Student Code of Conduct

The School District of Palm Beach County, FL

Secondary (6-12) | 2022-2023
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The School Board of Palm Beach County is committed to excellence in

education and preparation of all our students with the knowledge, skills and
ethics required for responsible citizenship and productive employment.

Secondary (6-12) 2022-2023 Page 1

 Table of Contents

Guiding Principles 3
Attendance 6
Student Dress Codes and Uniforms 9
Student Conduct and Behavior 11
Scope of the Student Code of Conduct 14
Social Media Guide 18
Discipline Guide 19
District Imposed Consequences 24
Authorization for Suspension 25
Appeal Process for Suspension 26
Discipline for Students Eligible for Services under the Individuals with Disabilities Act 27
Discipline for Students Eligible for Services under Section 504 of the Rehabilitation Act of 1973 33
Good Cause Exemptions to State Statute 1006.15 38
Glossary 39
Acronyms 50

Secondary (6-12) 2022-2023 Page 2

 Guiding Principles
The School District of Palm Beach County firmly believes a positive school culture promotes equal
educational opportunity and establishes the framework for a safe learning environment. The Student
Code of Conduct is comprised of a set of policies, rules, and laws by which order is established and
maintained for the benefit of all. Discipline within a school must have the qualities of objectivity,
consistency, and equity. It is the responsibility of all school personnel, students, parents, external
stakeholders, and the greater community to ensure the school environment encourages a climate
conducive to learning.

The Student Code of Conduct is intended to be an instructive policy based on interventions and supports
for students. However, when consequences are warranted, they shall be implemented based on a system
of progressive discipline. Minor infractions and first offenses have less serious consequences than major
infractions and repeat offenses. Factors such as age, grade level, social, emotional and intellectual
development, and overall student rights and responsibilities shall also be considered. Disciplinary issues
will be resolved by every means possible prior to exclusion from school. Equitable and reasonable
procedures will be followed to assure students of their rights.

The School District of Palm Beach County expects all stakeholders to demonstrate mutual respect for the
rights of others. It is expected that all involved in teaching and learning fully accept their responsibilities
to model and practice the Universal Guidelines and Behavioral Expectations: Be Safe, Be Respectful, and
Be Responsible. Each school center shall create its own Universal Guidelines and Behavioral Expectations.

Stakeholders’ responsibilities are outlined below.

Responsibility of Students

▪ Attend school daily, be prepared for class, and complete assignments to the best of their ability
▪ Follow the Student Code of Conduct and school-based rules
▪ Model and practice the expected behaviors and universal guidelines
▪ Notify school staff about any dangerous behavior, bullying, or activity that occurs on school
grounds or off school grounds when it may result in disruption of the educational setting
▪ Accept and respect individual differences and people
▪ Bring only those materials to school that are allowed
▪ Keep parents informed of school related issues
▪ Ask school personnel or other trusted adults for help in solving problems

Responsibility of Parents/Guardians

▪ Read the Student Code of Conduct with your child(ren)

▪ Make certain your child(ren) attends school regularly and on time
▪ Notify the school of absences or tardies in a timely manner
▪ Monitor your child(ren)’s academic and behavioral progress
▪ Talk to your child(ren) about school and behavioral expectations

Secondary (6-12) 2022-2023 Page 3

 ▪ Visit your child(ren)’s school as necessary
▪ Play an active role and support your child(ren)’s educational experience
▪ Teach and model for your child to respect the rights and property of others

Responsibility of Teachers

▪ Teach and review the Student Code of Conduct

▪ Use well planned, creative, and engaging instructional plans daily
▪ Set expectations, teach, model, and reinforce positive behavior
▪ Use appropriate classroom management strategies to maintain a learning environment that
supports academic success
▪ Provide students with meaningful and relevant feedback on their behavioral and academic
progress
▪ Maintain a safe and orderly classroom by using prevention and intervention strategies
▪ Provide corrective feedback and re-teach appropriate behaviors when a student demonstrates
misconduct
▪ Use professional judgment to prevent minor incidents from escalating
▪ Keep parents informed of students’ academic progress and behavior through regular
communication
▪ Refer students in need of additional support to Problem Solving/School Based Team
▪ Request additional training and/or staff development as needed

Responsibility of Administrators

▪ Distribute the Student Code of Conduct to school stakeholders

▪ Implement the Student Code of Conduct in a fair and consistent manner
▪ Implement all Palm Beach County School Board policies in a fair and consistent manner
▪ Maintain a safe and orderly school by using prevention and intervention strategies
▪ Provide students will meaningful and relevant positive feedback on their behavioral and academic
progress
▪ Communicate policies, expectations, and concerns and respond to complaints or concerns from
students and parents in a timely manner
▪ Use professional judgment to prevent minor behavioral incidents from escalating
▪ Monitor, support, and sustain the effective implementation and maintenance of Positive Behavior
Support (PBS)
▪ Define, teach, model, reinforce, and support appropriate student behaviors to create positive
school environments
▪ Provide meaningful opportunities for parent participation and involvement
▪ Identify appropriate training and resources as needed to implement positive behavior
interventions and supports
▪ Establish a Threat Assessment Team comprised of persons with expertise in counseling,
instruction, school administration and law enforcement. Their duties include coordination of
resources, assessments and intervention for students whose behavior poses a threat to the
safety of school and /or staff

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 Responsibility of Additional School-based Staff

▪ Maintain a safe and orderly school environment by modeling and supporting appropriate
student behaviors
▪ Provide students with meaningful and relevant positive feedback on their behavioral progress
▪ Provide appropriate corrective feedback and re-teach appropriate behaviors when a student
demonstrates misconduct
▪ Monitor, support, and sustain the effective implementation and maintenance of a positive
school culture and learning environment
▪ Use professional judgment to prevent minor incidents from escalating

Responsibility of District Staff

▪ Create and implement policies and procedures that encourage safe and orderly schools for all
students, school staff, and principals
▪ Protect the legal rights of school staff, principals, students and parents
▪ Provide appropriate training and resources to implement positive behavior interventions and
supports at each school
▪ Assist parents who are unable to resolve issues at the school level
▪ Utilize individual school discipline data to identify and allocate professional development services
for school administrators and staff
▪ Review and revise the Student Code of Conduct annually

Stakeholders are collaborative partners in education, and each plays an important role in the commitment
to educating all students to reach their highest potential.

Secondary (6-12) 2022-2023 Page 5

 Attendance
This policy is to encourage regular school attendance and punctuality by establishing requirements for
student attendance, outlining guidelines or procedures for attendance monitoring and reporting, and
establishing procedures supporting chronically absent and habitually truant students as required by
Florida laws, rules, and regulation.

Research indicates that students miss school for many reasons, which can be divided into three broad
categories (The Importance of Being in School: A Report on Absenteeism in the Nation’s Public Schools.
Robert Balfanz & Vaughn Byrnes, John Hopkins University Center for Social Organization of Schools, May
2012):

a. Students who cannot attend school due to illness, family responsibilities, housing instability, the
need to work, or involvement with the juvenile justice system.

b. Students who will not attend school due to bullying, unsafe conditions, harassment, and
embarrassment.

c. Students who do not attend school because they or their parents do not see the value in being
there, they have something else they would rather do, or nothing stops them from skipping
school.

This policy applies to District students enrolled in grades Pre-K to 12th grades.

The Board believes that regular and punctual school attendance play important roles in a student’s
achievement, as there is a strong correlation among regular school attendance, academic achievement,
and the completion of school. Although school attendance is the responsibility of the parents or guardians
and students, the District is dedicated to increasing the meaningful involvement of parents and guardians
in all aspects of their students’ lives, including the reduction of chronic absences and truancy.

To combat unexcused absences and truancy, all District schools are dedicated to providing culturally,
linguistically, fair, and age-appropriate interventions. District students shall not be treated differently with
regard to attendance, absence or truancy on the basis of their race, color, ethnicity, national origin, sex,
sexual orientation, marital status, age, religion, disability, genetic information, gender identity or
expression.

In accordance with Fla. Stat. § 1003.26, the superintendent is responsible for enforcing school attendance
of all children and youth subject to the compulsory school age in the District’s schools.

a. Attendance, Absence, and Excuse Requirements

i. In General. Except as provided in Fla. Stat. § 1003.24 and State Board of Education Rule
6A-1.09513, all students are expected to attend school regularly and to be on time for
classes in order to benefit from the instructional program and to develop habits of
punctuality, self-discipline, and responsibility. Each student is required to attend classes

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 one hundred and eighty (180) days each school year. To be in compliance with these
attendance requirements, students must not accumulate fifteen (15) unexcused absences
in a period of ninety (90) calendar days.

ii. Parental Notification of Absence to School. Parents and guardians are responsible for
notifying the school when a child will be absent and for informing the school of the reason
for the absence. Thus, parent and guardians are expected to notify the school when their
child is absent and inform the school of the reason for the absence within twenty-four
(24) hours by a written note. Otherwise, students returning from an absence shall be
required to present a written explanatory excuse from their parents or guardians stating
the cause for the absence.

iii. Tracking of Absences. The school centers shall track students’ excused and unexcused
absences and attendance in the District’s computer system.

iv. Makeup of Assignments. For excused and unexcused absences, including suspensions,
the student will be afforded the opportunity to make up work without academic penalty.
For in-school suspensions, students will receive assignments daily. For out-of-school
suspensions, students will receive assignments in a timely manner.

a. Excused or Unexcused Absences. The number of days allowed to make up the

work shall be the same as the number of days the students was absent. It is the
student’s responsibility to contact his or her teacher(s) about the makeup
assignments and to complete all makeup work timely.

b. Suspensions. For in-school and out-of-school suspensions, all work is due on the
day of return from the suspension.

v. Reporting on Student Report Cards. Attendance, including absences and tardiness, shall
be reported on student report cards, as required by Fla. Stat. § 1003.33(1)(c) and (2).

Late Arrival and Early Dismissal

The Board recognizes that from time-to-time compelling circumstances require that a student be late to
school or dismissed before the end of the school day. Parents or guardians must follow the same process
to obtain an excuse for tardiness or to obtain permission for early dismissal, as they do to obtain an excuse
for an absence. A pattern of non-attendance for instructional activities is established by tardiness, early
sign-outs, or absences for all or any part of the day.

i. Late Arrivals or Tardiness. Students reporting late to school/class when the day/class period
begins are considered tardy. Excessive tardiness shall be addressed on a case-by-case basis to
determine if there is a pattern of non-attendance. Unless excused under the provisions of this
policy, accumulated tardiness will be recorded as unexcused absences consistent with Fla.
Stat. § 1003.02(1) (b) and this policy. When a secondary student misses fifty (50) percent or
more of the identified instructional class period due to late arrival or tardiness, the student
shall be considered absent.

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 ii. Early Dismissal. Excessive early sign-outs will be addressed on a case- by-case basis to
determine if there is a pattern of non-attendance. Unless excused under the provisions of this
policy, accumulated early dismissals will be recorded as unexcused absences consistent with
Fla. Stat. § 1003.02(1)(b) and this policy. When a secondary student misses fifty (50) percent
or more of the identified instructional class period due to early dismissal, the student shall be
considered absent.

iii. Academic Time. Students are not to be sent home or refused admission to school due to
tardiness. Students who arrive late for any class period must be allowed to proceed to their
classes after obtaining proper documentation of their tardiness.

iv. School Rule or Policy. Any school creating a late arrival and/or early dismissal rule or policy
shall submit the proposed school rule or policy to the Area Superintendent for review and
approval prior to the implementation of the rule/policy.

