Page 32 - Atlanta Public Schools 2022/2023 Student Handbook + Planner

Teacher Removal Of Disruptive Student:
When a student is removed from the regular classroom, a conference
will be scheduled within three school days between the student’s parent/ guardian, the teacher, and the student. During the conference the administrator will explain the grounds for the student’s removal from class and give the student the opportunity to explain their behavior. After the conference, the principal will notify the student and parents/guardians of the consequences of the Student Code of Conduct violation.
For a student with disabilities, including those with IEPs or 504 plans, the removal from class must be consistent with state and federal laws and regulations regarding students with disabilities. School staff should refer to additional processes maintained by the Office of Student Discipline for more information regarding implementation of the Removal Process.
NOTE: For the purpose of this policy, the term “repeatedly or substantially” shall be defined as a minimum of three incidents.
Reporting To Law Enforcement:
In addition to discipline of students by APS, student conduct may be reported to appropriate law enforcement authorities, including pursuant to O.C.G.A. 20-2-1184. Some Student Code of Conduct violations
may also result in criminal charges. School disciplinary action will
be independent of any criminal or juvenile court decisions. When it comes to the attention of APS that an offense has occurred which may constitute criminal behavior, the officials and employees of Atlanta Public Schools will cooperate with the police and other investigative agencies in providing and sharing information about the student to the degree that the official or the employee deems necessary and/or is governed by law. As required by the Georgia Legislature, APS encourages parents/ guardians to inform their children of the consequences, including potential criminal penalties, of underage sexual conduct and crimes for which a minor can be tried as an adult.
Discipline Of Students In Pre-K Through Third Grade:
Pursuant to O.C.G.A. 20-2- 742: Students in Pre-K through 3rd
grade will not be expelled or suspended from school for more than
five consecutive or cumulative days during a school year without
first receiving a multi-tiered system of supports, such as response to intervention. ‘Multi-tiered system of supports’ or ‘MTSS’ also may include a systemic, continuous-improvement framework in which data based problem-solving and decision making is practiced across all levels of
the educational system for supporting 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 (including Rule 5.25) or illegal drugs (including Rule 5.2); 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 & EQUIATABLE LEARNING ENVIRONTMENTS 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 impromtu conversations, proactive circles and problem-solving circles
• listen to understand
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