Roseville Area Schools Belief Statement
Roseville Area Schools believe an equitable district-wide student behavior policy will contribute to the quality of a student’s educational experience and safety. This discipline policy is reviewed yearly as part of revising this student handbook.
- Rules of Conduct
- Behavior Expectations
- Important District Policies
- Tennessen Warning to Parents and Students
Unacceptable behavior is subject to response. This applies to all Roseville Area Schools students at school, on school grounds, at school-sponsored activities, on a school bus, and at school-related events. When an individual is asked to supply private or confidential data about themself, the Minnesota Government Data Practices Act requires the individual be informed of:
- Purpose for collecting the data and intended use of the data
- Whether the individual possessing the data may refuse or is legally required to supply the requested information
- Any known consequences arising from supplying the data or refusing to supply the data
- The identity of other persons or entities authorized by state or federal law to receive the data
The building administrator will exercise their professional judgment in determining an appropriate response. Staff responses for acts of unacceptable behavior may include any or all of the following, but are not limited to:
- Restorative practices
- Student conference
- Parent/guardian contact
- Parent/guardian conference
- Removal from class or activities
- Suspension from co-curricular activities
- In-school monitoring
- Loss of school privileges
- Modified school program
- Referral to in-school support services
- Referral to community service or outside agency services
- Assignment to another learning program or school
- Suspension under Pupil Fair Dismissal Act
- Expulsion under Pupil Fair Dismissal Act
- Exclusion under Pupil Fair Dismissal Act
- Reference to police or other law enforcement agencies for criminal action
- Petition County Court for juvenile delinquency adjudication penalties according to the bylaws and rules of the Minnesota State High School League
- Fine assessed
Repeated violations may result in greater level of consequence. Administrative responses are recorded in the district’s student database (Synergy).
To ensure quality education for all, Roseville Area Schools students will:
- Treat all students and staff with respect
- Be on time to all classes
- Come to all classes prepared for the day’s activities
- Participate in all classroom activities in a positive manner
- Do schoolwork as assigned, be honest with yourself and others about your work
- Know and follow school and classroom rules
- Respect the right of all students to receive an education
- Respect all school property, and the property of others
- Keep the entire school building and grounds clean
This is a summary of important school board policies regarding student behavior and ensuring a safe and positive learning environment for all of our students. Roseville Area Schools is committed to ensuring an equitable and respectful learning environment for every student, family, and staff member regardless of race, gender, gender identity, sexual orientation, socioeconomic status, ability, home or first language, religion, national origin, age, and physical appearance.
- 400P: Acceptable Use
- 416P: Harassment and Violence
- 504P: School Attendance
- 508P: Bullying Prohibition; Bullying Report Form
- 520P: Student Discipline
- 544P: Hazing
- 584P: Collection, Maintenance, Use, and Release Student Data
Parents are advised that students attending school in the school district will be asked to supply information to school personnel. Examples of such information requests include homework assignments, test questions, and questions during the course of classroom activities.
The information will be collected by the school district in order to evaluate the student’s current level of performance with respect to their education program, to maintain discipline within the school, and to determine the student’s needs and preferences relating to their education program.
Students are not required by any law or regulation to supply data. However, the school district expects and requires that students will participate fully in their educational program by completing homework assignments and tests. Moreover, the student’s refusal to supply data may prevent the school district from assessing the student’s needs and incorporating the student’s preferences into the student’s educational program. Refusal to supply information used to evaluate a student, including homework assignments and tests, will result in a failing grade being given for the assignment. Continued failure to supply information will result in a failing grade for a particular course, and a failing grade for the year. Refusal to supply information to a school district employee investigating an alleged rule violation may result in action being taken without benefit of information the student could have provided.
Data collected will be provided to school personnel having a legitimate educational interest in obtaining access to the data, and to state and federal authorities having statutory rights of access to the data.
- Level 1: Teacher-Managed Response
- Level 2: Teacher-Initiated Response with Office Support
- Level 3: Administrative Responses
- Level 4: Administrative Support and Removal Option
- Behavior Response Matrix
An Office Discipline Referral would not typically be completed at this stage. These responses aim to change the factors surrounding the negative behavior and will be addressed by the teacher. A teacher may tailor a response to a particular situation.
- Classroom-based responses (redirection, reminder, break)
- Restorative practices for a behavior
- Loss of privilege connected to the infraction (e.g., assigned seat)
- Family contact in possible collaboration with student
- Collaboration consultation with support staff (counselor, teacher assistant, case manager)
A Discipline Referral would be created in this situation but would include ongoing Level 1 interventions. Partnership with teacher and administration. These responses are designed to teach behavior and reinforce appropriate behavior. Many of these responses engage the student’s support system in order to alter conditions that contribute to the student’s inappropriate or disruptive behavior.
- Temporary classroom removal
- Detention (additional time in a specific location)
- Home visits
- Informal and/or preventative school-based mentoring
- Family/team meeting
- Individualized Educational Plan meeting (if applicable)
A Discipline Referral would be created in this situation and the administration would coordinate interventions. These responses are designed to engage the student’s support system and reinforce appropriate behavior. The goal of these responses is to alter the targeted behavior without removing the student from the school and may include Levels 1 & 2 interventions. These responses may include short-term removal of a student from certain school environments and focused on targeted reentry in a short duration of time.
