Levels of Responses

Why Use Restorative Alternatives

In order for students to grow and be successful in school we first have to keep them at school as much as possible (barring extreme behaviors that put themselves and others at risk). Suspension as a consequence isn’t always effective as a deterrent for problem behaviors, especially in students with disabilities and students who have many adverse childhood experiences or trauma.

If the consequence isn’t logical or effective for that student, administrators must have alternatives to suspension to:

1. Teach the skills these students are missing
2. Reflect on that learning
3. Collaborate with students to repair the harm they caused

This three-step process builds the skills of self-management, conflict resolution, and responsible decision making, which students need to be successful in their future careers and life.

Restorative Discussion Process

Restorative discussions typically follow these steps:

1. The student shares their concerns and side of the story and explains what is “getting in the way” of meeting the expectation.
2. The teacher, support staff member, or administrator summarizes the student’s concerns to ensure the student is fully heard and understood.
3. If multiple students were involved, each student shares their side without interruption and the adult summarizes.
4. The adult may share their concerns and explain why the expectation is important.
5. The adult asks the student(s) if harm was caused by their actions.
6. The adult and student(s) collaborate on a way to repair the harm through actions, not just words. If students are escalated, this step may occur later when everyone is regulated.
7. If the behavior reflects a skill or performance deficit occurring on multiple occasions, a referral may be made to the MTSS team for SEL support or another community partner. A student must show understanding before reparations can occur.

Evidence-Based Logical Consequences

Break It / Fix It

If something is broken—literally or figuratively—repairing the harm is the logical consequence. This is often an act of service but may also include monetary replacement (for example, replacing a damaged book).

Temporary Loss of Privilege

If a student cannot meet an expectation, they may temporarily lose that privilege until they demonstrate understanding. The student is always given another opportunity to demonstrate the expectation and receive feedback.

Positive or Personal Time Out

When a student becomes dysregulated due to a demand or expectation, they may take a brief break to self-regulate before returning to the task.

Examples include:

• Using a calm corner in the classroom
• Stepping outside the classroom door briefly
• Using a hot pass to seek support from a trusted adult

The break should be viewed as a coping strategy, not a punishment.

Additional Restorative Alternatives

The following responses may be used instead of suspension when appropriate:

Restorative Agreements and Planning

Alternative response planning
Brainstorm appropriate ways to handle a situation with an adult, choose a strategy to try next time, and schedule a follow-up meeting to review progress.

Conflict resolution sessions
Meet with a school counselor or community partner to learn strategies for resolving conflicts without verbal or physical aggression.

Restorative contracts
Students agree to resolve a conflict and check in with an administrator over the following weeks. If the conflict remains resolved, students may earn a reward.

Mentoring and Relationship Building

Campus mentor
Assign a staff mentor to check in regularly and build a positive relationship with the student.

School Service and Restorative Actions

School service

• Create a bulletin board to demonstrate new learning
• Help clean or repair damaged school property
• Assist custodial staff if a mess was created
• Work to repay the cost of damaged or stolen items

Reflection and Awareness Activities

Attention-seeking behavior reflection
Discuss the difference between positive and negative attention and role-play appropriate ways to gain adult or peer attention with a counselor.

Behavior reflection lessons
Complete a Ripple Effects lesson related to the behavior and reflect with the school counselor to determine a restorative action.

Classroom observation reflection
Students who disrupt class observe another classroom and record ways students fidget or move without disrupting learning. The student reflects on the observations and chooses appropriate strategies.

Harm awareness activity
When a student makes others uncomfortable or uses intimidating behavior, the student interviews three people about how the behavior would make them feel, presents findings to the administrator and counselor, and writes a letter of apology describing how they will repair the harm.

Educational Activities

Bullying or cyberbullying education
Read online articles and discuss bullying laws with a counselor, sign a contract to stop the behavior, and create a presentation or project on bullying awareness and reporting.

Fire safety learning

• Prepare and present a fire safety lesson to a class
• Interview a local firefighter about fire risks and damage

Peer pressure education
Watch videos or complete lessons about peer pressure and reflect with a counselor before determining how to repair the harm caused.

Vaping education
Complete a vaping education module and discuss the dangers with a counselor or community partner. The student may share learned information with peers.

