1
“A graduate of Portland Public Schools will be a compassionate critical thinker, able to collaborate and solve problems, and be prepared to lead a more socially just world.”
TABLE OF CONTENTS
2
Core Values..........................................................................................................................................5 STUDENT AND CAREGIVER RIGHTS AND RESPONSIBILITIES........................................................6 DISTRICT SUPPORTS............................................................................................................................ 8
MULTI-TIERED SYSTEM OF SUPPORT............................................................................................ 8
Multi-Tiered System of Support (MTSS):........................................................................................ 8
RESTORATIVE JUSTICE:.............................................................................................................. 8
RESTORATIVE PRACTICES:........................................................................................................ 9
SOCIAL EMOTIONAL LEARNING:................................................................................................ 9
STUDENT SUCCESS AND HEALTH.................................................................................................. 9
BEHAVIORAL SAFETY ASSESSMENT: (BSAS)........................................................................... 9 HEALTHY, SUBSTANCE-FREE LEARNING ENVIRONMENTS:............................................. 10 GENDER DIVERSITY SUPPORT GUIDE:...................................................................................10
SELF-HARM, SUICIDE, and SAFETY PLANS:............................................................................10
OFFICE OF CIVIL RIGHTS................................................................................................................11 SCHOOL CONNECTED AREAS AND ACTIVITIES............................................................................. 12 ATTENDANCE................................................................................................................................... 12
NEXUS OF DISCIPLINE.................................................................................................................... 13
Where and when discipline applies:............................................................................................. 13
BEHAVIOR IN THE COMMUNITY................................................................................................13
EXTRA-CURRICULAR ACTIVITIES:............................................................................................13 CLUBS:....................................................................................................................................... 13 NON-PPS AFTER-SCHOOL SPORTS:........................................................................................14
PORTLAND INTERSCHOLASTIC LEAGUE(PIL):...................................................................... 14 SCHOOL BUSES:.........................................................................................................................14
TECHNOLOGY:............................................................................................................................ 14
DIGITAL CITIZENSHIP:................................................................................................................14
PHONE USE:................................................................................................................................15
SOCIAL MEDIA:........................................................................................................................... 15
DRESS AND ATTIRE EXPECTATIONS:...................................................................................... 15
DISCIPLINE PROCEDURES.................................................................................................................. 16
SEARCHES OF PROPERTY.............................................................................................................16 LOCKER CHECKS AND STUDENT PROPERTY SEARCHES:................................................. 16 TECHNOLOGY SEARCH:............................................................................................................16
DISCIPLINE....................................................................................................................................... 16
3
BEHAVIOR MATRIX...........................................................................................................................18
TYPE I...........................................................................................................................................18
TYPE II..........................................................................................................................................19
TYPE III.........................................................................................................................................22
TYPE IV........................................................................................................................................ 24
PROHIBITED ITEMS:................................................................................................................... 25
THREATS:.................................................................................................................................... 26 ALCOHOL/DRUG DISCIPLINARY MEASURES............................................................................... 27
K-5TH GRADE STUDENTS......................................................................................................... 27
60-DAY RULE:.............................................................................................................................. 28
CANNABIDIOL (CBD):..................................................................................................................29
TOBACCO:................................................................................................................................... 29
EXCLUSIONARY DISCIPLINE.......................................................................................................... 29
SUSPENSION PROCEDURES:................................................................................................... 29
DISCIPLINE HEARING PROCEDURES:..................................................................................... 29
APPEAL PROCESSES...................................................................................................................... 30
CONTESTING A SUSPENSION:................................................................................................ 30 APPEALING AN EXPULSION OR DELAYED EXPULSION:...................................................... 31 MAKING A DECISION:................................................................................................................ 31
HEARING RESULTS LETTER:.................................................................................................... 31 EXPULSION APPEAL TO THE BOARD OF DIRECTORS:........................................................ 31 TITLE IX DECISION APPEAL:.................................................................................................... 31
DEFINITIONS......................................................................................................................................... 31 PORTLAND PUBLIC SCHOOLS POLICIES............................................................................... 35 CURRENT LAWS:....................................................................................................................... 35
4
English This handbook is also available at your school in the following languages: Spanish, Russian, Vietnamese, Chinese, and Somali. For more help with the interpretation or translation of languages, please call 503.916.3427
Chinese您的学校还提供本手册的以下语言版本：西班牙文、俄罗斯文、越南文、中文和索马里文。如 需更多语 言口译或笔译方面的帮助，请致电503.916.3427。 Click this section to access the Chinese language version of the Student’s Rights, Responsibilities, and Discipline Handbook
Vietnamese Quyển sách hướng dẫn này có sẵn tại trường học của con em quý vị trong các ngôn ngữ sau đây: Tây Ban Nha, Nga Xô, Việt Nam, Trung Hoa, và Somali. Để được trợ giúp thêm về việc giải thích hoặc thông dịch các ngôn ngữ, xin vui lòng gọi điện thoại số 503.916.3427. Click this section to access the Vietnamese language version of the Student’s Rights, Responsibilities, and Discipline Handbook
Spanish Este manual también está disponible en su escuela en los siguientes idiomas: español, ruso, vietnamita, chino y somalí. Para obtener más ayuda con la interpretación o traducción de idiomas, por favor llame al 503.916.3427 Click this section to access the Spanish language version of the Student’s Rights, Responsibilities, and Discipline Handbook
Somali Buug-yarahan waxaa sidoo kale laga heli karaa dugsigaaga isagoo ku qoran afafka: Isbaanishka, Ruushka, Fiitnaamiiska, Shiinaha, iyo Soomaaliga. Wixii gargaar dheeraada ee la xiriira af-celinta ama turjumaanka luqadaha, fadlan wac 503.916.3427. Click this section to access the Somali languageversion of the Student’s Rights, Responsibilities, and Discipline Handbook
Russian: Это руководство доступно в вашей школе на следующих языках: испанском, русском, вьетнамском, китайском и сомалийском. Для получения дополнительной помощи с устным или письменным переводом, пожалуйста, звоните по телефону 503.916.3427 Click this section to access the Russian language version of the Student’s Rights, Responsibilities, and Discipline Handbook
5
Core Values
Students at the Center: All students have the ability to succeed; we strive to positively impact students, and we center each decision and action on this aspiration. We believe that students' voices are essential to understanding and solving the core issues of education; therefore including student voice is a priority.
Racial Equity and Social Justice: In the fundamental right to human dignity and that generating an equitable world requires an educational system that intentionally disrupts and builds leaders to disrupt systems of oppression.
Honesty and Integrity: In demonstrating honesty and integrity in every action we take, with sincere, ethical, transparent, and accountable communication and decision-making in service of our students, families, staff, and community.
Excellence: In rigor and high standards for all students and staff, achieving excellence and high performance is the result of the school system acting as a continuous learning organization.
Respect: In respect for all. Every person brings value and deserves to be treated with care, courtesy, and compassion.
Relationships: Relationships are vital to our success. Authentic human connection, established through kind, caring relationships, builds trust, fosters understanding, and strengthens our ability to work together towards shared aspirations.
Creativity and Innovation: In the power of effective problem solving supported by a culture of creativity and innovation. Challenging assumptions, nurturing curiosity, welcoming new ideas, and developing lateral thinking skills are essential to developing effective strategies for constructive change.
Partnerships and Collaboration: Together, we know and can achieve a great deal, and by leveraging the collective actions of a group of committed stakeholders, we can achieve our Vision.
Grounded in the Spirit of Portland: Our unique Portland identity gives us the collective wisdom to acknowledge and learn from our community’s diverse history and fuel our innovative collective action to create a better Portland for All.
Joyful Learning and Leadership: Learning and leading in ways that foster human connection, deep appreciation for each other, satisfaction in our work, and appreciation of the learning process.
At PPS, we believe every student has the right to access an equitable education. To reach this goal we believe in targeting and providing interventions for our Black and Native students, with the understanding that disrupting these predictive outcomes all of our students will have a more equitable education experience.
STUDENT AND CAREGIVER RIGHTS AND RESPONSIBILITIES
6
Portland Public Schools Students are expected to be safe, respectful, and responsible. Students are expected to act in a way that allows teachers to teach and students to learn.
STUDENTS have a right to:
know that something is being done about them.
correspond to their gender identity.
which applies to all students regardless of gender).
do so).
With parent permission, students can change their gender marker to male, female, or nonbinary in the school’s information system. All that is needed to make this change is a written request to do so, using the Name & Gender Change Form. (If a student does not have parental permission to make this change, they still have the right to be referred to by their name).
You have a responsibility to:
7
personnel, visitors, guests, and school neighbors.
Parents/Caregivers have a right to:
Receive discipline information in a language they can understand.
Support the school's self-discipline and conflict resolution programs.
FINES AND FEES: Fines for damaged or lost books or school equipment will be charged. School records and grades may be withheld until payment is received.
FOOD SAFETY: Oregon State has strict rules regarding the use and preparation of food in public places such as schools. Classroom treats may only be commercially prepared. Foods must be wrapped in individual portions and cannot be shared between students. Students may not share food from their lunches that they bring from home.
FREEDOM OF EXPRESSION AND ASSEMBLY: Within state and Federal law, District policy, and school guidelines, students have freedom of expression and assembly under the First Amendment.
LOST, STOLEN, DAMAGED PROPERTY: PPS does not pay for or replace student property that is lost, stolen, or damaged at school. All items, including electronics, bicycles, and skateboards, are brought to school at the owner’s risk. Lockers are not safe places to store valuable items.
MEDICAL EMERGENCIES: As necessary, the school will order medical assistance at parent/caregiver expense.
MEDICINES: If a student must take medication at school, the parent/caregiver must take it to the principal or designated staff. The person receiving the medication will explain the rules and arrange
8
for an appropriate staff member to give the student the medicine. Any medication must be in the original labeled container. Students can take their own medication under certain limited conditions but must check with the principal first.
STUDENT RECORDS: The school keeps records of each student. These are records of student academic progress, student behavior, and other pertinent information relating to the student. These records are confidential. Student records provide information for people such as school personnel and parents/caregivers. Parents/caregivers have rights regarding student records, including the right to view these records and request an amendment of the records. They may always take questions to the principal.
DISTRICT SUPPORTS
MULTI-TIERED SYSTEM OF SUPPORT
MULTI-TIERED SYSTEM OF SUPPORT (MTSS):
is a framework focused on prevention and problem solving for all students using data-based
decision-making. MTSS uses evidence-based instruction, intervention, and assessment practices to ensure that every student receives the appropriate level of support based on their level of need. A strong-tiered system of support begins with a focus on Tier I.
For more information on MTSS, please visit https://www.pps.net/Page/15756
RESTORATIVE JUSTICE:
Restorative Justice (RJ) is a philosophy grounded in the belief that positive, healthy relationships help
us thrive. RJ supports schools to maintain such relationships and encourages equitable access to culturally relevant and meaningful education.
9
RESTORATIVE PRACTICES:
These are the processes and skills that help us build relationships among students and all members
of the school community and are used to help schools: Improve school and classroom communities by focusing on building community and raising accountability.
SOCIAL EMOTIONAL LEARNING:
Social and emotional learning (SEL) is the process through which children and adults understand and
manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
STUDENT SUCCESS AND HEALTH
Portland Public Schools believes that everyone in our schools deserves a safe environment that promotes respect, community, and learning. Some issues require extra expertise and sensitivity, including self-harm or suicide ideation and threatening behavior. These services provided by the Student Success and Health Department are developed to meet the needs of our community and are based on nationally recognized models.
will initiate District processes as necessary.
10
BEHAVIORAL SAFETY ASSESSMENT: (BSAS)
provides a way for trained school staff members to gather information, assess threatening situations,
and make plans to support safety. This process is not part of the school discipline procedures and policies. The focus is not on punishing, diagnosing, or labeling students but on maintaining a safe and fair environment for everyone in the community. The school contacts the Behavioral Safety Assessment Team (BSAT) for consultation and support in more complex or serious situations.
HEALTHY, SUBSTANCE-FREE LEARNING ENVIRONMENTS:
Students must not use, possess, transfer, or distribute alcohol or drugs or anything that looks like a
drug in school, on the school grounds, at school activities, or during school hours or on the way to or from school. Students whose behavior indicates they are under the influence of drugs or alcohol will receive disciplinary consequences.
