Code of Conduct

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    The Code of Conduct was brought forward for a public hearing at the August 28, 2017 Board of Education meeting and brought for approval at the September 11 meeting. 

     

    The work related to the Code is Conduct is summarized below.

     

    Goal - Phase 1 review:  Organize infractions and dispositions into levels for transparency in the alignment of infraction types with disposition options.  Work to be completed by August for Board approval.

     

    The review of our Code of Conduct will occur in two phases.  The first phase, which began on June 29, 2017, was a review of infractions and dispositions in order to place each into Levels from 1 through 4.  Level 1 would be reflective of classroom support/support team involvement for infractions and Level 4 would represent infractions where a request for a long-term suspension may occur.  Our Code of Conduct contained a vertical list of infractions and dispositions, and we better organized these existing items into Levels through our work.  This work was completed on July 27, 2017. 

     

    As part of the review process, we reduced the consequences at each of the levels; however, more work to streamline consequences will occur through the comprehensive work of Phase 2 as noted below.

     

    Click on the following to review the updated Summary of Infractions, and on the following to review the updated Summary of Dispositions, which are incorporated into the updated Code of Conduct.

     

    Goal - Phase 2 review:  Comprehensive review of Code of Conduct for completion by June 2018.

     

    The second phase of the work will involve a thorough review of our Code of Conduct, discussing philosophical issues relating to student behaviors, consequences, and supports.  A two-day planning session with Carol Lieber of Engaging Schools occurred on August 21 and 22.  This work will continue at regularly scheduled meetings through the 2017-2018 school year.  A schedule of meetings of the Code of Conduct Stakeholder Group is attached.  A list of the Task Force members is attached.  Outcomes of the work are as follows:

     

    1. A deep understanding among stakeholders about an accountable and restorative orientation to schoolwide discipline and student support.

     

    1. A clear recognition that the Code of Character, Conduct, and Support (CCCS) work is linked to core restorative practices and both live within the broad framework of social and emotional learning.

     

    1. Production and publication of a revised CCCS.

     

    1. A shared commitment and capacity among all district leaders, school leaders, and staff members to embrace and implement CCCS.

     

    1. A vision among all constituents to hold a collective responsibility for students’ growth in the following skill areas: self-awareness, self-management, and social and emotional efficacy.

     

    1. A commitment to build common understandings, shared language and practices, and building-wide student goals and outcomes among key District and school leaders, staff members, and student support personnel.

     

    1. A plan to support the capacity to deliver restorative interventions.

     

    1. A task force that works together to achieve the stated goals through shared norms and values, continuous reflection, and structures that enhance student, staff, and parent learning

     

    1. A plan to launch the CCCS with all constituent groups.

     

    Key activities related to this comprehensive review are as follows:

     

    • Assemble District Disciplinary Team to support and set priorities and serve as the primary collaborative partner with Engaging Schools.

     

    • Review District disciplinary data to evaluate the current Code of Conduct to inform processes and decisions for recalibrating the CCCS.

     

    • Build vision, understanding, and commitment by engaging constituent group in processes and experiences.

     

    • Examine District Student Code of Conduct.

     

    • Develop a District Student Code of Character Conduct, and Support and gather feedback from groups of teachers, students, parents, and other school staff.

     

    • Communicate with Core Constituent Groups to ensure coherence and understanding.
      • Develop communication plan.
      • Ensure all stakeholders receive copies.
      • Convene a student support think tank to present implications for their work.
      • Communicate with external partners to ensure coherence among District initiatives (i.e., University of Rochester Medical Center, Children’s Institute, Partners in Restorative Initiatives, etc.).

     

    • Create a launch learning plan to support fidelity of implementation.

     

    As a result of the comprehensive review, the following are products for delivery:

     

    • Recalibrated Code of Character, Conduct, and Support.
    • Plan for launching implementation of the CCCS.
    • Communication plan to support understanding of the recalibrated CCCS and commitment to support it.

Task Force Meeting - October 2, 2017

  • PowerPoint Slides - Task Force Meeting, October 2, 2017

    Outcomes of the meeting:

    • A clear understanding of the “charge” for the task force.
    • A plan and schedule for the year’s scope of work.
    • Establishing an environment in which people can share thoughts and feelings respectfully.
    • Acknowledging and normalizing different perceptions and opinions.
    • A first reflection on big ideas/concepts that inform the review and revision process.

     

    Overarching Question:

    As a task force, what is our charge for reviewing and revising the Student Code of Character, Conduct, and Support?

    Comments (-1)

Task Force Meeting - October 30, 2017

  • Seven Restorative Questions

    When an interpersonal conflict, concern, or problem arises, use these questions.

    Comments (-1)
  • PowerPoint Slides - Task Force Meeting, October 30, 2017

    Outcomes:

    • Establishing an environment in which people can share thoughts and feelings respectfully.
    • Review of the “charge and scope of work” for the task force.
    • Review and further discussion of a restorative and accountable orientation to discipline and student support.
    • Review of current code looking for “keepers”, deletions, word changes, new section adds, etc.
    • Identification of key word changes, sections to be added, and policy issues to resolve

     

    Overarching Question:

    As a task force, what is our charge for reviewing and revising the Student Code of Character, Conduct, and Support?

    Comments (-1)

Task Force Meeting - December 11, 2017

  • PowerPoint Slides - Task Force Meeting, December 11, 2017

    Outcomes:

    • Establishing an environment in which people can share thoughts and feelings respectfully.
    • Review of Task Force feedback and input so far.
    • Reach consensus on summary notes for changes to Code of Conduct.
    • Discuss policy issues that require precise wording, time frames, and numbers.
    • Consider implications of code changes for district and school personnel, structures, and practices.
    • Identify “word-smithing” group to work on-line and “Go-to-meeting” before the next session on January 29.
    Comments (-1)

Task Force Meeting - January 29, 2018

Task Force Meeting - March 5, 2018

Task Force Meeting - March 8, 2018

Code of Character, Conduct, and Support

  • The goal of the Wheatland-Chili Code of Character, Conduct, and Support is to ensure all students' right to an education in a safe, civil, caring and supportive learning environment.

     

    The updated Code of Character, Conduct, and Support was developed in partnership with key stakeholders including parents, teachers, district and school administrators, union representatives, external service providers, and community leaders. It was approved by the Board of Education on April 23, 2018.

     

    One copy was mailed to each family with a student in the district in August. Please return the Acknowledgment of Reviewing the Code on Page 53 to your child's Principal in the elementary school or your child's first period teacher in the Middle or High School. Additional copies of the Acknowledgement will be provided to you in the back-to-school communication from your principal(s) for families with children in more than one grade level and/or school.

     

    We thank you for your support as we all work together to assure all students meet the high expectation for behavior we have established in the Wheatland-Chili Code of Character, Conduct, and Support.

     

    Click here to view a copy of the Code of Character, Conduct, and Support.