Behavior Skill Development

Language replacement activity
Develop a list of appropriate school-appropriate words that could replace a specific swear word.

Respect discussion
Discuss the meaning of respect and how to show respect for self, others, and property. Students identify behaviors that demonstrate respect and develop a plan to repair harm caused through disrespect.

Note: When disrespect occurs toward an adult, a restorative meeting between the student and adult may be necessary to address the underlying issue.

Accountability and Community Awareness

Substitute teacher reflection
Interview a substitute teacher about the challenges of substitute teaching, reflect with a counselor or administrator, and write an apology letter to the substitute harmed.

Substitute welcome duty
Assist for several mornings by welcoming substitute teachers and escorting them to their classrooms.

Temporary Privilege Restrictions

Privilege restriction
Temporary loss of privileges during lunch if certain violations occurred in the hallway or classroom.

Professional Judgment and Students with IEPs or 504 Plans

The Levels of Response chart is an administrative guideline used at Muncie Community Schools.

Principals have the authority under state law to keep students and staff safe and ensure that other students are able to learn. Principals may suspend a student for up to ten school days without a manifestation determination conference.

However, if the behavior is an identified skill deficit or a new pattern of behavior for a student with a disability, suspension should be avoided when possible, as this may constitute a manifestation of the student’s disability.

Instead:

• Involve the teacher of record.
• Address the lagging skill or pattern of behavior through the IEP team.
• Include goals and progress monitoring.

The student’s behavior plan should address both:

• Proactive strategies to reduce the behavior
• Appropriate responses when the behavior occurs

Students should have services within the IEP that teach and practice these skills. Special education district administrators are available to assist when needed.

Any student with a disability who is suspended beyond ten (10) days in a school year must receive services from a licensed teacher beginning on day eleven in accordance with Indiana code. The building administrator assigning the suspension is responsible for arranging these services with staff.

Suspension

For the purpose of this policy, a suspension is any temporary removal from class or school resulting from either a teacher or administrator suspending the student.

• A teacher suspension is limited to one (1) class period.

• An administrator suspension is limited to ten (10) days for any one (1) incident.

• Suspensions may be in-school or out-of-school.

Removal from Class

When excessive absences, tardies, or truancies are referred to the Principal:

• The student may be assigned interventions and progressive consequences, including:

  • Withdrawal from one (1) or more classes

  • Alternative placement, if appropriate

  • Reduction to a half-day schedule with prior approval from Central Office administrative staff

• Prior to withdrawal or reduction, the student will receive a hearing in compliance with IC § 20-33-8-18.

• The principal shall promptly notify the student and parent(s) of any suspension, withdrawal, or schedule reduction. Notification includes:

  1. The right to appeal the withdrawal or reduction to the Administrative Review Committee

  2. Instructions to file a request in the Attendance Office within two (2) school days following the hearing

  3. Information on initiating a hearing under IC § 20-33-8-18 by filing a charge with the CEO or designee

• If an appeal to the Review Committee is filed:

  • The student remains in class on the same schedule until the Review Committee acts

  • The principal will notify the student and parent(s) of the place, time, and date of the review

• If a charge is filed under IC § 20-33-8-18:

  • The CEO or designee will explain the procedure

  • Withdrawal or reduction may be affected or postponed as specified in writing

• If no appeal is filed, withdrawal or reduction is effective immediately.

• Grading for Withdrawn Students:

  • Passing at time of withdrawal → WD (Withdrawal)

  • Failing at time of withdrawal → WDF (Withdrawal – Failing)

Appeal Procedure

• Each school will have an Administrative Review Committee to consider appeals regarding:

  • Withdrawal from class

  • Reduction to a half-day schedule

• Failure to complete after-school assignments may be considered in any appeal.

• Appeals must:

  1. Be filed on the proper form available in the Attendance Office

  2. Be submitted within two (2) school days of the hearing under IC § 20-33-8-18

• If an appeal is filed on time, the student remains in class until the committee reviews the appeal.

• Appeals end at the building level.

Priority School / Suspension School

• Secondary students receiving three (3) or more days of suspension may be assigned to priority/suspension school at their home school for the duration of the suspension and for each subsequent suspension of three (3) or more days.

• Students recommended for expulsion will serve out-of-school suspension pending expulsion determination.

Students with Disabilities

• Students eligible under Indiana Article 7 or Section 504 of the Americans with Disabilities Act have due process rights before punitive discipline is imposed.

• The student’s Teacher of Record and parents will be involved in all disciplinary measures to protect due process rights.

• For detailed guidance, see Indiana State Board of Education Special Education Rules, Title 511 Article 7, Rules 32–49.

• A copy of Article 7 is available at all schools.

Animals  

• Companion animals are not permitted on Corporation property and at Corporation-sponsored events. Further guidance can be found in board policies.

Bicycles

• Students riding bicycles must follow these rules:
• Bicycle riders must practice proper bicycle safety rules.
• Bicycles are to be parked in the spaces provided.
• Bicycles are to be locked when not in use.
• Bicycles are not to be ridden during lunch periods.

The school will not assume responsibility for the parked bicycles and/or scooters.  We strongly encourage students who ride a bicycle and/or scooter to school to wear a bicycle helmet.

Hallway and Lunch Conduct

• Do not block hallways or congregate in groups.
• Do not run, throw objects, push, shove, or trip others.
•  Keep noise levels reasonable.

Cafeteria Rules

•  Eat only in cafeteria or designated areas.
• Return trays and dispose of trash properly.
• Remain in cafeteria during lunch.
• Do not cut in line; use good manners.

Concessions and Food

• Only approved items may be purchased during instructional time.

Wheeled Equipment

• Heelys, roller skates, skate shoes, skateboards, and scooters are prohibited.

Inappropriate Public Display of Affection is prohibited

Dress Code

Specific dress code rules are as follows:

1.  No undergarments should be visible.
2. No shorts, skirts, and dresses that are shorter than finger-tip length when arms are fully extended at sides;
3. Pants or shorts are to be worn at or above the waist without revealing skin or anything worn under pants or shorts.  Long shirts over sagging pants do NOT meet this requirement; 
4. No shirts or clothing which only partially cover the upper body, such as open mesh, net weave, cut-out at the side, low cut necklines, tank tops, halters; no clothing that exposes midriff
5. No clothing or other paraphernalia that appear to be gang related. Criminal Gang defined per I.C. § 35-45-9-1 means a group with at least three (3) members that specifically:Either:
   1.  promotes, sponsors, or assists in; or
   2.  participates in; or requires as a condition of membership or continued membership; the commission of a felony or act that would be a felony if committed by an adult or the offense of battery;
   3. For the safety of all students and staff, no one should wear anything that covers their face or head, no hats or head coverings of any type can be on the head, with exception of cultural, religious, or health reasons (hoods may not be pulled up on hoodies); nor are gloves to be worn in the building;
6. No sunglasses worn in the building;
7. No clothing bearing suggestive comments or pictures, promoting or advocating the use of drugs, alcohol, tobacco, weapons, or other conduct prohibited by student code:
8. No clothing with any rips, holes, tears, or frays above the knee which reveal undergarments, skin above fingertip length, or private areas is permitted; 
9. No coats, jackets (including athletic jackets), or other items intended to be worn as outerwear are permitted during the school day; 
10. No bags, fanny pack, or purses large enough to contain books in classrooms.  String bags are permitted to and from P.E.
11. Some type of protective footwear must be worn. There may be additional requirements for specific programming ex. MACC classes
12. No large chains and jewelry (bracelets, chokers, etc.); that could be used as a weapon; and
13. No facial painting except where approved by the principal for school spirit days.

School personnel reserve the right to determine what is considered inappropriate or disruptive to the educational process.

Wireless Communication Devices

A wireless communication device is a portable wireless device that has the capacity to provide voice, messaging, or other data communication between at least two parties, including a cellular telephone, tablet computer, laptop computer, or gaming device.

Elementary students

PK-5th grade students are not permitted to have cell phones, wearable technology, or other expensive electronic devices.   If devices are confiscated, parents will need to come to the school to retrieve the device. 

For middle school students

The possession of personal cell phones, tablets, laptops, gaming devices, and wearable technology on school property is permissible.  However, the phones, tablets, laptops, gaming devices, and wearable technology must be placed in the student locker, powered off, and inaccessible during the school day, this includes earbuds and headphones. 

