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Rowansom Student Handbook Regarding the Rowansom Student Code of Conduct and Adhere to the Code of Ethics of the American Osteopathic Association
STUDENT HANDBOOK Go to Table of Contents Stratford, NJ 08084-1501 856-566-6000 https://som.rowan.edu/ August 2021 1 Acknowledgements Preparation of this Student Handbook was made possible through the cooperation of the offices of all divisions of Academic Affairs, Academic Technology, the Dean’s Office, Graduate Medical Education, and Student Financial Aid. The Student Handbook is informational only and does not constitute a contract between Rowan University School of Osteopathic Medicine and any student. It may be changed by RowanSOM without prior notice to students. Any rules, regulations, policies, procedures or other representations made herein may be interpreted and applied by RowanSOM to promote fairness and academic excellence, based on the circumstances of each individual situation. When modifications of the Student Handbook occur, students will be notified by email. It is each student’s responsibility to check their RowanSOM email on a daily basis and keep abreast of all notifications from RowanSOM. 2 Table of Contents MISSION STATEMENT ................................................................................................................................................. 8 ROWAN UNIVERSITY MISSION ............................................................................................................................................. 8 ROWANSOM MISSION, VISION, ESSENTIAL, VALUES & GUIDING PRINCIPLES ...................................................................... 8 OSTEOPATHIC MEDICINE ........................................................................................................................................... -
Sample School Board Policy Prohibition Against Bullying
Louisiana Department of Education Office of Student Programs July 2012 Sample School Board Policy Prohibition Against Bullying The _______________School District believes that all students have a right to a safe and healthy school environment. All schools within the district have an obligation to promote mutual respect, tolerance, and acceptance among students, staff, and volunteers. Behavior that infringes on the safety of any student will not be tolerated. A student shall not bully or intimidate any student through words or actions. Such behavior includes, but is not limited to direct physical contact, verbal assaults, the use of electronic methods, and social isolation and/or manipulation. The school district policy prohibiting bullying is included in the student code of conduct and includes but is not limited to the following: • Any student who engages in bullying will be subject to disciplinary action up to and including expulsion. • Students are expected to immediately report incidents of bullying to the principal or designee. • School staff and/or administrators will promptly investigate each complaint of bullying in a thorough and confidential manner. • If the complainant student or parent of the student feels that appropriate resolution of the investigation or complaint has not been reached after consulting the school principal, the student or the parent of the student should contact the local superintendent or his or her designee. • The school system prohibits retaliatory behavior against any complainant or any participant in the complaint process. All students and/or staff shall immediately report incidents of bullying, harassment or intimidation to the school principal or designee. School staff members are expected to immediately intervene when they see a bullying incident occur. -
SBCUSD Student Services - Alternative Programs Professional Development Center Bldg
SBCUSD Student Services - Alternative Programs Professional Development Center Bldg. 4030 Georgia Blvd., San Bernardino, CA 92407 Office 909.473.2080 Rose Ann Bomentre, Director Colleen Williams, Coordinator CONTENTS Alternative School Placement Committee………………………….. Page 3 Sierra & San Andreas High Schools………………………………... Page 5 Destination Diploma…………………………………………………. Page 7 Alternative Learning Center Long-Term Independent Study……………………………………....... Page 8 Short-Term Independent Study……………………………………....... Page 9 Community Day School……………………………………………… Page 11 Assessment Policy – Student Transfers……………………………... Page 12 Forms SBCUSD Alternative Schools Placement Application………………... Page 14 Destination Diploma Orientation Sample……………………………... Page 15 Long-Term Independent Study ……………………………………….. Page 16 Short-Term Independent Study……………………………………….. Page 17 2 ALTERNATIVE SCHOOL PLACEMENT COMMITTEE Purpose: The Alternative School Placement Committee consists of an Administrator or designee and/or Head Counselor represented from each high school (comprehensive and alternative settings) who meet 6-7 times per year to review and place students in an alternative school setting based on academic, social, or emotional developmental needs. Alternative School Placement Committee 1) Prior to each Alternative School Placement meeting, alternative schools will notify the Principals and Head Counselors from each high school on the number of students they are requesting based on current enrollment and capacity. 2) All comprehensive high schools will bring their completed Alternative School Placement Applications to scheduled committee meetings (6-7 times per year) for review and placement of students prior to the next scheduled intake date. 3) If the student is referred to Community Day School in grades 2 -8, one representative from the Elementary/Middle School must be present. 4) The school rep may submit an application for special consideration to the committee for students who do not meet the alternative school placement criteria who are at least 16 years old. -
