Students' Rights Handbook

Total Page:16

File Type:pdf, Size:1020Kb

Students' Rights Handbook Students’ Rights Handbook A Guide for Public School Students in Louisiana Second Edition, Revised & Updated 2015 Created by the American Civil Liberties Union Foundation of Louisiana 1 Table of Contents INTRODUCTION ........................................................................................................................ 4 Dedication ................................................................................................................................................................ 4 What is the ACLU? ................................................................................................................................................ 4 Disclaimer ................................................................................................................................................................ 4 A Note on the Court System ............................................................................................................................. 5 A Note on Legal Citations .................................................................................................................................. 6 AcKnowledgments ................................................................................................................................................ 7 THE RIGHT TO A PUBLIC EDUCATION .............................................................................. 8 May My School Place Limits and Restrictions On My Constitutional Rights? ............................ 8 Do I Have the Right to a Free Public Education? ..................................................................................... 9 May My School Charge Me for BooKs & Supplies? .................................................................................. 9 Who Runs the Public Schools? ........................................................................................................................ 9 What Are Charter Schools? ............................................................................................................................ 10 Who Is Required to Attend School? ........................................................................................................... 11 May My School Keep Out Homeless Children? ..................................................................................... 13 Must My School Provide for Special Education Needs? .................................................................... 13 DISCIPLINE .............................................................................................................................. 14 What Kind of Discipline is Allowed in School? ..................................................................................... 14 Generally ................................................................................................................................................................ 14 Illegal Drugs ......................................................................................................................................................... 15 Firearms ................................................................................................................................................................. 15 When May the School Suspend or Expel a Student? ........................................................................... 16 Procedural Requirements ............................................................................................................................... 16 Readmission ......................................................................................................................................................... 16 Disability ................................................................................................................................................................ 17 What Are Alternative Education Programs? .......................................................................................... 17 May My School TaKe Away My Driver’s License? ................................................................................ 18 Is Physical (Corporal) Punishment Allowed? ........................................................................................ 18 FREEDOM OF EXPRESSION ................................................................................................ 19 Do I Have Free Speech Rights in School? ................................................................................................. 19 May My School Newspaper Be Censored? .............................................................................................. 21 May My School Punish Me For JoKing About School Violence? ..................................................... 22 May My School Tell Me What to Wear? .................................................................................................... 23 May My School MaKe Me Say the Pledge of Allegiance? ................................................................... 23 CLUBS & ACTIVITIES ............................................................................................................ 24 May My School Limit Which Clubs Meet At School? ........................................................................... 24 LIBRARY & CLASSROOM BOOKS ...................................................................................... 25 May My School Restrict Library and Classroom BooKs? .................................................................. 25 INTERNET USE ....................................................................................................................... 26 May My School Limit My Internet Use On Campus? ........................................................................... 26 May My School Limit My Internet Use Off Campus? ........................................................................... 26 RELIGION ................................................................................................................................. 28 1 Do I have Religious Freedom in School? .................................................................................................. 28 May I Say a Private, Silent Prayer in School? ......................................................................................... 29 May a School Official Lead or Sponsor Prayer in Schools? .............................................................. 29 May I Lead Other Students in Prayer? ...................................................................................................... 30 Do the Words “Under God” in the Pledge of Allegiance Violate the First Amendment? ..... 31 May a School Teach Biblical Creationism? .............................................................................................. 31 Must School Officials Protect Me From Religious Harassment At School? ............................... 32 May I Celebrate Religious Holidays at School? ..................................................................................... 32 May Religious Music Be Played At School? ............................................................................................. 34 May We Receive Religious-Based Assignments? ................................................................................. 34 May Students Distribute Religious Literature? .................................................................................... 35 Are “See You at the Pole” Student Groups Permissible? ................................................................... 35 May Students Be Excused from Religiously Objectionable Lessons? .......................................... 36 May Students Wear Religious Garb? ......................................................................................................... 36 May Students Be Released from School to Attend Off-Premises Religion Instruction? ...... 36 May Schools Teach Religious Values? ....................................................................................................... 36 SEARCH & SEIZURE ............................................................................................................... 36 What Are My Rights Regarding Searches in School? .......................................................................... 36 Does a Principal Or Teacher Need a Warrant to Search Me? ......................................................... 37 May I Be Strip Searched? ................................................................................................................................ 38 May My School Search An Entire Class or Group to Find One Suspect? .................................... 38 Do I Have To Agree to a Search By School Officials? .......................................................................... 38 May Evidence Found in an Illegal Search Be Used Against Me? .................................................... 39 Are LocKers Private? ........................................................................................................................................ 39 May My School Use Metal Detectors? ....................................................................................................... 40 Other Encounters with the Police .............................................................................................................. 41 DRUG AND ALCOHOL TESTING ........................................................................................
