standards citywide - New York City Department of Education - NYC ...

16Kindergarten-Grade 5 LEVEL 4 continuedInfractions – Dangerous or Violent BehaviorA40 Taking or attempting to take property belonging to another orbelonging to the school without authorization, without using forceor intimidating behavior.A41 Falsely activating a fire alarm or other disaster alarm (D-I only)A42 Making a bomb threat (D-I only)A43 Creating a substantial risk of serious injury by either recklesslyengaging in behavior, and/or using an object that appears capableof causing physical injury (e.g., lighter, belt buckle, umbrella, orlaser pointer)A44 Causing a serious injury by either recklessly engaging in behavior,and/or using an object that appears capable of causing physicalinjury (e.g., lighter, belt buckle, umbrella, or laser pointer)A45 **Starting a fire (H-J only)A46 Inciting/causing a riot (G-J only)A47 *Possessing or selling any weapon as defined in Category II(G-J only)A48 Using controlled substances or prescription medication withoutappropriate authorization, or using illegal drugs and/or alcoholA49 Engaging in a pattern of persistent Level 3 behavior in the sameschool year (Whenever possible and appropriate, prior to imposinga Level 4 disciplinary response, school officials should haveexhausted the disciplinary responses in Level 3. Further, repeatedLevel 3 infractions are limited to Level 4 disciplinary responses.)* Before requesting a suspension for possession of an article listed inCategory II for which a purpose other than infliction of physical harmexists, e.g., a nail file, the principal must consider whether there aremitigating factors present. In addition, the principal must consider whetheran imitation gun is realistic looking by considering factors such as its color,size, shape, appearance and weight.** This disciplinary measure may be modified on a case-by-case basis.Guidance Interventions• Parent outreach• Intervention by counseling staff• Guidance conference(s)• Restorative Approaches• Positive Behavioral Interventions andSupports (PBIS)• Individual/group counseling• Peer mediation• Mentoring program• Conflict resolution• Development of individual behavior contract• Short-term behavioral progress reports• Referral to PPT (Pupil Personnel Team)• Community service (with parental consent)• Referral to a Community BasedOrganization (CBO)• Referral to appropriate substance abusecounseling services• Referral to counseling services for youthrelationship abuse or sexual violence• Referral to counseling services for bias-basedbullying, intimidation, or harassmentSupports for Students TransitioningFrom SuspensionStudents returning from suspension should beprovided with supportive services to maximizetheir ability to meet social and academic standardswithin the school community. Supportservices may include any of the range of guidanceinterventions or a combination of services as bestmeets the needs of the individual student.Range of Possible DisciplinaryResponses to Be Used in Additionto Guidance InterventionsD. Parent conferenceE. In-school disciplinary actions(e.g., exclusion from extracurricularactivities or communal lunchtime)F. Removal from classroom by teacher(After a student is removed fromany classroom by any teacher threetimes during a semester or twicein a trimester, a principal’s suspensionmust be sought if the studentengages in subsequent behavior thatwould otherwise result in a removalby a teacher.)G. Principal’s suspension for 1-5 daysH. Superintendent’s suspension thatresults in immediate reinstatementI. Superintendent’s suspension thatresults in continued suspension fora fixed period of 6-10 school daysJ. Superintendent’s suspension thatresults in extended suspension for 30to 90 school days with an automaticreview for early reinstatement after30 or 60 school days