Amicus Brief Filed in This Very Case, Inflexible Punishment for Speech Does Not Make Schools Safer
No. 20-255 IN THE Supreme Court of the United States MAHANOY AREA SCHOOL DISTRICT, Petitioner, v. B.L., A MINOR, BY AND THROUGH HER FATHER LAWRENCE LEVY AND HER MOTHER BETTY LOU LEVY, Respondents. On Writ of Certiorari to the United States Court of Appeals for the Third Circuit BRIEF OF SCHOOL DISCIPLINE PROFESSORS AS AMICI CURIAE IN SUPPORT OF RESPONDENTS GABRIEL ROTTMAN RICHARD W. MARK JENNIFER A. NELSON Counsel of Record IAN C. KALISH ANNE CHAMPION THE UNIVERSITY OF VIRGINIA LEE R. CRAIN SCHOOL OF LAW AMANDA L. LESAVAGE FIRST AMENDMENT CLINIC GIBSON, DUNN & CRUTCHER LLP 580 Massie Road 200 Park Avenue Charlottesville, VA 22903 New York, NY 10166 (434) 924-7354 (212) 351-3818 [email protected] Counsel for Amici Curiae i TABLE OF CONTENTS Page INTEREST OF AMICI CURIAE ................................ 1 INTRODUCTION AND SUMMARY OF ARGUMENT ......................................................... 1 ARGUMENT ............................................................... 5 I. Punitive Approaches To Bullying Are Ineffective And Harmful To Students. .......... 5 A. Punishment-Based Policies Do Not Alleviate Bullying or Harassment in Schools. ................................................. 5 B. Punishing Students For Speech Actively Harms Their Educational Experiences and Long-Term Prospects. ....................... 9 1. Zero-Tolerance Systems Adversely Affect Students’ Educational Experiences and Make Children More Likely to Struggle Long Term. ........ 10 2. Using Exclusionary Anti-Bullying Policies Disproportionately Harms Students -
Assessing the Role of School Discipline in Disproportionate Minority Contact with the Juvenile Justice System: Final Technical Report Author(S): Miner P
The author(s) shown below used Federal funding provided by the U.S. Department of Justice to prepare the following resource: Document Title: Assessing the Role of School Discipline in Disproportionate Minority Contact with the Juvenile Justice System: Final Technical Report Author(s): Miner P. Marchbanks III, Jamilia J. Blake Document Number: 252059 Date Received: August 2018 Award Number: 2012-JF-FX-4064 This resource has not been published by the U.S. Department of Justice. This resource is being made publically available through the Office of Justice Programs’ National Criminal Justice Reference Service. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Assessing the Role of School Discipline in Disproportionate Minority Contact with the Juvenile Justice System: Final Technical Report Miner P. Marchbanks III Jamilia J. Blake Texas A&M University Report prepared for Grant #2012-JF-FX-4064 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect those of the Department of Justice. This resource was prepared by the author(s) using Federal funds provided by the U.S. Department of Justice. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Contents ACKNOWLEDGEMENTS............................................................................................................ 3 ABSTRACT.................................................................................................................................... 4 EXECUTIVE SUMMARY ........................................................................................................... -
DOCUMENT RESUME Alternative Schools: Caring for Kids On
DOCUMENT RESUME ED 422 634 EA 029 315 TITLE Alternative Schools: Caring for Kids on the Edge. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 41p.; Printed on colored paper. CONTRACT RJ96006501 PUB TYPE Collected Works - Serials (022)-- Reports Descriptive (141) JOURNAL CIT Northwest Education; v3 n4 Sum 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adolescents; At Risk Persons; *Educational Innovation; Educational Principles; Experimental Schools; *High Risk Students; High Schools; *Nontraditional Education IDENTIFIERS United States (Northwest) ABSTRACT This theme issue presents an overview of alternative high schools that serve at-risk students. It opens with an essay on "Learning from the Margins," offering insights on the need for alternative schools, definitions of what constitutes an alternative school, how such schools succeed, and how alternative schools use new ideas to reach students. Four schools are profiled: Mat-Su, a school north of Anchorage, Alaska, which accepts students between the ages of 15 and 21 who are considered at-risk; Portland Night High School (Oregon), which helps students complete their secondary education even if they have already started a job or a family; the Open Meadow Learning Center, a private high school in Portland (Oregon) that uses relationship-based learning to teach life-skills development, preemployment training, peer-advocate groups, and other skills; and Meridian Academy near Boise, Idaho, a small alternative school that emphasizes the importance of each student and fosters a family-like atmosphere. Each profile features information on teaching strategies, the unique approach each school takes to meet the needs of its students, and other alternative school techniques. -