The focus of the Healthy, Substance-Free Learning Environments Policy is to:
puts students at higher risk for increased substance use.
GENDER DIVERSITY SUPPORT GUIDE:
Portland Public Schools has created this toolkit for school accommodations and considerations, to
create a shared understanding of how the school will support transgender, nonbinary, and gender-diverse students. The Administrative Directive for Transgender, Nonbinary, and Gender
Diverse Students (4.30.061-AD), PPS School Planning materials, Name and Gender Change Form, and the FAQ documents are meant to serve as resources to help ensure ALL students have the right to a safe, accepting, and healthy learning environment. The guide can be found at: https://www.pps.net/Page/14123
SELF-HARM, SUICIDE, and SAFETY PLANS:
Trained student service providers (counselors, school nurses, school psychologists, school social
workers, qualified mental health professionals, etc.) can assess the situation, help students and parents contact support and treatment resources, and work together to develop safety plans. These plans are shared with selected school staff members and reviewed as needed. When the situation is more serious or other resources are needed, the school contacts the Student Success and Health Department. Students learn how to recognize and respond to warning signs of suicide in friends, use coping skills, use support systems, and seek help for themselves and their friends. All students will be expected to help create a school culture of respect and support in which students feel comfortable seeking help for themselves or their friends. Students are encouraged to tell any staff member if they, or a friend, are feeling suicidal or needing help.
11
Students have access to national resources which they can contact for additional support:
Multnomah County Crisis Line (503) 988-4888
agencies
Kaiser Crisis Line (503) 331-6425 For
those with Kaiser insurance
Youthline at Lines for Life 877-968-8491 or Text: teen2teen to 839863
(off-hour calls answered by Lines for
Life)
The National Suicide Prevention Lifeline
24/7. If you are a young person in crisis, feeling suicidal, or needing a safe and judgment-free place to talk.
Urgent Walk-in Clinic (503) 963-2575
health crisis:
For more information, on any of these supports please see https://www.pps.net/domain/44
OFFICE OF CIVIL RIGHTS
(Title IX & Title VI)
Title IX (TIX) and Title VI (TVI) are federal laws that prevent discrimination based on sex (TIX) and protected class (TVI) in all educational programs and activities. These fundamental laws work together with state and district policy to ensure students can safely and equitably access their education.
TITLE VI: As a learning organization, our primary role is to educate children so that they may meet the expectations of school. In 2023, PPS introduced Anti-Bias Leveled School Supports, a comprehensive system offering interventions to address challenging student behaviors that disrupt learning. This innovative approach promotes a positive school climate by creating transformative opportunities to develop social-emotional skills and helps students better understand the impact of their behavior on others.
The underlying philosophy is that when we intervene early to provide children opportunities for learning by caring and trusted adults at school, they tend to naturally want to become positive and productive members of their school community. The district’s Office of Civil Rights supports this critically important work by offering schools a leveled, progressive framework that includes criteria for response, resources, and interventions at every level.
12
For Levels 1-3, the designated School-Based Coordinator (SBC) responds, manages, and tracks information (see FAQ SBCs). At Level 4, the district office will be notified, and the Compliance Manager will coordinate the response/investigation in collaboration with the SBC.
For more information about the Civil Rights Department and contact information lists, please visit the Department for Civil Rights. https://www.pps.net/civilrights
TITLE IX: The Education Amendments of 1972 is a Federal civil rights law that prohibits discrimination and harassment on the basis of sex in all education programs and activities. Title IX works together with state and district policy to ensure students can safely access their education. Title IX prohibits the following: sexual harassment, sexual assault, stalking, domestic/teen dating violence, and/or discrimination or harassment based on sexual orientation or gender identity: discrimination based on pregnancy or parenting status and/or discrimination in any PPS athletic or educational program.
Prior to the start of the school year, the principal or program director designates a School-Based TIX Coordinator who will receive specialized training and support from the PPS district office and is responsible for ensuring compliance with Title IX for their school or program. The list of Coordinators is published each August and is available on the Title IX family website.
To report a Title IX concern, please visit www.pps.net/titleix for a list of rights and options.
SCHOOL CONNECTED AREAS AND ACTIVITIES
ATTENDANCE
Students are expected to attend school and classes regularly and on time. Parents/caregivers are legally responsible for having their children in school. The parent/caregiver may notify school staff of absences and/or tardiness by sending a note, email, fax, or by leaving a voicemail or message. The following absences are excused when the parent/caregiver informs school staff of:
include:
Students should make up all work missed and will receive credit for make-up work for excused absences. State law requires schools to withdraw students who are absent ten (10) consecutive
13
school days for any reason.
When parents/caregivers must pick up their child before the regular dismissal time, they should come to the school office. The office cannot release a student to anyone who is not on the child’s emergency information form. If parents/caregivers send someone else to pick up a student, prior written arrangements must be made with the office.
PARENTVUE: is the system tracking database for Parents, attendance, name pronunciation, school attendance, grades, schedules, and other school-based information. For support with PARENTVUE, visit https://www.pps.net/Page/2341
NEXUS OF DISCIPLINE
Where and when discipline applies:
Students may receive disciplinary referrals for incidents occurring on district property at any time and at
a school event, such as a field trip or off-site dance. Students may receive consequences for behavior on the way to and from school within a reasonable period of time.
District behavior expectations apply to students whenever they are:
BEHAVIOR IN THE COMMUNITY:
When walking to or from school or waiting for a bus, students are expected to respect the rights and
property of other people.
EXTRA-CURRICULAR ACTIVITIES:
Portland Public Schools believes that student Extra-Curricular Activities are an integral part of the
educational program of the Portland school system.
CLUBS:
A club is a group of students that meets at a regular time, shares a common interest, or wants to
provide a service. The club must be supervised by an adult who is approved by the principal and be open to any student.
14
NON-PPS AFTER-SCHOOL SPORTS:
Some sports club activities are not endorsed or sponsored by Portland Public Schools. Participation in
any activity of a sports club that occurs outside the school day or off school premises is the sole responsibility of the student and parent/caregiver.
PORTLAND INTERSCHOLASTIC LEAGUE(PIL):
Athletics utilizes inherently educational experiences to foster lifelong lessons such as teamwork and
self-discipline while facilitating the physical and emotional development of our student-athletes.
represent their neighborhood high school cluster. The cluster each athlete participates in is determined by address.