Driving Privileges and Attendance: Report to Department of Highway Safety and Motor
Vehicles

Pursuant to Fla. Stat. §§ 322.091 and 1003.27, the District is required to report to the Florida Department
of Highway Safety and Motor Vehicles (DHSMV) the names, dates of birth, sex and social security numbers
of students ages 14 - 18 who accumulates fifteen (15) unexcused absences in any consecutive 90-calendar-
day period. Whenever any student has a total of fifteen (15) days of unexcused absence from school
during any semester, the student will be considered habitually absent. The Board authorizes the
superintendent to inform the student and parents/guardians of the record of excessive absences as well
as the District’s intent to notify the DHSMV of the student’s excessive absences

In accordance with law, the District shall hold a hardship hearing upon the request of any student whose
license has been suspended pursuant to this section. The board hereby authorizes the superintendent to
develop procedures for administrative implementation for such hearing, consistent with state laws and
technical assistance from Florida Department of Education. The principal or designee will conduct the
hardship hearing within thirty (30) calendar days of receiving the request in accordance with the
procedures established by the Superintendent.

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 Student Dress Codes and Uniforms
It is a fundamental function of the District to create and maintain a positive educational environment by
devoting attention to learning, increasing school safety, encouraging good behavior and discipline, and
minimizing disruptions and distractions. The Board believes that appropriate attire and grooming
contribute to a productive and effective learning environment. Thus, all students are expected to be
groomed and dressed appropriately for age, grade level, school, and school activities.

Student attire or grooming that substantially or potentially disrupts the educational environment or
school program creates a distraction which interferes with the educational process or classroom activity,
or presents a health or safety hazard to the students or school community is not permitted. The
determination of what constitutes a safety or health hazard, or what constitutes a distraction of students
from a classroom activity, or what constitutes a disruption of a school program or excessive maintenance
of school property shall be made by the principal or designee. The principal or designee shall have final
authority to decide if a student’s attire complies with a dress code or uniform dress code, and shall use
reasonable discretion in interpreting and implementing the provisions of this policy. The dress and
uniform codes as described below shall be applicable for the District.

All documents, forms and communications that are provided to parents, must be translated for parents
who speak a language identified as a Major Language in the District. Furthermore, parents who speak
languages other than the identified Major Languages, written translations or oral interpretation will be
provided upon parents' request, or if the need for translation or interpretation becomes apparent.

Section 1001.43(1) (b), Fla. Stat., authorizes the Board to require uniforms to be worn by the student body
or impose other dress-related requirements if the Board finds that these requirements are necessary for
the safety or welfare of the student body or school personnel.

The Board recognizes that individual students have a right to free expression and that right must be
balanced with the Board’s responsibility to provide classrooms and campuses which are safe, secure, and
orderly, and an educational environment which is supportive of the school system’s academic goals and
educational responsibilities. In support of these goals and expectations, the Board establishes the
following dress codes for District students.

Definitions

a. Attire means clothing, headwear, jewelry, book bags, accessories or other articles of
personal appearance.

b. Dress Code means a set of parameters that describes acceptable and unacceptable
student apparel to ensure the health and safety of all students and creates a positive
learning environment; and refers to the District-wide and/or School Specific Dress Codes.

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 c. District-Wide Student Dress Code means a set of parameters as determined by the School
Board, that describes acceptable and unacceptable apparel to ensure the health and
safety of all students and creates a positive learning environment.

d. School Specific (Standard) Dress Code means a set of parameters determined by the
immediate school site that describes acceptable and unacceptable student apparel and
appearance, including but not limited to, clothing, makeup, tattoos, and jewelry.

e. Higher Standard (Uniform) Dress Code means distinctive clothing styles and/or specific
colors worn by students as a means of identifying them as members of a school
community and determined by the local school site. Included in the definition of a Higher
Standard (Uniform) Dress Code is the selective dress or standards of a District academy,
magnet, or choice program.

Clothing Assistance

It is a policy of the Board that no student will be denied attendance at school or otherwise denied an
education for failing to wear clothing that complies with the District-wide, a School Specific (Standard), or
a Higher Standard (Uniform) Dress Code, whichever is applicable, if such failure is due to financial
hardship. Each principal and SAC shall develop procedures and criteria to offer assistance to students who
would have or are having difficulty complying with their school’s Higher Standard (Uniform) Dress Code
due to financial hardships. Parents may request such assistance from the principal or designee. The
identity of the family or child shall not be disclosed.

New and Transfer Students

Students entering the Palm Beach County Public School System for the first time during the school year
shall be granted a grace period up to five (5) days before being required to comply with a Higher Standard
(Uniform) Dress Code, unless the school provides the student(s) with clothing to comply with the Higher
Standard (Uniform Dress Code).

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 Student Conduct and Behavior
▪ Every student, pre-school through adult, has the right to be educated in a safe, respectful and
welcoming environment. Every educator has the right to teach in an atmosphere free from
disruption and obstacles that impede learning. This will be achieved through the adoption and
implementation of a consistent Student Code of Conduct and through the implementation of a
PBS Plan in all schools.

▪ The PBS Plan emphasizes teaching students to behave in ways that contribute to academic
achievement, school success, and support a school environment where students and school staff
are responsible and respectful.

▪ The PBS Plan will include: teaching school rules, reinforcing appropriate student behavior, using
effective classroom management and positive behavior support strategies by providing early
intervention for misconduct and appropriate use of consequences.

▪ Palm Beach County (PBC) schools are established for the benefit of all students. The educational
purposes of the schools are accomplished best in a positive school climate that teaches, models,
and reinforces student behavior that is socially acceptable and conducive to the learning and
teaching process. There must also be a consistent continuum of consequences for ongoing
student misconduct across PBC schools.

▪ The School Board supports the administrative staff and teachers in taking all necessary and
reasonable steps to implement the Student Code of Conduct and administrative policies to
maintain appropriate student behavior. Important among these policies and directives are those
in the areas of conduct, involving behavioral interventions and supports, enhancing the climate
for learning, and policies governing suspensions and expulsions.

▪ The policies herein serve as the code governing student conduct and discipline and are applicable
to all students. These policies shall constitute the Student Code of Conduct, which are
incorporated as Board policy pursuant to Florida Statute. Copies of these documents are available
in Spanish, Haitian Creole, Portuguese, Q’anjob’al and Mam languages on the District web site, on
file in the Board Minutes Office, the Public Affairs Department, and shall be available at each
school and each Area Superintendent's office.

▪ The School Board recognizes that the Code of Student Conduct must be consistent with the
Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act (Section
504). Therefore, students eligible for services under IDEA or Section 504 will be disciplined in
accordance with these acts and are governed by those Student Code of Conduct provisions, which
specify that they apply to students covered under IDEA and 504 students.

▪ The School Board establishes guidelines for the conduct and discipline of students. The
Superintendent shall recommend, based on these policies, a Student Code of Conduct for
adoption by the School Board annually, in accordance with Florida Statute. The Student Code of
Conduct will be available in Spanish, Haitian Creole, Portuguese, Q’anjob’al and Mam to all
elementary or secondary teachers, school personnel, students, and parents or guardians and
discussed at the beginning of every school year.

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 ▪ The School Board adopts the Student Code of Conduct in accordance with Florida Statute and will
include:

a. Establishing policies and specific grounds for disciplinary action, including in-school
suspension, out-of-school suspension, expulsion, and any other disciplinary action that may
be imposed for the possession or use of alcohol on school property or while attending a school
function or for the illegal use, sale, or possession of controlled substances, as defined in
Chapter 893, F.S.

b. Establishing procedures to be followed for acts requiring discipline and establishing

procedures for the assignment of violent or disruptive students to an alternative educational
program.

c. Defining and explaining the responsibilities and rights of students with regard to attendance
respect for persons and property, knowledge and observation of rules of conduct, the right
to learn, free speech, student publications, assembly, privacy, and participation in school
programs and activities.

▪ These policies recognize that pursuant to 18 U.S.C. § 922(q)(1)(I)(2)(A) (The Gun-Free School
Zones Act), “It shall be unlawful for any individual, knowingly, to possess a firearm…at a place that
the individual knows, or has reasonable cause to believe, is a school zone” and 18 U.S.C. §
922(q)(3)(A) “…[I]t shall be unlawful for any person, knowingly or with reckless disregard for the
safety of another, to discharge or attempt to discharge a firearm…at a place that the person knows
is a school zone.”

▪ These policies recognize that pursuant to § 893.13(1)(c), F.S. (The Drug Free School Zone), it shall
be unlawful for any person to sell, manufacture, or deliver, or possess with intent to sell,
manufacture, or deliver a controlled substance in, on, or within one thousand (1,000) feet of the
real property comprising a childcare facility as defined in § 402.302, F.S., or public or private
elementary, middle, or secondary school, between the hours of 6 a.m. and midnight.

▪ In addition, pursuant to Florida Statute 1006.07, notice is provided that:

a. “…[P]ossession of a firearm, a knife, or a weapon, by any student while the student is on

school property or in attendance at a school function is grounds for disciplinary action and
may also result in criminal prosecution."

b. “…[A]ny student who is determined to have brought a firearm…to school, to any school
function, or on to any school-sponsored transportation will be expelled, with or without
continuing educational services, from the student's regular school for a period of not less than
one (1) full year and referred for criminal prosecution.”

c. “…[I]llegal use, possession, or sale of controlled substances, as defined in Chapter 893, any
student while such student is upon school property or in attendance at a school function is
grounds for disciplinary action by the school and may also result in criminal penalties being
imposed.”

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 d. “… [V]iolence against any school district personnel by a student is grounds for out-of-school
suspension, expulsion, or imposition of other disciplinary action by the school and may also
result in criminal penalties being imposed.”

e. “… [V]iolation of district school board transportation policies, including disruptive behavior

on a school bus or at a school bus stop, by a student, is grounds for suspension of the student’s
privilege of riding on a school bus and may be grounds for disciplinary action by the school,
and may also result in criminal penalties being imposed.”

f. “… [V]iolation of the district school board's sexual harassment policy by a student is grounds
for in-school suspension, out- of-school suspension, expulsion, or imposition of other
disciplinary action by the school, and may also result in criminal penalties being imposed.”

g. “… [A]ny student who is determined to have made a threat or false report, as defined by §§
790.162 and 790.163, [F.S.], respectively, involving school or school personnel’s property,
school transportation, or a school-sponsored activity will be expelled, with or without
continuing educational services, from the student’s regular school for a period of not less than
1 full year and referred for criminal prosecution.”

▪ To the extent that any definition, recommended disciplinary action or any provision in the policies
serving as the basis for code governing student conduct are contrary to state law or state board
of education rule, the law or state board rule shall control.

▪ Grievance Against Schools

a. Students, parents, or guardians are required to follow the District’s established procedure for
addressing discipline grievances against the school.

b. The Superintendent shall establish procedures by which students and parents may present
discipline grievances to appropriate school authorities.

▪ Each school center shall be required to submit any site level policies (i.e., dress code) to district
staff for review.

▪ Schools shall ensure ELL students and their parents are also provided the opportunity to fully
understand behavior expectations and consequences in a language that they understand.
Furthermore, in working within the Student Code of Conduct, school administration and staff
must be sensitive to cultural differences a student may exhibit.

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 Scope of the Student Code of Conduct
The Student Code of Conduct is intended to outline a range of appropriate responses for inappropriate
behaviors:
▪ Poor academic achievement is not an act of misconduct. Therefore, the Student Code of Conduct
must not be used to discipline students for poor academic achievement or failure.
▪ A parent’s failure to appropriately support his/her child’s education cannot be considered
misconduct on the part of the child.
▪ The Student Code of Conduct applies to all students. However, discipline for students with
disabilities shall be administered in accordance with federal and state law.
▪ In working within the Student Code of Conduct, school administration and staff must be sensitive
to cultural differences a student may exhibit.

