R 5114 Code of Conduct Appendix

This policy appendix outlines the Westport Board of Education's Code of Conduct, emphasizing respect, clear behavioral expectations, and consistent, fair, and unbiased disciplinary practices. It details procedures for removal, suspension, and expulsion, while also promoting restorative practices to teach positive behavior and address misconduct.

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R 5114 APPENDIX

Code of Conduct

Introduction It is the policy of the Westport Board of Education (the “Board”) to create a school environment that promotes respect of self, others, and property within the Westport Public Schools (the “District”). As part of its educational mission, the District engages in a variety of strategies to teach students about conduct that is acceptable, and unacceptable, and dedicates significant energy to both prevention and response. In establishing a Code of Conduct, the District has set clear expectations for maintaining discipline and reducing interference with the educational process that can result from misconduct. The District promotes the use of consistent discipline practices, within and across schools, while also promoting consideration of individual circumstances related to each disciplinary matter.

The purpose of this Code of Conduct is to provide staff members, students, and families with notice of the types of conduct that are prohibited and the guidelines and rationale underlying the District’s approach to discipline. The District’s priority is to maintain a safe and healthy learning environment for all its students and staff. The District is also committed to ensuring that discipline is fair, consistent and free of bias for students. However, the Code of Conduct cannot possibly address all disciplinary situations or scenarios that may arise, nor can it take into account all relevant factors that may inform disciplinary steps to be taken. As such, the Code of Conduct is in no way intended to be a prescriptive manual for addressing student discipline, and school officials will take into consideration the particular circumstances and behaviors at issue before determining whether and what discipline is appropriate. For example, the District may consider factors including, but not limited to, the severity, frequency, and context of the conduct; whether it is the student’s first or subsequent incident; whether the behavior violates more than one category of prohibited conduct; and/or whether similar behavior has been addressed with the student previously. The District reserves the right to address disciplinary matters as they arise using the professional judgment and expertise of its staff and in collaboration with families and outside agencies as necessary.

Legal and Policy Framework The District's approach to discipline is grounded in Board Policy 5114, Student Discipline and that policy should be referenced for a full review of the Board’s disciplinary obligations and procedures, many of which are grounded in statute, including but not limited to the standards for addressing on-campus vs. off- campus behavior and implementing removal, in-school suspension (ISS), out-of-school suspension (OSS), and discretionary and mandatory expulsion. While Policy 5114 should be consulted for a full explanation of these terms and procedures, a brief summary of key concepts is included for ease of reference and understanding:  2

Standard Procedure Notice to Parents/Guardians Removal A student may be removed from When a student is The parent or guardian of a class by a teacher or administrator removed by a teacher, minor student are notified if the student deliberately causes a the teacher must send of removal within twenty- serious disruption of the the student to a four (24) hours of the educational process. designated area and removal. notify the responsible administrator or the administrator’s designee at once. Suspension ● For conduct on school grounds, on school transportation, or at any school-sponsored (up to 10 activity, a student can be suspended if their conduct (1) violates a publicized policy of school days) the Board, or (2) is seriously disruptive of the educational process, or (3) endangers persons or property. ● For conduct off school grounds, a student can be suspended if such conduct violates a publicized policy of the Board and is seriously disruptive of the educational process. 1 ISS A suspension shall be an in-school Prior to suspension, In all cases, the parent or suspension unless specific unless an emergency guardian of a minor student conditions are met. exists, a student shall be is notified of suspension OSS A suspension may be out-of- informed of the alleged within twenty-four (24) school if the administration misconduct and given hours of the suspension. determines that the student poses an opportunity to However, the district shall (1) such a danger to persons or respond. make reasonable attempts property or (2) such a disruption to provide such notification of the educational process that the immediately upon student should be excluded from suspension. school. The administration may also determine OSS is appropriate based on (1) the student’s previous disciplinary suspensions or expulsions, and (2) previous efforts to address the student’s disciplinary problems through means other than OSS or expulsion. Expulsion For the standards, procedures, and notifications required for expulsion, including discretionary and mandatory expulsions, please see Board Policy 5114.

Learning Opportunities and Restorative Practices

1 Although there is no precise definition of what constitutes conduct that is “seriously disruptive of the educational process”, state law and Board policy direct that the district consider a variety of factors, which may include but are not limited to (1) whether the incident occurred within close proximity of a school; (2) whether other students from the school were involved or whether there was any gang involvement; (3) whether the conduct involved violence, threats of violence, or the unlawful use of a weapon, and whether any injuries occurred; (4) whether the conduct involved the use of alcohol; and (5) whether the off campus involved the illegal use of drugs.  3

The District’s approach to addressing student behavior is based on our deep commitment to building and maintaining a positive school environment to foster and provide a sense of belonging and school community for all students. Where appropriate, the District implements strategies that teach, encourage, and reinforce positive student behavior that do not require engagement with the discipline system and/or that are utilized in conjunction with the discipline system. When misconduct occurs, the District also offers learning opportunities so that students can learn from their mistakes and employs restorative practices to repair relationships and the community when student behavior interferes with the safe, orderly, and respectful environment we maintain.

State law recognizes restorative practices as “evidence and research-based system level practices that focus on: (A) building high-quality, constructive relationships among the school community, (B) holding each student accountable for any challenging behavior and (C) ensuring each student has a role in repairing relationships and reintegrating into the school community.” Public Act 23-167, Section 47. In Westport, this means holding students to high levels of accountability and ensuring there are consequences for behavior that does not meet the District’s standards, while at the same time, providing high levels of support and intervention to assist our students in reaching our standards.

The following graphic, developed by Costello, Wachtel, and Wachtel (2019) shows the continuum of support (encouragement, nurture) and accountability (limit-setting, discipline) that contribute to a restorative environment (e.g. a school culture and environment that has high degrees of limit-setting and discipline and high levels of encouragement and nurturing for students to be successful).

Costello, Bob, et al. The Restorative Practices Handbook: For Teachers, Disciplinarians and Administrators. International Institute for Restorative Practices, 2019.

Establishing High Levels of Support As part of the District’s commitment to establi