SCHOOL BUSES:
School bus transportation is a privilege that students keep by being safe, respectful, and responsible:
school buses.
TECHNOLOGY:
Students may access digital devices, software, and the internet while at school. There is some risk that
comes with online activity.
DIGITAL CITIZENSHIP:
Digital Citizenship and appropriate online use are important inside and outside the school day. Access
is a privilege, and students must follow the rules and policies addressed in the PPS Acceptable Use Policy. Failure to follow the rules and policies Misuse can result in the loss of the privilege of using devices or internet access and can result in loss of access, disciplinary or legal action. PPS expects all students to be positive digital citizens who:
Do not:
someone’s feelings, reputation, or opportunities.
15
Understand:
Do:
private.
PHONE USE:
For phone use policies, please refer to your School Climate Handbook which is on your school's
website.
SOCIAL MEDIA:
In some instances, students may not receive discipline for social media posts made outside of the
Nexus of Discipline. There are a few exceptions:
harassing, threatening, or bullying posts, those planning to set up a fight, or announcements about planning to bring prohibited substances to school for sale or to share with other students.
environment or school community.
DRESS AND ATTIRE EXPECTATIONS:
The responsibility for the dress and attire of a student rests primarily with the student and their parents
or caregivers.
Allowable Dress & Attire
16
Non-Allowable Dress & Attire
sexual orientation, gender identity, religious affiliation, or other protected groups.
dress or attire violations should be consistent with discipline policies for similar violations.
DISCIPLINE PROCEDURES
SEARCHES OF PROPERTY
LOCKER CHECKS AND STUDENT PROPERTY SEARCHES:
The school may search a student if the school reasonably suspects that a prohibited or dangerous item
will be found. Backpacks, purses, lockers, and assigned storage areas may also be searched. Lockers, desks, and other places where students keep things are the property of and are under the control of the school and may be checked at any time for dangerous or prohibited items. Only items a student needs for schoolwork or school activities can be stored in these places.
TECHNOLOGY SEARCH:
School officials may search any educational technology equipment software owned by the District and
internet records at any time for any reason and without student or parent consent or notification. Student cell phones, smartphones, personally owned tablets and computers, and other similar devices are considered personal property. These items can be searched only if there is a reasonable suspicion of a violation of law, district policy, or school rules and a reasonable suspicion that evidence of wrongdoing is contained on the device.
DISCIPLINE
School personnel and parents/caregivers are responsible for encouraging students' appropriate behavior.
17
misbehavior. District staff investigating student misconduct will not discriminate against students based on race, color, national origin, gender, religion, disability, sexual orientation, gender identity, or other protected classes as defined in Non-Discrimination Policy 1.80.020-P
Before exclusion, school staff must consider:
misconduct.
recurrence of the behavior that led to the out-of-school suspension and return the student to a classroom setting so that the disruption of the student’s academic instruction is minimized.
The use of expulsion is limited to:
For a student who is in fifth grade or lower, the use of out-of-school suspension or of expulsion is limited. A disciplinary action that includes exclusion from school for a student in the fifth grade or lower must comply with Oregon State law ORS 339.250 and District Policy
18
BEHAVIOR MATRIX
All disciplinary actions must follow the proper Administrative Directives and Board Policies
TYPE I (Staff Redirected Behaviors, Stage 1 referral in TeacherVue) | ||
BEHAVIOR/ OFFENSE | For TYPE I Behaviors, use the MTSS Tier I Database for guidance. Bothering, Distracting action(s) that hinders others’ attention away from instruction or staff-guided activities Failure to follow directions (all grades). Wilfully refusing to follow a staff’s instruction. Failure to Attend Class. Failure to attend assigned class without permission. Leaving assigned classroom or specified learning space without prior approval of the teacher and/or an administrator during instruction prior to intervention. Off Limits. Entering a location in a building or any school property which has been restricted from student use or entering a location that has been restricted from student use during certain times of the day. Tardiness. Failure to be in a place of instruction at the assigned time. Use of Inappropriate language. that is quickly corrected by intervention or redirection Please refer to your School’s Climate Plan for more guidance. | |
POSSIBLE RESPONSES |
expectations/agreements
|
FAILURE TO ATTEND CLASS
|
SUSPENSION | No | |
HEARING | No | |
19
Consider: If frequent/Chronic:
Suspension or Hearing can be considered when:
| |
TYPE II (Administrator or designee enters stage 2 / 3 incident into synergy) | |
BEHAVIOR/ OFFENSE | Chronic: (persistent) Type I offense that does not respond to early intervention Disruptive Conduct: Behaving in a manner that disrupts or interferes with the educational process, including consensual sexual activity. Early Response to Mid-Level Profane and/or Abusive Language: Writing or saying anything which ridicules or humiliates another person on account of age, color, creed, disability, marital status, national origin, race, religion, sex, gender identity, or sexual orientation, that are verbal, physical, non-verbal or digital (including online) and where initial interventions are applied stop the behavior. (lower level impact) Early Response to Harassment or Bullying: Intimidation or abusive behavior toward a student, staff, or the school community based on but not limited to: disability, race, color, or national origin, sexual orientation or gender identity or expression, religion, or any other protected class, that are verbal, physical, non-verbal, or digital (including online) where initial interventions are applied to stop the behavior. Forgery Providing a false signature or altering school documents. Inappropriate Physical Contact: Pushing, Shoving, Play fighting, or other inappropriate touching that does not result in harm. Minor Arson: Action which may cause a fire, but flame and/or smoke do not fully develop, and there is NOT any damage. Minor Deliberate Misuse of Property: The intentional use without proper permission of property belonging to the school or an individual for a purpose other than that for which it was intended or in a manner likely to damage the property (where the items with a retail value of less than $50). Minor Insubordination, Defiance, Willful Disobedience: Failure to respond to a proper and authorized direction or instruction of a staff member that impacts others' access to education or has a substantial impact on the safety of others. Minor Possession of Stolen Property or Theft: Having in one’s possession or under one’s control property that has been stolen when the person possessing it has reasonable cause to believe the property has been stolen, or possession without permission of property belonging to another. Includes items with a retail value of no more than ($50) Minor Physical Attack Causing Harm*: Intentionally touching or striking |
20
| another person against their will; or intentionally causing bodily harm to an individual. Minor Property Damage: Including situations that will cost the School District to repair or replace the damage or damage that involves a substantial disruption of school activities, such as destruction of school records. Minor Technology Violation: using technology equipment other than in the manner directed by school staff; including but not limited to violations of phone use policy, computer use policy, or internet security Plagiarism/Cheating: Representing another person’s work as one’s own. Possession of Prohibited Items: Possession of items that are not permitted at school. Includes look-a-like weapons that resemble a real weapon. Knives are considered prohibited items only, unless used in a threatening, dangerous, or deadly fashion. (As with actual weapons, discipline for look-a-like weapons must be done in consultation with the Student Conduct Coordinator) Trespassing Entering any school property or into school facilities without proper authority; during school hours; including any school entry during a period of suspension or expulsion. *If the behavior is involving staff, contact Student Conduct Coordinator and the Senior District Staff Responsible for Supervising the school. | |
POSSIBLE RESPONSES | In addition to TYPE I, Responses
Check and Connect
|
Team/Individual Student Support Team
Discrimination) and TIX (gender-based harassment notify Title VI, or IX Coordinator at the school
Agreement
|
21
SUSPENSION | Possible Suspensions must be:
During the suspension:
When the student returns
|
HEARING | Possible after consultation with Student Conduct Coordinator District staff responsible for supervising the school. |
22
TYPE III (Administrator or designee enters stage 2 / 3 incident into synergy) | |
BEHAVIOR/ OFFENSE | Chronic (persistent) Type II Burglary Unauthorized entry into a School District building for the purpose of committing a crime when the building is closed to students and the public. Display of Patently Offensive Material Displaying sexually, racially, or religiously patently offensive materials. Escalated Response to Harassment or Bullying Intimidation or abusive behavior toward a student staff or the school community student based on but not limited to: race, national origin, color, sex, gender identity, sexual orientation, age, religion, physical or mental disability, the harassment or bullying can be verbal, physical, non-verbal or digital (including online) and which persist even after interventions are applied and/or are pervasive. This includes but is not limited to:
non-verbal behavior (ex: graphic or explicit written statements), mimicking sexual acts or motions
student
Escalated Response to Profane and/or Abusive Language written or verbal (including online) statements intended to ridicule or humiliate another student, which persists even after interventions are applied and/or are pervasive False Fire Alarm Reporting a fire to school or fire officials or setting off a fire alarm without a reasonable belief that a fire exists. Fighting involves mutual physical contact, such as pushing, shoving, and hitting, with or without injury (i.e., mutual combat). Firecrackers or Explosives Using or possessing any firecrackers, fireworks, bullets, ammunition, or explosive materials or devices. Interference with School Personnel Preventing or attempting to prevent school personnel from engaging in their responsibilities through threats, violence, or harassment. Leaving Campus without permission failing to remain on school grounds, at any point after arrival, without authorization which also includes school-sponsored activities such as field trips. Major Insubordination, Defiance, Willful Disobedience Failure to respond to a proper and authorized direction or instruction of a staff member that impacts others' access to education or has a substantial impact on the safety of others. Major Possession of Stolen Property or Theft Having in one’s possession or under one’s control property that has been stolen when the person possessing it has reasonable cause to believe the property has been stolen, or possession without permission of property belonging to another. Includes items with a retail |
23
| value of more than ($50) or any keys, purses, or wallets regardless of the value of their contents. Major Property Damage Including situations that will cost the School District to repair or replace the damage or damage that involves a substantial disruption of school activities, such as destruction of school records (where the items with a retail value of more than $50). Major Technology Violation using technology equipment other than in the manner directed by school staff that causes a substantial impact on the learning environment or school community, including but not limited to recording fights, recording others without permission, posting on social media, and repeated phone use violations. Major Physical Attack Causing Harm* Physical Attack/Harm: Intentionally violent contact and/or touching that violates bodily autonomy or striking of another person against their will or intentionally causing bodily harm to an individual. Reckless Vehicle Use Using any motorized or self-propelled vehicle on or near school grounds in a reckless manner or to threaten health or safety or to disrupt the educational process. Threat/Causing Fear of Harm A behavior that indicates an intention to cause injury to the body or property of another person which immediately creates a fear of harm, without displaying a weapon and without subjecting the impacted individual(s) to actual physical attack. Threats may take many forms including verbal, gestural, written, electronic, or through a third person. *If the behavior is involving staff, contact Student Conduct Coordinator and the Senior District Staff Responsible for Supervising the school. | |
POSSIBLE RESPONSES | In addition to TYPE I, and II, responses Administrator determines consequence and follows PPS protocol and policy then communicates the consequence to teacher and family
determine how to best re-enter after suspension |
understand reasons for behavior and set goals to intervene |
SUSPENSION | Possible SEE SUSPENSION IN TYPE II FOR MORE INFORMATION | |
HEARING | Possible after consultation with the Student Conduct Coordinator and District Staff responsible for supervising the school. | |
24
TYPE IV (Administrator or designee enters stage 2 / 3 incident into synergy) | |