Alternative Schools Literature Review
Last updated: 2001 www.ojjdp.gov/mpg Alternative Schools Alternative schools are essentially specialized educational environments that place a great deal of emphasis on small classrooms, high teacher-to-student ratios, individualized instruction, noncompetitive performance assessments, and less structured classrooms (Raywid 1983). The purpose of these schools is to provide academic instruction to students expelled or suspended for disruptive behavior or weapons possession, or who are unable to succeed in the mainstream school environment (Ingersoll and Leboeuf 1997). Theoretical Foundation Alternative schools originated to help inner city youth stay in school and obtain an education (Coffee and Pestridge 2001). In theory, students assigned to alternative schools feel more comfortable in this environment and are more motivated to attend school. Students attending these schools are believed to have higher self-esteem, more positive attitudes toward school, improved school attendance, higher academic performance, and decreased delinquent behavior (Cox, 1999; Cox, Davison, and Bynum 1995). As a result, many alternative schools are being used to target delinquent youth (Gottfredson 1987; Arnove and Strout 1980). These schools serve the dual purpose of reinforcing the message that students are accountable for their crimes and removing disruptive students from the mainstream. In general, alternative schools assess academic and social abilities and skills, assign offenders to programs that allow them to succeed while challenging them to reach higher goals, and provide assistance through small group and individualized instruction and counseling sessions (Ingersoll and Leboeuf 1997). In addition, students and their families may be assessed to determine whether social services such as health care, parenting classes, and other program services are indicated. -
Regional Alternative Education Programs
VIRGINIA BOARD OF EDUCATION 2005 Annual Report REGIONAL ALTERNATIVE EDUCATION PROGRAMS PRESENTED TO GOVERNOR MARK R. WARNER AND THE VIRGINIA GENERAL ASSEMBLY October 26, 2005 DEPARTMENT OF EDUCATION P.o. Box 2120 Richmond,Virginia 23218-2120 Jo LYNNE DEMARY, Ed.D. Office: (804) 225-2023 Superintendentof Public Instruction November4, 2005 Fax: (804) 371-2099 The HonorableMark R. Warner Governor of Virginia Patrick Henry Building, 3rd Floor Richmond, Virginia 23219 Membersof the GeneralAssembly of Virginia StateCapitol Building Richmond,Virginia 23219 Dear GovernorWarner and Membersof the GeneralAssembly: Pursuant to Section 22.1-209.1 :2 of the Code of Virginia, I am pleased to submit the 2005 Annual Report on Regional Alternative Education Programs. The report was approved at the October 26,2005, meeting of the Board of Education. Section 22.1-209.1:2 of the Code requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. If you have questions or require additional infonnation, please do not hesitate to contact Ms. Diane Jay, education specialist, at (804) 225-2905 or Diane.J av(Q),doe.vir2:inia.2:ov. Sincerely, ~Jo Lynneo(~~)t.o')t."..J DeMary k;;;~/ .:::.., rJ JLD/dj Enclosure cc: Mr. ThomasM. Jackson,Jr., President,Virginia Board of Education VIRGINIA BOARD OF EDUCATION PREFACE Section 22.1-209.1:2 of the Code of Virginia requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. -
Alternative Schools for Disruptive Youth. NSSC Resource Paper. INSTITUTION National School Safety Center, Malibu, CA.; Pepperdine Univ., Malibu, Calif
DOCUMENT RESUME ED 293 198 EA 019 888 AUTHOR Garrison, Ronald W., Ed. TITLE Alternative Schools for Disruptive Youth. NSSC Resource Paper. INSTITUTION National School Safety Center, Malibu, CA.; Pepperdine Univ., Malibu, Calif. SPONS AGENCY Department of Justice, Washington, D.C. Office of Juvenile Justice and Delinquency Prevention. PUB DATE Nov 87 GRANT 85-MU-CX-0003 NOTE 43p.; Articles attached may not reproduce well. PUB TYPE Information Analyses (070) -- Reports - Evaluative /Feasibility (142) Viewpoints (126) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Community Involvement; Cultural Pluralism; Delinquency Prevention; Dropout Prevention; *Educational Trends; Elementary Secondary Education; *Futures (of Society); *Grouping (Instructional Purposes); *High Risk Si-'dents; *Nontraditional Education; Parent Schc.. Relationship; Public Schools; School Choice; School Demography; School Safety; Socioeconomic Influences; *Youth Problems ABSTRACT This paper surveys the demographic, historical, and research issues related to alternative education; describes successful models for disruptive and at-risk youth; and suggests hew local areas might achieve safety in their schools. Programs for disruptive youth are forecast to grow through the 1990s; approximately 35 percent of school districts presently have alternative school programs. Alternative placement addresses a variety of needs for many groups, including juvenile offenders and students of diverse ethnic and social backgrounds, who may simply require the individualized attention such -
