are expected to wear clothing that is suitable for school and adheres to the student dress code. Students are not permitted

to wear any look alike garments that are illegal (i.e., bullet-proof vests, etc.) on school grounds or at school events. ALL students

are expected to wear clothing that limits safety concerns and that adheres to the student dress code found on pages 82-83 of this

handbook and any additional requirements listed in local school regulations.

The following penalties apply to ALL student dress code violations:

Number of Offenses

Actions of the School

First Offense

Verbal reprimand, contact parent and In-School Suspension

(ISS) until end of day or until the parent can bring suitable

clothing.

Second Offense

Required parent conference and In-School Suspension (ISS)

until

end

day

or until the parent can bring suitable clothing.

Third Offense

Contact parent and In-School Suspension (ISS) until end of day

or until the parent can bring suitable clothing, local probation

and/or parent attends classes with student in lieu of ISS. Chronic

violation of dress code will result in the charge of #19a –

Repeated Violation of school rules and a behavior contract

specific to complying with the DCSD Dress Code;

26. UNSAFE ACTION

Students will show respect for the health and wellbeing of themselves and of others and will not commit any action that has the potential

to cause danger or physical harm to themselves or to others, to include exiting a moving school bus, exiting a school bus by way of

the emergency exit (when an emergency does not exist), attempting to elude school officials by running through a parking lot or any

traffic area, climbing on the roof of buildings, being in construction areas, boiler rooms, attics or elevator shafts, any knockout style

punches to an unsuspecting victim, or TikTok Challenges, failure to wear Personal Protective Equipment (PPE) when required, or

any action that has the potential for physical harm to self or others. This rule will only apply when the unsafe behavior does not

meet the standards of any other violation.

ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:

Minimum: Level 5 – Suspension of 6-10 days with a contract

Level 6 – Long-Term Suspension

Maximum: Level 7 – Expulsion

A required 10-day suspension must be served and a due process hearing held for Level 6-7

DeKalb County School District Transportation Student Bus Expectations

BUS BE SAFE BE RESPONSIBLE BE RESPECTFUL

Waiting for the Bus

Stand on sidewalk

Be watchful of traffic

Wait for Driver directions

Arrive 10 minutes early

Line up appropriately

Wait in a quiet and orderly

manner

Keep hands, feet, and

objects to self and out of

aisle

Stay off private property

Entering the Bus

Allow bus to stop

completely

Board bus in an orderly

manner

Hold the handrail

Be seated quickly and slide

over

Remain seated

Greet

the

bus

driver

Be respectful of others and

their property

Use inside voice

Riding the Bus

Stay

seated

all

times

Keep aisles and

emergency exits clear

Keep self and objects

inside the bus

Silence at railroad

crossings

Keep food and drink in your

bag

Keep bus clean

Follow Driver directions

Practice orderly conduct

Keep hands, feet, and

objects to self and out of

aisle

Ask permission to open

windows

Use appropriate language

and topics

Exiting the Bus

Remain seated until bus

stops

Leave bus in an orderly

manner

Cross in front of bus

Hold the handrail

Leave at your assigned bus

stop

Take belongings with you

Leave the bus stop in an

orderly manner

Keep arm’s length between

you and person in front of

you

Use inside voice

Evacuation of the Bus

Stay

quiet

Listen for directions from

Driver

Leave belongings on bus

Follow Driver directions

Help others when appropriate

Exit quickly

and safely

BUS AND BUS STOP RULES

Students are expected to observe the following rules for safety and courtesy on the bus and at the bus stop.

AT THE BUS STOP

•

Arrive at the assigned stop ten (10) minutes before bus pickup

•

Stand on the sidewalk or the edge of the street by the curb

•

Stay off private property

•

Do not stand on the part of the road reserved for vehicles

•

Be respectful and watchful of traffic

•

Wait in a quiet and orderly manner

WHEN THE BUS ARRIVES

•

Allow the bus to come to a complete stop

•

Board the bus in a quiet and orderly manner

ON THE BUS

•

Remain seated at all times until time to get off bus

•

Remain silent at railroad crossings

•

Cooperate with the driver and practice orderly conduct

•

Do not bully, harass, or haze other students

•

No profanity or obscene behavior

•

No smoking

•

No eating or drinking

•

No vandalism

•

No body parts outside bus

•

No radio, tapes, or electronic audio/video devices without headphones

•

No cell phone use at any time

•

No live animals

•

No unsafe objects or weapons

•

No throwing of items from the bus or on the bus

LEAVING THE BUS

•

Remain seated until the bus comes to a complete stop

•

Leave the bus in an orderly manner

•

Leave at your assigned bus stop

•

Cross in front of the bus

•

Leave the bus stop in an orderly manner

Violations that occur involving the school bus and/or incidents that occur while students are on the way to or returning from school,

whether at the bus stop or in the surrounding neighborhood may result in direct intervention by the school. (See Bus Matrix Page 53)

BUS REFERRAL MATRIX FOR ALL STUDENTS

INAPPROPRIATE BEHAVIOR OR

VIOLATION OF BUS RULES

First

Offense

Second

Offense

Third

Offense

Fourth and

Succeeding

Offense

Delaying the bus schedule

Level 1 (All)

Level 2 (All)

Level 3 (All) Level 4 (All)

Not sitting in the seat

Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)

Playing radio, tape, CD, IPOD, MP3 without

earphones

Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)

Disrupting the bus (Excessive Noise)

Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)

Using inappropriate language (Cursing, name

calling directed toward student or adult)

Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)

Bullying/Harassment/Discrimination/ Hazing

Level 2 (All) Level 3 (All) Alternative

School*

(MS/HS)

Alternative

School*

(MS/HS)

Hitting other students

Level 2 (All) Level 3 (All) Level 4 (All)

Level 5 (All)

Throwing objects in the bus

Level 2 (All) Level 3 (All) Level 4 (All) Level 4 (All)

Throwing

objects

out

the

bus

window

(Without

damage to property)

Level 2 (All) Level 3 (All) Level 4 (All) Level 4 (All)

Vandalism

(Includes vandalism resulting from an object being

thrown from the bus) Damage under $100

Level 4 (All)

Damage under

$100

Level 5 (All)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Fighting (NO HITTING ZONE)

Level 4 (ES)

Level 5 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Violating the alcohol/drug policy (Possession/Use)

Level 5 (All)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Violating the alcohol/drug policy (Distribution)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Vandalism

(Includes vandalism resulting from an object being

thrown from the bus) Damage over $100

Level 5 (ES)

Level 6 (MH)

Damage over

$100

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Exiting the emergency exit while in route

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Assault

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Multiple Assault (Physical assault by 2 or more

students acting together)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Inciting to Riot/Chaos

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 6 (MH)

Level 5 (ES) Level

6 (MH)

Possession of a Weapon, other than a Firearm

Level 5 (ES)

Level 6 (MH)

Level 5 (ES)

Level 7 (MH)

Level 5 (ES)

Level 7 (MH)

Level 5 (ES)

Level 7 (MH)

Possession of a Firearm

Expulsion

(All)

Expulsion

(All)

Expulsion

(All)

Expulsion (All)

*O.C.G.A. § 20-2-751.4

Consequences for Levels 1, 2, 3, & 4 are bus specific and do not include a school suspension.

Consequences for Levels 5, 6 & 7 require a bus suspension and a school suspension.

(ES)-Elementary School Students Only, (MH) Middle and High School Students, (All)-Elementary, Middle and

High School Students

EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS,

AND CONSEQUENCES

SCHOOL-INITIATED CONSEQUENCES

Each school is responsible for following the DCSD Code of Student Conduct and applying the appropriate consequence levels and

corrective strategies.

Level 1 Conference:

Administrator and/or teacher communicate(s) with the student’s parent or counselor by phone, email,

written notes, or person to person about the discipline concern.

Staff members may conduct a conference among any combination of the following:

Teacher/Student

Teacher/Parent

Teacher/Counselor

Teacher/Student/Administrator

Teacher/Student/Counselor/Parent

Administrator/Student

Administrator/Parent

Telephone Conference with Administrator/Parent

Telephone Conference with Teacher/Parent

Other parties as deemed necessary

Level 2 Strategies:

ALL strategies should be age appropriate and behavior specific.

Build relationships that support academic achievement

Discussion about expectations; Review classroom procedures and expectations

Eye contact

Proximity; High levels of supervision

Verbal warning; Pre-teaching of expectations

Mentoring

Consultation with grade level teams/school counselor/school psychologist/case manager for students with disabilities for classroom/individual behavior

management ideas

Restorative practices

Teach Pro-Social behaviors; and Use of safe place for students to retreat to help self-regulate

For dress code: Parents/guardians may be asked to bring clothing or school may provide alternative clothing for student to wear.

Level 3 Strategies

: ALL strategies should be age appropriate and behavior specific.

*Programs may be available based upon DeKalb County School District budgetary mandates.

Targeted Behavioral Contract

A written contract or plan for the student with stated goals, objectives, and outcomes for the student to

develop necessary skill to address the stated behavior concern

Detention

Detaining

student

for

disciplinary

reasons

before

after

school

hours

(including

Saturdays)

In-School Intervention

May include, but is not limited to, Saturday School, work assignment, behavior essays or

transportation restriction

Probationary Contract

Written statement which lists steps to be taken to improve behavior and describes the support to be

provided by school staff and/or parent/guardian as well as the date the contract will be reviewed and

must be signed by the student and parent/guardian

Lockout

Designated area on campus where students who are disruptive in class or tardy to class are assigned for

the remainder of the period in which the infraction occurred

Mediation

Referral

conflict

mediation

Mentoring

An agreed upon adult or student who provides consistent support, guidance, and help to a student who

needs a positive role model.

Discipline Warning Letter to

Parents

Write-up for the discipline offense with a defined period of good behavior to prevent suspension

Progress Report

A progress report or assignment sheet which gives the student and parent the opportunity to track the

student’s academic and behavioral progress in each of his/her class for a specified period of time

Referral

Referral to School Counselor, Student Support Team, Student Support Services, School Social Worker,

IEP Review, Attendance Staff, or other appropriate personnel

Restricted Activity

Denial of participation in school activities and extra-curricular events or the use of common areas or

other parts of the school

Restorative Practice

A structured process guided by a trained facilitator in which the participants in an incident examine the

intended and unintended impact of their actions and decide on interpersonal remedies to repair harm

and restore relationship

Shadowing

Parent/guardian

attends

class

with

their

child

school

for

agreed

upon

time

during

the

school

day.

Staffing

Meeting

school

personnel

and

perhaps

other

individuals

consider

the

behavior

the

student

and

make recommendations

Substance Abuse Education &

Conflict Resolution

Required participation in *GRIP Program (

Growing

Responsibly,

Increasing

Possibilities

)

Time

Out

Temporary

denial of

student’s

right to

attend

class

ADDITIONAL STRATEGIES - SCHOOL DETERMINES USE

Anecdotal Record (Teacher Record) Behavior Checklist

Referral to Communities in Schools

Counseling

Limit Movement (Provide Supervision)

Referral to School Psychologist

Moving the Student's Seat in Class/on the Bus Review for Possible Exceptional Ed. Placement

Parent Visit the School and Shadow the Student Review for Possible 504 Plan

Parent Accompany Student to the Bus Stop Tutoring

Referral to School Nurse

Written Disciplinary Assignments Schedule Change

*Modification of the School Day

Revisit IEP/Section 504 Plan for Additional Modifications Involvement of Outside Agency (Initiated by parent) Evaluation

*Used only after demonstrated exhaustion of intervention supports through Tier 3 were provided and documented with fidelity, or an IEP or

504 plan was created and indicates that this is an agreed upon accommodation

SCHOOL- INITIATED CONSEQUENCES

NOTE:

Suspensions may consist of in-school, out-of-school or bus suspensions as deemed appropriate by school administrators.

Level 3 In-School

Suspension (1-3 days): School initiated suspension

Level 4

Suspension of 1-5 days; School initiated suspension

Level 5

Suspension of 6-10 days (with contract); School initiated suspension with Targeted Behavioral Contract

Level 6

Long-Term Suspension/District Due Process Hearing Required

Level 7

Expulsion/District Due Process Hearing Required

DEFINITIONS OF TYPES OF DISCIPLINE

IN-SCHOOL SUSPENSION

“In-school suspension” means the removal of a student from regular classes and assignment to an in-school suspension setting in the

local school. The student’s teachers send class assignments to in-school suspension. The student may not attend or participate in

extracurricular activities while assigned to in-school suspension.

A teacher may request that a student who has been assigned to in-school suspension be allowed to attend their class (such as lab classes).

The granting of this request is limited to cases where it is extremely important that a class not be missed or where a class cannot be made

up at a later date. The principal has the final decision.

For minor offenses, in lieu of in-school suspension, and upon student or parent request, students may be given the option of school

service (i.e., picking up trash on the school grounds, cleaning lunchroom tables, etc.), provided the school service is age-appropriate,

supervised, and does not include restroom duties.

OUT-OF-SCHOOL SUSPENSION

“Short-term suspension” means the removal of a student from school (or school bus) for 1-10 school days, as imposed by the school

administrator.

School work missed during 1-3 day suspensions may be made up when the student returns to school. For suspensions of 4-10 school

days, parents/guardians may request schoolwork and pick up the schoolwork during school hours. A student on short-term suspension is

not allowed on school property and may not participate in any school activities or school functions.

“Long-term Suspension” means the removal of a student from school (or school bus) for more than ten school days but not beyond the

current school semester. A District due process hearing is required for imposition of long-term suspension. A student on long-term

suspension who has not been referred to an alternative school may not receive homework, make up work, or take semester exams unless

allowed to do so by the Hearing Officer, Superintendent/Designee or the Board of Education. A student on long-term suspension is not

allowed on school property and may not participate in any school activities or school functions.

In some cases (limited to one per student per academic year), the principal may temporarily postpone a student’s suspension if the

offense was committed at a critical time in the academic calendar (i.e., immediately before final exams). This does not apply to offenses

that are violations of state or federal law or that involve weapons, violence, or drugs.

EXPULSION

“Expulsion” means the removal of a student from school (or school bus) for a specified period of time beyond the current semester. A

District due process hearing is required for imposition of expulsion. During an expulsion, a student may or may not be allowed to attend

an alternative school or virtual school.

ALTERNATIVE SCHOOL

A student who is removed from his/her local school for more than ten (10) school days may be assigned to an alternative school for

instruction, academic support, and counseling. Alternative school enables a student to take academic classes that allow the student to

keep up with the course credit requirements toward graduation. The student must attend and successfully complete their alternative

school assignment and may not return to their local school or any other school or attend any extracurricular activities while

attending an alternative school pursuant to a long-term suspension or expulsion.