BEHAVIOR/ OFFENSE | Chronic (persistent) Type III Community Threat: Communication of any sort threat of school-wide violence via social media posts, phone, or writing, that poses a direct and/or substantial impact to the learning environment that may require support from PPS Security and Emergency Management Services, Law Enforcement and/or Community Emergency Management Services Bomb Threat: Reporting to school, police, or fire officials the presence of a bomb on or near school property Major Arson: Action which may cause a fire, such as throwing a lighted item in a trash container or intentionally starting any fire or combustion on school property regardless of whether any damage occurs. Major Physical Attack Causing Harm*: Intentionally violent contact and/or touching that violates bodily autonomy or striking of another person against their will or intentionally causing bodily harm to an individual. Robbery: Taking property from a person by force or threat of force. Sexual Assault (harassment or bullying based on sex): a single, severe incident of physical conduct of a sexual nature that occurs without consent or when a student cannot grant consent due to incapacitation from alcohol or drugs. All forms of sexual assault, sexual exploitation, sexual coercion, sexual abuse, teen dating violence, or acts that involve coercion, intimidation, threat, or other abuse. If an incident occurred at school or a school-sponsored event or activity, a district-led investigation is required. If the incident occurred outside of school but has the effect of unreasonably interfering with the student’s education, a district-led investigation may be appropriate. Severe Harassment, bullying, and/or bias incident: Intimidation or abusive behavior toward a student, staff, or the school community based on but not limited to race, national origin, color, sex, gender identity, sexual orientation, age, religion, physical or mental disability, the harassment or bullying can be verbal, physical, non-verbal or digital (including online) and which persist even after interventions are applied and/or are pervasive. This includes but is not limited to:
student
Weapon(s) Violations: Dangerous: Any weapon, device, instrument, material, or substance, which under the circumstances in which it is used, attempted to be used, or threatened to be used and is readily capable of causing death or serious physical injury. |
25
| Deadly: Possession, use, or threatened use of any instrument, article, or substance specifically designed for and presently capable of causing death or serious physical injury. Firearm Possession of a gun, including but not limited to a firearm which is “designed to or may readily change to expel a projectile by the action of an explosive and any explosive, incendiary, or poison gas.” (Section 921 of Title 18 of the U.S. Code.) “Possession” is defined to include, but not limited to, having a weapon located: (1) in a space assigned to a student such as a locker or desk, (2) on the student’s person or property (on the student’s body, in student’s clothing, in an automobile), (3) under the student’s control, or accessible or available; for example: hidden on school property. Confiscated guns are turned over to the police *If the behavior involves staff, please contact Student Conduct Coordinator and the Senior District Staff responsible for supervising the school | |
POSSIBLE RESPONSES | In addition to TYPE I, II, and III responses
|
|
POTENTIAL DISTRICT LEVEL SUPPORTS |
|
|
SUSPENSION | Yes SEE SUSPENSION IN TYPE II FOR MORE INFORMATION | |
HEARING | Yes after consultation with the Student Conduct Coordinator and District Staff Responsible for Supervising the School. | |
PROHIBITED ITEMS:
weapons are prohibited in or near our schools. Students cannot have or use firearms or knives or
anything that looks or is used like a weapon at school. Words and actions that threaten or could frighten other people are not allowed – even in play or with friends.
Students may not have dangerous or prohibited items at school, on the property, or at school activities including:
26
inflicting injury to persons or property
the labeled container and non-prescription remedies);
religiously, or sexually offensive including those associated with clubs, sects, or groups avowing or practicing discrimination against persons on the basis of age, color, creed, disability, marital status, national origin, race, religion, sex or sexual orientation
Prohibited items will be removed and held by school staff and some items shall only be released
to the student’s parent. Illegal items will be destroyed or held for Portland Police.
THREATS:
When a student threatens violence or harm, the administrator may consider and implement any of the
following:
including, but not limited to, the office of the school principal, vice principal, assistant principal, counselor, or a school psychologist licensed by the Teacher Standards and Practices Commission or the office of any licensed mental health professional.
27
ALCOHOL/DRUG DISCIPLINARY MEASURES
Kindergarten-5TH GRADE | Students found to have violated the PPS Healthy Substance Free Learning Environments policy who are in fifth grade or below, will receive intervention based consequences that are developmentally appropriate and aligned with the Student Rights, Responsibilities Behavior Matrix For all instances of substance use or possession at the K-5 Level Admin must consult with their Student Conduct Coordinator and Coordinator of Substance Use Supports. | |||||
POSSIBLE RESPONSES | ●Appointment with Pediatrician/Medical Provider ●Restorative Meeting
found in possession of prohibited item(s) |
Referral | ||||
| ||||||
Substance Use Violation Level | Disciplinary Action and Staff Responsible for Conducting Meeting/Hearing | Possible Interventions | ||||
LEVEL A | First Use |
●Level A meeting | Admin | Insight Alt Plan | ||
First Possession |
| Admin | Insight Alt Plan | |||
First Transfer |
●Level A Meeting | Admin | Insight Level A Alt Plan | |||
Second Use or Possession |
●Second Level A Meeting | Admin | Insight Level A Alt Plan | |||
Interventions: Insight Class or Alternative Plan includes 6 of psychoeducational interventions (this must be written down and signed by the student, parent or family member, and supervising administrator). The student is excluded from performing, competing, and/or representing the school in school-sponsored competitions, games, performances, dances, and other similar activities which are either after school or off campus for a period of 14 days. | ||||||
28
LEVEL B | First Distribution | ●Length of suspension up to the school team but must be under 10 days (must consult with SS&H and MTSS)
| Hearing Officer | Delayed Expulsion Alt Plan SSC Expulsion |
Second Transfer |
| Hearing Officer | Delayed Expulsion Alt Plan SSC | |
Third/Fourh Use or Possession |
*Could include meeting with CADC | Hearing Officer | Delayed Expulsion Alt Plan SSC | |
Interventions: A hearing will be scheduled, and the student is excluded from performing, competing and/or representing the school in school-sponsored competitions, games, performances, dances, and other similar activities which are either after school or off campus for a period of 28 consecutive calendar days starting on the day of the hearing. | ||||
LEVEL C | Second Distribution | ●The length of suspension up to the school team must be under 10 days (must consult with SS&H and Student Conduct)
| Hearing Officer | Expulsion |
| Third Transfer | ●The length of suspension up to the school team must be under 10 days (must consult with SS&H and Student Conduct)
| Hearing Officer | Expulsion |
| 5th Use or Possession | ●The length of suspension up to the school team must be under 10 days (must consult with SS&H and MTSS) | Hearing Officer | Expulsion |
| |
| | |
Interventions: A hearing will be scheduled, and the student is excluded from performing, competing and/or representing the school in school sponsored competitions, games, performances, dances, and other similar activities which are either after school or off campus for a period of 28 consecutive calendar days starting on the day of the hearing. | ||||
60-DAY RULE:
Requiring that seniors be disqualified from participation in commencement exercises and related
activities if within 60 consecutive calendar days of the last senior school day they are found to be in violation resulting in three or more days of suspension or more serious disciplinary action.