Alternative Education A
CHAPTER 4: Alternative Education A. What is alternative education? n continuation schools n juvenile court schools The term ”alternative education” refers to schools n and programs that students may either decide to go opportunity classrooms to as a voluntary transfer, or are forced to go to as the See a comparison chart of these examples on page 21. result of an expulsion or involuntary transfer. Each alternative school or program operates differently B. What is the difference between a and should meet the specific needs of the students it is voluntary and an involuntary transfer? trying to help. They may be helpful for some students, n An involuntary transfer is often the result of like those who need to make up course credits, or need a student getting in trouble and/or missing too more flexibility due to their personal life. However, they much school. A student can be involuntarily are also used as a placement for students because of transferred to an alternative school or program behavior issues. In general, they do not provide the against their wishes or the wishes of the parent or same educational or extra-curricular opportunities as guardian only in very limited circumstances. traditional, comprehensive schools. Alternative schools and programs tend to have fewer types of classes and n A voluntary transfer is often proposed by extracurricular activities (such as sports and student school/district staff as a way of avoiding an clubs) than traditional schools. They may not offer the expulsion—but it is optional. It is usually not courses your child needs to graduate or to prepare in a student’s best interests and generally not for college available each semester. -
RECOMMENDED to CABINET Education Travel Policy for the Academic Year 2020-21
RECOMMENDED TO CABINET Education Travel Policy for the academic year 2020-21 This applies to: • All state-funded schools in Devon. • The Transport Co-ordination Service of Devon County Council. • All parents and carers of Devon-resident children of statutory school age or Rising 5s seeking transport assistance to and from an education setting. Policy updated: October 2018 Review date: October 2019 for 2021-22 and then annually unless a need to review earlier is identified Description of Policy This policy describes how eligibility for transport to and from education settings will be determined and how transport will be provided. Linked Policies In-Year, Normal Round Co-ordinated Admissions Schemes 2020 Education Travel Policy – updated 31 January 2019 © Devon County Council 2019 If this document is printed, it may not be the most up-to-date version. This will be available at www.devon.gov.uk/admissionarrangements Page 1 Education Travel Policy for the academic year 2020-21 Section Contents Page General Information and Contacts 4 Summary 5 Policy 1 Equality Statement 7 2 Safeguarding Statement 7 3 Introduction 7 4 Section A – children below statutory school age 8 5 Section B – children of statutory school age at a primary school 9 6 Section C – children of statutory school age at a secondary school 11 7 Section D – children and young people with special educational needs 14 8 Section E – further information 15 8.1 Roles and responsibilities of the parent 15 8.2 Applications for transport assistance 16 8.3 Roles and responsibilities of -
Your Question: You Asked Two Questions Regarding the Connection Between Early Childhood Education and Substance Abuse and Crime
Response to information request Prepared July 26, 2018 Heidi Macdonald [email protected] Your Question: You asked two questions regarding the connection between early childhood education and substance abuse and crime. Specifically, you asked: (1) Is there a connection between early childhood education and substance abuse rates? And (2) How does early childhood education affect the school-to-prison pipeline? Additional Resources ✓ 50-State Comparison: Our Response: State Kindergarten Research in the study, Early Childhood Education: The Long-Term Benefits, Through Third-Grade indicated the years from birth to age 5 are viewed as a critical period for Policies, Louisa Diffey, ECS, developing the foundations for thinking, behaving and emotional well-being. As a June 2018 result, during these years children can develop linguistic, cognitive, social, ✓ Initiatives From Preschool emotional and regulatory skills that predict their later functioning in many to Third Grade: A domains. Thus, experts argue that meaningful improvements in student academic Policymaker’s Guide, outcomes, increases in graduation rates, decreases in incarceration rates, Bruce Atchison & Louisa increases in workforce participation, and the success of students later in life Diffey, ECS, February 2018 depend on improving the quality of the educational foundation provided by a ✓ K-3 Policymakers’ Guide quality early childhood education and specifically the preschool to third-grade (P- to Action: Making the 3) continuum. early years count, Bruce Atchison, Louisa Diffey & A student’s ability to meet grade-level expectations in third grade can play a Emily Workman, ECS, significant role in the likelihood of them graduating high school. Based on the November 2016 Annie E.