D.C. Mun. Regs. tit. 5, r. 5-B2500

Current through Register Vol. 71, No. 49, December 6, 2024

Rule 5-B2500 - GENERAL POLICY

2500.1

It is the policy of D.C. Public Schools (DCPS) that a safe environment conducive to learning shall be maintained. To build and maintain this environment, DCPS shall provide students, families, and staff with clear expectations and rules for appropriate school behavior. These rules must balance the responsibilities and rights of individuals and the responsibilities and rights of the school community. These rules must reflect the individual's responsibility for contributing to a safe environment conducive to learning and the need for mutual respect and cooperation among all segments of the school community.

2500.2

DCPS is committed to helping students learn the expectations and rules for appropriate school behavior and the range of disciplinary responses for inappropriate or disruptive behavior. DCPS will recognize and encourage students who exhibit appropriate, non-disruptive behavior. DCPS will encourage prevention and intervention strategies to prevent inappropriate behavior. To that end all available resources, subject to budgetary limitations, shall be utilized, including preventive and responsive interventions that support students' needs.

2500.3

When a student's behavior disrupts the school community's safe learning environment, DCPS will use a range of disciplinary responses intended to change and manage inappropriate behavior. In administering disciplinary responses, DCPS will work with students to correct inappropriate behavior. Students will be enabled and encouraged to reflect on their actions, to learn from mistakes, and to restore any relationships that have been negatively impacted.

2500.4

Whenever possible, prevention, intervention, and remediation strategies shall be used in addition to disciplinary responses at all stages of the disciplinary process, including students transitioning from Suspension or Expulsion.

2500.5

DCPS shall involve family members in efforts to determine the causes of misbehavior and in efforts to support appropriate school behavior.

2500.6

Options for prevention, intervention, and remediation shall include, but not be limited to:

(a) Anger management;

(b) Attendance intervention plans;

(c) Behavior intervention plan;

(d) Behavior log/behavior progress report;

(e) Behavior redirection;

(f) Community conference;

(g) Community service;

(h) Conflict resolution;

(i) Crime awareness/prevention programs;

(j) Diverse instructional strategies;

(k) In-school program restructuring (schedule change);

(l) Individual or group counseling;

(m) Intervention by guidance counselor or mental health professional;

(n) Mediation, including teacher/student mediation and multi-party dispute resolution;

(o) Mentoring;

(p) Parent conference;

(q) Parent observation of student;

(r) Positive feedback for appropriate behavior;

(s) Positive behavior supports

(t) Problem solving conferences;

(u) Referral to community based organizations;

(v) Referral to substance abuse counseling service;

(w) Rehabilitative programs;

(x) Restitution;

(y) Restorative justice strategies;

(z) Social skills instruction;

(aa) Student support team meeting; and

(bb) Other appropriate intervention strategies.

2500.7

DCPS decisions regarding student behavior and discipline shall respect individuals, balance the interests of the school community, and minimize disruption of academic instruction.

2500.8

DCPS shall provide a fair and consistent approach to student discipline within the context of students' rights and responsibilities, as further articulated in these rules.

2500.9

Disciplinary responses shall be logical, appropriate, and instructive. Disciplinary responses shall consider factors such as:

(a) The nature of the infraction;

(b) Circumstances relating to the infraction;

(c) The age of the student;

(d) The student's previous behavioral history;

(e) Previous participation in counseling or conflict resolution efforts such as peer mediation;

(f) Whether injury occurred;

(g) Whether a weapon or controlled substance was involved;

(h) The safety of other students and staff;

(i) The educational needs of other students;

(j) The educational needs of the student to be disciplined (including those enumerated in an IEP or a plan issued pursuant to § 504 of the Rehabilitation Act of 1973, approved September 26, 1973 (87 Stat. 355; 29 U.S.C. § 794)); and

(k) Extenuating circumstances.

2500.10

Disciplinary responses, as defined in § 2502 of this chapter, shall be aimed, to the extent practicable under the circumstances, to enable students to continue their instructional program.

2500.11

Staff shall implement disciplinary responses in a progression, beginning with the least severe appropriate response, within the range of permissible disciplinary responses as enumerated in § 2502.

2500.12

Disciplinary responses shall include, but not be limited to, the following strategies:

(a) Verbal redirection/reprimand;

(b) Teacher/student conference;

(c) Parental contact (written or by phone);

(d) Parent conference;

(e) Temporary Removal of Student from Classroom;

(f) In-School Disciplinary Action;

(g) Behavior contract;

(h) Grade reduction for Academic Dishonesty only;

(i) On-site Short-Term Suspension (one (1) - five (5) school days for Secondary students or one (1) - three (3) school days for Elementary students);

(j) Off-site Short-Term Suspension, except in response to unexcused tardiness or absence;

(k) Off-site Medium-Term Suspension (six (6) - ten (10) school days), except in response to unexcused tardiness or absence;

(l) Off-site Long-Term Suspension (eleven (11) - ninety (90) school days), except in response to unexcused tardiness or absence; and

(m) Expulsion (off-site Suspension for one calendar year).

2500.13

Except for those corrective and disciplinary measures permitted pursuant to § 2408 of this title, involuntary transfers pursuant to Chapter 21 shall not be used as a disciplinary response.

2500.14

Students shall receive adequate and timely notification of student infractions and disciplinary responses.

2500.15

A copy of the DCPS policies and rules regarding student discipline shall be distributed or made available to students and parents within thirty (30) days after the start of each school year or upon initial enrollment, whichever occurs later.

2500.16

A copy of the DCPS policies and rules regarding student discipline shall be distributed or made available to school staff within thirty (30) days after the start of each school year, or upon initial employment, whichever occurs later.

2500.17

All oral communications, including conferences, appeals, and hearings conducted with any student, parent, or guardian shall be conducted with interpretation services when necessary to ensure effective communication. Interpretation service shall include a qualified interpreter, as that term is defined in D.C. Official Code § 2-1901 (2007 Rpl.) or DCPS staff member who is fluent in the individual's native language. A certified sign language interpreter shall be provided for any student, parent, or guardian who is deaf or hard of hearing upon request.

2500.18

All written documents concerning the disciplinary process shall be considered vital documents and provided to any student, parent, or guardian in a format that he or she can understand. For individuals with Limited or No-English Proficiency, documents shall be provided in the individual's native language. For individuals with vision impairments, reasonable accommodations shall be made to provide documents in a manner accessible to the individual, including but not limited to Braille, large type, audio recording, or some other suitable electronic media.

D.C. Mun. Regs. tit. 5, r. 5-B2500