�CANNABIDIOL (CBD):
29
CBD and all substances derived from hemp and marijuana contain at least trace amounts of psychoactive Tetrahydrocannabinol, or THC. CBD is illegal in Oregon for anyone under the age of 21 to possess or use. Possession or use of any products which contain CBD will not be allowed on school property or at school events and will be subject to discipline under the PPS discipline and Healthy, Substance-Free Learning Environments policies and administrative directives. For doctor-prescribed substances (including CBD), see Medicines and Prescriptions.
TOBACCO:
Students and adults are not permitted to use, possess, sell, or transfer tobacco or
tobacco/nicotine-related products or paraphernalia in school buildings, on school property, in vehicles used for school transportation and school-related work, and at all school-related activities.
EXCLUSIONARY DISCIPLINE
SUSPENSION PROCEDURES:
suspension means that a student cannot attend school or school activities in Portland Public Schools.
Suspensions can last for up to ten school days.
Building administrators must contact the senior district staff responsible for supervising the school when considering more than one day of suspension per incident or if the student already has 2 or more days of suspension. Building administrators must contact their student conduct coordinator and the senior district staff responsible for supervising the school if they are considering a discipline hearing.
An informal meeting may be held between an appropriate school person (team leader, administrative assistant, principal) and the student before the student is suspended unless an emergency suspension is necessary.
An emergency suspension may be enacted to investigate an incident fully. A student may be suspended during this time to allow for the investigation to be completed, to keep them and others safe, and to plan their return to school to be as safe as possible.
When needed, interpretation services must be provided for students and/or parents/caregivers.
Parents/caregivers are notified when students are suspended. A meeting with the parent/caregiver must be held before a student returns to school after a period of suspension to seek a resolution of the misconduct and review ways of improving student behavior. A parent/caregiver may request a meeting with the principal or designee to develop a plan of action for the student to prevent further incidents.
Students are expected to complete homework during any suspension and may request missed assignments. A suspended student may not be on any Portland School property or at
school-sponsored activities.
A student or a parent/caregiver wanting to appeal a suspension should contact the principal to arrange a conference.
DISCIPLINE HEARING PROCEDURES:
For more serious incidents, a hearing is held with parents/caregivers, the student, the school team, and a hearing officer. The hearing officer decides if a student will be expelled and for how long. Students may also receive a delayed expulsion. During the period of the delayed expulsion, the student may be required to complete certain expectations, such as attending the Student Success Center or following the stipulations of an alternative plan to address the causes of the behavior that led to the hearing. If the student follows the plan, then the expulsion will not be imposed. If they do not follow the plan, then another hearing will be held, and the student may be expelled.
DISCIPLINE OF STUDENTS WITH DISABILITIES:
In cases where the disciplinary action includes a suspension of 10 school days or more and/or a
discipline hearing that may lead to expulsion, the school administrator must notify parents/caregivers/surrogates in the same manner as non-disabled students. The Special Education Department will notify the parents/caregivers of any special education meetings. They are subject to disciplinary procedures to promote positive behavior changes and protect others.
Procedures outlined in 4.30.025-AD must be followed for students with an IEP, or formal Section 504 plans or who have been identified for a special education referral, who are suspended for more than ten
(10) days in any school year, for additional exclusions of up to ten (10) school days that do not constitute a pattern, for separate acts of misconduct, which constitute a pattern, or if the student is being considered for expulsion.
APPEAL PROCESSES
CONTESTING A SUSPENSION:
Contesting a Suspension: A student or parent/caregiver has the right to contest any suspension.
Administrators are required to inform parents and students of their appeal rights. A student or parent/caregiver may contest the suspension first by requesting a conference with the principal in writing.
the district staff responsible for supervising the school that the student attends within five (5) school days of the principal’s decision.
30
31
APPEALING AN EXPULSION OR DELAYED EXPULSION:
Appealing an Expulsion or Delayed Expulsion: A student or parent/caregiver may appeal an expulsion
or delayed expulsion hearing decision to the Office of the Superintendent within five (5) school days of the decision.
MAKING A DECISION:
Making a Decision: Within three (3) school days, the appeals hearing officer shall make their decision
based upon the preponderance of the evidence and may choose to uphold, modify, or reverse the decision. If the decision is to reduce a mandatory Firearm 365-day expulsion, the hearing officer's decision is forwarded as a recommendation to the Superintendent, who has the sole authority to make such a modification.
HEARING RESULTS LETTER:
The school notified the student’s parent/caregiver in writing of the decision. The notice shall state the
steps to appeal a hearing or decision.
EXPULSION APPEAL TO THE BOARD OF DIRECTORS:
A student or parent/caregiver may appeal an expulsion to the Board of Directors within (10) ten school
days of the decision by the Superintendent or Designee. Requests are made to the Office of the Superintendent.
TITLE IX DECISION APPEAL:
Appeals on Title IX decisions must be made in accordance with 4.30.072-AD Sexual Harassment
Student to Student Sex-Based Discrimination and Harassment.
DEFINITIONS
60-Day Rule: requiring that seniors be disqualified from participation in commencement exercises and related activities if, within 60 consecutive calendar days of the last senior school day, they are found to be in violation resulting in three or more days of suspension or more serious disciplinary action.
Affirmative Consent: freely given, mutual, enthusiastic, continuous, and can be withdrawn anytime for any reason. Consent for one interaction does not assume consent for other interactions. Consent cannot be given when under the influence of drugs or alcohol or when threat, coercion, or intimidation exists. When affirmative consent is incorporated into healthy sexual relationships, it mitigates the impact and consequences of sexual pressure. This expectation is consistent with the Oregon Department of Education’s Health Education Standards.
Appeal: A student and their family has the right to appeal a suspension or hearing result. Instructions on how to conduct an appeal are included in the hearing results letter.
Behavioral Safety Assessment System (BSAS): Defined process to assess, plan for, and support students who exhibit threatening behaviors. Administrators shall contact the Behavioral Safety Assessment Coordinator and follow established Behavioral Safety Assessment Procedures whenever encountering threatening behaviors in students.
Bias Incident: “Bias Incident” means a person’s hostile expression of animus toward another person,
32
relating to the other person’s perceived race, color, ethnicity, religion, gender identity, sexual orientation, disability, or national origin of which criminal investigation or prosecution is impossible or inappropriate. Bias incidents may include derogatory language or behavior directed at or about any of the preceding demographic groups.
CADC: Certified Alcohol and Drug Counselor. A mental health professional with a state certification in counseling people in dealing with substance use issues.
