Running head: STUDENT CODE OF CONDUCT 1

Student Code of Conduct

Sara Wayne

Grand Canyon University: EAD-513

7/10/19
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Legacy Traditional School is a K-8 charter school in Chandler, Arizona which is

considered a suburban area. There are 45 teachers and currently 1,054 students enrolled for the

upcoming 2019-2020 school year.

Student Code of Conduct Values Statements

- Social Emotional Curriculum

o Incorporate sayings during flag ceremony

o Incorporate short lessons into PE and Music classes

- Positive Discipline

o Praising students for the expected behaviors that are being displayed in the

classroom rather than those that are unwanted.

o Helping show students how they are achieving their goals with compliments and

praise.

- Student Awards

o Caught Ya’s - awards for students who go above and beyond anywhere on

campus or positive affirmations for demonstrating positive citizenship and

character on campus

o Character Awards - award for one boy and one girl in each class that represents a

specific character trait that the entire school focuses on for each quarter

 i.e. responsibility, citizenship, loyalty, and service

o PE Student of the Month - award for one student in each class that represents

what it is to be a student who tries their best in everything that they do in PE

- 5 Steps of Discipline and JH Pride Point System

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o Guides staff and students to understanding consequences within the classroom or

on campus to help guide them to fixing their own behavior actions.

- Discipline Matrix

o Guides administrators with consequences for specific behavior incidents.

- Specific Behavioral Expectations

o Promptly follow instructions given by all staff.

o Respect adults and fellow students.

o Use courteous, wholesome language and limit conversations to school appropriate

topics.

o Respect the property of others, the school, and the grounds.

o Stand up for what is right.

o Settle disagreements without fighting or in a threatening manner.

o Be responsible citizens of the school and community.

o Use good sportsmanship at all times.

o Follow all rules as established by the staff.

Student Code of Conduct Topics

- Responsibilities and Rights

o What students are responsible for such as obeying school and classroom rules,

their own actions, respecting property and others.

o What students have the right to such as a safe learning environment, not being

discriminated against, and to be treated fairly (Cherry Valley Elementary School,

n.d.)

- Behavior
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o Outline specific behavior rules for all students in areas such as recess, cafeteria,

bathroom, hallway, during assemblies, and overall general rules.

o This would tie into ensuring everyone is proactive for positive behaviors.

- Attendance

o Including the state law requirements where a student should not be missing more

than 10% of the school year.

o Explain the truancy process and policy and how parents will be notified.

o Explain how to sign in tardy students or to call in an absence.

- Dress Code

o Set specific parameters of the school’s dress code and what students are required

to wear to school.

- Cell Phone Use

o Set expectations that cell phones may be on campus, but they must be off and, in

the students, backpack until dismissed from class for after school use.

o They cannot be used to contact family outside of school.

- Bullying and Harassment

o Explain bullying and harassment in a short form with examples and how it will be

taken seriously.

o Any cases of bullying or harassment must be notified of a staff member and

administration.

- Discipline Plans

o What will occur when a behavior occurs and what the consequences may be.

- Administrative Discipline Steps

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o What administration may do when students are referred to them for behaviors

depending on the offense and what type of consequence the student may receive.

o How students with IEPs or 504s would receive consequences based on their

individualized plans.

- Consequence Matrix

o Guideline for specific offenses with consequences such as violent or substantially

disruptive behaviors, bullying, harassment, academic integrity, or destruction of

property

- Suspensions and Expulsions

o What each entail and means along with how long they may be able to last.

Why I Developed the Plan

After looking at the current student code of conduct I was able to see how many valuable

aspects were already incorporated into the code of conduct. However, when I was able to look at

and compare it with Hudson City School District and Cherry Valley Elementary School, I found

that I wanted to make a few areas a little more detailed or to add in more specifics for others.

One of the areas I wanted to adjust would be incorporating the responsibilities and rights for

students. I felt incorporating this would help all students feel like they were equal and have a

better understanding of what they had rights to, but also what their responsibilities are as a

student. This would help build respect among all as the students would have a set guideline on

what is expected, and this would be something staff and teachers would easily be able to review

with students throughout the year to create the equality that they all strive for.

Another area I wanted to include was with administrative disciplinary actions, but to

incorporate information about students with IEPs and 504s and how their disciplinary actions
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would depend on their individualized plans. This would begin with seeing if the classroom is

allowing the student to fully accommodating their plan and if not, how can we work on that. The

biggest thing to remember is that a student with a disability is responsible for their action just

like everyone else, but the consequence depends on the students plan (Bohler, 2018). This would

tie into confidentiality for students by only talking to the child’s teacher and family about

incidents and consequences. Helping everyone understand that when more than one student is

involved in a situation we can only talk about their child and not the others to protect the

confidentiality of all students and their safety.

I personally feel incorporating some of the major offenses in a consequence matrix would

help alleviate any concerns from families for when it may involve their student. Allowing

families, the access to the entire matrix is a great idea, but many times if it is not included in the

student code of conduct, they will not access it. Therefore, I think if I included the major

incidents such as bullying, harassment, academic integrity, theft, fighting, and so on will help

families understand more. Incorporating items such as what is the specific definition of a

disruptive behavior to show families that it interrupts or obstructs the learning environment will

help them understand and know that if it was their child being disruptive they wouldn’t want

them impeding the education of others (Virginia Department of Education, 2015).

The biggest thing I have to remember as I take over the new principal positive is that I

cannot change everyone all at once because otherwise there will be a lot of pushback from not

only staff but also the families. Change is something that needs to occur from time to time, but I

have to find a way to make it fair for everyone that is invested into the school. The student code

of conduct doesn’t just involve the students, but it involves all stakeholders with a shared vision.

There may be setbacks during this time of change, but this is a time to take those setbacks and
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push forward while celebrating successes no matter how large or small they may be (MagañA,

2014). The more that we can take the small steps to change rather than large steps the more all

stakeholders will put their trust in me as the new principal to lead them in the direction that is

best for everyone.

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References

Bohler, S. R. (2018). Accommodating disabilities when enforcing the student code of conduct.

Disability Compliance for Higher Education, (8), 1. https://doi-

org.lopes.idm.oclc.org/10.1002/dhe.30396

Cherry Valley Elementary School. (n.d.). Retrieved from

http://www.cv.riverview.wednet.edu/about/conduct/default.aspx

Hudson City School District. (2018). Retrieved from

http://www.hudsoncityschooldistrict.com/policies/5000/5300_code_of_conduct.pdf

MagañA, A. (2014). Change, Setbacks, and Transformation. Principal, 94(1), 18–22. Retrieved

from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?

direct=true&db=ehh&AN=98701061&site=ehost-live&scope=site

Virginia Department of Education. (2015). Virginia Board of Education Student Code of Conduct

Policy Guidelines. Virginia Department of Education. Retrieved from https://search-

ebscohost-com.lopes.idm.oclc.org/login.aspx?

direct=true&db=eric&AN=ED560150&site=eds-live&scope=site