Recommended publications
  • Effective School Discipline Policies and Practices: Supporting Student Learning
    Research Summaries Effective School Discipline Policies and Practices: Supporting Student Learning Effective school discipline policies and practices are critical to promoting students’ successful learning and well-being. They strengthen students’ behavioral skills by addressing the causes of their misbehaviors while preserving the integrity of the learning environment, ensuring the safety and dignity of all students and staff, and fostering progress toward long-term learning and behavioral goals. There are many barriers to effective school discipline, however, including the widespread use of punitive approaches and inconsistent policies and practices that students view as unfair and that often disproportionately impact minorities and students with disabilities. DISCIPLINE AND DISCIPLINARY INFRACTIONS IN SCHOOLS In the 2015–2016 school year, 2.3% of U.S. public schools reported widespread disorder in classrooms on a daily or weekly basis, 4.8% reported student verbal abuse of teachers, and 10.3% reported other student acts of disrespect for teachers.1 These figures were 2.5%, 4.8%, and 8.6%, respectively in the 2009–2010 school year.2 More serious infractions resulted in about 2.7 million K-12 students receiving one or more out-of-school suspensions and approximately 120,700 students receiving expulsions with or without educational services during the 2015–2016 school year.3 These represent slight improvements from the approximately 2.77 million and 130,000 reported in the 2013–2014 school year.4 Regrettably, both racial minorities5 and students with disabilities6 are overrepresented in school discipline practices. PUNITIVE APPROACHES TO DISCIPLINE Punitive, “get tough” approaches do not work. They simply suppress unwanted behavior temporarily while increasing negative consequences, such as reduced perceptions of safety and connectedness among students and the perpetuation of the school-to-prison pipeline.
    [Show full text]
  • Addressing Climate, Safety, and Discipline in Georgia Schools
    Addressing Climate, Safety, and Discipline in Georgia Schools School‐wide Positive Behavioral Interventions and Supports June 2013 Contents Purpose Statement ......................................................................................................................... 1 Why Should Georgia Assist Schools Choosing to Implement PBIS? ............................................... 1 What is PBIS? .................................................................................................................................. 2 How does PBIS improve student outcomes? .................................................................................. 4 How does PBIS address specific concerns? .................................................................................... 5 1. School discipline issues ........................................................................................................ 5 2. Mental Health Concerns ...................................................................................................... 6 3. Juvenile Justice ..................................................................................................................... 6 4. Bullying Prevention & Intervention ..................................................................................... 6 What Does PBIS Cost? ..................................................................................................................... 7 Future Budgetary Considerations to Reach Goals .....................................................................
    [Show full text]
  • The Death Penalty in Louisiana
    Diminishing All of Us: The Death Penalty in Louisiana Death Chamber, Louisiana State Penitentiary, Angola Photo Courtesy of Richard Ross, Architecture of Authority (Aperture Press, 2007) A Study for Louisiana Catholics Committed to Repeal of the Death Penalty Co-authors: Alex Mikulich & Sophie Cull ©Copyright 2012 Jesuit Social Research Institute Loyola University New Orleans LouisianaLong.indd 1 3/20/12 4:42 PM Table of Contents I. Introduction 3 II. Executive Summary and Major Findings 4 III. Catholic Social Teaching and the Death Penalty 6 A. Louisiana Catholic Bishops on the Death Penalty 6 B. Roman Catholic Theological and Moral Teaching 7 C. Roman Catholic Social Teaching and Social Sin 8 D. The Death Penalty: A Profound Forgetfulness of Eucharistic Remembering 10 IV. The Death Penalty in Context 12 A. The US Death Penalty in the International Context 12 B. The Search for “Humane” Executions: Lethal Injection 12 C. The Movement toward Repeal 13 D. The Death Penalty: Louisiana’s Response to Lynching 13 V. Arbitrary, Inaccurate and Unfair 15 A. Exonerees 15 B. Murder Victims and their Families 16 C. The Condemned 20 Louisiana’s death row is overrepresented by individuals with childhood trauma 22 Many individuals on Louisiana’s death row were under 21 when they were arrested 23 Louisiana’s death row is overrepresented by individuals with intellectual disabilities 24 Louisiana’s death row is overrepresented by individuals with mental illness 25 D. Jurors 27 VI. Weighing the Costs: Alternatives to the Death Penalty 30 A. Cost of Louisiana’s Death Penalty 30 B. Our Misplaced Policy Priorities 31 C.