- Classroom removal
- In-school suspension
- In-school intervention
- Collaboration with community-based organization
- Involvement of school resource officer for educational purpose
Immediate notification will be made to the office at this level. Administration will be working to collect information and make a determination for behavioral response. These responses address serious, safety-related instances. When necessary, due to the nature of the behavior or potential implications for future harm, a student may be removed from the school environment for a period of time.
- Restorative Practices
- Loss of privilege/removal from extracurricular activities
- Involvement of the school resource officer
- Manifestation Determination
- Classroom removal
- Transition Plan
- Referral to alternative educational setting
- Recommendation for expulsion
Click below for a definition and the range of responses. The lowest level of response should be considered first, followed by progressively more intensive interventions.
- Level 1: Classroom and Support Responses (teacher coordinates intervention, no office discipline referral)
- Level 2: Classroom and Support Responses (teacher coordinates intervention, partners with office, office discipline referral required)
- Level 3: Support, Administrative Responses (teacher initiates intervention, office coordinates intervention, office discipline referral required)
- Level 4: Support, Removal Responses (office coordinates intervention, may include removal, office discipline referral required)
- Academic Fraud, Plagiarism & Cheating
- Acceptable Use of School Technology
- Bus Misconduct
- Destruction of Property
- Display of Affection
- Disruption to the Learning Environment
- Dress Code
- Driving on School Property
- Explosives/Bomb Threat
- Illegal Substances including Alcohol (Use and Possession)
- Inappropriate Use of Personal Electronic Devices
- Other Firearms/ Weapons/Knives
- Property Vandalism
- Sexual Offense
- Tobacco Possession and Use
- Verbal Abuse
Students must conduct themselves in a responsible manner while using the school’s technology. Computers and technology are available for educational use and the use of equipment is a privilege, not a right. Accessing or producing content including social media that is vulgar, racist, profane, violent, obscene, or pornographic is subject to disciplinary action. The school has a right to monitor/restrict use of school technology. Policy 400P - Acceptable Use (Level 1 to Level 3)
Physical assault will be defined as an intentional act by one person that creates an apprehension in another of an imminent harmful contact. Assault may result in restorative measures, suspension, and/or the Discipline Review Board convening to determine expulsion and the incident being referred to law enforcement. (Level 2 to Level 4)
- Inappropriately targeting another student over a pattern of events where a perceived imbalance of power exists. (Level 2 to Level 4)
- Materially, substantially interfering with another student’s right to learn or participate in school activities. This includes cyberbullying, the use of technology or electronic communication to bully another student. (Level 2 to Level 4)
The place for displaying physical affection is not at school or school-sponsored activities. Please refrain from intimate behavior (kissing, embracing, touching parts of the body, etc.). Teachers and other staff members are instructed to correct students if their behavior is not acceptable. (Level 1 to Level 3)
Includes, but is not limited to the actions listed in this matrix
- Engaging in minor behavior that distracts from the learning environment. (Level 1)
- Persistently or habitually engaging in chronic minor behavior that distracts from the learning environment (e.g., talking out of turn, throwing small items, horseplay). (Level 1 to Level 3)
- Engaging in moderate or serious behavior that distracts from teaching and learning and directly affects the safety of others; gang symbols, drawings/messages or any type of display affiliation with an organization that is disruptive to the learning environment. (Level 1 to Level 3)
- Possessing or using any object that causes distraction or safety threat. (Level 1 to Level 3)
- Possessing any incendiary or explosive device, material, or any combination of combustible or explosive substances that can cause harm to people or property (e.g., firecrackers, smoke bombs, etc.) (Level 1 to Level 4)
- Detonating or possessing and/or threatening to detonate an incendiary device or material as described above. (Level 3 to Level 4)
- Engaging in intentional actions on the part of one or more students that cause discomfort with identity in regards to race, color, national origin, gender, gender identity, disability, sexual orientation, religion, or other characteristics, and that interfere with a student’s ability to participate in or benefit from the school’s educational programs. (Level 2 to Level 4)
- Unwelcome sexual advances; requests for sexual favors and/or other inappropriate verbal, written, or physical conduct of a sexual nature; directed towards others. (Level 2 to Level 4)
- Creating an intimidating, hostile, or offensive academic environment; substantially or unreasonably interfering with an individual’s academic performance or otherwise adversely affecting an individual’s academic opportunities. (Level 2 to Level 4)
- Engaging in an inappropriate behavior of a sexual nature. (Level 2 to Level 4)
- Engaging in intentional, negative action that significantly disrupts the rights of other students and/or school community member to learn and be safe. (Level 2 to Level 4)
- Filming or recording in any manner the conduct or activities of other students or staff on district property or at district events without permission. In addition, any distribution, transmission, sharing or broadcasting of such activities/conduct on social media or elsewhere is prohibited. This prohibition does not apply to public events held on district property. (Level 2 to Level 4)
- Unauthorized use of, possession of, or being under the influence of a controlled substance or look-alike substance not prescribed by a physician. (Level 2 to Level 4)
- Using or possessing (including paraphernalia) or being under the influence of illegal drugs. (Level 3 to Level 4)
- Distributing or selling non-illegal drugs or look-alike substances. (Level 3 to Level 4)
- Possessing, using, or threatening to use a look-alike gun or facsimile (e.g., water gun) (Level 2 to Level 4)
- Possessing, using or threatening to use a non-firearm gun. (Level 3 to Level 4)
- Possessing ammunition, a knife or other implement that could cause serious bodily harm, without intent to use as a weapon. (Level 3 to Level 4)
- Possessing a knife or anything that could cause serious bodily harm with intent to use as a weapon. (Level 3 to Level 4)
- Using or threatening to use, a knife or other implement as a weapon with an intent to cause serious bodily harm.
