Without a doubt one of the top concerns in the district is Discipline in our schools. Although many voice concerns over the enforcement of the discipline code, arguably the ambiguity within the language of the discipline code makes it clearly challenging to ensure equitable enforcement is happening. Some school board members have demonstrated a strong commitment to revising the discipline code as evidenced through multiple conversations at the past several board meetings.
Over the course of July, CCAP’s plan is to look at specific areas of the discipline code and seek input from District stakeholders for the revision. Please use the comment section below or email us (coatesvillecap@gmail.com) suggestions, concerns or questions. It is important to us that this is a document that the community contributes to.
Today's post is to examine the format and tone of the current policy, as we believe that there is a need to rework the format and tone to make the document more accessible and easier to understand. We also believe the code would benefit from the addition of a section setting expectations for parents and students - establishing accountability for these important stakeholders is a key aspect of a strong discipline code.
Format:
The current format, which creates an uncomfortable, legal tone, is complicated to read. We are interested in a user friendly guide. We want to outline the expectations and the consequences for not meeting those expectations. We want the tone to ring as informative and want the document to be easy to understand and logical.
Click below on links to our current format and the format used by either schools:
Which FORMAT you prefer and why? If any of the FORMATS are not preferable, please identify another FORMAT that we could consider.
CASD Code of Conduct 2018-2019
Expectations for Parents and Students:
As most of you are aware, one of our problem lies with the perceived lack
of authority CASD has over students. The truth of the matter is
that there is no progressive or consistent discipline within CASD. We offer a solution:
Start our code of conduct by establishing the
authority given to us by law. Below is the law that gives us this
authority.
Public schools are governed by the complex interaction between the U.S. Constitution, the Statutes of the General Assembly of the Commonwealth of Pennsylvania, the Regulations of the State Board of Education, the policies of the board of school directors, and court decisions. Administrative regulations at the district and the building level flow from these laws.
The general authority of school officials can be found in Section 510 of the School Code that reads in part:
This general authority is extended to administrators and teachers in Section 1317 of the Code. This section gives school personnel in Loco Parentis (in place of the parent) status and reads:“The board of school directors in any school district may adopt and enforce such reasonable rules and regulations as it may deem necessary and proper, regarding the management of its school affairs and the conduct and deportment of all pupils attending the public schools in the district, during such time as they are under the supervision of the board of school directors and teachers, including the time necessarily spent in coming to and returning from school.”
“Every teacher, vice-principal and principal in the public schools shall have the right to exercise the same authority as to conduct and behavior over the pupils attending his school, during the time they are in attendance, including the time required in going to and from their homes, as the parents, guardians, or persons in parental relation to such pupils may exercise over them.”
We'd like to begin the code of conduct
with this portion that speaks about parent expectations as granted by the law
above:
Expectations and Responsibilities of Parents/Guardians
- Parents/Guardians are recognized as critical members of their child's educational team.
- Parents/Guardians have a need and a right to know of students’ responsibilities, and violations of those responsibilities and resulting disciplinary measures. Their reinforcement of the school's efforts to establish a strong, positive, and safe learning environment for all students is an invaluable asset.
- Parents/Guardians can have an enormous positive impact upon their child's school experience by consciously assuming three key responsibilities: initiating and maintaining an active role; valuing and expecting responsible behavior of their child; and being an advocate for their child and his/her education.
- Parents/Guardians are their child’s models. By taking an active role in their child's education, they send a powerful message to their child and the school.
- Parents/Guardians are their child's first teacher. Responsibility is not present at birth. It must be learned, practiced, and reinforced. Lessons in responsibility mastered at home flow directly into a child's academic, social, and personal success in school.
- Parents/Guardians are their child's advocate and are therefore expected to support and pursue their child's best interest at home and at school. At times this can be difficult since some lessons are hard to learn. The collaborative and united voice of home and school can do much to support healthy maturation.
This is just the beginning of our in-depth review and recommendations for the code of conduct. Stay tuned as we tackle more pieces in the coming days and weeks. We look forward to hearing your ideas and input as we work together to improve our district!
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