Delayed Expulsion: A delayed expulsion is a possible outcome from a discipline hearing. It is a period of intensified support and structure for a student. A plan will be put in place to help the student be as successful as possible in school. If they do not follow the plan, or if they receive a new serious violation, another hearing will be held to determine the next steps. The delayed expulsion typically lasts until the end of the current or next semester, depending on the level of support needed and the time of year when the hearing is held.
Distribution: Advertising, offering to sell, selling, furnishing, bartering, or exchanging of substance(s), or facilitating the exchange of substances to receive monetary gain, social gain, goods, and/or products, etc. Includes students found in possession of a sizable quantity of a substance(s) or paraphernalia that would be considered too large for personal use. These actions apply to PPS Schools, events, or programs, including the Nexus of Discipline.
Exclusionary Discipline: Disciplinary action which removes a student from instruction.
Expulsion: Denies the student the right to attend any district school or program, including all classes and school activities, or to come onto any district property for up to one calendar year.
Hate Speech: The written, verbal, visual, or symbolic expression of animus based on race, color, religion, gender identity, sexual orientation, disability, or national origin.
Hearing: A formal meeting to review information pertaining to suspected behavior and to make a decision regarding disciplinary action.
Hearing officer: A district administrator who holds the title of Hearings Officer.
Individualized Education Program: Also called an IEP, is a document that is developed for each public school child who is found eligible for special education. It is reviewed annually, occasionally more often, by the IEP team, including the child’s parent/caregiver, school administrators, and district staff.
Level A Meeting: During a Level A violation, schools will utilize a disciplinary meeting and a school administrator will facilitate these with the family. The goal of a Level A meeting is to connect students with the appropriate intervention, i.e. Insight or Alternative Plan.
Material and Substantial Disruption of the Educational Environment: Behaviors that significantly interfere with instruction or staff member’s ability to maintain a stable classroom or ensure student safety.
Manifestation Determination: A Manifestation Determination is a test conducted by a student’s IEP or 504 team to determine whether the behavior leading to possible disciplinary action was directly caused by the student’s eligible disability or was caused by the school’s failure to fully implement the IEP or 504 plan. A positive manifestation may result in the student not receiving further exclusionary discipline, and may result in an update to their IEP or 504 Plan
33
Paraphernalia: Any equipment, product, or accessory that is intended or modified for making, using, or concealing a substance. Examples of paraphernalia include, but are not limited to: pipes, needles, vape pens and other Inhalant Delivery Systems, miniature spoons, roach clips, and rolling papers, among others.
Physical attack causing harm: Non-accidental conduct causing serious physical harm to a student or school employee.
Preponderance of the evidence: An evidentiary standard used by the hearings officer to weigh information received during a hearing. The standard of this scale is “More Likely than Not.” This is a lower burden of proof than is utilized in our court system, which is “Beyond a Reasonable Doubt”.
Section 504 Plan: An accommodation plan for a public school child with disability developed to ensure the child receives accommodations for access and participation in the learning environment.
Serious Physical Harm: Impairment of physical condition or substantial and lasting pain.
Sexual Incident Response Committee (SIRC) Process: The district has a defined process to assess, plan for, and support students who exhibit problematic sexualized behaviors, typically in a K-5 setting. Administrators shall contact the SIRC Coordinator whenever encountering a behavior of a problematic sexualized nature.
Substance: This includes all mood-altering materials or facsimiles thereof, including alcohol or medications that have not been prescribed for the student or are being used in a manner inconsistent with a prescription.
Substance-impaired learning: The degradation of student learning, participation, or behavior which is caused by the presence of drugs or alcohol or their residuals in the body.
Substance-related activity: Actions that include but are not limited to use, distribution, sale, or possession of substances, including drugs, alcohol, or drug paraphernalia; substance-impaired learning, substance-influenced behavior; and any act assisting such activity. (Note: administrators should contact a district discipline coordinator prior to contacting law enforcement.)
Substantial Disruption of the Learning Environment: Substantially interfering with the work of the school or impinging upon the rights of other students. Significantly interrupting other students’ ability to learn.
Suspension, in-school: Temporarily denies a student the right to attend scheduled classes and instead requires them to attend a program or engage in other educational activities in the school for a period of up to five (5) consecutive school days
Suspension, out-of-school: Temporarily denies a student the right to attend school, including all classes and school activities, and to come onto any district property, for a period of up to ten (10) consecutive school days.
Symbol of Hate: “Symbol of Hate” means a symbol, image, or object that expresses animus on the basis of race, color, religion, gender identity, sexual orientation, disability, or national origin, including but not limited to any noose, swastika, or confederate flag, and symbols contained in the Hate on Display Hate Symbols Database and whose display. That is reasonably likely to cause a substantial disruption of or material interference with school activities; or interfere with the rights of students to
34
full access to the services, activities, and opportunities offered by a school or program; or likely to create a hostile educational environment which interferes with the psychological and emotional well-being of a student.
Threat Causing Fear of Harm: Physical, verbal, written, or electronic action which immediately creates a fear of harm without displaying a weapon and without subjecting the victim to an actual physical attack.
Transfer: Sharing a substance with another student in a social setting or context, generally unplanned; examples include sharing a vape pen in the bathroom, giving alcohol to another student at a game or event, etc.
Trauma-Informed Approach: Designed to be a community response to support traumatized students and their families. This includes policies and practices that create safe school environments and professional learning regarding the signs and symptoms of trauma, promote resiliency and wellness among students, their families, and staff, and reduce re-traumatization.
35
PORTLAND PUBLIC SCHOOLS POLICIES | CURRENT LAWS: |
For more policy information go to on PPS.net
Learning Environments AD
Searches of Person and Property 4.30.041-AD Searches of Students and Their Property; Handling of Prohibited Items
Teen Dating Violence Procedures and Prevention - Students
Seclusion
Expectations for Students | Federal Laws
U.S.C. 1681 et seq.
Gun-free requirements Oregon State Laws:
to Comply with Rules
Disability Continues to be Entitled to Free Appropriate Public Education if Removed for Disciplinary Reasons
Responsible Student or Parents or caregiver |
Please use the QR code below for Feedback on the
Student Rights and Responsibilities Handbook.