    [Show full text]
  • 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
    [Show full text]
  • Zero Tolerance and Exclusionary School Discipline Policies Harm Students and Contribute to the Cradle to Prison Pipeline ® the Problem: Pushing Students out of School
    ISSUE BRIEF November 2012 Zero Tolerance and Exclusionary School Discipline Policies Harm Students and Contribute to the Cradle to Prison Pipeline ® The Problem: Pushing Students Out of School ut-of-school suspensions and expulsions—discipl ine Opractices that exclude children from school—have increased dramatically in the United States since the 1970s. This increase is largely due to schools’ overre - liance on “zero tolerance” policies. The Dignity in Schools Campaign describes zero tolerance as “a school discipline policy or practice that results in an automatic disciplinary consequence such as in-school or out-of-school suspension, expulsion, or involuntary school transfer for any student who commits one or more listed offenses. A school discipline policy may be a zero tolerance policy even if administrators have some discretion to modify the consequence on a case-by-case basis.” 1 Zero tolerance policies impose automatic and harsh discipline for a wide range of student infractions, s s i L including non-violent disruptive behavior, truancy, e v e dress code violations, and insubordination. Even when t S © o school policies don’t impose automatic suspensions for t o h behavior, the culture of overzealous exclusion from P school that is fostered by the zero tolerance mindset school year involved weapons or drugs, while 64% of has created a situation in which children are being suspensions were for “disobedient or disruptive behavi or,” removed from school for increasingly minor behavior truancy, or “intimidation.” 3 These policies are a issues. An October 2011 report from the National Edu - problem for all children, regardless of background or cation Policy Center found that only 5% of suspensions home-life.
    [Show full text]
  • Women, Health and Imprisonment Catrin
    THE IMPRISONED BODY: WOMEN, HEALTH AND IMPRISONMENT CATRIN SMITH THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY (SEPTEMBER 1996) DbEFNYDDIO TN er LLYFRGELL, Th U.= TO tE CqNSULTED 11BRARY UNIVERSITY OF WALES, BANGOR SCHOOL OF SOCIOLOGY AND SOCIAL PO I was never allowed to forget that being a prisoner, even my body was not my own (Maybrick, 1905 :112). The idea that law has the power to right wrongs is persuasive. Just as medicine is seen as curative rather than iatrogenic, so law is seen as extending rights rather than creating wrongs (Smart, 1989: 12) Abstract Problems affecting the female prison population have become increasingly acute. In response to a spirit of 'toughness' in penal policy, the number of women prisoners has grown sharply and more women are being sent to prison despite arguments in favour of decarceration and alternative sanctions. In prison, women make greater demands on prison health services and are generally considered to carry a greater load of physical and mental ill-health than their male counterparts. However, a gender-sensitive theory based on an understanding of the relationship between women's health and women's imprisonment has not been formulated. Health is a complex phenomenon of inseparable physical, mental and social processes. Research conducted in three women's prisons in England set out to explore the relationships between these processes. Data were generated from group discussions, in-depth interviews, a questionnaire survey and observation and participation in 'the field'. The findings suggest that women's imprisonment is disadvantageous to 'good' health. Deprivations, isolation, discreditation and the deleterious effects of excessive regulation and control all cause women to suffer as they experience imprisonment.