The Student Code of Conduct applies to actions of students during the time:
▪ Students are waiting for school transportation, being transported to and from school at public
expense.
▪ Students are attending school.
▪ Students are participating in school-sponsored activities, whether in county, out of county, out of
state or out of country
o Prom
o College campus trips
o Grad bash
o Field trip
o Safety Patrol
▪ Commission of off campus conduct which substantially disrupts the school learning environment.

In an effort to fully implement Positive Behavior Support (PBS) and reduce the loss of instructional time
the School District of Palm Beach County expects that each school will utilize a wide variety of corrective
strategies. Teachers must utilize and document a minimum of two research-based interventions prior to
writing and submitting a discipline referral on a minor offense. Some examples are provided below.

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 Sample Classroom/ Teacher Interventions and Corrective Strategies Prior to Discipline
Referral

Corrective Strategy DESCRIPTION

Apology Student makes amends for negative actions by taking responsibility to correct the
Restitution problem created by the behavior through verbal or written declaration of remorse.
Daily contact with an assigned adult on campus. Student should see the adult
Check in/Check Out before school starts each day, as well as at the end of the day.
Conference with Teacher communicates with student’s parent(s) by phone, email, written notes, or
Parent(s) in person about the problem.
Private time with a student to discuss behavior interventions/ solutions. This can
Conference with Student
include direct instruction in expected or desirable behaviors.
Corrective Assignment Student completes a task that compensates for the negative action and triggers a
Restitution desire not to revisit the negative behavior. (I.e., clean-up, helping another person).
Required attendance for a monitored period of time, generally an hour after school,
Detention during lunch, or Saturday.
Parent(s) and teacher agree on a consistent approach. The plan should be
consistent with PBS practices, emphasizing teaching and rewarding of appropriate
Home/ School Plan behaviors and using consistent consequences for problem behaviors. The
home/school plan should be explained to the student by the parent(s) and teacher,
as appropriate.
Predetermined consequence for breaking classroom rules of short duration (five
In-Class minutes or less, usually separated from group, but remains in class) or brief
Time Out withdrawal of attention and other reinforcers (a time for student to reflect on his or
her action).
An agreed upon adult or student who provides consistent support, guidance, and
Mentoring concrete help to a student who is in need of a positive role model.
Student is assigned to another supervised environment for a period of time out (i.e.,
Out-of-Class another classroom), slightly longer duration than in-class time out (30 minutes or
Time out less). Student must comply with rules of exclusion time out. Time-out procedure
must be taught to students before implementing.
Privilege Loss Incentives given for positive behavior are lost, (i.e., five minutes off computer time).
Help student realize why his misbehavior was wrong by asking him/her to compose
Reflective Assignment a reflective essay

Teach/Reteach Student Teach and model behavioral expectation that students are having difficulty with
Expectations adherence
Student, teacher, and parent(s) may formulate a document expressing the student’s
intention to remediate or stop further occurrences of a problem behavior. Written
Written Contract
contract should be positive in tone and it should include incentives but may also
include consequences for misbehavior.

* Any writing assignment or communication to home must be in a language that students and
parents can fully understand.

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 Administrative Prevention and Early Intervention
Prior to a student receiving a suspension it is the administrator’s responsibility to ensure that the student
has had two interventions that address the student misbehavior. These interventions must be
DOCUMENTED. Exceptions to this are offenses, which are most serious in nature, and have occurred with
no prior opportunity to provide early interventions.

Corrective Strategies DESCRIPTION

Behavior Contract A written/verbal contract or plan for the student with stated goals, objectives,
and outcomes for the student to develop the necessary skills to address the
stated incident
Community Service Donated service or activity that is performed by student for the benefit of the
public or its institutions.

Administrator and teacher communicate with student’s parent(s) by phone,

Conference with Parent(s)
email, written notes, or person to person about the problem.

Private time with a student to discuss behavior interventions/solutions. This can

Conference with Student
include direct instruction in expected or desirable behaviors.
Daily / Weekly Report A progress report and/or assignment sheet which gives the student and parent
the opportunity to track the student's academic and behavioral progress in each
of his/her classes for a specified period of time.

Detention Required attendance for a monitored period of time, generally an hour after
school, during lunch, or Saturday.

Loss of Privileges (during The loss of a privilege(s) during school hours such as assemblies, field trips, and
school hours) incentive activities. (The loss of an academic field trip should only occur when
safety is a concern.)
Mentoring An agreed upon adult or student who provides consistent support, guidance, and
concrete help to a student who is in need of a positive role model.
Parent/Guardian Attends Parent/Guardian agrees to shadow child and/or attends class with their child at
Class with Child school for an agreed upon time during the child's school day.
Plan Meeting (IEP, LEP, 504) Student recommended to the necessary department/group for discussion and
development of a course of action/interventions for the student.
Referral for Admin Referral to Mediation with an Administrator for stated incident.
Mediation
Referral for Peer Mediation Referral to Mediation with a Peer for stated incident.

Referral to School Based The referral to the School Based Team for possible interventions.
Team

Referral to School Guidance Counseling of the student by the guidance counselor to assist the student in
developing or utilizing the necessary skills to address the stated incident.

Secondary (6-12) 2022-2023 Page 16

 Restorative Justice A structured process guided by a trained facilitator in which the participants in an
incident examine the intended and unintended impact of their actions and decide
on interpersonal remedies to repair harm and restore relationship.
Schedule Change (change of A permanent change in the student's regular class schedule.
regular classes)
School Service Work (during Work assistance, provided by the student, to any staff member during school
school hours) hours, assistance could include campus or hallway clean-up
Silent Lunch / Lunch A separate facility and/or seating arrangement for the student during a regularly
Detention scheduled lunch period. Additionally, the administrator may request some
cafeteria clean-up assistance from the student such as sweeping, wiping tables,
and/or assisting with other clean-up activities.
Temporary Classroom The temporary removal of a student from their regular classroom to a different
Change (short-term) classroom. The student will be given the opportunity to complete his or her
regular class work in the alternative setting.
Temporary Removal from The temporary removal of a student from the traditional learning environment to
Classroom a separate, individual learning environment for a short period of time
Voluntary Restitution / Self- Student makes amends for negative actions, taking responsibility to correct the
Designed Action(s) problem, through a written or verbal apology.

● Any writing assignment or communication to home must be in a language that students and
parents can understand.

Secondary (6-12) 2022-2023 Page 17

 Social Media Guide
Palm Beach County Public Schools realizes that part of 21st century learning is adapting to the changing
methods of communication. The importance of teachers, students and parents engaging, collaborating,
learning, and sharing in these digital environments is a part of 21st century learning. As such,
educational standards are now requiring the use of online educational tools to demonstrate proficiency.
To address related issues, PBCSD has developed guidelines to provide direction for students and the
school district community when participating in online social media activities.

Social Media refers to the use of web-based and mobile technologies that enable all Palm Beach County
Public Schools’ internal and external stakeholders to connect, collaborate, and form virtual communities
via the computer and/or Internet. For some, social media is used mainly for social purposes, but for
others, these sites and technologies are used as tools to teach and to connect with the community.
The First Amendment, in general, protects the rights of individuals to participate in social media.
However, the laws and courts have ruled that schools can discipline students and staff if their speech,
including online postings off campus, materially and substantially disrupts school operations, reasonably
likely causes a material and substantial disruption of the school, constitutes a violation of certain
relevant federal or state laws or School Board policies.

Since social media reaches audiences far beyond the community and can leave lasting impressions,
students must use social sites responsibly and be accountable for their actions. Students should consider
not posting or linking anything to social networking sites that they would not want peers, teachers,
college admissions officers, or future employers to access. Students should be sure to utilize privacy
settings to control access, never share personal information with parties unknown on unsecure sites and
be protective of site passwords.

Misrepresentation of someone else’s identity must also be avoided. Students should remember to be
respectful to others. When responding to someone during a disagreement, be sure that criticism is
constructive and not hurtful. Beware of profane, obscene, or threatening language.

If the use or posting to a social media site creates a substantial and material disruption on a school
campus, regardless of time or location while posting to a social media site, students will be subject to
the behavioral standards set forth in the Student Code of Conduct.

Secondary (6-12) 2022-2023 Page 18

 Discipline Guide
The Discipline Guide is a tool for administrators to respond appropriately when students have committed
discipline infractions, per the Code of Student Conduct. This tool is designed to offer consistency at all
levels across the District so that students are disciplined fairly from school to school when their behavior
requires discipline beyond the classroom.

The Discipline Guide does not apply to classroom management as assigned by the teacher, but rather as
a progressive step when a student has broken the rules requiring a principal and/or his designee to assign
consequences. Certain violations of the rules such as weapon possession, assault, sexual harassment,
require immediate initial administrative action.

The Discipline Guide is designed to assist you and your child in understanding the consequences of
violating school rules. While most parents will have no need to be familiar with the discipline guide, the
School Board and the district want to ensure that parents are knowledgeable about the actions of its
school administrators when students misbehave. The discipline guide enables administrators to assign
consequences consistently, regardless of the school your child attends. When a student has multiple
violations in one incident, such as fighting with a weapon, the administrator will impose the more severe
consequences.

The Marjory Stoneman Douglas High School Public Safety Act (SB 7026) requires a mandatory mental
health services referral for students who commit the following infractions: (1) any student who is
determined to have made a threat or false report; (2) brought a firearm or weapon; (3) any person who
makes, posts, or transmits a threat in a writing or other record, including an electronic record, to
conduct a mass shooting or an act of terrorism, in any manner that would allow another person to view
the threat. Additionally, a mental health services referral will be required for any student that is
recommended for expulsion.

Like the Student Code of Conduct, the Discipline Guide is reviewed annually by District stakeholders,
including parents, teachers, administrators, counselors, and other community representatives.

Discipline Referral Incidents in Palm Beach County are classified as Level 1, Level 2, Level 3 or Level 4
infractions. When deciding what disciplinary action should be taken, the Principal or designee shall
consider the student’s age, exceptionality, ELL status, previous conduct, intent, and severity of the
incident.

Administrators are asked to administer discipline in a progressive manner. The underlying principle is to
use the least severe action that is appropriate for the misbehavior. Administrators will increase the
severity of the action if the misbehaviors continue.

Secondary (6-12) 2022-2023 Page 19

 Level One
Behaviors Range of Range of Discipline Actions
Level 1 Incidents are acts that disrupt the Corrective Strategies The principal or designee may select at least
orderly operation of the classroom, school, Prior to Administering one of the following from Level 1 Actions.
transportation or extracurricular activities Discipline Principals may authorize use of Level 2 Actions
for repeated, serious, or habitual Level 1
Incidents.
Administrative Responsibilities
LEVEL 1 INCIDENTS
⮚ Review of Matrix of ⮚ Parent/Guardian Contacted (M)
⮚ Tardiness, Habitual* Expectations ⮚ Conference with Student (M)
⮚ Truancy/ unexplained absences*
⮚ Out of Assigned Area ⮚ Re-teach Behavior LEVEL 1 ACTIONS
⮚ Leaving School Grounds w/out
⮚ Coaching
permission ⮚ Conference with Parents
⮚ Dress Code Violations ⮚ Reflective ⮚ Referred to School Guidance
⮚ Public Displays of Affection Assignment ⮚ Referral for Peer Mediation
⮚ Cheating ⮚ Referral for Administrative
⮚ Apology Letter
⮚ Failure to comply with School Mediation
Rules ⮚ Behavior Contract
⮚ Bus Rules Violation ⮚ Plan Meeting (IEP, 504, LEP)
⮚ Computer/Technology Misuse ⮚ Daily Weekly Report
(Minor) ⮚ Schedule Change
⮚ Disruptive (Unruly) Behavior or ⮚ Parent Guardian attends school
Play w/student
⮚ Disrespectful Language ⮚ Voluntary Restitution
⮚ Confrontation ⮚ Assigned Bus Seat
⮚ Lying/Misrepresentation ⮚ Silent Lunch/Lunch Detention
⮚ Cellular Telephone/Technology ⮚ After School Detention
Violation ⮚ Extended or Multiple Detention
⮚ Prohibited Items, Unauthorized ⮚ Saturday School Detention
Use of Medications
⮚ Confiscation
⮚ Unauthorized Sale/Distribution of
⮚ Conflict Resolution
Materials
⮚ Mentoring
⮚ Inappropriate Activity
⮚ Referral to Outside Agency
⮚ Disobedient/Insubordination
M = Mandatory

*Referral to School Based Team Mandatory

Secondary (6-12) 2022-2023 Page 20

 Level Two
Behaviors Administrative Responsibilities Range of Discipline Actions
Level 2 Incidents are more serious than Level Where appropriate Principals or
1 Incidents. These behaviors significantly ⮚ Investigation designees should apply discipline in a
interfere with the learning process and/or progressive manner.
the well-being of others ⮚ Witness Statements The principal or designee can select one
of the strategies from Level 1, as well as
one action from Level 2.