- Distributing or selling weapons. (Level 3 to Level 4)
- Taking or obtaining property of another without permission and/or knowledge of the owner. (Level 1 to Level 3)
- Persistently or habitually taking or obtaining property of another without permission and/or knowledge of the owner. (Level 2 to Level 4)
- Taking or obtaining property of another without permission and/or knowledge of the owner, where the theft is over $200 or defined as burglary by law enforcement. (Level 3 to Level 4)
Engaging in verbal behavior that involves an expressed or implied threat to interfere with an individual’s personal safety, academic efforts, employment, or participating in a school-sponsored event which would cause a reasonable person to have a reasonable apprehension that such harm is about to occur, or “fighting words” that are spoken face-to-face as a personal insult to the listener or listeners in a personally abusive language inherently likely to provoke a violent reaction by the listener to the speaker is prohibited.
- Behavioral Contract
- Check In/Check Out
- Classroom-based Responses
- Classroom Removal
- Community Service
- Conflict Resolution
- Loss of Privileges
- Parent Outreach
- Referral to Alternative Learning Center
- Referral to Community-based Organizations
- Removal from School
- Restorative Practices
This is teacher-directed behavior to prompt a student to reflect on the target behavior using strategies in the classroom such as taking a break, time out, student-teacher conference, redirection, seat change, calling home, loss of classroom privilege, letter of apology, and/or re-teaching expectations.
This practice has two different levels. The lowest level is removing a student from the classroom for a period of time less than a full class period. This may look like going to another classroom for a time out. The second level is removing the student from the classroom for a period of time not to exceed three class periods without administrator involvement. The student is given class work to complete in an alternate location.
Proactively establishing and maintaining a positive school climate and establish a structured approach to teaching appropriate social skills. Employing interventions, responses, and practices designed to identify and address the harm caused by an incident, including harm to a victim, and developing a plan for the student who caused the harm to heal and correct the situation.
Action taken by school administration, under rules promulgated by the School Board, prohibiting a pupil from attending school for a period of no more than ten school days. Suspension does not include dismissal from school for one school day or less, except as provided in federal law for a student with a disability. The school administration may not impose consecutive suspensions against the same pupil for the same course of conduct, or incident of misconduct, except where the pupil will create an immediate and substantial danger to self or to surrounding persons or property, or where the district is in the process of initiating an expulsion, in which case the school administration may extend the suspension to a total of 15 school days. Students and families will be expected to follow the school’s re-entry process upon returning from suspension.
Roseville Area Schools believes that the creation of a restorative culture in our schools holds significant promise as a means to achieving safe, culturally respectful, equitable and just learning communities. Restorative practices are defined as a way of being in community that focuses on continual building and maintaining of relationships. Through direct participation and communal decision-making (students, staff, families, and community members) social norms and behavioral boundaries are identified and reinforced. To this extent, Roseville Area Schools will be exploring and implementing community building and relational practices where:
- Harm done to the community and/or relationships is addressed in a constructive and humane way that rebuilds and strengthens instead of creating or increasing a divide. Therefore, when community norms and expectations are broken, there is an acknowledgment that this results in real harm to relationships and the community. When possible, responses will seek to repair these relationships while holding those involved to a high level of personal accountability and providing a high level of support to ensure that needs and responsibilities are met without creating further harm, alienation, or exclusion.
- It is acknowledged that as people we are more cooperative and more likely to make positive changes as those in positions of authority do things with us, rather than to us or for us. Therefore a restorative culture allows parents, students, and educators to act and view themselves as leaders in creating the school environment they wish to see.
- It is recognized that other approaches to school climate and discipline have not consistently worked to build safe learning environments, have created racial disparities in discipline responses, and have fostered a culture of blame that is harmful to the social fabric of our schools and communities. Problems related to discipline and safety in our schools can only be solved when all members of these communities are willing to share their experiences, take responsibility and work together to identify solutions.
One of the foremost advances in schoolwide discipline is the emphasis on schoolwide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Attention is focused on creating and sustaining Tier 1 supports (universal), Tier 2 supports (targeted group), and Tier 3 supports (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.
In the past, schoolwide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding.