Page 32 - Atlanta Public Schools Student Handbook

system of supports’ or ‘MTSS’ may also include a systemic, continuous improvement framework in which data-based problem-solving and decision-making is practiced across all levels of the educational system to support students at multiple levels of intervention.
If such a student is receiving or has received a multi-tiered system of supports, the school has met these requirements. This requirement does not apply if:
• the student possessed a weapon/dangerous instrument Rules15A or Illegal Drugs (including Rules 2A, 2E, 2F, 2K., 2M); and/or
• the student’s behavior endangers the physical safety of other students or school personnel
In addition, if a student has an Individualized Education Program (IEP) or a Section 504 plan, prior to assigning the student out-of-school suspension for more than five consecutive or cumulative days during a school year, the school or program shall also convene an IEP or Section 504 meeting to review appropriate supports being provided as part of the IEP or Section 504 plan.
Student Hearing Procedure:
APS supports effective student discipline procedures to support student success and safety in the classroom and the school. For more information pertaining to student hearing procedures see Policy JCEB Student Hearing Procedure and Administrative Regulation JCEB-R(1) Student Hearing Procedure.
Board Policy JGBB: Restorative Practices:
The Atlanta Public Schools Board of Education recognizes restorative practices as a shift from punitive and punishment-oriented student consequences to those that provide opportunities for all people
affected by a student’s action to engage in dialogue and measures seeking to restore the classroom, school community, and interpersonal relationships. By implementing restorative practices, schools work to ensure that students are not suspended for subjective offenses and can spend more time in their classrooms, thereby leading to increased student achievement and graduation rates. Restorative practices provide proactive systems, emphasize reintegration, and promote positive classroom environments.
This Board recognizes that in K-12 public education, there is a correlation between higher suspension/expulsion rates and lower proficiency and graduation rates. The Board also acknowledges that student discipline practices are often disproportionately imposed upon certain student subgroups. Implementation of restorative practices should (1) work to reduce the influence of implicit and explicit biases in decisions around student suspensions and expulsions and (2) ensure that students do not face harsh disciplinary consequences for minor, often subjectively defined offenses.
CREATE SAFE, SUPPORTIVE & EQUITABLE LEARNING ENVIRONMENTS BY USING TENETS OF SEL, PBIS & RESTORATIVE PRACTICES
1
Be Clear with Expectation
• co-create norms/essential agreements
• create a positive behavior matrix
• teach and model effective procedures & routines
2
Build Internal Social & Emotional Capacity
• teach explicit SEL skill building lessons
• model and integrate SEL skills and competencies
3
Honor Students' Identity Through Representation in the Physical Space & Instructional Resources
4
Adopt a Restorative Mindset
• build healthy relationships with students
• use effective statements to praise & reinforce positive behavior
5
Build a Culture of Trust & Communication
• use impromptu conversations, proactive circles and problem-solving circles
• listen to understand
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