Administrative Responsibilities
LEVEL 2 INCIDENTS
⮚ Parent/Guardian Contacted
(M)
⮚ Harassment (non-sexual) * Range of
⮚ Conference with Student (M)
⮚ Bus Disruption Corrective Strategies Prior to
⮚ Profane or Obscene Language Administering Discipline
LEVEL 2 ACTIONS
⮚ Threat, non-criminal *
⮚ Physical Aggression * ⮚ Mediation
⮚ Repetitive Disruptive Behaviors * ⮚ Investigation ⮚ Behavior Contract
⮚ Repetitive Disobedience ⮚ Plan Meeting (IEP, 504, LEP)
⮚ Bullying/Cyber bullying * ⮚ Witness Statements ⮚ Daily Weekly Report
⮚ Hazing * ⮚ Voluntary Restitution
⮚ Vandalism less than $1000 ⮚ Review of Matrix of ⮚ Restorative Justice
⮚ Petty Theft or Stealing less than Expectations ⮚ Community Service
$750 ⮚ Loss of Privileges
⮚ Possession of Tobacco Products ⮚ Coaching ⮚ Confiscation
(include Vape/ENDS)** ⮚ In-School Intervention
⮚ Un-served Detentions (Regular) ⮚ Reflective Assignment ⮚ In-School or Virtual
⮚ Un-served Detentions (Saturday) Suspension
⮚ Firecrackers/Poppers * ⮚ Apology Letter ⮚ Days Held in Abeyance
⮚ Forgery of Document of Signature ⮚ Tobacco Alternative Program
⮚ Gambling * ⮚ Check in-Check Out **
⮚ Sexual Harassment * ⮚ Bus Suspension
⮚ Possession of Other Instruments or ⮚ Restorative Justice ⮚ Out of School Suspension for
Objects 1-5 days
⮚ Menacing Statements, Non-
⮚ Ripple Effects
Criminal * ** 1st Offense – 5 days OSS/3 in
⮚ Severe Inappropriate Activity * Abeyance with attendance at Alcohol
⮚ Stay Away Agreement
⮚ Cheating Severe Tobacco or Other Drugs (ATOD)
** 2nd Offense – 5 days OSS/2 in
⮚ Victim Safety Plan Abeyance with attendance at Alcohol
Tobacco or Other Drugs (ATOD)

*Referral to School Based Team Mandatory *** Further offenses – 10 days OSS

M = Mandatory

Secondary (6-12) 2022-2023 Page 21

 Level Three
Behaviors Administrative Range of Discipline Actions
Level 3 Incidents are more serious than Level 2 Responsibilities Principals must select at least one of the
Incidents. These behaviors cause significant non-mandatory Level 3 Actions.
disruptions with the learning process. These
incidents cause health and/or safety concerns,
⮚ Investigate (M)
Administrative Responsibilities
or damage to school property.
⮚ Witness Statements
LEVEL 3 INCIDENTS ⮚ Parent/Guardian Contacted (M)
(M)
⮚ Fighting ⮚ Student Conference (M)
⮚ Verbal Assault on a Student/Person
⮚ Verbal Assault on School Board
⮚ Notify School Police
Employee (M) LEVEL 3 ACTIONS
⮚ Physical Attack
⮚ Extortion/Blackmail/Coercion ⮚ Referral to School ⮚ Confiscation (where applicable)
⮚ Robbery ⮚ Restorative Justice
Based Team (M)
⮚ Hazing ⮚ Community Service
⮚ Larceny/Theft, equal to or greater
⮚ MHR=Mental Health ⮚ Loss of Extra Curricular Activities
than $750
⮚ Vandalism equal to or greater than Services Referral (M) ⮚ In School or Virtual Suspension
$1000 ⮚ Days Held in Abeyance
⮚ Breaking and Entering/Burglary ⮚ Suspension from School 1-10
⮚ Computer/Technology Misuse days
(Major) ⮚ Recommendation for Severe
⮚ Reckless Vehicle Use Incident
⮚ Motor Vehicle Theft
⮚ Counterfeit or Misrepresented
Document
⮚ Sexual Assault Alcohol or Other Drug (AOD) Offenses
⮚ Unauthorized use/possession/
storage of Prescription
*** 1st Offense – 10 days OSS/5 in
Medications***
Abeyance with attendance at District
⮚ Use of Intoxicants***
approved Alcohol or Other Drugs program
⮚ Alcohol ***
⮚ Drug Paraphernalia ***
*** Repeated Alcohol or Other Drugs
⮚ Drugs/Imitation Drugs Represented
as Drugs offense during same calendar year –
(use/possession/storage)*** REQUIRE a 10 day out-of-school
⮚ Vape/ENDS Paraphernalia suspension and Principal can make a
Sale/Distribution (non-drug) recommendation for Severe Incident.
⮚ Threat/Intimidation
⮚ Disruption of a School Principals can request to convene a
⮚ Trespassing Discipline Screening Committee on any
⮚ Inappropriate Lewd, or Obscene Act infraction that is unique in nature.
⮚ Sexual Misconduct
⮚ Possession of Dangerous Item MHR
M= Mandatory

Secondary (6-12) 2022-2023 Page 22

 Level Four
Behavior Administrative Discipline Consequences
These behaviors are the most serious acts Responsibilities Principal or designee must use the
of student misconduct and threaten life following Level 4 Actions
⮚ Investigate (M)
****MHR for all level 4 incidents.
⮚ Witness Statements
LEVEL 4 INCIDENTS LEVEL 4 ACTIONS
(M)
⮚ Imminent Threat of Violence, ⮚ Parent/Guardian Contacted
High Level**** ⮚ Notify Regional Office
(M)
⮚ Attempt a Criminal Act Against (M)
a Person**** ⮚ Student Conference (M)
⮚ Possession of a Firearm, ⮚ Notify Safe Schools ⮚ Confiscation (if applicable) (M)
Handgun, Rifle, Shotgun**** (M) ⮚ Suspension from School 10
⮚ Battery on Law Enforcement
days (M)
Officer**** ⮚ Notify School Police
⮚ Possession, Use, Sale, Storage ⮚ Recommendation for
(M) Expulsion or Severe Incident
or Distribution of an Explosive
Device**** Assignment**** (M)
⮚ Sale, Intent to Sell, or ⮚ MHR=Mental Health
Distribution of Drugs, Imitation Services Referral (M)
Drugs Represented as Drugs, or
Prescription Medications**** ⮚ Threat Assessment
⮚ Aggravated Assault**** Team convene (M)
⮚ Battery or Aggravated Battery
on a Student/Person (Non-
School Board Employee)****
⮚ Armed Robbery****
⮚ Battery or Aggravated Battery
on School Board Employee****
⮚ Sexual Battery **** Principals can request to convene a
⮚ Kidnapping or Abduction**** Discipline Screening Committee on any
⮚ Arson**** infraction that is unique in nature.
⮚ Bomb Threat****
⮚ Post/Transmit a Threat of Mass
Shooting or Terrorism****
⮚ Homicide**** M= Mandatory
⮚ Weapons****

Secondary (6-12) 2022-2023 Page 23

 District Imposed Consequences
Consequences that schools can recommend but only District staff can impose.

Alternative Placement Pending Expulsion

The District will assign students to an alternative education site pending the outcome of a Discipline
Review Committee

Assignment to Special Program/ Alternative School/ Alternative Program (District-placed)

The District will place students at an alternative education site for a specified period of time. (Pursuant
to School Board Policy 8.13)

Criminal Youth Diversion

The District will work in collaboration with the Department of Juvenile Justice to recommend students
who commit a criminal offense to be allowed to participate in a civil citation or similar pre-arrest diversion
program.

Expulsion
The removal of the right and obligation of a student to attend a public school under conditions set by the
District School Board and for a period of time not to exceed the remainder of the term or school year and
1 additional year of attendance. Expulsions may be imposed with or without continuing educational
services and shall be reported accordingly. F. S. § 1003.01(6) (Pursuant to School Board Policy 5.18175)

Felony Suspension Incident

This incident code should be used for a student who has been felony suspended per F.S. § 1006.09(2) and
SBER 6A-1.0956 and is assigned to an alternative education program until the student is adjudicated. If
the student is adjudicated guilty, the principal may recommend expulsion. (Pursuant to School Board
Policy

Honoring an Expulsion from another District

The School District of Palm Beach County will honor the expulsion from another school district if it is an
expellable offense in Palm Beach County.

IAES
Interim Alternative Educational Setting for an ESE student for up to forty-five (45) calendar days without
parental consent for:
a. Possession of dangerous weapons in school or at school functions; or
b. Possession, use, sale or solicitation or a controlled substance while at school or at a
school function; or
c. Serious Bodily Harm.

Long-Term Suspension (District approved and entered)

F.S. § 1006.09(1) (b) permits the Superintendent to extend a suspension beyond ten (10) school days if
the student is being recommended for expulsion.

Refer to Courts or Juvenile Authorities

Secondary (6-12) 2022-2023 Page 24

 The District can refer students through some type of action for any reason either to the courts or juvenile
authorities.

Virtual Suspension
If the District utilizes Distance Learning for any reason, the District will utilize “Virtual Suspensions”
for students who commit a Student Code of Conduct infraction that results in a suspension.

Authorization for Suspension

Suspension of a student from school for committing any of the infractions warranting suspension under
the Palm Beach County Student Code of Conduct shall be employed only if the offense is related to school
activity or school attendance.

These offenses may occur at any time, including, but not limited to, while on school grounds; while
utilizing school transportation; or during a school-sponsored activity. Bus suspensions can also be
warranted for infractions that occur on school transportation vehicles.

Secondary (6-12) 2022-2023 Page 25

 Whenever a student has been suspended during a school year for fifteen (15) cumulative school days, the
appropriate Regional/Instructional Superintendent’s Office shall be notified, and the student referred to
the School Based Team for necessary discussion and possible interventions.

Informal suspension (i.e., a parent is told to keep a child at home under the supervision of the parent, or
a student is sent home without benefit of a conference and of official documentation) is a violation of
Florida’s compulsory attendance laws, the Individual’s with Disabilities Education Act (IDEA), and District
policy. It is prohibited.

Appeal Process for Suspension

The principal is to advise parents or guardians, in their native language, of the appeal procedures for an
out-of-school suspension. The appeal must first be made to the school principal. A decision by the school
principal must be made within 24 hours of receipt of the appeal. If the parents do not agree with the
principal’s decision, they may appeal to the Regional/Instructional Superintendent or designee. The
conference shall be arranged as soon as possible following the parents’ request; during the period of
appeal, the suspension remains in effect for the length of time designated.

The results of the appeal may include, but are not limited to:
1. Sustaining the suspension in all respects.
2. Modification of penalties imposed.
3. Rescinding the suspension and expunging the suspension from the student’s records.

The parents shall be notified of the appeal decision.

Secondary (6-12) 2022-2023 Page 26

 Discipline for Students Eligible for
Services under the Individuals with
Disabilities Act
1. Statutes and Rules

a. The discipline of all students with disabilities (“ESE”) is governed by federal statutes and
regulations under the Individuals with Disabilities Education Act (“IDEA”) as well as Florida
Statutes and State Board of Education Rules.

b. If the district knows or should know that a student may be eligible for special education and
related services, but has not yet determined such eligibility, that student may assert all or any
of the protections stated within this policy.

2. Suspension

a. Suspension is the temporary removal of a student from all classes of instruction on public
school grounds and all other school-sponsored activities, for a period not to exceed ten
(10) cumulative school days per year. Any removal from school, even if the necessary

Secondary (6-12) 2022-2023 Page 27

 paperwork for a formal suspension is not initiated or completed, counts toward the 10-
day rule. All days a student with a disability spends out of school as a result of school
action, whether formal or informal, apply towards the 10-day limit.

b. A principal/designee may remove a student eligible for services under the IDEA for up to
ten (10) cumulative school days per calendar year for disciplinary infraction(s).

c. Prior to consideration of suspension, the school must have made and documented
reasonable attempts to use less restrictive alternatives and/or interventions to decrease
the inappropriate behavior.

d. Educational services may be provided during the ten (10) days, but are not required.

e. If an ESE student is arrested on campus and suspended those days count towards the
cumulative ten (10) days allowed each year school year.

f. The IEP team must meet no later than the tenth (10th) day of the cumulative suspension
to:

i. Determine if the student’s behavior is a manifestation of the student’s disability.

ii. Initiate an FBA or review the student’s current FBA and behavior intervention
plan.

iii. If the behavior is a manifestation of the disability, review the student’s IEP.

g. The Manifestation Determination Review (MDR) must be conducted at the IEP meeting.

i. When making a manifestation determination, the district, parent, and relevant

members of the Team shall review and take into consideration the student’s
present program and case history, including all relevant information in the
student’s file, the student’s accommodation plan, any teacher observations, and
any relevant information provided by the parents.

ii. The team shall then determine: (a) If the conduct in question was caused by, or
had a direct and substantial relationship to, the student’s disability; or (b) If the
conduct in question was the direct result of failure to implement the IEP. A
consensus of the members of the team shall make these determinations and such
determination will be based upon the information reviewed by the Team. If either
(a) or (b) is applicable the conduct shall be determined to be a manifestation of
the student’s disability.

h. The student’s custodial parent/guardian must be invited to participate as a member of

this IEP Team and the principal/designee must take reasonable steps to ensure that one
or both of the parents of a child with a disability are present at the meeting or are afforded

Secondary (6-12) 2022-2023 Page 28

 the opportunity to participate, including scheduling the meeting at a mutually agreed on
time and place. If neither parent can attend an IEP Team meeting, the principal/designee
shall use other methods to ensure parent participation, including individual or conference
telephone calls. The custodial parent/guardian must be provided with a copy of
procedural safeguards.

i. A school cannot make a parent conference mandatory prior to the ESE student being
returned to campus after suspension. A conference may be suggested, but the student
maintains the right of access to education under the IDEA after ten (10) cumulative days
per school year, even if the parent does not attend the conference.

j. If the student’s behavior is a manifestation of the student's disability, the IEP Team shall
conduct a functional behavioral assessment and implement a behavior support plan,
which includes the provision of Positive Behavior Interventions and Supports, if such
assessment for conduct was not completed prior to the behavior. If a behavior support
plan has been developed, the committee shall review the IEP, modify it, as necessary, to
address the behavior and include the provision of Positive Behavior Interventions and
Supports, and return the student to the placement from which he or she was removed.
Nothing herein shall be construed as preventing the team from proposing another
placement, so long as the placement is appropriate and in the least restrictive
environment.

k. If the IEP Team determines that the student’s behavior is not a manifestation, then the
student may be suspended from school in the same manner students not eligible for
services under the IDEA. Nevertheless, such student shall continue to receive educational
services, so as to enable the child to continue to participate in the general education
curriculum, although in another setting, and to progress toward meeting the goals set out
in the student’s IEP, and receive, as appropriate, a functional behavioral If assessment,
behavioral intervention services and modifications, that are designed to address the
behavior violation so that it does not recur.

3. Bus Suspension. Suspension of ESE students from the bus must be counted as part of the
cumulative ten (10) days if transportation is needed for the student to access FAPE and an
alternative means of arriving to school is not available.

4. In-School Suspension

a. In-school suspension is the temporary removal of a student from the student’s regular
school program and placement in an alternative program, such as that provided Florida
Statute, under supervision of district personnel, not to exceed ten (10) school days.

b. A student’s IEP must continue to be delivered while assigned to in-school suspension.

c. Repeated removals of a student from the regular/ESE classroom to an in-school

suspension are prohibited.

Secondary (6-12) 2022-2023 Page 29

 5. Expulsion

a. Expulsion is the removal of the right and obligation of a student to attend a public school
under conditions set by the board, for a period not to exceed the remainder of the term or
school year and one additional year of attendance.

b. Expulsion cannot be considered for students eligible for services under the IDEA because it
would constitute a cessation of educational services for that period of time.

6. Exclusion

a. An ESE exclusion is the removal of the right and obligation of a student to attend a public
school under conditions set by the board, and for a period not to exceed the remainder of the
term or school year and one additional year of attendance, provided however, that
appropriate educational services developed through an Individual Education Plan (“IEP”) will
continue to be provided through some alternative means.

b. The educational services must enable the child to continue to participate in the general
education curriculum, although in another setting, and to make reasonable progress toward
meeting the goals set out in the child’s IEP, and include, as appropriate, a functional
behavioral assessment, behavioral intervention services modifications, that are designed to
address the behavior that gave rise to the violation so that it does not recur.

7. A Manifestation Determination Review (MDR)

a. MDR is a process by which parents and the school meet to determine if the student is
being subjected to a disciplinary change in placement for behavior that is a manifestation
of his or her disability. Whenever a student with a disability is subjected to a disciplinary
change of placement (e.g., suspension or expulsion), the school district must conduct an
MDR within 10 days of the decision to remove the student from school.

b. If prior to a manifestation determination meeting, the Team determines that an FBA is

needed for a student with a disability, the Team will promptly commence the FBA and
postpone the student’s discipline until the FBA is completed. The Team will consider the
data gathered from the FBA in determining whether the student’s behavior is/was a
manifestation of the disability.

8. Disciplinary Action for Drugs and Weapons

A student with a disability may be placed in an Interim Alternative Educational Setting (“IAES for
up to forty-five (45) calendar days without parental consent for:

Possession of dangerous weapons in school or at school functions; or

Possession, use, sale or solicitation or a controlled substance while at school or at a school

Function; or

Secondary (6-12) 2022-2023 Page 30

 Causing serious bodily injury

A dangerous weapon is defined as a weapon, device, instrument, material or substance, animate

or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except
that such item does not include a pocketknife with a blade of less than two and one-half inches
(2-½”) in length.

Serious Bodily Injury is defined as bodily injury that involves a substantial risk of death; extreme
physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the
function of a bodily member, organ, or mental faculty.

9. Interim Alternative Educational Setting (“IAES”) Placement is a very restrictive placement which
is permitted if the circumstances set for in paragraph 5(a) above exist:

a. Placement in an IAES may occur pursuant to paragraph 5(a) above whether the behavior
is or is not a manifestation of the student’s disability.

b. Under the circumstances set forth in paragraph 5(a) above, placement in an IAES may
occur at the request of the principal.

c. An IEP meeting must be scheduled within the first ten (10) days of placement. The
principal/designee will take reasonable steps to ensure that one or both of the parents of
a child with a disability are present at the meeting or are afforded the opportunity to
participate, including scheduling the meeting at a mutually agreed on time and place. If
neither parent can attend an IEP Team meeting, the principal/designee shall use other
methods to ensure parent participation, including individual or conference telephone
calls.

d. A meeting may be conducted without a parent in attendance if the principal/designee is

unable to convince the parents that they should attend. In this case, the district will keep
a record of its attempts to arrange a mutually agreed on time and place.

e. The custodial parent/guardian must be provided a copy of their procedural safeguards.

f. An MDR must be conducted at the IEP meeting.

g. When making a manifestation determination, the district, parent, and relevant members
of the Team shall review and take into consideration the student’s present program and
case history, including all relevant information in the student’s file, the student’s
accommodation plan, any teacher observations, and any relevant information provided
by the parents.

i. If prior to a manifestation determination meeting, the Team determines that an

FBA is needed for a student with a disability, the Team will promptly commence
the FBA and postpone the student’s discipline until the FBA is completed. The

Secondary (6-12) 2022-2023 Page 31

 Team will consider the data gathered from the FBA in determining whether the
student’s behavior is/was a manifestation of the disability.

h. The team shall then determine: (a) If the conduct in question was caused by, or had a
direct and substantial relationship to, the student’s disability; or (b) If the conduct in
question was the direct result of failure to implement the IEP. A consensus of the
members of the team shall make these determinations and such determination will be
based upon the information reviewed by the Team. If either (a) or (b) is applicable the
conduct shall be determined to be a manifestation of the student’s disability.

i. A Functional Behavioral Assessment (“FBA”) must be initiated within ten (10) days of
placement. Staff from both the student’s current and previous schools will participate in
the FBA.

j. A Behavior Intervention Plan (“BIP”) must be developed immediately upon completion of

the FBA.

k. Educational services to be determined within ten (10) days of placement must:

i. Enable the student to appropriately progress in the general curriculum;

ii. Enable the student to appropriately advance towards IEP goals; and

iii. Include, as appropriate, a functional behavioral assessment, behavioral

intervention services, and modifications that are designed to address the
behavior that gave rise to the violation so that it does not recur.

Secondary (6-12) 2022-2023 Page 32

 Discipline for Students Eligible for
Services under Section 504 of the
Rehabilitation Act of 1973
1. This Policy for discipline of students eligible for services under Section 504 is designed to comply
with State Board of Education Rule 6A-6.0331(8), the Section 504 Regulations at 34 C.F.R. Part
104, and 29 U.S.C. § 794 (“Section 504”). The phrase “eligible for services under Section 504”
refers to students with active Section 504 accommodation plans and students with disabilities
who require Section 504 plans. However, for purposes of this policy, if the student’s sole
impairment is drug or alcohol dependence, the student is not eligible for protection under Section
504 or the ADA if the student is currently a user of illegal drugs or alcohol. Such students may be
disciplined in the same manner as other students for use or possession of illegal drugs or alcohol
under Policies 5.1812 or 5.1813 [and Policy 5.1815] and will receive the same due process and
substance-abuse assistance as other students under those Policies.

2. Definitions. The words suspension and expulsion of students eligible for services under Section
504 shall have the following meanings through this policy:

a. Suspension. Pursuant to Fla. Stat. § 1003.01(5) (a) [and Policy 5.1815], suspension, also
referred to as out-of-school suspension, is defined as the temporary removal of a student
from all classes of instruction on public school grounds, except as authorized by the
principal/designee, for a period up to ten (10) cumulative school days and remanding of
the student to the custody of the student’s custodial parent with specific homework
assignments for the student to complete. Any removal from school, even if the necessary
paperwork for a formal suspension is not initiated or completed, counts toward the 10-
day rule. All days a student with a disability spends out of school as a result of school
action, whether formal or informal, apply toward the 10-day limit.

b. Expulsion. As defined in Fla. Stat. § 1003.01(6), and Policy 5.1817, expulsion is the
removal of the right and obligation of a student to attend a public school under conditions
set by the Board, and for a period of time not to exceed the remainder of the term or
school year and one (1) additional year of attendance. Expulsions may be imposed with
or without continuing educational services (subject to Section (4) (f) below) and shall be
reported accordingly.

c. Re-evaluation. Students with active Section 504 accommodation plans who are
recommended for suspension in excess of ten (10) days, or expulsion, must have a re-
evaluation prior to a significant change in placement, as required by 34 C.F.R. § 104.35(d).
Students with disabilities, suspected of being eligible for services under Section 504, who
are recommended for suspension in excess of ten (10) days, or expulsion, must be
evaluated prior to a significant change in placement, as required by 34 C.F.R. § 104.35(b).

Secondary (6-12) 2022-2023 Page 33

 3. Suspension of Students under Section 504/ADA. Unless otherwise indicated by their
accommodation plans, students eligible for services under Section 504 are expected to follow the
rules of the student conduct code. Students who are eligible for services under Section 504/ADA
may be suspended for infractions as defined for all students pursuant to Policies 5.1812 or 5.1813
[and Policy 5.1815], with the following limitations:

a. Suspension for Ten (10) Cumulative Days or Less. Unless otherwise indicated by their
accommodation plans, student suspension procedures [in Policy 5.1815] will be followed
for students who are eligible for services under Section 504/ADA and recommended for
suspension for ten (10) cumulative days or less.

b. Any Suspension beyond Ten (10) Cumulative Days. No student who is eligible for services
under Section 504/ADA shall be suspended beyond ten (10) cumulative days per school
year, except through the following procedure. It is the responsibility of the
principal/designee to monitor all serial/cumulative suspensions. NOTE: If a student has
been referred for ESE evaluation prior to or during the Section 504 manifestation
determination, the student is then protected under the IDEA for discipline provisions.
Therefore, the manifestation team must treat the student as an ESE student. The
principal/designee shall notify the 504 Multi-Disciplinary Team immediately when a
student who is or may be eligible for services under Section 504/ADA violates the student
conduct code and will be considered for suspension for more than ten (10) cumulative
days per school year.

i. Within twenty-four (24) hours of the recommendation for the extended

suspension, the principal/designee shall provide written notice to the custodial
parent/guardian and the student of the proposed suspension, alleged
misconduct, and time and date of the scheduled 504 Multi-Disciplinary Team
meeting. Notification of purpose, participants and location of the meeting will be
included. The custodial parent/guardian shall also be notified that the 504 Multi-
Disciplinary Team will also serve as a 504-plan team and may change the student’s
Section 504 plan. The custodial parent/guardian shall be given a copy of the
Section 504/ADA Procedural Safeguards.

ii. The principal/designee will take reasonable steps to ensure that one or both of
the parents of a child with a disability are present at the meeting or are afforded
the opportunity to participate, including scheduling the meeting at a mutually
agreed on time and place. If neither parent can attend an IEP Team meeting, the
principal/designee shall use other methods to ensure parent participation,
including individual or conference telephone calls.

iii. Conducting a meeting without a parent in attendance. A meeting may be

conducted without a parent in attendance if the principal/designee is unable to
convince the parents that they should attend. In this case, the district will keep a
record of its attempts to arrange a mutually agreed on time and place.

Secondary (6-12) 2022-2023 Page 34

 iv. The notice and copy of Section 504/ADA Procedural Safeguards shall be delivered
by registered or certified mail (return receipt requested) or personally delivered
by the principal/ designee at least twenty-four (24) hours prior to the meeting. A
signed receipt of delivery must be obtained.

v. Before the student can be removed from the campus for the suspension
recommendation, the principal/designee will arrange a 504 Multi-Disciplinary
Team review of the incident that was the basis for the recommendation for
suspension.

vi. Members of the Committee must include the following personnel:

1. A school psychologist as the person knowledgeable of the evaluation

procedures pursuant to the disability.

2. If the disability of record is a medical disability, the school nurse should

be present to consult with the psychologist.

3. A teacher, counselor, or appropriate person knowledgeable of the

student.

4. An administrator (not the recommending administrator) as the person

who is knowledgeable of the suspension/expulsion process.

vii. The 504 Multi-Disciplinary Team will review the case and determine whether the
student’s conduct was or was not a manifestation1 of the disability for which the
student has a Section 504 plan. A Manifestation Determination Review (MDR) is
a process by which parents and the school meet to determine if the student is
being subjected to a disciplinary change in placement for behavior that is a
manifestation of his or her disability. Whenever a student with a disability is
subjected to a disciplinary change of placement (e.g., suspension or expulsion),
the school district must conduct an MDR within 10 days of the decision to remove
the student from school.

viii. When making a manifestation determination, the district, parent, and relevant
members of the Team shall review and take student’s accommodation plan, any
teacher observations, past disciplinary referrals/infractions and any relevant
information provided by the parents.

ix. The team shall then determine: (a) if the conduct in question was caused by, or
had a direct and substantial relationship to, the student’s disability; or (b) if the
conduct in question was the direct result of failure to implement the Section 504
Accommodation Plan. A consensus of the members of the team shall make this

1
Manifestation of the Disability: A manifestation of the disability is the exhibition of behaviors which are considered
to be a component of the individual student’s disability.

Secondary (6-12) 2022-2023 Page 35

 determination and such determination will be based upon the information
reviewed by the Team. If either (a) or (b) is applicable the conduct shall be
determined to be a manifestation of the student’s disability.

x. "PBSD 2209 the Manifestation of Disability Determination Process for Students

with Section 504 Plans"

i. If prior to a manifestation determination meeting, the Team determines

that an FBA is needed for a student with a disability, the Team will promptly
commence the FBA and postpone the student’s discipline until the FBA is
completed. The Team will consider the data gathered from the FBA in
determining whether the student’s behavior is/was a manifestation of the
disability.

xi. If the 504 Multi-Disciplinary Team determines that the student’s behavior is not
a manifestation, then the student may be suspended from school in the same
manner students not eligible for services under Section 504. Nevertheless, such
student shall continue to receive education services, so as to enable the child to
continue to participate in the general education curriculum, although in another
setting, and to progress toward meeting the goals set out in the student’s Section
504 accommodation plan, and receive, as appropriate, a functional behavioral
assessment, behavioral intervention services and modifications, that are
designed to address the behavior violation so that it does not recur.

xii. If it is determined that the student’s behavior is a manifestation of the student’s

disability, the Multi-Disciplinary Team shall conduct a functional behavioral
assessment and implement a behavior intervention plan, which includes the
provision of Positive Behavior Interventions and Supports, if such assessment for
conduct was not completed prior to the behavior. If a behavior support plan has
been developed, the committee shall review the plan, modify it, as necessary, to
address the behavior and include the provision of Positive Behavior Interventions
and Supports, and return the student to the placement from which he or she was
removed. Nothing herein shall be construed as preventing the team from
proposing another placement, so long as the placement is appropriate and in the
least restrictive environment.

4. Expulsion of Students under Section 504/ADA

a. Students eligible for services under Section 504/ADA may be recommended for expulsion
as defined for all students.

b. The principal/designee shall notify the 504 Multi-Disciplinary Team immediately when a
student with a Section 504 plan is being recommended for expulsion.

Secondary (6-12) 2022-2023 Page 36

 c. In addition to procedures under Policy 5.1817, within twenty-four (24) hours of the
recommendation for expulsion, the principal/designee shall provide written notice to the
custodial parent/guardian and the student of the proposed expulsion and the date and
time of the scheduled 504 Multi-Disciplinary Team meeting to determine manifestation
of disability. The procedures for conducting a MDR and for ensuring parental participation
shall apply to proposals for expulsions.

d. The notice, procedural safeguards, and a copy of this Policy shall be delivered by certified
mail (return receipt requested) or the principal/designee shall personally deliver it and
obtain a signed receipt.

e. If it is determined that the misconduct is not a manifestation of the student’s disability,

the student may be expelled in the same manner as students not eligible for services
under Section 504. Nevertheless, such student shall continue to receive educational
services, so as to enable the student to continue to participate in the general education
curriculum, although in another setting, and to progress toward meeting the goals set out
in the student’s Section 504 accommodation plan, and receive, as appropriate, a
functional behavioral assessment, behavioral intervention services and modifications,
that are designed to address the behavior that gave rise to the violation so that it does
not recur.

f. If it is determined that the student’s misconduct is a manifestation of the student’s

disability, federal law does not permit a school district to cease all educational services. If
it is determined that the student’s behavior is a manifestation of the student’s disability,
the Multi-Disciplinary Team shall conduct a functional behavioral assessment and
implement a behavior intervention plan, which includes the provision of Positive Behavior
Interventions and Supports, if such assessment was not completed prior to the behavior.
If a behavior intervention plan has been developed, the committee shall review the plan,
modify it, as necessary, to address the behavior and include the provision of Positive
Behavior Interventions and Supports. In either case, the student shall be returned to the
placement from which he or she was removed. Nothing herein shall be construed as
preventing the team from proposing another placement, so long as the placement is
appropriate and in the least restrictive environment.

Secondary (6-12) 2022-2023 Page 37

 Good Cause Exemptions to State Statute
1006.15
Good Cause Exemptions to State Statute 1006.15:

1006.15 states:

A student may not participate in a sport if the student participated in that same sport at another school
during that school year, unless the student meets one of the following criteria:
● Dependent children of active-duty military personnel whose move resulted from military orders.
● Children who have been relocated due to a foster care placement in a different school zone.
● Children who move due to a court-ordered change in custody due to separation or divorce, or
● The serious illness or death of a custodial parent.
● Authorized for good cause in district or charter school policy.

In addition to the language in the statute The School District of Palm Beach County will offer a good
cause exemption when a student has been reassigned to another campus by District personnel.

Secondary (6-12) 2022-2023 Page 38

 Glossary
Definitions of terms and/or student conduct which are considered to be violations of the Student Code of
Conduct are described in this section of the handbook. The use of words, such as battery and arson, are
not meant to be considered equivalent to or to carry the same standards and consequences as the same
words, which are defined in the criminal context in the Florida Statutes. The School Board retains the
flexibility and right to attach definitions found in Board Rule to such words without attaching any criminal
standards set by the courts or legislature. When a student has committed an infraction, the misbehavior
is to be classified according to the definition which best describes it. All students and parents/guardians
must understand that, in addition to taking corrective strategies at the school level, certain criminal
and/or disruptive behavior must by Board Rule be reported to School Police.

The notation * next to the three-letter violation code listed below in the Glossary, represents SESIR
definitions and guidelines required by the Department of Education.

Abeyance - Out of School suspension days issued, but not enforced if an alternative plan is completed.
Examples include tobacco, alcohol, or drug education classes.

Abuse of School Property/Minor Vandalism - To use wrongly or improperly, or to maltreat any school
equipment or property. L2

Aggravated Assault {OMC*} - An assault with a deadly weapon without intent to kill; or with intent to
commit a felony. “Assault” is an intentional, unlawful threat by word or act to do violence to the person
of another, coupled with an apparent ability to do so, and doing some act which creates a well-founded
fear in such other person that such violence is imminent. (F.S. 784.011 and 784.021) L4

Alcohol {ALC*} - The violation of laws or ordinances prohibiting the manufacture, sale, purchase,
transportation, possession or use of intoxicating alcoholic beverages. Use should be reported only if the
person is caught in the act of using, or is discovered to have used in the course of the investigation. Alcohol
incidents cannot be drug-related. L3

Apology Letter - Student makes amends for negative actions by taking responsibility to correct the
problem created by the behavior through written declaration of remorse.

Armed Robbery {ROB*} - The taking of money or other property which may be the subject of larceny from
the person or custody of another, with intent to either permanently or temporarily deprive the person or
the owner of the money or other property, when in the course of the taking there is the use of force,
violence, assault, or putting in fear with the use of a firearm or other deadly weapon (F.S. 812.13 (1) &
(2) (a)). L4

Arson {ARS*} - To intentionally damage or cause to be damaged, by fire or explosion, any dwelling,
structure, or conveyance, whether occupied or not, or its contents. Fires that are not intentional, that are

Secondary (6-12) 2022-2023 Page 39

 Glossary
caused by accident, or do not cause damage are not required to be reported in SESIR (F.S. 806.01 (1) (a)-
(c)). L4

Battery-Aggravated/Felony {BAT*} - A battery where the attacker intentionally or knowingly causes more
serious injury, such as: great bodily harm, permanent disability, or permanent disfigurement; uses a
deadly weapon; where the attacker knew or should have known the victim was pregnant. (F.S. 784.03 &
784.045). L4

Behavior Contract or Plan - A written/verbal contract or plan for the student with stated goals, objectives,
and outcomes for the student to develop the necessary skills to address the stated incident.

Bomb Threat {TRE*} - Intentionally making a false report to any person, including school personnel,
concerning the placement of any bomb, dynamite, explosive, or arson-causing device. L4

Breaking and Entering/Burglary {BRK*} - The unlawful entry with or without force into a building or other
structure, remaining behind or conveyance with the intent to commit a crime to property. L3

Bullying/Cyber Bullying {BUL*} - Systematically and chronically inflicting physical hurt or psychological
distress on one or more students or employees that is severe or pervasive enough to create an
intimidating, hostile or offensive environment, or unreasonably interfere with the individual's school
performance or participation, bullying includes instances of cyberbullying, and as defined in SB Policy
5.002. L2
*Additional consequences could apply if the bullying is directed at someone because of his or her
gender, gender identity, race, color, religion, ethnicity, national origin, marital status, age, sexual
orientation, social and family background, language, pregnancy, or disability.

Bus, Assigned Seat - The temporary or permanent assignment to specified seat on the school bus.

Bus Disruption - Behavior that disrupts and/or distracts the driver from safely operating the school bus.
L2

Bus, Probation - An alternative to a Bus Suspension. A student placed on Bus Probation will, very likely,
be suspended from the school bus if another bus violation occurs.

Bus, Suspension - Suspension of bus riding privileges for a specified period of time. (Consequences for
violations of transportation policies, rules, or standards of conduct are not limited to the suspension of
bus riding privileges. Other sanctions, up to and including out of school suspension and expulsion may be
imposed when warranted).

Cellular Telephone/Technology Violation - The use of wireless communication devices including but not
limited to cellular telephones, camera telephones, MP3 players, iPods, readers and other electronic
devices in violation of the time, place, and manner as outlined in the Code of Student Conduct (SB Policy
5.183). L1

Secondary (6-12) 2022-2023 Page 40

 Glossary
Cheating - Copying another student’s work, the use of cheat sheets, or any cheating violation that can be
resolved by the classroom teacher. L1
Cheating Severe - The unauthorized use and/or sharing of tests or other instructional materials whether
copied, distributed, publicized, duplicated or obtained by any means, for the purpose of academic or
personal gain. This includes instructional materials and/or tests completed on behalf of another
student. L2

Check In/Check Out - Daily contact with an assigned adult on campus. Student should see the adult before
school starts each day, as well as at the end of the day.

Computer/Technology Misuse –Major {OMC*} - The inappropriate use of a computer, including, but not
limited to, breaking into restricted accounts or networks, modifying, or destroying files without
permission, illegally copying software, and entering or distributing or printing unauthorized files.
Accessing or entering unauthorized internet sites; distributing inappropriate electronic messages. L3

Computer/Technology Misuse –Minor - Minor inappropriate use of a computer and/or technology

without malicious intent. L1

Conference with Student/Warning - Administrative conference with student and warning about stated
incident.

Confiscation - The confiscating of an item(s) not permitted on school grounds. Depending on the item(s),
the item(s) could be turned over to law enforcement, held until parent/guardian came to retrieve it, or
returned to the student after a specified period of time.

Conflict Resolution - An umbrella term for a variety of activities that result in resolution of problems and
normalized relationships.

Confrontation - A verbal confrontation, or the encouraging or inciting of a confrontation that has the
propensity to escalate into a fight. L1

Counterfeit - To fashion or reproduce a document, money, or other items with the intent to defraud;
includes counterfeit money or documents; also, any Level 3-type incident that is inappropriate in a school
setting and does not fit into another Level 3 category. Included in this category is culpable negligence,
exposing another person to personal injury. L3

Criminal Act Against a Person {OMC*} - Any person who attempts to commit, or who solicits another to
commit, or who agrees, conspires, combines, or confederates with another person or persons to commit
the offense of a Battery, Robbery, Homicide, Kidnapping, or Sexual Battery against another person or
persons, and in such attempt does any act toward the commission of such offense, but fails in the
perpetration or is intercepted or prevented in the execution of the offense (F.S. 774.04). L4

Secondary (6-12) 2022-2023 Page 41

 Glossary
Dangerous Items {WPO*} - Dangerous Items: possession of any instrument or object that can be used to
inflict serious harm on another person or that can place a person in reasonable fear of serious harm.
Included in this category are BB guns, Airsoft guns, toy or replica guns represented as real guns. Also
included in this category is the possession or storage of items which are prohibited at school, including
but not limited to, ammunition clips, bullets or cartridges, flammable liquids, combustible materials,
poisonous substances, mace, pepper spray, and any other items which may result in injury. L3

Detention - Additional time a student must stay at school after other students have gone for the day, or
on Saturday.

Disobedient/Insubordination - Failure to obey a reasonable instruction or request by a staff member. L1

Disobedience/ Open defiance/ Insubordination (repetitive)- Repeated acts of defiance, disobedience, or

failure to comply with reasonable instruction or request by a staff member. L2

Disrespectful Language - Written, verbal remarks and/or gestures that shows a lack of respect, rudeness
and is inappropriate. The use of words or acts which demean, degrade, antagonize, or humiliate a person
or group of persons. L1

Disruption of a School Function {DOC*} - Disruptive behavior that poses a serious threat to the learning
environment, health, safety, or welfare of others. Examples of major disruptions include bomb threats,
inciting a riot, or initiating a false fire alarm. L3

Disruptive (Unruly) Behavior or Play - Disruptive behaviors including disruptive play, disrespectful
language, and any other repetitive behaviors that create a disruptive learning environment. L1

Disruptive (Unruly) Behavior or Play (Repetitive) - Repeated referrals (3 or more) for Level 1 disruptive
behaviors including disruptive play, disrespectful language, and any other repetitive behaviors that create
a disruptive learning environment. L2

Dress Code Violation - Dress in a manner that violates the school's dress code policy and/or in a manner
that would constitute a safety hazard (F.S 1006.07). L1

Drugs or Imitation Drugs Represented as Drugs {DRU*} - The use or possession of any drug, narcotic,
controlled substance, or any substance when used for chemical intoxication while on school district
property, school transportation, or at a school related function. Use means the person is caught in the act
of using, admits to use or is discovered to have used in the course of an investigation. Drugs unattended
and not linked to any individual must be coded appropriately and reported as unknown. L3

Drug Paraphernalia {OMC*} - To possess, use, sell, store, or distribute any device or equipment used for
the purpose of preparing or taking drugs, including, but not limited to, items listed in Florida Statute

Secondary (6-12) 2022-2023 Page 42

 Glossary
893.145, and items which may be determined to be drug paraphernalia under the criteria set out in Florida
Statute 893.146. L3

Drugs (Sale) {DRD*} - The manufacture, cultivation, sale, or distribution of any drug, narcotic, controlled
substance or substance represented to be a drug, narcotic, or controlled substance. L4

Explosive Device {WPO*} - An explosive is any chemical compound or mixture that has the property of
yielding readily to combustion or oxidation upon application of heat, flame, or shock. This includes but is
not limited to dynamite, nitroglycerin, trinitrotoluene, or ammonium nitrate when combined with other
ingredients to form an explosive mixture, blasting caps, and detonators (F.S. 790.001 (5)).

Extortion/Blackmail/Coercion {ROB*} - The use of threat or intimidation to obtain anything of value from
another person, including, but not limited to, money. L3

Fighting {FIT*} - Mutual participation in a hostile, physical encounter; mutual participation in an

altercation involving physical violence that requires either 1) physical intervention or 2) results in injury
requiring first aid or medical attention. L3
(NOTE: Self-Defense is described as an action to restrain or block an attack by another person or to shield
self from being hit by another person. Retaliating by hitting a person back is not self-defense and will be
considered as fighting.)

Firearm/Handgun/Rifle/Shotgun {WPO*} - Possession or sale of any firearm, including handguns, on

school property, school sponsored transportation or during a school-sponsored activity. A firearm,
including handguns, is any weapon (including a starter gun) which will, is designed to, or may readily be
converted to expel a projectile by the action of an explosive, the frame or receiver of any such weapon,
any firearm muffler or firearm silencer, any destructive device, or any machine gun, rifle, or shotgun. The
term firearm does not include an antique firearm unless the antique firearm is used in the commission of
a crime. A destructive device is any bomb, grenade, mine, rocket, missile, pipe-bomb, or similar device
containing some type of explosive that is designed to explode and is capable of causing bodily harm or
property damage. Defined by section 790.001, F.S. or district code of conduct. L4

Firecrackers/Poppers - Possession, use, sale, storage, or distribution of firecrackers, poppers or associated

devices as long as the object is not used as a weapon or is not considered a weapon by Florida statutes.
L2

Forgery of a Document or Signature - To fashion or reproduce the signature of another for fraudulent
purposes. L2

Gambling {OMC*} - One who participates in games of chance or skill for money, profit, or anything of
value. L2

Secondary (6-12) 2022-2023 Page 43

 Glossary
Harassment {HAR*} - Any threatening, insulting or dehumanizing gesture, use of data or computer
software, or written, verbal or physical conduct. that (1) places a student or school employee in
reasonable fear or harm to his or her person or damage to his or her property, (2) has the effect of
substantially interfering with a student's educational performance, opportunities, or benefits, or (3) has
the effect of substantially disrupting the orderly operation of a school including any course of conduct
directed at a specific person, that causes substantial emotional distress in such a person and serves no
legitimate purpose, and as defined in SB Policy 5.002. L2
*Additional consequences could apply if the harassment is directed at someone because of his or her
gender, gender identity, race, color, religion, ethnicity, national origin, marital status, age, sexual
orientation, social and family background, language, pregnancy, or disability.

Hazing {HAZ*} - Any action or situation that endangers the mental or physical health or safety of a student
for purposes of initiation or admission into or affiliation with any school sponsored organization. “Hazing”
includes, but is not limited to: (a) pressuring, coercing or forcing a student to participate in illegal or
dangerous behavior, or (b) any brutality of a physical nature, such as whipping, beating, branding, or
exposure to the elements. L3

Homicide/Murder {HOM*} - The unlawful killing of a human being (Florida Statute 782.04) and
manslaughter - the killing of a human being by the act, procurement, or culpable negligence of another,
without lawful justification (F.S. 782.07). L4

Inappropriate Activity - Any activity that is disruptive and tends to interfere with the process of teaching
and learning that cannot be coded in another Level 1 incident. L1

In-School Alternative to Suspension - An alternative to an out-of-school suspension that prevents a

student from attending all or some classes. During the period of an alternative to suspension, the student
is assigned to a self-contained alternative classroom.

