Student Conduct
Students are expected to adhere to the Bellows FallsUnion High School Student Conduct Policy. Understanding that each situation is unique and requires a tailored response, all policy violations follow a progressive discipline model guided by our behavior matrix and any consequences will be informed by policy, the law, best practices, foundational community standards of respect, safety, and honesty, and WNESU restorative practice guidelines. Community members are expected to conduct themselves in a manner that shows respect for foundational community standards and all policies & statues outlined in this handbook. Overt acts of defiance, refusal to follow redirection to cease a behavior of concern, retaliation, threats, physical violence, and targeted acts of intentional harm are explicitly forbidden. Sanctions could include verbal warnings, restorative conversations, mediation, community services, restitution, restriction of privileges, social probation, temporary safety measures (orders of No Contact, Structured Day Plan), up to suspension or expulsion.
Teamwork: We believe in supporting each other and working together to reach a common goal.
Engagement: We believe in giving it our all every day to accomplish our goals and encourage others to do the same.
Respect: We value each other and treat each other with an appreciation of our differences.
Responsibility: We take accountability for our actions and focus on the safety of ourselves, others, and our school community.
Integrity: We are honest, fair, and work hard to “do the right thing,” even when others are not looking.
Encouragement: We trust and count on each other to provide support.
Resilience: We persevere through the challenges we face.
Spirit: We influence each other positively with a sense of pride in our school and community.
In order to ensure the proper atmosphere in a school focused on quality education, students and adults are expected to cooperate and show respect for themselves, for others, for school property, and for the teaching and learning process. Students and adults are responsible for the choices they make and will be held accountable for their behavior. This applies whether the misconduct occurs in the school, on school grounds, within the classroom, or as part of a co-curricular activity. However, students with active co-curricular involvement who engage in behavioral misconduct must realize their inappropriate behavioral choices have the ADDED DIMENSION of negatively impacting their involvement/eligibility in co-curricular activities. It is important for students to realize that they are accountable for their actions and must accept the consequence of their chosen behavior. Please note that in some instances, as governed by policy and statute, students may be held accountable for behaviors that take place outside of the school day / off school grounds.
It is the policy of the Windham Northeast Supervisory Union and its member districts to maintain a safe, orderly, civil and positive learning environment via a system of classroom and school management practices, supported by consistent, clear and fair disciplinary procedures. It is the policy to work to ensure schools are free from hazing, harassment, bullying and other disruptive misconduct. The goal of this policy is to create an environment where the expectations for student behavior are clearly stated, are understood, and accepted by students and staff, and are applied in compliance with due process requirements and Vermont law and State Board of Education rules. This policy is to be applied in conjunction with the school's overall discipline plan developed pursuant to 16 V.S.A. § 1161a, the requirements of 16 V.S.A. § 1162, and in conformance with State Board Rule 4500, and any policies adopted by the District with regard to the Use of Restraint and Seclusion. The primary goal of guidance and discipline is to allow for maximum social and emotional growth for individual children within the group setting. Children will be physically safe; they will gain self-awareness, self-esteem, and self-control. They will learn how to work together to solve problems. Teachers will work with children in creating the basic classroom rules. The rules emphasize the positive and lay the groundwork for future expectations.
The principal, in consultation with the educational staff, will develop an overall discipline plan (the “Plan”) pursuant to 16 V.S.A. §1161a. The Plan will include clear guidelines for student behavior. It is the responsibility of the school staff to make it clear to each student to contribute to a safe and productive learning environment in the school by demonstrating respect and consideration for fellow students and adults. This includes complying with all policies and rules of conduct of the school district and individual classrooms. The Plan may include provisions for the suspension or expulsion of students who engage in misconduct on school property, on a school bus, or at a school sponsored activity when the misconduct makes the continued presence of the student harmful to the welfare of the school community. The Plan may also include provisions for the suspension or expulsion of students who engage in misconduct not on school property, on a school bus, or at a school sponsored activity where direct harm to the school can be demonstrated or where the misconduct can be shown to pose a clear and substantial interference with another student’s equal access to educational programs and/or where such student conduct violates the District’s policy for the prevention of harassment hazing and bullying, with respect to sexual harassment, or harassment, or hazing, and such discipline is reasonably designed to prevent a reoccurrence of such conduct. The Plan shall include any prohibitions against possession by students of knives, weapons, and dangerous instruments while at school, and shall allow disciplinary action up to and including expulsion for violations of the prohibition against knives, weapons and dangerous instruments that are not possessed at school as part of an educational program sponsored or sanctioned by the school. The Federal Gun Free Schools Act defines “school” as “…any setting that is under the control and supervision of the local education agency for the purpose of student activities approved and authorized by the local education agency. 20 U.S.C. § 7151(b)(f). 4 16 V.S.A. §1162(a). 5 See 16 V.S.A. § 1162(a)(3)
The superintendent or designee shall ensure the analysis of student discipline data to identify and address any disproportionalities in discipline. Notwithstanding anything to the contrary in a school’s Plan, a student enrolled in a public school who is under eight years of age shall not be suspended or expelled from the school; provided, however, that the school may suspend or expel the student if the student poses an imminent threat of harm or danger to others in the school.
It is the practice of BFUHS that school district employees may detain students to question them regarding violations of law or school rules if reasonable in light of the possible infraction and the degree of suspicion. School officials may act on information related to violations received from outside law enforcement personnel. School officials are not required to notify a parent/guardian/caregiver of interrogations of students and parents are not permitted to be present during conduct related conversations due to FERPA.
Social Probation
Social Probation is a restriction placed on a student who fails to demonstrate responsible behavior, meet minimum academic requirements, and/or who has chosen to violate the student code of conduct, school board policy, or law. The purpose of Social Probation is to provide intervention for students to support their academic needs, while teaching them to act responsibly in social situations. During the probationary period, staff will provide remediation opportunities for students. Social Probation, meaning suspensions from participation in or attendance at school activities outside of school hours, including but not limited to: athletic contests, musical/dramatic performances, school club events, ceremonial events such as homecoming, prom and commencement. To any extent possible, a student who has been placed on social probation shall be able to demonstrate good conduct over time and thereby be reinstated to good standing and participation in all social
activities.
Re-Entry Meetings
The purpose of a re-entry meeting following either an in school or out of school suspension serves several important functions aimed at supporting the student and ensuring a smooth return to the school environment.
The key purposes of a re-entry meeting include:
Clarification of Expectations: The meeting provides an opportunity for school administrators, counselors, and possibly teachers to clearly communicate the expectations and conditions for the student's return. This includes reviewing the reasons for the suspension, discussing any behavioral expectations moving forward, and emphasizing the importance of adhering to school policies and rules.
Support and Guidance: It serves as a supportive environment where the student can receive guidance and assistance. School counselors or administrators may discuss any underlying issues that contributed to the suspension, offer resources for academic support or counseling if needed, and help the student develop strategies for making positive behavioral changes.
Reintegration into the School Community: The meeting helps facilitate the student's reintegration into the school community in a positive manner. By addressing concerns, answering questions, and fostering open communication, the school aims to create a supportive atmosphere that encourages the student to re-engage with their academics and extracurricular activities.
Monitoring and Follow-up: A re-entry meeting often includes establishing a plan for monitoring the student's progress and behavior following the suspension. This may involve regular check-ins with school personnel, academic progress reviews, and ongoing support to ensure the student stays on track and successfully transitions back into school life.
Restorative Practices and Learning Opportunity: In some cases, the re-entry meeting may incorporate principles of restorative practices, focusing on repairing harm and restoring relationships within the school community. It provides a chance for the student to reflect on their actions, take responsibility, and learn from the experience, fostering personal growth and accountability.
Overall, the re-entry meeting following suspension plays a crucial role in supporting the student's academic and personal development while maintaining a positive and respectful school environment. It aims to facilitate a successful return to school and promote the student's long-term success both academically and behaviorally.