    [Show full text]
  • 1 April 12, 2012 Daniel H. Heyns Director Michigan Department Of
    April 12, 2012 Daniel H. Heyns Director Michigan Department of Corrections 206 E. Michigan Avenue Grandview Plaza P.O. Box 30003 Lansing, MI 48909 Fax: (517) 373-6883 Email: [email protected] VIA FIRST CLASS MAIL, EMAIL AND FACSIMILE Re: Ending the Routine Use of Sexually Abusive and Unnecessary Spread-Labia Vaginal Searches of Women Prisoners Dear Mr. Heyns: We represent a broad array of civil rights, human rights, health, and religious organizations united in our dedication to stopping the sexual humiliation of women prisoners. We write to demand a decisive end to a degrading type of visual body cavity search practiced at the Women’s Huron Valley Correctional Facility (WHV), the only women’s prison in the State of Michigan. While an investigation by the American Civil Liberties Union (ACLU) has caused a partial, and likely temporary, modification of the search procedure, we urge you to revise Policy Directive 04.04.110 to explicitly and permanently ban the practice. The Spread-Labia Vaginal Search and Its Effect on Women Prisoners When being subjected to the spread-labia vaginal search, women prisoners are forced to remove all of their clothing, sit on a chair, lift their legs into the air, and use their hands to spread open their vaginas as a prison guard peers into their vaginal cavities. Sometimes multiple women are forced to undergo this humiliating search in view of one another. If a woman objects to the search, she can be forced to submit through physical force or punished with solitary confinement. These searches occur routinely, including after each contact visit, even when guards have no reason to suspect that a particular woman is carrying contraband in her body.
    [Show full text]
  • The Angola Special Civics Project, 1987-1992
    University of New Orleans ScholarWorks@UNO University of New Orleans Theses and Dissertations Dissertations and Theses Summer 8-4-2011 Organizing for Freedom: The Angola Special Civics Project, 1987-1992 Lydia Pelot-Hobbs University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/td Part of the Sociology Commons Recommended Citation Pelot-Hobbs, Lydia, "Organizing for Freedom: The Angola Special Civics Project, 1987-1992" (2011). University of New Orleans Theses and Dissertations. 349. https://scholarworks.uno.edu/td/349 This Thesis is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Thesis has been accepted for inclusion in University of New Orleans Theses and Dissertations by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. Organizing for Freedom: The Angola Special Civics Project, 1987-1992 A Thesis Submitted to the Graduate Faculty of the University of New Orleans in partial fulfillment of the requirements for the degree of Master of Science in Urban Studies by Lydia Pelot-Hobbs B.A. Oberlin College 2007 August 2011 Table of Contents Abstract .............................................................................................................................. iv Epigraph .............................................................................................................................. v Chapter 1: Introduction ......................................................................................................
    [Show full text]
  • City of New Orleans the Mayor's Criminal Justice Coordinating Council
    If you have issues viewing or accessing this file contact us at NCJRS.gov. - ---- ~----------------------- City of New Orleans The Mayor's Criminal Justice Coordinating Council J1AYOR ERNEST IV. lrIORIAL, Chairman 11ichael Ragneris, Vice Chairman Frank R. Serpas, .Jr., Executive Diredor -~~~~~--- - - { ... CRIME IN NEW ORLEANS: A RESOURCE BOOK 1980 Update Prepared by THE MAYOR'S CRIMINAL JUSTICE COORDINATING COUNCIL JUNE, 1981 Richard H. Brown, Chief Planner 't AUG 20 19B1 U.S. Department of Justice National Institute of Justice 79969 This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily THE MAYOR'S CRIMINAL JUSTICE represent the official position or policies of the National Institute of COORDINATING COUNCIL Justice. Mayor Ernest N. Morial, Chairman Permission to reproduce this copyrighted material has been Michael Bagneris, Vice Chairman grar&r~'Yor IS Criminal ,Justice Frank R. Serpas, Jr., Executive Director Coordinating Council to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis­ sion of the copyright owner. " TABLE OF CONTENTS List of Tables, Maps, Figures £age No. Page No. Table 1- 1979 Major Crimes State vs. City 5 TABLE OF CONTENTS. ...... i 2- Major Crimes - Offenses Reported - 6 Five Year Trend. .. ., . .. ... LIST OF TABLES, MAPS, FIGURES. i i 3- 1978-1979 Major Crimes - Offenses Reported. 8 I. INTRODUCTION TO REVISED EDITION 1 4- 1979 Major Crimes - Reported Offenses by II. INTRODUCTION. ..... 2 Police District. .. .. 9 I I I. MAJOR eRIME IN NEW ORLEANS.
    [Show full text]
  • Louisiana Justice Reinvestment Task Force Report and Recommendations March 16, 2017
    Louisiana Justice Reinvestment Task Force Report and Recommendations March 16, 2017 Members of the Louisiana Justice Reinvestment Task Force Secretary James LeBlanc (Chair), Louisiana Department of Corrections Sheriff Mike Cazes, West Baton Rouge Senator Daniel Claitor, Louisiana State Senate Flozell Daniels, Foundation for Louisiana Public Defender James Dixon, Louisiana Public Defender Board District Attorney Bo Duhe, 16th Judicial District Chief Justice Bernette Johnson, Louisiana Supreme Court Hon. Lori Landry, 16th Judicial District Court Representative Terry Landry, Louisiana House of Representatives Representative Walt Leger, Louisiana House of Representatives Representative Sherman Mack, Louisiana House of Representatives Senator Danny Martiny, Louisiana State Senate Rev. Gene Mills, Louisiana Family Forum Hon. Laurie White, Louisiana Sentencing Commission Hon. Bonnie Jackson, 19th Judicial District Court was a former member of the Task Force The Task Force would like to honor the memory of Kevin Kane former Executive Director of The Pelican Institute for working to establish this body and for his many other contributions to criminal justice reform in Louisiana. 2 Louisiana Justice Reinvestment Task Force Report Table of Contents Members of the Louisiana Justice Reinvestment Task Force ..................................................................... 2 Table of Contents ......................................................................................................................................... 3 Executive Summary
    [Show full text]
  • Proactive & Inclusive School Discipline Strategies
    W H no. A T 11 W O EF RKS BRI PROACTIVE & INCLUSIVE SCHOOL DISCIPLINE STRATEGIES and school building administrators. Traditional discipline dis·ci·pline practices were based on the assumption that punishment noun \ˈdi–sə–plən\ would reduce undesired behaviors, thereby improving : control that is gained by requiring that rules or orders be obeyed and punishing bad behavior school safety. School discipline tended to be reactionary : a way of behaving that shows a willingness to obey rules and punitive—adults responded to undesired behaviors or orders with punishments (e.g., detention, suspension) that : behavior that is judged by how well it follows a set of rules or orders excluded students from social and learning opportunities. These discipline strategies were generally considered ‘effective’ if they improved adults’ perceptions that the school was functional and orderly. n this Brief, we review the limitations of “traditional” obedience–oriented, punitive approaches to school Why move away from traditional discipline Idiscipline and describe a range of innovative alternatives philosophy and strategies? focused on cultivating students’ self–regulation through Innovative school leaders have moved away from positive behavior supports and interpersonal relationship reactionary, punitive school discipline approaches building among students and between students and because they generally do not work to reduce the problem staff. behavior for which they are applied and, more often, Traditional Approaches they have unintended negative and counterproductive
    [Show full text]
  • Constitutional Privacy and the Fight Over Access to Sex-Segregated Spaces
    NOTES CONSTITUTIONAL PRIVACY AND THE FIGHT OVER ACCESS TO SEX-SEGREGATED SPACES The battle over transgender rights is raging on many fronts. Despite some local1 and national2 victories for transgender activists in the past few years, the battle is far from over. States like North Carolina have tried to bar transgender people from using bathrooms and locker rooms not matching their birth-assigned sexes.3 At the federal level, President Donald Trump’s Department of Justice and Department of Education have revoked Obama-era guidance protecting transgender students in schools.4 President Trump also rolled back protection for transgender servicemembers: on July 26th, 2017, he tweeted that transgender people should be barred from serving in the U.S. military,5 and a version of his ban went into effect in 2019.6 This Term, the Supreme Court will de- termine whether Title VII of the Civil Rights Act of 1964’s7 prohibition ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 1 For example, at least 225 cities and counties now protect employees from discrimination on the basis of gender identity. See Cities and Counties with Non-discrimination Ordinances that Include Gender Identity, HUM. RTS. CAMPAIGN, https://www.hrc.org/resources/cities-and-counties- with-non-discrimination-ordinances-that-include-gender [https://perma.cc/PB5D-PV4H]. 2 Under President Barack Obama, federal agencies instructed schools to “treat a student’s gender identity as the student’s sex for purposes of Title IX.” See Dear Colleague Letter on Transgender Students from Catherine E. Lhamon, Assistant Sec’y for Civil Rights, U.S. Dep’t of Educ., & Vanita Gupta, Principal Deputy Assistant Att’y Gen.
    [Show full text]