Students cannot withdraw/leave the DeKalb County School District to circumvent an assignment to an alternative school. Students who

are assigned to an alternative school must attend and successfully complete that program before returning to the designated local school.

Students who leave the School District and return at a later date will automatically be assigned to an alternative school to complete the

original assignment unless the student was enrolled in a comparable alternative setting as approved by the Superintendent or Designee.

Also, the student may be allowed to return to their previous school on an early re-admission upon the decision of the hearing officer.

PROBATION

“Probation” means that a student is placed on a trial period during which the student is expected to maintain good behavior. A

student found by a preponderance of evidence to be in violation of certain offenses may be placed on probation by a school

administrator, Hearing Officer, the Disciplinary Action Review Committee, or the Board of Education. Violation of a local school

or School District rule while on probation may result in further disciplinary action, including a possible referral to a District due

process hearing. A student placed on district-wide probation may be subject to further disciplinary action up to expulsion.

RESTRICTIONS ON SCHOOL ACTIVITIES

Students who are suspended or expelled will not be allowed to participate in any school-sponsored activities, including the prom or

graduation exercises if these occur during the period of suspension or expulsion. A parent or guardian may, for good cause, petition

the school principal for permission for the student to participate in school-sponsored activities. If denied permission by the principal,

the parent or guardian may appeal to the appropriate Regional Superintendent for the final decision.

ACCESSORY

Based on a preponderance of evidence, a student may be found to be an accessory to a violation of the DCSD Code of Student Conduct

if the student assists, plans, participates, advises, incites, counsels, and/or encourages other individuals to violate the DCSD Code

of Student Conduct. A student accessory is subject to the same penalties as the students who are actively involved in committing

such offenses.

SELF-DEFENSE

A student’s use or threatened use of force may be justified when and to the extent that they reasonably believes that such threat or

force is necessary to defend themselves or a third person against such other's imminent use of unlawful force. O.C.G.A. §16-3-21.

Such actual/threatened use of force may be unreasonable in instances where School District personnel were in the immediate area to

intervene. However, the student must not use more force than appears reasonably necessary in the circumstances. Self-defense is not

available as a defense where the use of force continued after staff intervention. When a student is claiming self-defense, it is the

student’s responsibility to prove that they acted in self-defense. If self-defense is accepted as a valid justification under the

circumstances, the student is found not in violation by a preponderance of evidence and no discipline is imposed for that offense.

RESTROOMS AND LOCKER ROOMS

All offenses listed in this DCSD Code of Student Conduct apply to student behavior in school restrooms and locker rooms. Students

are expected to help keep restrooms clean and safe. Also, students are expected to report disruptive, unsafe, and/or unclean conditions

in restrooms to an administrator.

No cell phones, camcorders, video recorders, or cameras are allowed in locker rooms. It should be noted that no one is allowed

to take pictures or video of other persons in any area of the school without the express permission of the principal.

STUDENT DISCIPLINE PROCEDURES

Students are entitled to certain due process measures before being suspended/expelled from public school. The extent of the

procedural protections depends on how long the suspension/expulsion from school will last. For example, for suspensions of ten

school days or less, the United States Supreme Court has held that only minimal due process is required.

The DeKalb County School District has adopted a set of procedural safeguards that afford students greater due process

than the law requires. The procedures are described in the following sections.

SCHOOL ADMINISTRATIVE DUE PROCESS FOR SUSPENSION

School administrative due process for suspension is held before a student is given in-school suspension, out-of-school suspension,

or bus suspension up to ten (10) days or other appropriate consequences. If the violation warrants further suspension beyond the

ten (10) days, it must be referred by the school principal with a recommendation for long-term suspension or expulsion.

At the school administrative due process for suspension meeting, the student is informed verbally of the offense with which the

student is charged, who made the charge(s), who witnessed the offense, and what disciplinary action is proposed to be taken. The

student is provided with an opportunity to tell their side of the story. The student’s parent/guardian will be contacted if disciplinary

action is taken. Witnesses (when applicable) are asked to submit verbal and/or written accounts of the incident as soon as possible

after the incident.

DISCIPLINE TEAM MEETING (DTM)

When a Principal recommends a long-term out of school suspension/expulsion, and the disciplinary hearing may potentially be

waived, a Discipline Team Meeting (DTM), which consists of the principal/designee, the student behavioral specialist and/or

another representative from the system office of student discipline, and the parent/guardian, will be offered to the parent/guardian

within five (5) school days of the first day of suspension. The student may be invited where practicable. The principal/designee will

notify the office of the Student Support Team Coordinator, or Superintendent’s designee, as soon as practicable after the

investigation of the occurrence. The principal/designee should furnish the following documents to the MTSS/RTI Coordinator or

Superintendent’s designee, before or at the time of the Discipline Team Meeting DTM: witness/student statements; a current copy

of the student's permanent record; a copy of the student's test record card; current status of the student's academic and conduct

grades in all classes (progress reports); days present and absent (excused and unexcused absences); number of tardies and class

cuts; detention assignments with reasons; anecdotal report citing discipline, attendance and academic records, and interventions

offered at the local school including SST referral, counseling sessions and parent/guardian conferences with dates, reasons, and

results; copy of police report; special education, Section 504 or SST status (active enrollment or referral for any of these programs);

SST reports; copy of the currently approved suspension letter that includes the school administrations’ recommendation for

consequences, and any other information or evidence relevant to the incident.

The purpose of this meeting is for the team to discuss the investigation completed by the school, the discipline procedures afforded,

and any information provided by the student and/or the parent/guardian. As this is a parent conference, the student’s or parents’

legal counsel may not attend. The MTSS/RTI Coordinator and/or another representative from the district office of student discipline

may set a reasonable time limit for the DTM and may end the DTM if it is evident that resolution is not imminent. If the

parent/guardian and school are able to reach an agreement about the disciplinary outcome, the agreement is approved by the Director

of Student Relations, and the parent/ guardian waives the hearing in writing, then the hearing will be canceled. If the parent/ guardian

disagrees with the disciplinary outcome and the end result of the DTM, or the parent/guardian does not attend the DTM, then the

hearing will proceed as scheduled. Discipline Team Meetings can be conducted using various modes of communication. If the DTM

does not occur or does not occur as discussed in this Code, the hearing will proceed as scheduled.

DISTRICT DUE PROCESS HEARING

In-person and virtual District due process hearings are conducted by a Hearing Officer who hears evidence concerning violation of

student misconduct, which, if proven, may require discipline greater than a ten (10) school-day suspension. The Hearing Officers

are appointed by the Superintendent and should have no prior knowledge of the violation. If a Hearing Officer does have prior

knowledge of the violation prior to the hearing, it may proceed if Hearing Officer affirms that they can hear evidence and come to

a decision without bias.

When a school principal recommends a student to the District due process hearing, the recommendation is reviewed by the

appropriate Hearing Officer, who decides whether to hold a hearing. All hearings must be held no later than ten school days after

the disciplinary action or school-initiated arrest by a School Resource Officer (SRO) unless the School District and

parents/guardians mutually agree to an extension. If a hearing is to be held, the student and parent/guardian will be provided verbal

and written notice of the date, time and place of the hearing, violations and a list of possible witnesses.

District due process hearings are confidential and not open to the public. The student, his/her parent or guardian or a parent

representative with written parent permission, and their witnesses may attend the hearing, but other relatives or friends of the student

will not be allowed to attend. The proceedings are recorded electronically. The School District may summon witnesses to testify on

its behalf at the hearing. The student and parent/guardian may also bring witnesses. The Hearing Officer will make determinations

regarding whether witnesses have relevant testimony to the charges considered. If the student or parent/guardian wants School

District personnel or other students to testify at the hearing, they should contact school administration, which will arrange the

issuance of summonses for these persons. The parent/guardian must contact the school within 48 hours of the hearing so that parental

consent can be requested for the student asked to testify. Witnesses testifying in a District due process hearing will not be allowed

to have an attorney present at the hearing unless that witness is or may be charged in the incident.

The evidence presented at a District due process hearing may include physical evidence, such as drugs or weapons; witness

testimony; photographs; recordings; and relevant documents, such as witness statements, investigation reports, and the student’s

current discipline and academic record. The School District bears the burden of proving the violations against the student by a

“preponderance of the evidence.” The student has the right, at his/her own expense, to be represented by counsel at the District due

process hearing. The parent/guardian must give the Department of Student Relations notice at least 48 hours before the hearing

that they will have legal representation during the due process hearing and the attorney must provide an Entry of Appearance to the

Department of Student Relations at least 48 hours before the hearing. Failure to give notice may result in the hearing being

postponed and reset for a later date so that the school can make any necessary arrangements and/or schedule District attorney. The

School District is not usually represented by an attorney at District due process hearings, but in some cases an attorney is used.

The District due process hearing is not required to be identical to a courtroom trial, and the strict rules of the Georgia Evidence

Code do not apply. All parties may offer relevant information to assist the Hearing Officer with determining whether the student is

in violation of an offense and whether discipline must be imposed. The Hearing Officer is authorized to make the final decision

regarding relevancy of information provided. Based upon a preponderance of the evidence presented at the hearing, the Hearing

Officer will determine whether school rules have been violated and identify the discipline to be imposed.

After the presentation of evidence by both sides, each side is given an opportunity to make a closing argument. The hearing then

ends, and the Hearing Officer will deliberate privately to decide whether a violation has occurred and an appropriate discipline if

the student is found in violation by a preponderance of evidence. If the student is found not in violation of school rules, the student

shall be allowed to return to school. If the student is found in violation, the Hearing Officer may impose discipline ranging from

sending the accused back to school on probation to expulsion from the School District. Parents/guardians may contact the office

the next school day to receive the decision. A letter will be sent to the student’s parent/guardian within ten days after the hearing is

held.

APPEAL TO DEKALB BOARD OF EDUCATION

The student’s parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request

to the Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request

must be made within twenty (20) calendar days (including weekends, public and legal holidays) from the date the decision is

rendered by the Hearing Officer. The written notice of appeal should set forth the reasons, together with any supporting arguments,

as to why the Hearing Officer’s decision is alleged to be incorrect. The notice should further specify what portion or portions of the

record support the appellant’s contentions. No new evidence will be allowed.

The DeKalb Board of Education will review the record and shall render the decision in writing within ten (10) days excluding

weekends and public and legal holidays from the date the request for appeal is received. The decision of the DeKalb Board of

Education will be based solely on the record created during the District due process hearing. The DeKalb Board of Education will

not consider any new evidence or hear any oral arguments; however, written arguments concerning the merits of the appeal may be

submitted. The DeKalb Board of Education has the power to affirm, reverse, or modify the Hearing Officer’s decision. The DeKalb

Board of Education’s decision will be final unless an appeal is made to the State Board of Education by filing a notice of appeal in

writing with the DeKalb County School District superintendent within thirty (30) calendar days of the DeKalb Board of Education’s

decision. The appeal shall set forth: the question in dispute; the decision of the local board; and a concise statement of the reasons

why the decision is being appealed. The contents of this notice of appeal and the procedure to be followed before the State Board

of Education of Georgia are specified in O.C.G.A. § 20-2-1160 and State Board Rule 160-1-3-.04.

A transcript of the District due process hearing will be made only if there is an appeal. The student’s parent/guardian or attorney

may request an audio copy of the hearing at the Department of Student Relations or may order a copy of a written transcript at their

own expense.

DISTRICT DUE PROCESS WAIVER

A parent/guardian and student may choose to waive their District due process hearing and accept the appropriate consequences for

the incident by completing and signing a District Due Process Hearing Waiver. By submitting this waiver, the parent/guardian and

student agree to the decision and waive any future challenges and appeals relative to that incident.

STUDENTS WITH DISABILITIES

The discipline procedures for students that receive special education services under IDEA and students with disabilities covered

under Section 504 are the same as above with the following additional steps:

Special circumstances for students with disabilities (weapons, drugs, & or serious bodily harm)

1. The local school administrative staff should determine if a student was in possession of a weapon, drugs, or inflicted serious bodily

harm to another individual. If yes, proceed to A & B.

A. The Exceptional Education Director/District 504 Coordinator should be notified immediately of the above triggers.

•

The Exceptional Education/Section 504 District personnel will investigate the situation and provide guidance to the local school.

•

District personnel and local school personnel will collaborate to determine a plan of action.

B. Exceptional Education/504 Coordinator will contact the local school if an emergency change in education location is needed

2. The Special Education teacher(s), the IEP case manager or the Section 504 chairperson is notified of the occurrence.

3. If a student with disabilities is referred to a District due process hearing, a school administrator contacts the school’s Lead Teacher

for Special Education/Section 504 Chair to schedule a Manifestation/Determination meeting.

4. If it is determined that the behavior is not a manifestation for the disability, a recommendation is made by the school principal for a

District due process hearing, subject to the education rights of the student under IDEA 2004. If the behavior is a manifestation

of the disability, any further placement decisions will be made by the IEP Review Committee or Section 504 Team.

STUDENT PLACEMENT PROTOCOL FOR STUDENTS RETURNING AFTER INCARCERATION,

DETENTION, OR OTHER SPECIAL CIRCUMSTANCES

Students who have been out of school due to incarceration or detention often need a period of transition before returning to their

local school. Moreover, there may be circumstances in which a current student’s presence at school may pose a serious and

significant danger to the persons and/or property at the school. A protocol has been established for determining whether a student

returning from a period of incarceration or detention due to alleged or adjudicated criminal conduct should be placed in an

alternative school program or returned to the student’s local school. The DeKalb County School District affords these students an

opportunity to rebuild their academic and social skills so that the transition to their local school will go smoothly. The primary

considerations in making this determination are the educational needs of the returning student and the safety of other students and

staff.

In many cases, the conduct at issue is very serious, ranging from property offenses to serious sexual violations or weapon possession,

or other violent acts. Students adjudicated for these offenses may be placed on a safety plan by the Department of Juvenile Justice

(DJJ) or the Juvenile Court. These plans may impose certain restrictions on the returning student; for example, the student may not

be allowed around children of a certain age, around the victim or children with the victim’s profile, or may have to be supervised

by an adult at all times.

In some cases, students have been expelled or suspended from DeKalb or another school district or private school, and the term of

suspension or expulsion has not yet been completed. (O.C.G.A. § 20-2-751.2) In other cases, students may seek readmission or

enrollment that have been suspended or expelled for being convicted of, being adjudicated to have committed, being indicted for,

or having information filed for the commission of any felony or any delinquent act that would be a felony if committed by an adult.

(O.C.G.A. § 20-2-768) This brings other questions into play, such as whether the student should be excluded altogether for the

remainder of the expulsion or suspension or offered an alternative placement.

Before these students return to school, they will be referred to the Department of Student Relations. Department personnel will

gather and review all appropriate information, including any information that the student’s parents may wish to provide, and make

a placement determination. The parents and student may be present for this review and may provide input. Attorneys will not be

allowed to attend.

Parents who disagree with the placement determination made by the Department of Student Relations will have three school days

following the determination to request a review by the Disciplinary Action Review Committee (DARC). The DARC operates under

the auspices of the Department of Student Relations and is authorized to consider and rule on special requests from parents/guardians

and school administrators pertaining to student discipline-related situations. The DARC will meet and make a placement

determination based upon a review of the information from the Department of Student Relations and any additional information

provided by all other parties. Parents who disagree with the placement determination made by the Disciplinary Action Review

Committee will have three (3) school days following the determination to request a District due process hearing, pursuant to

O.C.G.A. § 20-2-754.

The protocol described above may be used in other types of student placement situations as deemed appropriate by Student Relations

administrators. All placement determinations will be made on a case-by-case basis. Various factors, including age, length of

incarceration, nature of charges, existing discipline order, potential safety concerns or disruption of the educational process,

present/prior discipline history, etc. may be used in making placement determinations at all levels. For example, the following

general categories of serious violent offenses will result in the school administrator’s referral to the Department of Student

Relations:

•

Assault resulting in serious injury

•

Assault involving use of a weapon

•

Death by other than natural causes (homicide)

•

Kidnapping

•

Rape

•

Robbery with a dangerous weapon (armed robbery)

•

Robbery without a dangerous weapon

•

Sexual assault (not involving rape or sexual offense)

•

Sexual Offense

•

Taking indecent liberties with a minor

Additionally, an offense involving accusations of manufacturing, selling, or trafficking large quantities of controlled substances is

to be included.

All principals will continue to follow the DCSD Code of Student Conduct when a student’s disciplinary infraction occurs within the

school’s jurisdiction. The normal disciplinary procedures will be followed in these instances.

This protocol does not apply to students with disabilities. Students with disabilities will be referred directly to the

Department of Exceptional Education or the Section 504 Coordinator for students with 504 plans.

SEARCHES

To maintain order and discipline in the schools and to protect the safety and welfare of students and school personnel, school

authorities may search a student, student lockers, student desks and tables, or student automobiles under the circumstances outlined

below and may seize any illegal, unauthorized, or contraband materials discovered in the search.

As used in this DCSD Code of Student Conduct, the term "unauthorized" means any item dangerous to the health or safety of students

or school personnel, or disruptive of any lawful function, mission or process of the school, or any item described as unauthorized

in school rules available beforehand to the student.

A student's failure to permit a search or seizure as provided in this DCSD Code of Student Conduct will be considered grounds for

disciplinary action.

All searches by school employees shall be reasonably related to the objectives of the search and not excessively intrusive in light

of the student's age and gender and the nature of the infraction.

PERSONAL SEARCHES

A student's person and/or personal effects (e.g., purse, book bag, etc.) may be searched whenever a school official has reasonable

suspicion to believe that the search will reveal a violation of the law, the student conduct behavior code, or local school rules.

If a pat-down search of a student's person is conducted, it will be conducted in private by a school official of the same sex and with

an adult witness present, when feasible. If the school official has reasonable grounds for suspecting that the student has on his or

her person an item immediately dangerous to the student or to others, the student should be isolated, a school resource officer should

be notified, and appropriate disciplinary action should be administered.

In appropriate circumstances, searches may include the use of electronic devices such as hand-held metal detectors or walk-

through metal detectors. Searches may also include the use of drug detection canines.

LOCKER, DESK, AND TABLE SEARCHES

Student lockers, desks, and tables are school property and remain at all times under the control of the school. Principals of each

school where lockers are issued should ensure that each student receives written notice prior to the issuance of the locker that lockers

are subject to inspection and search by school officials. Each school shall maintain duplicate keys or records of all locker

combinations and avoid any practices that would lead students to believe that lockers are under their exclusive control.

Periodic general inspections of lockers, desks, and tables may be conducted by school authorities for any reason at any time without

notice, without student consent, and without a search warrant. The School District may use K-9 Units to check lockers, desks, and

tables. Items brought to school or placed in lockers, desks or tables are subject to reasonable searches.

AUTOMOBILE SEARCHES

Students are permitted to park on school premises as a matter of privilege, not of right. The school retains authority to conduct

routine patrols of student parking lots and visual inspections from the outside of student vehicles on school property. State law does

not authorize a student to have a firearm secured in a vehicle parked on school premises.

The interiors of student vehicles may be inspected whenever a school authority has reasonable grounds for suspecting that illegal,

unauthorized, or contraband materials are contained inside. Such patrols and inspections may be conducted without notice, without

student consent, and without a search warrant.

Notice of the foregoing right to search shall be given to students who park on school property; however, failure to give such notice

will not preclude school officials from conducting searches of vehicle interiors when otherwise authorized.

SEARCH RESULTS

If a search reveals a violation of federal, state, or local law, law enforcement authorities may be notified so that they may take

appropriate action.

KEEPING WEAPONS OUT OF SCHOOL

KEEPING SCHOOLS SAFE

Every student wants and deserves a safe and secure school. For that reason, school districts and schools have rules against weapons

and violence at school, on any school bus, and at any school-sponsored function.

Students may be expelled for bringing weapons to school. Also, bringing certain weapons to school is a “designated felony” under

Georgia law. This means that student offenders under the age of 17 may be arrested and placed in a youth detention center for

carrying or possessing a weapon at school, on a school bus, or at any school-sponsored function. For students aged 17 or over, these

offenses amount to a felony and may result in a felony conviction and imprisonment.

Schools across the nation are required by federal law to have a student discipline policy that mandates a minimum one calendar

year expulsion for bringing a firearm to school or for being in possession of a firearm on school property (including school buses).

Consequently, DeKalb has a policy that requires a minimum one calendar year expulsion from all DeKalb schools for possession

of a firearm.

WHAT OTHER WEAPONS MAY RESULT IN EXPULSION?

Having any type of knife, razor blade (including box cutters), chain, pipe, martial arts device, mace, BB gun or pellet gun, and other

items such as ammunition at school, on the school bus or other school property, or at school functions is a violation of the DCSD

Code of Student Conduct and may result in expulsion. (For a full and complete list of weapons, see pages 29-30.)

INFORMATION FOR STUDENTS: SO, WHAT CAN YOU DO?

Take pride in your school and show respect for yourself and your friends by participating in keeping your school and friends safe.

•

Do not, for any reason, bring a weapon to school, or accept a weapon from another student, or allow another student

to place a weapon in your locker, desk, vehicle, or personal belongings.

•

Tell your friends not to bring weapons to school for any reason, not to show off, not for protection, not for any reason.

•

If you hear about or see a weapon at school or on a school bus, inform a teacher or administrator immediately (you

may ask that your name not be used).

WHY GET INVOLVED IN MAKING SCHOOLS SAFER?

Students should get involved because the problems that weapons at school can cause are serious and will not completely go away

without student involvement. Students across the nation have said “enough is enough.” These students are taking a more active

interest in keeping their schools safe and free of weapons. These students let it be known that weapons will be reported, regardless

of who brings them to school.

When word gets around that weapons are going to be reported, students are less likely to bring weapons to school.

A SPECIAL MESSAGE TO STUDENTS 17 YEARS OLD OR OLDER

If you are 17 years old or older and you are caught with a weapon at school or on the bus or in your vehicle at school, you may be

charged with a felony. A felony conviction gives you a record, one that may keep you from being accepted in colleges, technical

schools, and the armed services. It may also keep you from getting a job or voting.

DCSD CODE OF STUDENT CONDUCT

The DCSD

Code of Student Conduct

makes it very clear to all students that weapons cannot be brought to school. The DCSD

Code of Student Conduct

also includes important information and advice to students about weapons and other dangerous items.

IT’S IMPORTANT TO REMEMBER

When the weapons laws of Georgia are violated, the student may be:

ARRESTED

PLACED IN A POLICE CAR

TAKEN TO JAIL OR A DETENTION CENTER

SENTENCED TO JAIL

PENALIZED WITH SUBSTANTIAL COURT FINES

PLACED ON PROBATION

EXPELLED FROM SCHOOL

PREVENTION AND INTERVENTION

What are school districts doing to keep weapons out of schools? Several strategies are being used, such as:

•

Distributing the DCSD

Code of Student Conduct

to all students to let them know that weapons are against the law and

against school rules;

•

Informing students that lockers, desks, tables, vehicles, and personal belongings are subject to being searched by school

officials;

•

Informing parents that most weapons come to school from home;

•

Randomly conducting firearm and drug searches using gunpowder and drug-sniffing dogs;

•

Restricting or limiting the use of book bags at school;

•

Expelling students who have brought weapons to school or on a school bus;

•

Installing more surveillance cameras and increasing the use of metal detectors.

Responsibility is knowing what is expected of you.

Responsibility is having high expectations of yourself and others.

Responsibility is making responsible choices.

Responsibility is making the right decision when the wrong decision is easier.

Responsibility is the measure of maturity.

STUDENT RIGHTS AND RESPONSIBILITIES

RESPONSIBILITIES

1. Parent(s)/Guardian Responsibilities

Through dissemination of the DCSD Code of Student Conduct each school will inform the parent of the following

expectations:

1. To assume legal responsibility for the behavior of the child as determined by law and community

practice and to ensure that the child is familiar with the discipline policy and regulations.

2. To teach the child self-discipline, respect for authority and for the rights of others.

3. To make sure that the child attends school regularly and that the school receives notification of the

reason for absences when the child cannot attend school.

4. To work to the best of their ability to provide the necessary materials and a positive home learning

environment for the child to succeed in school.

5. To maintain communication with the school and provide the school with a current telephone number through

which they may be reached during the school day.

6. To respond quickly to school to get the child when called upon.

7. To be available for conferences when requested.

8. To cooperate with the school staff to develop strategies to benefit the child.

Student Responsibilities

1. To be aware of and to abide by District-wide policies, regulations, and school guidelines

regarding acceptable behavior.

2. To be responsible for one’s own behavior.

3. To conduct oneself in a manner which is conducive to learning and does not interfere with the teacher’s right to

teach or the student’s right to learn.

4. To respect the personal, civil and property rights of all members of the school community.

5. To refrain from the use of physical force, verbal abuse or harassment, blackmail, stealing, vandalism, and other

illegal activities.

6. To seek clarification from school personnel concerning the appropriateness of any action or behavior.

7. To attend school and classes regularly, on-time and be prepared with the necessary learning materials.

8. To know and follow the policies and regulations for every event considered part of the school program regardless

of the time or place.

9. To comply immediately with any staff member’s reasonable request to carry out school rules.

RELEASE OF STUDENT INFORMATION

Notification of Rights under the Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”)

certain rights with respect to the student’s education records. These rights are:

(1)

The right to inspect and review the student’s education records within 45 days of the day the DeKalb County School

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.

(2)

The right to request the amendment of the student’s education records that the parent or eligible student believes are

inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.

Parents or eligible students who wish to ask the District to amend a record should write the school principal, clearly identify

the part of the record they want changed and specify why it should be changed. If the District decides not to amend the

record as requested by the parent or eligible student, 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. Additional information regarding the

hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

(3)

The right to privacy of personally identifiable information in the student’s education records, except to the extent that

FERPA authorizes disclosure without consent.

One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational

interests. A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff

member (including health or medical staff and law enforcement unit personnel); a person serving on the DeKalb County

Board of Education; a person or company with whom the District has outsourced services or functions it would otherwise

use its own employees to perform (such as an attorney, auditor, medical consultant, educational consultant, volunteer, or

therapist); a parent or student serving on an official committee, such as a disciplinary or grievance committee; or a parent,

student, or other volunteer assisting another school official in performing his or her tasks.

A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill

his or her professional responsibility.

Upon request, the District discloses education records without consent to officials of another school district in which a

student seeks or intends to enroll or is already enrolled if the disclosure is for purposes of the student’s enrollment or

transfer, or as otherwise required by law.

(4)

The right to file a complaint with the U.S. Department of Education concerning alleged failures by the District to comply

with the requirements of FERPA. The name and address of the Office that administers FERPA are:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC 20202-8520

RELEASE OF DIRECTORY INFORMATION

FERPA requires that the District, with certain exceptions, obtain the written consent of a parent, guardian, or eligible student (i.e.,

a student over 18 years of age) prior to the disclosure of personally identifiable information from a child’s education records.

However, the District may disclose appropriately designated “directory information” without written consent, unless the parent,

guardian, or eligible student has advised the District to the contrary in accordance with District procedures. The primary purpose of

directory information is to allow the District to include this type of information from a child’s education records in certain school

publications. Examples include:

•

A playbill, showing a student’s role in a drama production;

•

The annual yearbook;

•

Honor roll or other recognition lists;

•

Information posted on the school’s or the District’s website;

•

Graduation programs; and

•

Sports activity sheets, such as for wrestling, showing weight and height of team members.

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also

be disclosed to outside organizations without the prior written consent of a parent, guardian, or eligible student. Outside

organizations include, but are not limited to companies that manufacture class rings or publish yearbooks. In addition, federal law

requires the District to provide military recruiters, upon request, with the following information—names, addresses and telephone

listings—unless the parent, guardian, or eligible student has advised the District that they do not want their student’s information

disclosed without their prior written consent.

A parent, guardian, or eligible student who does not want directory information to be disclosed from the student’s education records

without prior written consent must notify the District in writing annually within a reasonable time period after receiving this notice.

The District has designated the following information as directory information: student’s name, address, and telephone listing, date

of birth, electronic mail (e-mail) address, dates of attendance, grade level, major field of study, photograph, audio recordings, video

recordings, participation in officially recognized activities and sports, weight and height of members of athletic teams, degrees,

honors, and awards received, and the most recent educational institution previously attended. Such notification should be sent to

the student’s principal within ten (10) days of receipt of this handbook.

COMPLAINTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT

The Protection of Pupil Rights Amendment (PPRA) affords parents of elementary and secondary students certain rights regarding

the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. Parents and eligible

students who need assistance or who wish to file a complaint under PPRA should do so in writing to the following address: Family

Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington D.C., 20202-5920. Informal

inquiries may be sent to the Family Policy Compliance Office via the following email address:

PPR[email protected].

The Family Policy

Compliance Office website address is: www.ed.gov/fpco.

STUDENT COMPLAINT PROCEDURES

COMPLAINTS OF BULLYING, HARASSMENT, HAZING, OR DISCRIMINATION

Pursuant to federal and state laws, students are entitled to a Complaint Procedure to address allegations of discrimination and

harassment (including bullying). Accordingly, the School District has established both informal and formal procedures for resolving

any complaints of discrimination, harassment, or bullying on the basis of race, color, religion, national origin, sex (including sexual

harassment), sexual orientation, gender identity, disability, or age. Allegations of discrimination should be reported immediately to

any school employee, administrator, or counselor at the school, center, or any school event. A student may also make a direct report

via mail or in person to the attention of: Title IX Officer, 1701 Mountain Industrial Blvd., Stone Mountain, Georgia 30083 or by

dialing 678-676-0310. The school administrator or the Title IX Officer shall assist the student with formalizing and processing the

complaint, which should include a statement of facts, identification of witnesses and any other information necessary to fully

describe the matter.

Formal complaints should be filed within 30 calendar days of the alleged incident. All policies and/or procedures mandated by any

agency of the State of Georgia, or the United States, will be followed. As per O.C.G.A. § 20-2-751.5 (17), it is unlawful for a student

to falsify, misrepresent, omit, or erroneously report information regarding instances of alleged inappropriate behavior by a teacher,

administrator, or other school employee, including during off-school hours. Please refer to page 94 for the

Bullying/harassment/hazing flowchart and page 95 for the Bullying/harassment/hazing Report Form in the DCSD Code of Student

Conduct

REPORTING OF SEXUAL HARASSMENT UNDER TITLE IX

Sexual harassment under Title IX is defined as conduct on the basis of sex that satisfies one or more of the following:

An employee of the District conditioning the provision of a District aid, benefit, or service on an individual’s

participation in unwelcome sexual conduct; or

Any unwelcome conduct that a reasonable person would find so severe, pervasive, and objectively offensive that it

denies a person equal access to the District’s educational program or activity; or

“Sexual assault” - an offense classified as forcible or non-forcible sex offense under the uniform crime reporting system

of the Federal Bureau of Investigation; or

“Dating Violence”- sex-based violence committed by a person-

who is or has been in a social relationship of a romantic or intimate nature with the victim; and

where the existence of such a relationship shall be determined based on a consideration of the following factors:

The length of the relationship.

ii.

The type of relationship.

iii.

The frequency of interaction between the persons involved in the relationship; or

“Domestic Violence”- sex-based violence which includes felony or misdemeanor crimes of violence committed by a

current or former spouse or intimate partner of the victim, by a person with whom the victim shares a child in

common, by a person who is cohabitating with or has cohabitated with the victim as a spouse or intimate partner, by a

person similarly situated to a spouse of the victim under the domestic or family violence laws of the jurisdiction

receiving grant monies, or by any other person against an adult or youth victim who is protected from that person's

acts under the domestic or family violence laws of the jurisdiction; or

“Sex-based Stalking” - engaging in a course of conduct directed at a specific person that would cause a reasonable

person to-

fear for his or her safety or the safety of others; or

suffer substantial emotional distress.

The District’s Policy regarding Title IX complaints is Policy JCAC. Additional information regarding DeKalb County School

District Title IX procedures is available at: https://www.dekalbschoolsga.org/hr/employee-relations/.

Student’s principal serves as the Title IX Site Coordinator and Title IX reports/complaints may be directed to them. The

District’s Title IX Coordinator is:

Marissa Key

Executive Director of Employee Relations; Title IX Coordinator

DeKalb County School District

1701 Mountain Industrial Blvd

Stone Mountain, Georgia 30083

678.676.0105

titleixcoordinator@dekalbschoolsga.org

Title IX complaints and/or reports will be addressed through the following grievance process.

GRIEVANCE PROCESS:

Reports or complaints made to the District regarding alleged sexual harassment in violation of Title IX shall be processed in

accordance with the following process:

Reports or complaints may be verbal or written and may be made at any time (including during non-business hours) in

person, by mail, by telephone, or by electronic mail using the contact information posted on the school and/or District

website.

Any student, applicant for admission, or other person wishing to report or file a complaint alleging a violation as described

above shall promptly notify either the principal at his/her school or the Title IX Coordinator designated and authorized by

the District. Any employee who receives information alleging sexual harassment of a student shall report it to the principal

or Title IX Coordinator. If the alleged offending individual is the principal, the report or complaint should be made by the

complainant to the Title IX Coordinator.

The Title IX Coordinator or designee shall promptly contact the complainant to discuss the availability of supportive

measures as defined in this policy, consider the complainant's wishes with respect to supportive measures, inform the

complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the

complainant the process for filing a formal complaint. The District shall treat complainants and respondents equitably by

following this grievance process before punishing the respondent or providing remedies to the complainant. Remedies will

be designed to restore or preserve equal access to the District's education program or activity. Such remedies may include

the same individualized services described as “supportive measures.” However, remedies need not be non-disciplinary or

non-punitive and need not avoid burdening the respondent.

Formal Complaint - Upon receipt of a complaint, District will within 10 days send written notice to both parties to

include:

District’s grievance process, and

Notice of the allegations potentially constituting sexual harassment, including sufficient details known at the time

and with sufficient time to prepare a response before any initial interview. Sufficient details include the identities

of the parties involved in the incident, if known, the conduct allegedly constituting sexual harassment, and the

date and location of the alleged incident, if known. The written notice shall include a statement that the respondent

is presumed not responsible for the alleged conduct and that a determination regarding responsibility is made at

the conclusion of the grievance process. The written notice shall inform the parties that they may have an advisor

of their choice, who may be, but is not required to be, an attorney, and may inspect and review evidence. The

written notice shall inform the parties of any provision in the student code of conduct that prohibits knowingly

making false statements or knowingly submitting false information during the grievance process. The notice shall

describe the range of or list the possible disciplinary sanctions and remedies that the District may implement

following any determination of responsibility.

If, during an investigation, the District decides to investigate allegations about the complainant or respondent that

are not included in the notice provided pursuant to paragraph (4)(B), the District shall provide notice of the

additional allegations to the parties whose identities are known.

Dismissal of a Formal Complaint

The District shall investigate all allegations in the formal complaint. The District will dismiss allegations of conduct that

do not meet the definition of sexual harassment or did not occur in a district education program or activity, or against a

person in the United States. This dismissal will only apply to Title IX allegations. Such dismissal does not prohibit the

District from addressing allegations under another provision of the District’s policies.

The District, may also dismiss a formal complaint if:

the complainant informs a Title IX Coordinator in writing of their wish to withdraw the formal complaint or any

allegations therein;

the respondent is no longer employed by the District; or

there are circumstances preventing the District from gathering sufficient evidence to reach a determination

regarding the allegations.

The District will simultaneously provide parties with a written notice of dismissal including the reasons for the dismissal.

Consolidation of Formal Complaints

The District may consolidate formal complaints as to allegations of sexual harassment against more than one respondent,

or by more than one complainant against one or more respondents, or by one party against the other party, where the

allegations of sexual harassment arise out of the same facts or circumstances. Where a grievance process involves more

than one complainant or more than one respondent, references to the singular “party,” “complainant,” or “respondent”

include the plural, as applicable.

Investigation of a Formal Complaint

After providing written notice to the parties of the receipt of a formal complaint, the District shall have 30 days to

investigate. When investigating a formal complaint, and throughout the grievance process, the District shall

Assume the burden of proof and the burden of gathering evidence sufficient to reach a determination

regarding responsibility and not place such burdens on the parties provided that the District cannot access,

consider, disclose, or otherwise use a party's records that are made or maintained by a physician,

psychiatrist, psychologist, or other recognized professional or paraprofessional acting in the professional's

or paraprofessional's capacity, or assisting in that capacity, and which are made and maintained in

connection with the provision of treatment to the party, unless the District obtains that party's voluntary,

written consent to do so;

Provide both parties with an equal opportunity to present fact and expert witnesses and other inculpatory

and exculpatory evidence, and an opportunity to fully review and respond to all evidence on the record;

Not restrict the ability of either party to discuss the allegations under investigation or to gather and present

relevant evidence;

Provide the parties with the same opportunities to have others present during any grievance proceeding,

including the opportunity to be accompanied to any related meeting or proceeding by the advisor of their

choice, who may be, but is not required to be, an attorney, and not limit the choice or presence of advisor for

either the complainant or respondent in any meeting or grievance proceeding; however, the District may

establish restrictions regarding the extent to which the advisor may participate in the proceedings, as long

as the restrictions apply equally to both parties;

Send written notice of investigative interviews, meetings, or hearings to the parties when their participation is

expected including the date, time, location, participants, and the purpose of all investigative interviews or other

meetings, with sufficient time for the party to prepare to participate;

Provide parties, and their advisors, an opportunity to inspect and review any non-privileged evidence directly

relating to the allegations, including the evidence which the District does not intend to rely in reaching a

determination regarding responsibility and inculpatory or exculpatory evidence whether obtained from a party or

other source, so that each party can meaningfully respond to the evidence prior to the conclusion of the

investigation. Prior to completion of the investigative report, the District shall send to each party and the party's

advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy. The parties

should have at least 10 days to inspect, review, and submit a written response to evidence, which the investigator

will consider prior to completion of the investigative report.

District will send parties, and their advisors, an investigative report that fairly summarizes relevant evidence, in

electronic or hard format, with at least 10 business days for the parties to respond. The parties may elect to waive

the full 10 days. District may elect to respond in writing in the investigation report to the parties’ submitted

responses and/or to share the responses between the parties for additional responses. Relevant elements of the

parties’ written responses may be incorporated into the final investigation report, as well as any additional relevant

evidence and necessary revisions. Rationales for any changes made after the review and comment period will be

documented.

Students shall cooperate with the investigation. Failure to do so may result in disciplinary action in accordance

with the Student Code of Conduct.

If at any point in the investigation of reported sexual harassment of a student, the investigator determines that the reported

harassment should more properly be termed abuse, the reported incident or situation shall be referred pursuant to the District

protocol for child abuse investigation. Reported sexual harassment determined not to be sexual harassment as defined under Title

IX may be investigated in accordance with Student Code of Conduct.

Questions

After the District has sent the investigative report to the parties and before reaching a determination regarding

responsibility, the decision-maker(s) shall afford a 10-day period for each party to have the opportunity to submit written,

relevant questions that a party wants asked of any party or witness, provide each party with the answers, and allow for

additional, limited follow-up questions from each party. Questions and evidence about the complainant's sexual

predisposition or prior sexual behavior are not relevant, unless such questions and evidence about the complainant's prior

sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the

complainant, or if the questions and evidence concern specific incidents of the complainant's prior sexual behavior with

respect to the respondent and are offered to prove consent. The District shall not require, allow, rely upon, or otherwise

use questions or evidence that constitute, or seek disclosure of, information protected under a legally recognized privilege,

unless the person holding such privilege has waived the privilege. The decision-maker(s) shall explain to the party

proposing the questions any decision to exclude a question as not relevant.

Determination Regarding Responsibility –

The decision maker, who cannot be the same person(s) as the Title IX Coordinator or investigator(s), shall, issue a written

determination regarding responsibility within 10 days of the conclusion of the question and answer period. To reach this

determination, the District shall apply the preponderance of the evidence standard to formal complaints against students,

to formal complaints against employees and to all complaints of sexual harassment. The written determination shall

include:

Identification of all allegations potentially constituting sexual harassment as defined in this regulation;

A description of the procedural steps taken from receipt of the formal complaint through the determination,

including any notifications to the parties, interviews with the parties and witnesses, site visits, and methods used

to gather other evidence;

Findings of fact and conclusions about whether the alleged sexual harassment occurred; and

The rationale for the result as to each allegation, any disciplinary sanctions imposed on the respondent and

what, if any, remedies will be provided to the complainant.

This information will be sent simultaneously to both parties along with the appeal process. The Title IX Coordinator is

responsible for the effective implementation of any remedies.

10.

APPEALS PROCESS:

Appeals of the written determination or of a dismissal can be made by either party within 10 days after the decision on

the following bases:

A procedural issue that affected the outcome;

Newly discovered information or evidence that was not reasonably available at the time the determination

regarding responsibility or dismissal was made, that could affect the outcome, or

Title IX Coordinator(s), investigator(s), or decision-maker(s) had a conflict of interest or bias that affected the

outcome.

As to all appeals, the District shall:

Notify the other party in writing when an appeal is filed and implement appeal procedures equally for

both parties;

Ensure that the decision-maker(s) for the appeal is not the same person as the decision-maker(s) that

reached the determination regarding responsibility or dismissal, the investigator(s), or the Title IX

Coordinator;

Ensure that the decision-maker(s) for the appeal complies with the training standards set forth in this

policy;

Give both parties a reasonable, equal opportunity to submit a written statement in support of, or

challenging, the outcome;

Issue a written decision describing the result of the appeal and the rationale for the result; and

Provide the written decision simultaneously to both parties within 10 days of the receipt of appeal.

INFORMAL RESOLUTION

The informal resolution process allows the District the discretion to offer and facilitate an informal resolution process such as

mediation or restorative justice so long as the parties provide voluntary, informed written consent to attempt informal resolution.

Parties can only engage in the informal resolution process when a formal complaint is filed. The District cannot require parties to

engage in the informal resolution process. Parties can withdraw the informal resolution process, and resume the investigation

process regarding the formal complaint, at any time prior to reaching a resolution. Informal resolution is unavailable for

allegations of employee on student sexual harassment.

Prior to informal resolution, the District will:

Provide to the parties a written notice disclosing: The allegations, the requirements of the informal resolution process

including the circumstances under which it precludes the parties from resuming a formal complaint arising from the

same allegations, provided, however, that at any time prior to agreeing to a resolution, any party has the right to

withdraw from the informal resolution process and resume the grievance process with respect to the formal complaint,

and any consequences resulting from participating in the informal resolution process, including the records that will be

maintained or could be shared;

Obtain the parties' voluntary, written consent to the informal resolution process.

REPORTING ACTS OF SEXUAL ABUSE OR SEXUAL MISCONDUCT OF STUDENT BY STAFF

Title IX also applies to acts of sexual harassment by staff towards students and is addressable under the previous grievance process.

Further, O.C.G.A. § 20-2-751.7.(a) provides that: “The Professional Standards Commission shall establish a state-mandated

process for students to follow in reporting instances of alleged inappropriate behavior by a teacher, administrator, or other school

employee toward a student which shall not prohibit the ability of a student to report the incident to law enforcement authorities.

Each local school system shall be required to implement and follow such state-mandated process and shall include the mandated

process in student handbooks and in employee handbooks or policies.” The following is the reporting process:

Any student (or parent or friend of a student) who has been the victim of an act of sexual abuse or sexual misconduct by

a teacher, administrator or other School District employee is urged to make an oral report of the act to any teacher,

counselor, or administrator at his/her school.

Any teacher, counselor, volunteer, or administrator receiving a report of sexual abuse or sexual misconduct of student by a

teacher, administrator, or other employee shall make an oral report of the incident immediately by telephone or otherwise

to the school principal or principal’s designee and shall submit a written report of the incident to the school principal or

principal’s designee within 24 hours. If the principal is the person accused of the sexual abuse or sexual misconduct, the

oral and written reports should be made to the superintendent or the superintendent’s designee.

Any school principal or principal’s designee receiving a report of sexual abuse as defined in O.C.G.A. § 19-7-5 shall make

an oral report immediately to the school social worker, but in no case later than 24 hours from the time there is reasonable

cause to believe a child has been abused. The school social worker’s Child Protection Report may be submitted via

telephone, fax, or in written form (preferred method for the school district is written report) to a child welfare agency

providing protective services, as designated by the Department of Human Services, or, in the absence of such agency, to

an appropriate police authority or district attorney.

Reports of acts of sexual misconduct against a student by a teacher, administrator, or other employee not covered by O.C.G.A. §

19-7-5 shall be investigated immediately by school or system personnel. To protect the integrity of the process and to limit repeated

interviews with the student, the designated system personnel is required to take a written statement from the student prior to any

other person. If the investigation of the allegation of sexual misconduct indicates a reasonable cause to believe that the report of

sexual misconduct is valid, the school principal or principal’s designee shall make an immediate written report to the designated

Regional Superintendent, Chief Officer of Public Safety, and Coordinator of School Social Work. The Superintendent and the

Professional Standards Commission Ethics Division must also be notified of any validated acts of sexual misconduct.

GENDER EQUITY IN SPORTS GRIEVANCE PROCEDURES

The DeKalb County School District prohibits discrimination in its elementary and secondary athletic programs, in accordance with

the Georgia Gender Equity in Sports Act. The following grievance procedures are provided to allow for prompt and equitable

resolution of written student complaints, including those brought by a parent or guardian on behalf of a student.

DEFINITIONS:

•

“Days” means calendar days.

•

A “grievance” is a complaint that alleges the DeKalb County School District has taken an action that is in violation of

O.C.G.A. § 20-2-315 (Gender Equity in Sports Act).

•

“Grievant” is the person initiating the complaint.

•

“Student” means a person enrolled in a school or instructional program operated by the DeKalb County School

District.

PROCEDURES:

Grievances may be brought only by the affected student or by the affected student's parent or guardian and shall proceed in the

following manner:

•

Within ten (10) days of the time that the grievant knows, or reasonably should know, about the grievance (or within

ten (10) days of the publication of this procedure, whichever is later), the grievant shall present the written grievance

form to the Superintendent who shall note the date received.

•

The written grievance shall: (1) name the grievant and the affected student; (2) state the situation or conditions giving

rise to the grievance; (3) identify the specific provisions of the law or the implementing regulations alleged to have

been violated; and (4) indicate the specific relief sought.

•

The Superintendent shall cause the grievance to be investigated. Within 30 days after the grievance is presented, the

Superintendent shall give a written response to the grievance, setting forth the essential facts and rationale for the

decision.

•

The grievant may appeal the Superintendent’s decision to the DeKalb County Board of Education. The appeal must

be in writing and submitted to the DeKalb County Board of Education within 35 days of the date of the response from

the Superintendent. The Board may review all materials related to the grievance and render a decision in writing no

less than 45 days after receipt of the written grievance form.

•

The grievant shall have the right to appeal any decision by the DeKalb County Board of Education to the State Board

of Education pursuant to O.C.G.A. § 20-2-1160.

Any student and/or parent or guardian of a minor child who feels that an action of the DeKalb County School District is in violation

of O.C.G.A. § 20-2-315 (Gender Equity in Sports Act) may file a complaint by completing a form and forwarding it to Employee

Relations, Division of Human Resources, 1701 Mountain Industrial Blvd., Stone Mountain, GA 30083. Forms may be obtained

from the Office of the Executive Director of Athletics, 5829 Memorial Drive, Stone Mountain, Georgia 30083 or at

www.dekalbschoolsga.org/athletics/downloads.

INTERNET AND TECHNOLOGY USAGE

The DeKalb County School District provides technologies, networks, and internet access to support the educational mission of the

District and to enhance the curriculum and learning opportunities for students and employees in compliance with the Children’s

Internet Protection Act (CIPA) of 2000. All guidelines, regulations, policies, and rules are applicable to all telecommunication

services and equipment provided by the District including, but not limited to, the following:

•

Computer workstations and notebook computers;

•

Smart phones, tablets, e-readers, and other mobile devices;

•

Internet services;

•

Telephone services; and

•

Cellular phone services

The DeKalb County School District believes that information and interaction available on the Internet provides valuable educational

information. It is not always possible for the District to control access to material that may be considered controversial or

inappropriate; therefore, the user may accidentally or purposefully encounter controversial material. It is the user’s responsibility

to avoid initiating access to such material.

Use of the Internet must be in support of educational research and consistent with the District’s educational goals and objectives.

Use of any other District’s network or educational resources must be in compliance with rules, policies, and guidelines for the

network. Users must abide by all rules and procedures specified and deemed necessary at the site from which access to the Internet

is made. Transmission of any material in violation of any United States, state law, or state regulation is prohibited which includes,

but is not limited to, (1) copyrighted material, (2) threatening, pornographic, or obscene material, or (3) material protected by trade

secret. Use of District resources including the network for (1) private financial gain, commercial advertising, or solicitation activities

by or for-profit institutions or (2) political lobbying is prohibited. All illegal activities are strictly prohibited.

The use of the Internet is a privilege, not a right. Any student user not complying with the District’s Internet Acceptable Use

Agreement shall lose Internet privileges for at least one week. Student infractions may result in appropriate disciplinary action in

addition to suspension or termination of access privileges.

Any user identified as being a security risk or as having a history of problems with other computer systems may be denied access

to the Internet. The District makes no warranties of any kind, whether expressed or implied, for the service it is providing. The

District will not be responsible for any damages suffered by any user including loss of data resulting from delays, non-deliveries,

incorrect deliveries, or service interruptions caused by its own negligence or user errors or omissions. Use of any information

obtained via the Internet is at the risk of the user. The District specifically denies any responsibility for the accuracy or quality of

information obtained through its services.

Use of the School District’s Internet and technology resources obligates students to observe the following terms:

•

Students will observe the standard of courtesy and behavior consistent with the practices and policies of the DeKalb

County Board of Education when sending or publishing messages or transmitting data or other information on the Intranet.

•

Students will use the internet system for instructional purposes only as it relates to classroom and co-curricular

assignments and activities.

•

Students will exhibit appropriate online behavior, including interacting with other individuals on social networking

websites and chat rooms.

•

Students will make every effort to safeguard any information from unauthorized users.

•

Students will not initiate or participate in any form of cyberbullying.

•

Students will not send or receive inappropriate or offensive messages or pictures from any source. For example, students

will not post, publish, or display any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening,

racially or religiously offensive, sexist, or illegal material.

•

Students will not post messages and attribute them to another user.

•

Students will not violate network security by entering the system under a User ID other than their own, share their user

IDs, passwords, or user accounts with others.

•

Students will not disclose, use, or disseminate personal information of other minors/students.

•

Students will not use the internet system for any purpose that violates federal or state law.

•

Students will not transmit or download information or software in violation of copyright laws.

•

Students will not disconnect network components, alter programs or data, or purposely infect any computer with a virus.

•

Students will not engage in unauthorized use of the network, intentionally delete or damage files and data belonging to

other users or violate copyright law.

Students are strongly cautioned that sending inappropriate messages and/or images via electronic

communication devices or the internet/intranet at any time could result in very serious school, personal and/or

criminal consequences.

Students will observe the standard of courtesy and behavior consistent with the practice and policies of the DeKalb

County Board of Education, including but not limited to Board Policy IFBGB entitled "Web Pages," when sending

or publishing messages or transmitting data or other information on the Intranet.

SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION

BULLYING, HARASSMENT, AND HAZING

DeKalb County School District has also implemented a District Alert Line (1-888-475-0482) to report weapons,

violence, bullying, harassment, and/or drugs.

Students cannot be expected to reach their full academic potential in an environment of fear and intimidation. All schools

in the DeKalb County School District have an obligation to provide a safe, healthy, and positive learning environment

for their students and to promote mutual respect and acceptance among students, staff, and volunteers.

The District expressly prohibits the bullying, harassing, and hazing of any student, by any means or method, at school,

on school property, or at school-related activities; while traveling including to or from school on a school bus; off-

campus when the behavior results in a disruption to the school environment; or by use of data or software that is accessed

through a District computer, computer system, computer network, or other electronic technology of the District.

Pursuant to state law, this policy also applies to acts of cyberbullying which occur through the use of electronic

communication, whether such electronic act originated on school property or with school equipment, if the electronic

communication:

Is directed specifically at students or school personnel;

Is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the

orderly operation of the school and;

Creates a reasonable fear of harm to any student’s or school personnel’s person or property or has a high likelihood

of succeeding in that purpose.

For purposes of this policy, electronic communication includes but is not limited to any transfer of signs, signals,

writings, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio,

electromagnetic, photo electronic or photo optical system.

All staff, students, and parents or guardians will receive a verbatim copy of this policy and accompanying administrative

regulation prohibiting bullying, harassment, discrimination, and hazing at the beginning of the school year as part of the

Code of Student Conduct.

The District strictly prohibits retaliation against any person involved in a report of bullying, harassing, and hazing or

participates in an investigation of bullying, harassing, and hazing. Schools shall keep reports of bullying, harassing, and

hazing confidential to the extent consistent with a thorough investigation.

School officials are expected to intervene immediately when they see a bullying, harassing, and hazing incident occur

or upon receipt of any report of bullying, harassment, and hazing.

An employee who fails to comply with the requirements of this policy and accompanying administrative regulation may

be subject to disciplinary action, up to and including termination of employment.

At an appropriate time during or after the investigation of a report, the parent or guardian of both the accused and the

victim must be notified. If the incident involves an injury or similar situation, appropriate medical attention should be

provided, and the parent or guardian should be notified immediately.

Upon being found in violation, a student who has committed the offense of bullying, harassment, and hazing should be

given an age-appropriate consequence which shall include, at minimum and without limitation, disciplinary action, or

counseling as appropriate under the circumstances.

Detailed guidelines and procedures for reporting and addressing student bullying, harassment, and hazing shall be

implemented in accordance with the accompanying administrative regulation.

Administrative Regulation: Bullying/Harassment/Hazing Descriptor

Code JCDAG-R(1)

The District expressly prohibits the bullying, harassment, and hazing of any student, by any means or method, at school,

on school property, or at school-related functions; while traveling to or from school on a school bus; off-campus when

the behavior results in a disruption to the school environment; or by use of data or software that is accessed through a

District computer, computer system, computer network, or other electronic technology of the District.

Definitions



Bullying – Unwanted, aggressive behavior among school-aged children that involves a real or perceived power

imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both students who are bullied

and who bully others may have serious, lasting problems.



Harassment – Unwelcome conduct based on real or perceived race, color, national origin, sex, religion, disability,

sexual orientation, gender Identity or gender expression. It may take many forms, including verbal acts and

name‐calling; graphic and written statements, which may include use of cell phones or the Internet; or other

conduct that may be physically threatening, harmful, or humiliating. Harassment does not have to include intent

to harm, be directed at a specific target, or involve repeated incidents. Unlike bullying, harassment does not

always involve a real or perceived power imbalance. Harassment creates a hostile environment when the conduct

is sufficiently severe, pervasive, or persistent to interfere with or limit a student’s ability to participate in or

benefit from the services, activities, or opportunities offered by a school.



Hazing – Bullying and intimidation in association with rituals to join an extracurricular group/activity or to raise

a student’s rank/status within the organization.

Prohibited Behaviors

Examples of prohibited behaviors include, but are not limited to:



Verbal assaults such as unwanted teasing or name-calling;



Rumors or spreading of falsehoods;



Threats, taunts, and intimidation through words and/or gestures;



Public humiliation;



Social isolation;



Harassment Stalking;



Direct physical contact such as hitting or shoving;



Physical violence and/or attacks;



Theft of money and/or personal possessions for the purpose of bullying, harassing, or intimidating;



Extortion or manipulation, including incitement and/or coercion; Destruction of school or personal property; Any form

of electronic bullying or cyberbullying using school equipment, school networks, or e-mail systems or committed at

school;



The use of cameras or camera phones to take embarrassing photographs of students or school employees

and distributing them to others or posting them online;

Sending abusive or threatening text messages or instant messages; and using websites to circulate gossip and rumors to other

students;



Cyberbullying or the willful, hostile, and repeated harassment and intimidation of a person through the use

digital technologies, including, but not limited to, email, blogs, social networking websites (e.g.,TikTok,

Snapchat,Twitter, Instagram, Kik, Facebook etc.), chat rooms, texts, and instant messaging; Cyberstalking or

engaging in conduct to communicate, or to cause to be communicated, words, images, or language by or through

the use of electronic mail or electronic communication, directed at or about a specific person, causing substantial

emotional distress to the victim;

All staff, students, and parents or guardians will receive a verbatim copy of this policy prohibiting

bullying/harassment/hazing at the beginning of the school year as part of the DCSD Code of Student Conduct.

Reporting Incidents of Bullying/Harassment/Hazing

Bullying/Harassment/Hazing may be reported by a student, parent, guardian, or other stakeholder to an administrator,

teacher, counselor, or other staff member at the student’s school. At the option of the person reporting the incident, the

report may be made either by name or anonymously and either verbally or in writing. Reporting forms may be found in

the Code of Student Conduct, on the District’s website, and at each District school. Reports of

bullying/harassment/hazing also may be made by using the District’s Alert Line at 1-888-475-0482 or by calling the

Georgia Department of Education’s School Safety Hotline at 1-877 SAY-STOP (1-877-729-7867).

Any employee to whom bullying/harassment/hazing is reported must promptly document the report and forward it to

the principal or designee. Any employee who witnesses an incident of bullying/harassment/ hazing or who otherwise

learns that a student is being bullied/harassed/hazed must promptly, but no later than one (1) day following the receipt

of a concern, submit a written report to the principal or designee. The principal or designee shall ensure that proper

documentation is maintained throughout the investigation and resolution of the matter. If the report is made by the

alleged target/victim, the principal or designee will contact the parent or guardian immediately upon receipt of the report.

If the reporting student or the parent or guardian of the student feels that the school is not taking appropriate steps to

investigate or address the problem even after consulting the school principal, the student or the parent or guardian should

contact the appropriate Regional Superintendent or his or her designee.

Students who believe that another student at their school is being bullied/harassed/hazed are urged to inform a teacher,

counselor, administrator, or other staff member.

The District strictly prohibits retaliation against any person who reports bullying/harassment/hazing or participates in an

investigation of bullying/harassment/hazing. Incidents of retaliation should be reported using the same process as used

for the original complaint and will be investigated and resolved by school or district personnel.

Where complainants request confidentiality, schools shall share details of reports of bullying/harassment/ hazing with

only those individuals who need to know consistent with the District’s obligation to respond promptly and appropriately

to reports of misconduct, or as otherwise required by law.

An employee who fails to comply with the requirements of Board Policy JCDAG and this accompanying regulation may

be subject to disciplinary action, up to including termination of employment.

Responding to Incidents of Bullying/Harassment/Hazing

School officials are expected to intervene immediately when they see a bullying/harassment/hazing incident occur or

upon receipt of any report of bullying/harassment/hazing. The following actions will be taken when

bullying/harassment/hazing is reported.

Investigation – Upon receipt of any report of bullying/harassment/hazing, the principal or designee will direct

an immediate investigation involving appropriate personnel. The investigation should begin no later than the

following school day. The investigation shall include interviewing the alleged perpetrator(s), victim(s),

identified witnesses, teacher(s), and staff members and reviewing video surveillance, if available. School

counselors, school social workers, and other support staff should be utilized for their expertise as determined by

the circumstances of the matter. The school shall keep confidential the results of the investigation, except with

respect to the District’s notification, reporting, or other legal obligations.

Notification – At an appropriate time during or after the investigation of a report, the parent or guardian of both

the accused and the victim must be notified, but no later than three (3) days after completion of the investigation.

If the incident involves an injury or similar situation, appropriate medical attention should be provided, and the

parent or guardian should be notified immediately.

At the conclusion of the investigation, both the victim and the offending student must be notified of the results

of the investigation. Victims may request information about the sanction imposed upon a student who was found

to have engaged in harassment when the sanction directly relates to the victim. This includes an order that the

harasser stay away from the harassed student, or that the harasser is prohibited from attending school for a period

of time or transferred to other classes. Schools will not disclose any other information in the offending student’s

“education record,” including information about sanctions that do not relate to the harassed student.

Interim Measures – The school will take steps to protect the complainant as necessary, including taking interim

steps before the final outcome of the investigation.

Disciplinary Action – Upon a finding of guilt, a student who has committed the offense of

bullying/harassment/hazing will be given an age-appropriate consequence which shall include, at minimum and

without limitation, counseling, disciplinary action, or other consequence as appropriate under the circumstances.

Disciplinary action after the first incident of bullying/harassment/hazing may include but is not limited to the

following:

•

Loss of a privilege;

•

Reassignment of seats in the classroom, cafeteria, or school bus;

•

Reassignment of classes;

•

Detention;

•

In-school suspension;

•

Out-of-school suspension (through appropriate due process hearing);

•

Expulsion (through appropriate due process hearing);

•

Assignment to an alternative school (through appropriate due process hearing).

Follow Up and Aftercare – Follow up is important to the accused, the victim, and in some circumstances, the

broader school community. Each school must provide after-care and follow up to individuals and groups affected

by the bullying/harassment/hazing. Where necessary, counseling, and other interventions should be provided to

address the social-emotional, behavioral, and academic needs of students who are victims of

bullying/harassment/hazing and students who commit an offense of bullying/harassment/hazing. Schools must

also assess school climate to determine whether additional staff training, or student instruction is needed. Where

appropriate, the school should also reiterate the prohibition on retaliation and how to report such misconduct.

Pursuant to state law, students in grades six through twelve found to have committed the offense of

bullying/harassment/hazing for the third time in a school year shall at a minimum be assigned to an alternative school

through appropriate due process by disciplinary hearing officers, panels, or tribunals.

MANDATORY REPORTING OF STUDENT CRIMES

School administrators, teachers and other school-based employees will report crimes, as required by law (O.C.G.A. §

20-2-1184).

Victims of the following alleged student misconduct must file a written complaint or report with the school

administration and with central administration, describing the alleged incident and the injury or damage sustained: (1)

an alleged assault or battery by a student upon any teacher, other school official or employee; (2) an alleged assault or

battery by a student upon another student; (3) substantial damage alleged to be intentionally caused by a student on

school property to personal property belonging to a teacher, other school official, employee, or student, if, in the

discretion of the school principal, the alleged damage could justify the expulsion or long-term suspension of the student.

ILLEGAL/DANGEROUS/SUSPICIOUS ITEMS

Students are to notify an administrator or other staff member immediately when illegal, suspicious, or dangerous

items, or other items banned from school, are found. Students will not touch or handle such items or receive or

accept such items from other students.

HOTLINE TO REPORT BULLYING, VIOLENCE, WEAPONS, AND DRUGS

Sponsored by the Georgia Department of Education, the HOTLINE provides a 24-hour reporting system for students to

report weapons, violence (including bullying), or drugs anonymously by calling 1-877-SAY-STOP (1-877-729-7867)

or the DeKalb County School District Alert Line at 1-888-475-0482. Information is recorded and shared with the

local school district and local law enforcement. An investigation is conducted upon receipt of the report.

SCHOOL RESOURCE OFFICERS

School Resource Officers (SRO) are POST-certified police officers assigned to schools to maintain safety and security

at the assigned school, ensure the initiation of prevention and intervention programs, act as positive role models for

students, serve as liaisons with other law enforcement personnel and agencies, help develop the Safe School Plan, and

work to foster a better understanding of legal issues and the judicial process. However, SROs are not disciplinarians.

They are not to be used as a substitute for an administrator in the daily administration of the student discipline program.

The administrative staff works with the SRO to use their law enforcement expertise and experience but should refrain

from assigning SROs or other law enforcement agency personnel to duties and stations that limit or encumber their

effectiveness. As School District employees, SROs follow the professional requirements of all employees.

As mandated by state law in Georgia, students will be charged and arrested for possession of weapons, as defined in

O.C.G.A. § 16-11-127.1, for possession of drugs, as defined in O.C.G.A. § 16-13-24 through O.C.G.A. § 16-13-32, for

any felony or designated felony, as described in Title 16 of the Criminal Code of Georgia Annotated, and for causing

bodily injury to others, damage to public or private property, and/or causing a major school disturbance, including, but

not limited to, making terroristic threats.

School administrators are required to immediately report suspected violations of the law to SROs or other law

enforcement personnel. When an SRO, other law enforcement or emergency agency is on a school campus for the

purpose of responding to a request for intervention, investigation, serving a warrant, or in response to an emergency, the

school administrative staff follows the responder’s recommendations. In all cases involving an SRO, as in all other

serious situations at the school, the parents/guardians are notified in a timely manner.

Parents and guardians are encouraged to inform their children of the consequences, including potential criminal

penalties, of underage sexual conduct and crimes for which a minor can be tried as an adult (O.C.G.A. § 20-2-

735). Information on this may be found on the DeKalb District Attorney’s website at http://www.dekalbda.org.

CAMPUS SECURITY PERSONNEL

Campus Security Personnel (CSP) maintain the security of the school by monitoring campus activity and undertaking

necessary precautions vital to the protection of the staff and students to preserve an environment suitable for the

education process by patrolling school buildings and grounds to ensure security. CSP are assigned to all secondary

schools and several elementary schools.

TEENAGE/ADULT DRIVERS RESPONSIBILITY ACT (TAADRA)

Effective July 1, 2015, schools will certify that a student is enrolled in and not under expulsion from a public or private

school to be eligible for a driver’s license or learner’s permit. Schools will use the Certificate of School

Enrollment form and the Certificate of Eligibility for Restoration of Driving Privileges Form.

CHRONICALLY DISRUPTIVE STUDENTS

Students who chronically disrupt class are addressed through a MTSS-RTI process using a tiered process of interventions

and continuous monitoring of progress. Progressive consequences range from Tier 1 of the MTSS-RTI process for the

initial disruptions to Tier 3-SST for continuously disruptive behavior. The initial focus of the MTSS-RTI process is

developing and implementing interventions to modify the identified behavior problems.

Chronically disruptive students may be placed on probation with a signed contract. The administrative staff, in

conjunction with resource personnel and the parents, should collectively devise a discipline correction plan. Chronically

disruptive students must be referred to and receive interventions from resource personnel (i.e., counselor, social worker,

school psychologist, SST chair, Instructional Support Specialist, or student support specialist) prior to a referral to a

District due process hearing.

STUDENT SUPPORT TEAM

The Student Support Team (SST) is a problem-solving team at the Tier 3 level of interventions and/or student assessment

that seeks interventions for students with academic, behavior, or other types of problems. SST levels of interventions

are implemented when they are necessary as part of the progression through the tiers of intervention.

Once the student reaches Tier 3-SST, interventions are implemented and documented with fidelity for cycles of 4-6

weeks. At each 4-6 week interval, an SST problem-solving meeting is held (parents are to be invited) during which the

student’s response to intervention is assessed based on the data collected during the intervention period. If the

interventions at SST-Tier 3 were done with fidelity and were not successful, based on data documented during the

intervention period by the intervention providers, additional alternative interventions and modifications are developed

and implemented for an additional cycle of 4-6 weeks. Intervention providers may include the Assistant Principal for

discipline, school counselor, teachers, or other staff. After two or more cycles of Tier 3 intervention have been completed

and documented with fidelity and the child continues to struggle, the SST may request parent permission to complete a

psychoeducational evaluation to determine the student’s cognitive and academic strengths and weaknesses and/or

behavioral/social and emotional status. If the child makes progress in response to the Tier 3-SST interventions (intense

support), he or she may matriculate back to Tier 2 (moderate intensity support) and, if progress continues, return to Tier

1 Core Instruction.

If the student continues to experience difficulties and based upon the student’s responses to the implemented

interventions, a referral to Special Education may be warranted. If such a special education referral is made, a Parental

Consent for Evaluation (PCE) is obtained, and all available data is reviewed as part of the evaluation process. Data can

include SST/RTI records, including all data and all evaluations previously completed. A special education eligibility

meeting is then held to determine the student’s eligibility for special education services.

PLACEMENT REVIEW PROCEDURES FOR REMOVING STUDENTS FROM CLASS

Based on state law (O.C.G.A. § 20-2-738), a teacher may remove from class a student who repeatedly or substantially

interferes with the teacher’s ability to conduct instructional activities, provided the student has previously been reported

or the teacher determines that the behavior of the student poses an immediate threat to the safety of the student’s

classmates or the teacher. In the case of immediate removal from the classroom, the teacher will submit a written referral

by the end of the school day or at the beginning of the next school day to the principal or other school administrator. The

administrator will, within one school day after the student’s removal from class, send the student’s parents a written notice

that the student was removed from class, a copy of the teacher’s referral, and information regarding how the parent may

contact a school administrator. When a teacher removes a student from class, as prescribed above, the administrator will

discuss the matter with the teacher by the end of the school day or at the beginning of the next school day. The

administrator will give the student oral or written notice of the basis for the removal from class. If the teacher withholds

his or her consent to the student’s return to the same class, or the student’s misbehavior precludes returning to school

(such as committing a major violation of the DCSD Code of Student Conduct), the administrator determines the

consequences for the student by the end of the first day, which may include in-school suspension or out- of-school

suspension for up to ten days. Suspensions or expulsions of longer than ten days may be imposed only by the Hearing

Officer or Board of Education.

If the teacher withholds his or her consent to the student’s return to the same class and the administrator does not impose

other disciplinary action, the administrator will convene the Local Placement Review Committee by the second day after

the removal from the classroom, and the committee will render a decision whether the student should or should not

return to the teacher’s classroom. The committee’s decision will be made no later than three days after the removal from

class. In the interim, the administrator will make a temporary placement for the student (other than in the classroom from

which the student was removed, unless the teacher gives permission). Any teacher who removes more than two students

from his or her total enrollment in any school year who are subsequently returned to the class by the Local Placement

Review Committee because such class is the best available alternative may be required to complete professional

development to improve classroom management or other skills, based on classroom observations and documentation.

Each school and center principal shall establish at least one Local Placement Review Committee, composed of three

members. The school faculty will select two teachers and one alternate, and the principal will select one staff member

to serve on the committee (schools may have more than one Local Placement Review Committee, at the discretion of

the principal, but each committee must have three members selected as stated above). The selection of the committee

should proceed as follows: (1) principal asks for volunteers and nominations; (2) a secret ballot is taken at a faculty

meeting; (3) results are tabulated by a teacher; (4) results of the ballot are shared with the faculty. The Local Placement

Review Committee (by simple majority vote) determines the placement of a student when a teacher withholds his or her

consent to the return of the student to the teacher’s class when an administrator has not imposed disciplinary action

(provided the teacher has met the reporting requirements enumerated above or if the student poses a threat). The

committee is authorized to (1) return the student to the teacher’s class upon determining that such placement is the best

or only alternative; or (2) refer the student to the administrator for other appropriate action.

The decision of the committee shall be in writing and will be made within three school days after the teacher withholds

consent to the return of the student. If the Local Placement Review Committee decides not to return the student to the

class from which he or she was removed, the administrator may place the student into another appropriate classroom,

in-school suspension, or out-of-school suspension. In-school suspension or out-of-school suspensions may be for up to

ten days. All disciplinary action will be sent to the parents in writing, by either letter or copy of the Student Discipline

Referral form, with a note to the parent to confirm receipt of the notice.

PREVENTION/INTERVENTION

Prevention/Intervention has several programs in place for students, including peer mediation, conflict resolution classes,

drug education classes, parenting classes, character education, in-school suspension/life skills training, bullying

awareness activities, and other programs and activities.

GRIP

(Growing Responsibly, Increasing Possibilities)

is a substance abuse and conflict resolution education program that

is provided for first-time violators of the Drug/Substance offenses (possession or use) in this DCSD Code of Student

Conduct. Violators of offense #5a (distribution/sale/intent), or students charged with felony possessions or multiple

offenses are not eligible, unless otherwise indicated by the Hearing Officer or the DeKalb Board of Education.

Additionally, GRIP helps students resolve conflict, cope with peer pressure, manage anger, and communicate with

others. Students who have been involved in a fight may be referred to GRIP. GRIP is offered on Saturdays to students

and parents are also asked to participate in the classes to reinforce the effort to resolve issues peacefully between and

among students.

SAFE SCHOOL AUDITS

The DeKalb County School District is committed to ensuring a safe and orderly learning environment. Research studies

have indicated that supervision of students is vitally important in the prevention and reduction of violent and criminal

behaviors. Adult supervision is necessary for students to feel safe at school. Therefore, the purpose of Safe School Audits

is to monitor adult supervision of students, especially during transitional times; assess students’ understanding of the

rules for appropriate behavior according the DCSD Code of Student Conduct; ensure staff understanding of procedures to

follow if a campus crisis occurs; and to conduct randomly selected student surveys regarding whether the student feels

safe at school.

The Safe School Audits goal is for students and staff to learn and work in a safe and orderly environment. Objectives

for conducting the audits are: (1) provide school-based data to local school administrators regarding supervision of staff

during transitional periods of the school day; (2) gather and report information on students’ feelings about safety at

school; (3) provide information on staff awareness of procedures to be followed during a crisis; and (4) building and

environment checks.

Trained Safe School Administrators will conduct random Safe School Audits throughout the year. Upon entering a

school building, the team leader will notify the principal of the team’s presence. Audit team members, equipped with

a school map, bell schedule, and audit checklist will proceed to designated areas on the school’s campus to observe and

document information gathered during the audit. The process generally takes about thirty-five (35) minutes to complete.

The audit will be scored according to a prescribed procedure for elementary and secondary schools. Results will be

shared with the Superintendent, Deputy Superintendent, School Leadership and Operational Support, Regional

Superintendents, Principals, and Assistant Principals.

To ensure that Safe School Audits are conducted with fidelity, a Safe School Audit training module will be developed.

Campus identified personnel will be trained and tested in the use and understanding of the Safe School Audit process.

Additionally, school administrators, school personnel, and students will receive professional learning on the Safe School

Audit process. It is expected that the use of the Safe Schools Audit will result in a reduction of discipline referrals and

suspensions.

STUDENT DRESS CODE

The atmosphere of a school must be conducive to learning. While the focus of the DeKalb Code of Student Conduct is

behavior expectations, students clothing can affect their safety and their appearance can positively or negatively impact the

climate of a school. Students must adhere to the School District’s dress code requirements. Students who fail to comply

with the dress code requirements, as enumerated below, may be charged with Offense #25 –Student Dress Code Violation

(see page 50)

•

Students are expected to follow ALL school rules governing safety in specialized programs that may require

the wearing of protective clothing, safety glasses, or other similar requirements.

•

All shirts must have sleeves. Clothing length must be worn at mid-thigh or lower. Clothing with rips or tears is

prohibited. Clothing must be suitably fitted to cover all undergarments, including during movement.

•

Students are expected to wear shoes that allow freedom of movement. Flip-flops, slides, between-the-toe

shoes without heel straps, bedroom shoes, or other footwear that interferes with freedom of movement or

safety are prohibited.

•

Clothing, jewelry, tattoos, piercings, or other body ornaments that disrupt the educational process or

endanger the health or safety of other students, staff or visitors are prohibited.

•

The wearing of specific look alike items such as bullet-proof vests are prohibited.

•

Clothing, insignia, symbols, tattoos, piercings, jewelry, or adornments worn or carried on or about a student

which promote gangs, or the use of controlled substances, drugs, alcohol, or tobacco are prohibited.

•

Students are expected to wear clothing that is respectful of others. The wearing of clothing, tattoos or other

adornments which show offensive and/or vulgar words, pictures, diagrams, drawings, or includes words or

phrases of a violent nature, a disruptive nature, a sexual nature, politically/socially controversial words or

graphics or words or phrases that are derogatory regarding a person’s background, ethnicity, race, national

origin, religious belief, sexual orientation, gender identity, gender expression, pregnancy status, or disability is

prohibited.

NOTE: Local schools that offer school choice options may add additional requirements such as school uniforms.

Students/Parents are urged to review individual local school handbooks for any additional requirements related

to student dress. Any local dress code requirements must align to the DCSD student dress code.

CODE OF SPORTSMANSHIP

Sportsmanship can be defined in one word: RESPECT. Respect for ourselves, our schools, and guests to our schools

helps build a positive image not only with the community, but also with all those who participate in competitive activities

in our schools.

Responsibilities of Participants:

•

Use appropriate language;

•

Treat opponents with the respect due them as guests or hosts;

•

Exercise self-control at all times;

•

Respect the officials’ judgment and interpretation of the rules;

•

Accept the responsibility of representing your school in a positive manner;

•

Act in a manner that will create a positive attitude in the audience;

•

All players who are involved in a fight and any substitutes who leave the bench area during a fight and are

ejected from the current contest will be subject to the sit-out rule;

•

Players are expected to exhibit good sportsmanship before and after a contest, even if the game officials do

not have jurisdiction. Behaviors such as taunting, fighting, etc. are forbidden.

SECLUSION AND RESTRAINT

Georgia Board of Education Rule 160-5-1.35 provides guidelines for use of restraint in Georgia schools. The DeKalb

policy is provided below.

BOARD POLICY SECLUSION AND RESTRAINT

DESCRIPTOR CODE: JGF (2)

The DeKalb County Board of Education establishes the following standards for the safe administration of physical

restraint with regard to enrolled students.

The use of chemical restraint, mechanical restraint, or prone restraint, as defined by Georgia Department of

Education Rule 160-5-1-.35, is prohibited within the DeKalb County School District.

The use of seclusion, as defined by Georgia Department of Education Rule 160-5-1-.35, is prohibited within the

DeKalb County School District.

Seclusion does not include situations in which a staff member trained in the use of de-escalation techniques

or restraint is physically present in the same unlocked room as the student.

Seclusion does not include “time-out,” defined as a behavioral intervention in which the student is

temporarily removed from the learning activity but in which the student is not confined.

Seclusion does not include in-school suspension, detention, or a student-requested break in a different

location in the classroom or in a separate unlocked room.

Physical restraint may be utilized only when the student is an immediate danger to themselves or others and the

student is not responsive to less intensive behavioral interventions including verbal directives or other de-escalation

techniques.

Physical restraint does not include: providing limited physical contact and/or redirection to promote student

safety, providing physical guidance or prompting when teaching a skill, redirecting attention, providing

guidance to a location, or providing comfort.

Physical restraint shall not be used:

as a form of discipline or punishment, or

ii.

when the student cannot be safely restrained, or

iii.

when the use of the intervention would be contraindicated due to the student’s psychiatric,

medical, or physical conditions as described in the student’s educational records.

All physical restraint must be immediately terminated when the student is no longer an immediate danger

to himself or others or if the student is observed to be in severe distress or breathing appears impaired.

Before any staff member may implement physical restraint, he or she should have completed an approved training

program.

Approved training programs will address a full continuum of positive behavioral intervention strategies as

well as prevention and de-escalation techniques and restraint.

Schools and programs shall maintain written or electronic documentation on training provided and the list

of participants in each training. Copies of such documentation will be made available to the Georgia

Department of Education or any member of the public upon request.

If a staff member who has not completed an approved training program has to physically restrain a student

to prevent injury to a student or others in an emergency situation when staff members trained in physical

restraint are not available, he or she should ask other students, if present, to request assistance immediately.

Whenever possible, the use of physical restraint on a student shall be monitored by another staff member or

administrator. The use of physical restraint shall be documented by staff or faculty participating in or supervising

the restraint for each student in each instance in which the student is restrained.

Whenever physical restraint is used on a student, the school or program where the restraint is administered shall

notify the student’s parent or legal guardian within one school day after the use of restraint.

This policy does not prohibit a staff member from utilizing time-out, as defined in paragraph (2) above, or any other

classroom management technique or approach, including a student’s removal from the classroom that is not

specifically addressed in this rule.

This policy does not prohibit a staff member from taking appropriate action to diffuse a student fight or

altercation.

Deciding whether the use of physical restraint is necessary to protect students or others from imminent harm or

bodily injury, and taking the actions deemed necessary to protect students or others from imminent harm or bodily

injury, are actions that involve the performance of discretionary, not ministerial, duties.

10.

In some instances, in which a student is an immediate danger to himself or herself or others, the school or program

must determine when it becomes necessary to seek assistance from law enforcement and/or emergency medical

personnel. Nothing in this policy shall be construed to interfere with the duties of law enforcement or emergency

medical personnel.

11.

School officials must notify a student’s parent or guardian immediately when emergency medical or law

enforcement personnel remove a student from a school or program setting.

NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504

Section 504 of the Rehabilitation Act of 1973, commonly referred to as "Section 504," is a nondiscrimination statute enacted by the United

States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have educational

opportunities and benefits equal to those provided to non-disabled students.

For more information regarding Section 504, or if you have questions or need additional assistance, contact DeKalb County School

District’s Section 504 Office:

Watina F. April

Shadow Rock Center

1040 King Way Drive

Lithonia, GA 30058

(678)676-1817

watina_f_april@dekalbschoolsga.org

The implementing regulations for Section 504 as set out in 34 CFR Part 104 provide parents and/or students with the following

rights:

1. Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the needs

of non-disabled students. 34 CFR 104.33

2. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents.

Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise

valid obligation to provide or pay for services provided to a disabled student. 34 CFR104.33

3. Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the maximum

extent appropriate to his or her needs. 34 CFR 104.34

4. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR104.34

5. Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34 CFR 104.35

6. You have the right to not consent to the school district’s request to evaluate your child. 34 CFR 104.35

7. You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of 34 CFR104.35.

8. You have the right to ensure that the school district will consider information from a variety of sources as appropriate, which may

include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural

backgrounds, medical records, and parental recommendations. 34 CFR 104.35

9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your

child, the meaning of the evaluation data, the placement options, and the legal requirements for least environment and comparable

facilities. 34 CFR104.35

10. If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent

significant change of placement.34 CFR 104.35

11. You have the right to notice prior to any actions by the school district regarding the identification, evaluation, or placement of your

child. 34 CFR104.36

12. You have the right to examine your child’s educational records. 34 CFR104.36

13. You have the right to an impartial hearing with respect to the school district’s actions regarding your child's identification,

evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34

CFR 104.36

14. You have the right to receive a copy of this notice and a copy of the school district’s impartial hearing procedure upon request. 34

CFR104.36

15. If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not

considered impartial hearing officers), you have a right to a review of that decision according to the school district’s impartial hearing

procedure. 34 CFR 104.36

16. You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.

SECTION 504 PROCEDURAL SAFEGUARDS

OVERVIEW:

Any student or parent or guardian (“grievant”) may request an impartial hearing due to the District’s actions or inactions

regarding a child’s identification, evaluation, or educational placement under Section 504. Requests for an impartial

hearing must be in writing to the District’s Section 504 Coordinator; however, a grievant’s failure to request a hearing

in writing does not alleviate the District’s obligation to provide an impartial hearing if the grievant orally requests an

impartial hearing through the Section 504 Coordinator. The Section 504 Coordinator will assist the grievant in

completing the written Request for Hearing.

HEARING REQUEST:

The Request for the Hearing must include the following:

The name of the student;

The address of the residence of the student;

The name of the school the student is attending;

The decision that is the subject of the hearing;

The requested reasons for review;

The proposed remedy sought by the grievant; and

The name and contact information of the grievant.

Within ten (10) business days from receiving the grievant’s Request for Hearing, the Section 504 Coordinator will

acknowledge the Request for Hearing in writing and schedule a time and place for a hearing. If the written Request for

Hearing does not contain the necessary information noted above, the Section 504 Coordinator will inform the grievant

of the specific information needed to complete the request. All timelines and processes will be stayed until the Request

for Hearing contains the necessary information noted above.

MEDIATION:

The District may offer mediation to resolve the issues detailed by the grievant in this or her Request for Hearing.

Mediation is voluntary and both the grievant and District must agree to participate. A waiver form must be signed to

toll time limits for the scheduling for a formal hearing, if necessary. The grievant may terminate the mediation at any

time. If the mediation is terminated without an agreement, the District will follow the procedures for conducting an

impartial hearing without an additional Request for Hearing.

HEARING PROCEDURES:

The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45

calendar days from the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant

or a continuance is granted by the impartial review official.

Upon a showing of good cause by the grievant or the District, the impartial review official, at his or her

discretion, may grant a continuance and set a new hearing date. The request for a continuance must be in

writing and copied to the other party.

The grievant will have an opportunity to examine the child’s educational records prior to the hearing.

The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the

hearing and participate, speak, examine witnesses, and present information at the hearing. If the grievant is to

be represented by legal counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact

in writing at least ten (10) calendar days prior to the hearing. Failure to notify the Section 504 Coordinator in

writing of representation by legal counsel shall constitute good cause for continuance of the hearing.

The grievant will have the burden of proving any claims he or she may assert. When warranted by

circumstances or law, the impartial Hearing Officer may require the District to defend its position/decision

regarding the claims (i.e., a recipient shall place a disabled student in the regular educational environment

operated by the recipient unless it is demonstrated by the recipient that the education of the person in the regular

environment with the use of supplementary aids and services cannot be achieved satisfactorily. 34 C.F.R.

§104.34). One or more representatives of the District, who may be an attorney, will attend the hearing to present

the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review

official.

The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence

shall not apply to hearings. The impartial review official shall have the authority to issue pre-hearing

instructions, which may include requiring the parties to exchange documents and names of witnesses to be

present.

The impartial review official shall determine the weight to be given any evidence based on its reliability and

probative value.

The hearing shall be closed to the public.

The issues of the hearing will be limited to those raised in the written or oral request for the hearing.

Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be

allowed. The impartial review official, at his or her discretion, may allow further examination of witnesses or

ask questions of the witnesses.

Testimony shall be recorded by court reporting or audio recording at the expense of the District. All

documentation related to the hearing shall be retained by the District.

Unless otherwise required by law, the impartial review official shall uphold the action of the District unless

the grievant can prove that a preponderance of the evidence supports his or her claim.

Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and

approved by the impartial review official or just cause is shown shall constitute a waiver of the right to a

personal appearance before the impartial review official.

DECISION:

The impartial review official shall issue a written determination within twenty (20) calendar days of the date the hearing

concluded. The determination of the impartial review official shall not include any monetary damages or the award of any

attorney’s fees.

REVIEW:

If not satisfied with the decision of the impartial review official, any party may pursue any right of review,

appeal, cause of action or claim available to them under the law or existing state or federal rules or

regulations.

Special Education: A Parent’s Guide to Understanding Rights and Responsibilities

This guide is designed to help you understand your rights and responsibilities regarding special education. It should not be

used as a substitute for the full version of the Parents’ Rights outlined in the Individuals with Disabilities Education Act

(IDEA) and the Rules of the Georgia State Board of Education (Ga. Bd. Of Educ. R.) pertaining to Special Education. (

See

Ga. Bd. Educ. R. 160-4-7-.09 PROCEDURAL SAFEGUARDS/PARENTS’ RIGHTS.) To view the full version of the

Georgia Parents’ Rights please go to the Georgia Department of Education web site at www.gadoe.org and select Offices

& Divisions, then Curriculum & Instruction, then Special Education Services and Supports. You will then look under

Dispute Resolution or Family Engagement Information & Resources to find Parent Rights. The full version of these

rights

is available in multiple languages and is also presented in video format. This table represents a condensed guide to

parental

procedural safeguards. To view a complete listing of Parental Rights under IDEA, contact your student’s case manager or

visit:https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-

Services/Documents/Parents%20Rights/Parents%20Rights%20Sample%201%20updated%20032420.pdf.

RECORDS:

 You have a right to look at your child’s education records.

 You may also have the records interpreted or explained to

you.

 You may request to have something in the record changed

or removed if you feel it should not be in your child’s

record.

 You have the right to add information, comments, data or

any other relevant written material to your child’s record.

 You may ask for and receive copies of the Individualized

Education Program (IEP) and/or any of your child’s

records. The school district may charge a fee for the copies

but may not charge a fee for searching for and retrieving

documents.

 With your written permission, you may have a person

acting on your behalf inspect and review the records.

EVALUATION PROCEDURES:

 Your child has the right to a full and complete evaluation

to determine if they have a disability and is in need of

special education and/or related services.

 You have the right to have your child assessed in all areas

of the

suspected disability.

 The school district must test your child according to

procedures outlined in the IDEA and Georgia Special

Education Rules.

 Evaluations must consist of more than one test, and those

tests must be given in the language that the child normally

uses, unless the parent and school agree otherwise, and at

least once every three years.

 Your will be involved in the decision about eligibility and

what programs and services your child needs during the re-

evaluation.

CONFIDENTIALITY OF INFORMATION:

 Your child’s educational records are private.

 You can ask to have copies of only your child’s records.

 School employees involved with your child may see your

child’s

records and do not require your permission.

 No one else may see the results of your child’s records

without

your permission.

LEAST RESTRICTIVE ENVIRONMENT:

 You have the right to have your child taught in classrooms

and participate in all school programs and activities with

other children without disabilities, of the same age and

grade, to the greatest extent appropriate for your child.

 School district personnel must make accommodations and

modifications so that your child can participate in all

school programs and activities to the greatest extent

appropriate.

INDEPENDENT

EVALUATION:

 If you disagree with the school’s evaluation, you may have

your child tested by a professional evaluator not employed

by the school district, at public or private expense. Contact

the school system to find out the procedures for accessing

this right.

 Upon request, the school district must provide you a list of

independent evaluators so that you may choose one to test

your child.

 The school district must consider the results of an

independent

evaluator.

 The IEP team uses the results of the test to determine if

your child has a disability or needs special education.

SURROGATE

PARENTS:

 When the school cannot find the child’s parents of the

child is a ward of the state, the school system will assign

a surrogate (substitute) parent who will represent the

child regarding the child’s rights and interests for any

evaluation, meeting, or educational decisions for special

education services.

 Surrogate parents will receive special training and will

act as the parent by giving consent and participating in

IEP/other meetings.

 The surrogate parent has the same rights and

responsibilities as a parent in special education in matters

relating to a student.

NOTICE/PARENT

PARTICIPATION:

 You must be notified of your parental rights.

 You must be invited to attend meetings about your child

such as

eligibility, reevaluation, or IEP meetings.

 You are to receive copies of all documents about your

child’s education program and can have them explained

to you.



Copies can be in your native language, Braille, or explained

in sign language. If needed, the school district will provide

a translator or interpreter.

 You must be given opportunities to participate in any

decision- making meeting regarding your child’s special

education.

 You must be invited to any meeting that is held to

discuss your child’s disability, evaluations, re-

evaluations, placement of your child, and his/her IEP

and its contents.

 You are entitled to have IEP meetings held at a time and

place mutually convenient to you and other members of the

IEP Team.

 You have the right to excuse or not to excuse a member of

your child’s IEP Team from attending and IEP meeting.

The school district cannot excuse a required member

without your permission.

COMPLAINTS,

MEDIATION,

HEARINGS:

 You have the right to ask for mediation or a due process

hearing if you disagree with what the school has planned

for your child.

 The school system can also ask for mediation or a due

process

hearing.

 The parent and the school system must both agree to try

mediation before mediation will be scheduled.

 When you request a due process hearing, you have the

right to participate in a resolution session that provides

an opportunity for parents and school systems to resolve

any issues in a due process complaint so that the

parents and systems can avoid a due process hearing

and provide immediate benefit to the child.

 When you request a due process hearing, you have the

right to an impartial due process hearing conducted by an

administrative law judge (ALJ)/ hearing officer.

 You may file a formal written complaint with the Georgia

Department of Education to conduct an investigation

about any concerns, problems, or disagreements related

to the IDEA or Georgia Special Education Rules. The

complaint can be faxed to the Division for Special

Education Services and Supports at 404-651- 6457(fax)

or mailed to the Division for Special Education Services

and Supports at 1871 Twin Towers East, 205 Jesse Hill

Jr. Drive SE, Atlanta, GA 30334.

CONSENT:

 The school cannot test/evaluate or re-evaluate your child

without

your permission/consent.

 The school cannot place your child in special education or

change your child’s program placement without your

permission/consent.

 The school district cannot release your child’s records

without your permission/consent except to certain

individuals identified in law.

 You have the right to not give your permission/consent.

 You have the right to take away your consent to special

education and related services once you have given

permission; you must do it in writing. Revoking consent

means your child will no longer receive any special

education services.

DISCIPLINE

PROCEDURES

AND

RIGHTS:

 The school system must follow certain procedures when

students with disabilities exhibit behaviors that cause the

IEP Team to find other settings and/or ways to educate the

child.

 Schools may remove students to alternative programs

when there is a potential danger to the child, students, or

school personnel.

 Regardless of the setting, the school district must continue

to provide a free appropriate public education for your

child.

 The setting must enable your child to continue to receive

services that will allow them to meet the goals and

objectives in his/her IEP.

 Disciplinary actions occur for violations involving drugs,

alcohol, weapons

, or other school rules violations.

 These rights protect you, your child, and the school

system.

PRIVATE

SCHOOL

PLACEMENT:

 If you decide to place your child in a private school, you

must inform school officials at the last IEP meeting you

attend of your intent and explain your concerns about the

public program.

 The school system is not required to pay for the private

school if the school district offered a free appropriate

public education to meet a child’s educational needs that

have been identified through the educational evaluation

and are included in the IEP.

CONTACTS:

 When you have concerns about your child’s education, it is

important to tell the school principal or special education

director.

 If you need further help, there are parent or advocacy

groups from whom you may obtain help. Ask the school

for information or a list of names. You also can contact

Parent to Parent of Georgia which keeps an active list for

referrals or other information. Call 1- 800-229-2038 or go

to www.p2pga.org .

 You may also contact the Division for Special Education

Services and Supports at 404-656-3963 or 1-800-311-3627

or go to the Georgia Department of Education website at

www.gadoe.org to help find other helpful resources.

APPENDIX

PARENTS’ RIGHT-TO-KNOW (ESSA)

In compliance with the requirements of the Every Students Succeeds Act (ESSA), parents may request information

about the professional qualifications of their child’s teacher(s) and/ or paraprofessional(s). The following information

may be requested:

Whether the student’s teacher -

has met State qualification and licensing criteria for the grade levels and subject areas in which

the teacher provides instruction;

is teaching under emergency or other provisional status through which State qualification or licensing

criteria have been waived; and

is teaching in the field of discipline of the certification of the teacher.

Whether the child is provided services by paraprofessionals and, if so, their qualifications.

If you wish to request information concerning your child’s teacher’s and/ or paraprofessional’s

qualifications, please contact the school principal.

NON-DISCRIMINATION STATEMENT

The DeKalb County School District does not discriminate on the basis of race, color, national origin, sex,

disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated

youth groups.

The following person has been designated to handle inquiries regarding the non-discrimination

policies:

DeKalb County School District

Employee Relations

1701 Mountain Industrial Boulevard, Stone Mountain, GA 30083

678-676-0107

For further information on notice of non-discrimination,

visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the office

that serves your area, or call 1-800-421-3481.

DISCIPLINE DUE PROCESS FLOWCHART

Student is alleged to have violated

school rules

Student meets with school administrator

(School Administrative Due Process for

Suspension)

Student is found not to be in

violation of school rules and is

returned to class

Student is found to be in

violation of school rules

Student to receive consequences up

to a 10-day suspension ONLY

Student to receive a 10-day suspension and possible

referral to a District Due Process Hearing

Consequence given and parent notified.

Parent/guardian may petition the

Principal in writing in case the parent

disagrees with decisions, and then to

the Regional Superintendent in writing

if the disagreement persists

Parent is notified of 10-day suspension and referral to

principal to consider recommendation for long-term

suspension or expulsion. Parent/guardian may petition

the Principal in writing in case the parent disagrees

with decisions, and then to the Regional

Superintendent in writing if the disagreement persists

Principal refers case to a District Due Process Hearing and contacts

Department of Student Relations within one (1) school day to discuss

referral and if warranted, schedule a District Due Process Hearing.

Yes

If a Hearing is scheduled, is the student receiving

Special Education or Section 504 Services?

Student is immediately referred to a

Manifestation Determination

Principal sends notification letter to

parent/guardian. Parent may request a

waiver and Discipline Team Meeting

(DTM) within five (5) days

DTM

requested.

Agreement on

discipline

Is the conduct a manifestation

of a disability?

Yes

District Due Process Hearing is held

DTM Waiver-Agreement sent

to Student Relations. Parent

receives signed copy of DTM

Waiver-Agreement.

Hearing is canceled by Principal and IEP/504

Team determines service modifications

Hearing decision rendered to parent/guardian verbally after 4:00 p.m.

the following business day and in writing within ten (10) days of the

hearing. Parent/Guardian may appeal to Board of Education within

twenty (20) calendar days from the date the decision is rendered.

2022-2023

BULLYING/HARASSMENT/HAZING REPORTING FLOWCHART

Parent, Guardian, Student, or Concerned Citizen has a bullying,

harassment, discrimination or hazing concern to report.

Report concern either verbally or in writing to any administrator,

faculty or staff member or other personnel at the school (as soon

as practicable but preferably within thirty (30) days).

Concern will be documented and submitted to the school principal or the designee by

the following school day and the report will be entered into Infinite Campus.

The school principal or their designee will launch an investigation no later than the following school day; all

investigations will include, at a minimum, the creation of a statement of facts and the interviewing of witnesses.

At an appropriate time during or after the investigation, the parents of all parties will be verbally notified, but no

later than three (3) school days after completion of the investigation (consistent with federal confidentiality laws).

If found in violation of Code of Student Conduct, age-appropriate consequences will be given to the accused

student(s); targeted student and parents will be notified of outcome (consistent with confidentiality laws).

Reporting person believes that the school did not take appropriate or

effective action to address bullying, harassment, discrimination or

hazing.

The school will conduct

follow up with the targeted

student and, as necessary,

with the offender and/or the

school community.

Reporting person should contact the appropriate Regional

Superintendent; they will launch an investigation into the matter

within three (3) school days and provide appropriate feedback to the

reporting person within ten (10) school days.

Reporting person has ongoing concerns that response was not

appropriate or effective.

Reporting person should contact the Office of the Superintendent; they will launch an

investigation into the matter within three (3) school days and provide appropriate feedback

to the reporting person within ten (10) school days.

Reporting person has no further

concerns and incident is closed

2022-2023

Bullying /Harassment/Discrimination/Hazing Report Form

This form is available at www.dekalbschoolsga.org/student-support-intervention/student-relations.

PLEASE PRINT ALL INFORMATION LEGIBLY.

Today’s Date / / School

Do you want to remain anonymous?  Yes  No (If yes, do not write in name)

Person Reporting Incident:

Circle one: Victim/Target Concerned Student Parent/Guardian Relative Concerned Person

Telephone - - E-mail

Name of alleged target student School Grade Race Gender

Name(s) of alleged offender(s) School Grade Race Gender

Has this student been bullied, harassed, discriminated against, or hazed on previous occasions? Yes No Don’t Know

On what date(s) did the incident(s) happen?

/ / Time: AM/PM

/ /

Mo. Day Year Mo. Day Year

Time: AM/PM ϒ Multiple Dates

Where did the incident(s) happen? (Choose all that apply.)

□

On school property (Please circle): Classroom Hallway Cafeteria Gym/Locker Room Other

□

At a school-sponsored activity or event off school property

□

On a school bus (Please circle): AM/PM

□

On the way to/from school (Please circle): AM/PM

□

Online

Place an X next to the statement(s) that best describes what happened (Choose all that apply.):

□

Harassment (race/ethnicity, color, religion, national origin, gender, disability, sexual orientation, gender identity, etc.)

□

Physical Violence (hitting, kicking, shoving, spitting, hair pulling, or throwing something)

□

Persuading another person to hit or harm the student

□

Verbal (teasing, name-calling, making critical remarks, or threatening, in person or by other means)

□

Hazing

□

Extortion

□

Intimidating or making rude and/or threatening gestures

□

Exclusion (excluding or rejecting the student)

□

Spreading harmful rumors or gossip or Public Humiliation

□

Cyberbullying/Cyberstalking (Circle one: During School/After School)

Motivation of the bullying/harassment/hazing. (Check one):

General Race/Color Religion Gender Gender Identity/Sexual Orientation Physical/Mental Disability

National Origin/Ethnicity Other

Briefly describe the incident as reported to you or attach a written statement and any materials provided:

This report has been submitted to (Circle): Principal Principal’s Designee Regional Superintendent (Name)

/ /

Date Submitted Submitter’s Name Submitter’s Signature

Distribution: Original to Principal/Principal’s Designee; Copy for Student Records, Copy for Submitter Revised 6/22/22

“As the significant adult in the child’s life while in school, teachers certainly have some degree of responsibility in

maintaining discipline. Effective teaching cannot take place without discipline. However, the foundation for

discipline begins at home. When teachers report a discipline problem, parents or guardians should talk to their

children and to the teachers to work out a solution together.

The purpose of discipline should be to guide children toward acceptable behavior and to teach them to make wise and

responsible decisions. Discipline helps children learn to think in an orderly fashion and to understand the logical

consequences of their actions.”

-National PTA

WRITTEN COMMENTS, SUGGESTIONS, OR RECOMMENDATIONS ABOUT THE CONTENTS OF

THE CODE OF STUDENT CONDUCT ARE WELCOME.

THEY MAY BE SENT TO:

DEPARTMENT OF STUDENT RELATIONS

5823 MEMORIAL DRIVE

STONE MOUNTAIN, GA 30083

(678) 676-1811

MRS. VICKIE B. TURNER, BOARD CHAIR

DR. VASANNE S. TINSLEY, INTERIM SUPERINTENDENT

It is the policy of the DeKalb County Board of Education not to discriminate on the basis of race, color, religion, national

origin, disability, pregnancy status, age, sex, sexual orientation, or gender identity, in any of the

District’s educational programs, activities, or practices.