Instruments or Objects - Possession of any instrument or object that could be used as a weapon (other
than a firearm) may be considered under this heading if there has been no threatening or intimidating
display of the instrument or object. i.e., BB Guns, toy guns, etc. L2

Kidnapping or Abduction {KID*} - Forcibly, secretly, or by threat, confining, abducting, or imprisoning

another person against his or her will and without lawful authority. L4

Larceny/Theft- (taking of property from a person, building, or a vehicle) The unauthorized taking,
carrying, riding away with, or concealing the property of another person, including motor vehicles
without threat, violence of bodily harm. (The item(s) value must be $750 or more) L3

Secondary (6-12) 2022-2023 Page 44

 Glossary
Leaving school grounds (without permission)-leaving school grounds during school hours or during a
supervised school activity or event without expressed permission from school personnel or event
sponsor(s). L1

Lewd, or Obscene Act {SXO*} - The use of oral or written language, electronic messages, pictures, objects,
gestures, or engaging in any physical act considered to be offensive, socially unacceptable, or not suitable
for an educational setting. Included in this category are indecent exposure (exposure of private body
part(s) to the sight of another person in a lewd or indecent manner in a public place), and obscenity
(conduct which by the community standards is deemed to corrupt public morals by its indecency and/or
lewdness such as phone calls or other communication or unlawful manufacture, publishing, selling, buying
or possessing materials such as literature or photographs. L3

Loss of Privileges - The loss of a privilege(s) during school hours and non-school hours such as assemblies,
incentive activities and sporting events, etc.

Lying /Misrepresentation - Intentionally providing false or misleading information to, or withholding valid
information from, a school staff member. L1

Materials - Unauthorized selling or distributing of materials during school, e.g., candy, magazines. L1

Medication Unauthorized use/Possession- to store, possess, use any over the counter or prescription
medication, other than the medications authorized to be carried with an authorized and valid
prescription. L1

Menacing Statements - A medium level of threat which could be carried out, although it may not appear
entirely realistic. The threat is more direct and more concrete than a low-level threat; the wording in the
threat suggests that the aggressor has given some thought to how the act will be carried out; there may
be a general indication of a possible place and time (though these signs still fall well short of a detailed
plan). There is no strong indication that the aggressor has taken preparatory steps, although there may
be some veiled reference or ambiguous or inconclusive evidence pointing to the possibility. L2

Mentoring - An agreed upon adult or student who provides consistent support, guidance, and concrete
help to a student who is in need of a positive role model.

Motor Vehicle Theft {STL*} - The theft or attempted theft of a motor vehicle. Examples include theft of
a car, truck, motorcycle, golf cart, dune buggy, RV or anything that is self-propelled. L3

Opioids - To store, possess, purchase, use, or be under the influence of an opioid, including, but not limited
to, the illegal drug heroin, synthetic opioids such as fentanyl, and pain medications available legally by
prescription, such as oxycodone, hydrocodone, codeine, morphine, etc. L3

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 Glossary
Out of Assigned Area - Out of assigned area without permission and/or in a restricted access area without
permission. L1

Out-of-School Suspension - The temporary removal of a student from school for a period of 1 to 10 days.
During the out-of-school suspension, the student is prohibited from attendance at school or any school-
related functions.

Petty Acts of Misconduct - Acts that do not pose a direct threat to the safety of students, staff,
volunteers, or other persons, or a threat of harm to school district property. Such acts do not
require consultation with law enforcement.

Petty Theft/Stealing (less than $750) - The unlawful taking, carrying, leading, or riding away of property
less than $750 in value from the possession, or constructive possession, of another person. L2

Physical Aggression (not involving Law Enforcement) - Brief exchange of physical contact which could
include pushing or shoving that doesn’t result in significant injury AND does not require significant adult
intervention to separate or restrain. L2

Physical Attack {PHA*} - An actual and intentional striking of another person against his/her will, or the
intentional causing of bodily harm to an individual. L3

Post/Transmit a Threat of mass shooting or terrorism-to make statements of high-level mass threats or
terrorism through social media or any electronic median; the threat is direct, specific, and plausible. L4

Prescription Medication {DRU*} - To possess, use, store, or be under the influence of another person's
substance which requires a physician's prescription, to misuse one's own prescription medication, or to
possess, store or use any over-the counter medication (other than opioids and those listed in Prohibited
Items) without parent approval and school notification. L3

Profane/Obscene Language - Abusive, profane, obscene, or vulgar language (verbal, written, or gestures)
or conduct in the presence of another person. L2

Prohibited items - Possession and/or use of items or contraband designated by the school as
inappropriate materials AND any other items that causes distraction or damage to persons or property or
otherwise interfere with the learning process (including, but not limited to, squirt toys, slime, matches
and lighters). L1

Public Displays of Affection - Engaging in overtly amorous contact or language not appropriate in a school
setting. L1

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 Glossary
Reckless Vehicle Use {OMC*} - The use of any motorized or self-propelled vehicle on school grounds in a
reckless manner or so as to threaten the health, safety, welfare of others, or to disrupt the educational
process. L3

Restitution - Repayment for damages or loss

Restorative Justice - A structured process guided by a trained facilitator in which the participants in an
incident examine the intended and unintended impact of their actions and decide on interpersonal
remedies to repair harm and restore relationship.

Ripple Effects - A media program that is structured towards the area of behavioral concern, allowing
students to work at their own pace.

Robbery {ROB*} - The taking or attempting to take anything of value that is owned by another under
confrontational circumstances by force or threat of force of violence and/or by putting the victim in fear.
(A key difference between robbery and armed robbery is that a firearm or other deadly weapon is involved
in an armed robbery.) L3

School/Class Rules - Violation of specific posted or written school or class rules that are not necessarily
disruptive behaviors (ex: repeated gum chewing) L1

Severe Inappropriate Activity - Any activity or behavior that creates a major disruption and interferes
with the process of teaching and learning that goes beyond Level 1 conduct, but cannot be coded in
another Level 2 incident. L2

Sexual Assault {SXA*} - An incident that includes a threat of rape, fondling, indecent liberties, child
molestation, or sodomy. Both male and female students can be victims. Classification of these incidents
should take into consideration the age and developmentally appropriate behavior of the offender(s). L3

Sexual Battery {SXB*} - Attempted or actual forcible penetration, forced oral, anal, or vaginal penetration
by, or union with, the sexual organ of another or the anal or vaginal penetration of another by any other
object (F.S. 794.011 (1) (h). Would also include the above sexual act if student was placed under the
influence of drugs or alcohol with the purpose of committing such act. L4

Sexual Harassment {SXH*} - Unwanted or repeated verbal or physical sexual behavior that is offensive
and objectionable to the recipient causes discomfort or humiliation or creates a hostile environment
(undesired sexual behavior towards another) L2

Sexual Misconduct {SXO*} - Sexual contact, including intercourse, without force or threat of force. L3

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 Glossary
Silent Lunch/Lunch Detention - A separate facility and/or seating arrangement for the student during a
regularly scheduled may request some cafeteria clean-up assistance from the student such as sweeping,
wiping tables, and/or assisting with other clean-up activities.

Stay Away Agreement - A formal agreement regulating the movements of the victim and offender in
incidents of bullying and/or dating violence.

Stealing more than $300 {STL*} - The unauthorized taking or concealing the property of another person,
without threat, violence or bodily harm, with the intent to prevent or deprive the rightful owner of its use.
This includes taking of property or taking property from a vehicle on school property. Law Enforcement
is involved. L3

Tardiness (Habitual) - A consistent failure to be in a place of instruction at the assigned time. L1

Threat Assessment- A violence prevention strategy that involves: (a) identifying student threats to
commit a violent act, (b) determining the seriousness of the threat, and (c) developing intervention plans
that protect potential victims and address the underlying problem or conflict that stimulated the
threatening behavior.

Threat (non-criminal) - A statement which does not meet the criteria of a criminal assault. A low-
level threat that poses a minimal risk to the victim and public safety. The threat is vague and
indirect; the information contained within the threat is inconsistent, implausible or lacks detail;
the threat lacks realism; and the content of the threat suggests the person is unlikely to carry it
out. L2

Threat/Intimidation - An incident where there was no physical contact between the offender and
victim, but the victim felt that physical harm could have occurred based on verbal or nonverbal
communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon) and
verbal threats of physical harm which are made in person, electronically or through any other
means. L3

Threat of Violence (High Level) {TRE*} - High level of threat is a threat that appears to pose an
imminent and serious danger to the safety of others; the threat is direct, specific, and plausible;
the threat suggests concrete steps have been taken toward carrying it out, for example,
statements indicating that the aggressor has acquired or practiced with a weapon or has had the
victim under surveillance. L4

Tobacco/Alcohol/Drug Alternative - A program designed to educate the student about tobacco, alcohol,
and/or drugs and to deter future use. Generally, this is used as an alternative to an out-of-school
suspension and/or to shorten the length of the suspension.

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 Glossary
Tobacco-Nicotine Products TBC* - Possession, use, sale, storage, or distribution of tobacco products on school
district property. Tobacco/nicotine products include, but are not limited to cigarettes, e-cigarettes, vape,
cigars, snuff, dip, pipe tobacco, chewing tobacco and hookah pens. Tobacco incidents cannot be drug-related.
L2

Trespassing TRS* - To enter or remain on a public-school campus, school board facility, or at a school function
without authorization or invitation and with no lawful purpose for entry, including students under suspension
or expulsion; to enter or remain on a public-school campus, school board facility, or at a school district facility
sponsored activity without authorization after being directed to leave by the chief administrator or designee
of the facility, campus, or function. L3

Truancy (Unexplained Absence) - An absence from class or school for which the reason or excuse is inadequate
or does not meet the criteria for an excused absence. L1

Vandalism (less than $1,000) - The willful and/or malicious destruction, damage or defacement of public or
private property, real or personal, without the consent of the owner or the person having custody or control
of it. L2

Vandalism (more than $1000) VAN* - The willful and/or malicious destruction, damage, or defacement of
public or private property, real or personal, without the consent of the owner or the person having custody or
control of it. L3

Vape/Ends Paraphernalia Sale/Distribution (non-drug) - The sale or distribution of Vape/Ends paraphernalia

that does not include a drug. L3

Vape/ENDS Devices - /ENDS/ENDS

Verbal Assault - Any intentional, unlawful threat, by word or act, to do violence to a School Board employee,
coupled with an apparent ability to do so, performing some act that creates a well-founded fear of imminent
violence to another person. L3

Victim Safety Plan - A formal agreement specifying the actions students and school officials will take to protect
the victims of bullying and/or dating violence.

Voluntary Restitution - Student designs and implements a plan to correct errors made apologizes and/or
replace/repair property.

Weapon- any dirk, knife, metallic knuckles, slungshot, billie, tear gas gun, chemical weapon or device, or
other deadly weapons except a firearm or a common pocketknife, plastic knife, or blunt-bladed table knife.
“Electric weapon or device” (Taser/Stun Gun) means any device which, through the application or use of
electrical current, is designed, redesigned, used, or intended to be used for offensive or defensive purposes,
the destruction of life, or the infliction of injury. Weapons unattended and not linked to any individual must
be coded appropriately and reported as unknown. Weapons defined by section 790.001, F.S. or district code
of conduct. L4

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 Acronyms
ATOD = Alcohol, Tobacco and Other Drugs

AOD = Alcohol or other Drugs

ENDS= Electronic Nicotine Delivery System

ESE = Exceptional Student Education

ELL = English Language Learners

EP= Education Plan

IEP = Individual Education Plan

LEP = Limited English Proficiency

MDR = Manifestation Determination Review

PBC = Palm Beach County

PBS = Positive Behavior Support

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