For high school students,

The possession of personal cell phones, tablets, laptops, gaming devices, and wearable technology on school property is permissible.  However, the phones, tablets, laptops, gaming devices, and wearable technology must be placed in the student locker, powered off, and inaccessible during the school day, this includes earbuds and headphones

MCS will not prohibit students from using wireless communication devices for the following reasons per Indiana code.

• Required by an Individualized Education Program (IEP) or a Section 504 Plan
• Necessary to manage a documented medical condition with provider authorization
• Authorized by the Director of Public Education/CEO during an emergency
• Needed for language translation for multilingual learners, prioritizing school-managed devices where available

The use of cell phones for calls, or wearable technology, for calls, photography, voice, or text messaging is not permitted during the instructional day.  The use of cell phones or wearable technology without permission will result in the student being referred to an administrator.  If students are concerned about these items being stolen, then they are to be left at home. Administration will not spend time investigating stolen student personal items that fall within this category. The school is not responsible for personal property that is lost or stolen at school.

Levels of Response for Secondary Students

• 1st Offense: Device will be confiscated and securely stored until the end of the day.  The cell phone/electronic device will be returned to the student.  
• 2nd Offense: Device will be confiscated and securely stored until parent/guardian pick up. Parent/guardian must pick up the cell phone/electronic device during school hours. 
• 3rd Offense: Device will be confiscated and securely stored until parent/guardian pick up. Parent/guardian must pick up the cell phone/electronic device from an administrator during school hours.  
• 4th Offense: Device will be confiscated and must be stored in the office at the start of the day until the end of the day for the next 5 days.  
• 5th Offense: An intervention plan will be developed for the student, who will be required to check in with an administrator daily based on the plan. 
• Refusing to Comply: If a student violates this policy and refuses to turn over his/her electronic device, further disciplinary action will follow. 

1.1 Tardiness

Example: Arrive to School and Class on Time
Violation: A student who comes to school late but within the first half of the day is considered tardy. Additionally, secondary students that arrive to class after the tardy bell sounds.
Applicable Levels of Response: Level 1, Level 2

1.2 Excessive Absence

Example: Attend School Daily
Violation: Frequent or prolonged absences that are believed to adversely affect the student's education.
Applicable Levels of Response: Level 1, Level 2

1.3 Unexcused Absence

Example: Provide Approval for Absences
Violation: Failure to report to school without an approved excuse or parent call.
Applicable Levels of Response: Level 2, Level 3

1.4 Cutting Class (Truancy)

Example: Attend All Classes on Time
Violation: Failure to report to class/school and without an approved excuse. Students are to follow their schedule unless permission is granted by Administration.
Applicable Levels of Response: Level 1, Level 2

2.1 Dress Code Violation

Example: Dress in Clothing that follows the dress code
Violation: See the dress code policy
Applicable Levels of Response: Level 1, Level 2
Notes: In school suspension (ISS)  may only be used if child is unable to change attire

3.1 Altering Report Cards or Notes

Example: Keep Original Papers in Original Form
Violation: Tampering with report cards, official passes, school forms and notes in any manner, including changing grades or forging names to excuses.
Applicable Levels of Response: Level 1, Level 2

3.2 Cheating

Example: Do/Turn in your own Work
Violation: Violating rules of honesty such as copying another student's test, assignment, etc. (Students may receive a failing grade for that assignment.) This includes the use of unapproved technological devices for academic gain.
Applicable Levels of Response: Level 1, Level 2

3.3 Plagiarism

Example: Do/Turn in your own Work
Violation: Using the work of others or published work. Students may receive a failing grade for that assignment.
Applicable Levels of Response: Level 1, Level 2

4.1 Violating Copyright Provisions

Example: Follow Copyright Rules
Violation: Violating copyright provisions.
Applicable Levels of Response: Level 1, Level 2

4.2 Damaging Technology, Hardware or Software

Example: Use Computers Carefully in Approved Ways
Violation: Damaging technology, hardware, or software.
Applicable Levels of Response: Level 1 (PK-12), Level 2 (PK-12), Level 3 (3-12)
Notes: 2-Day Suspension Maximum

4.3 Harmful Activities

Example: Access/Use Only Approved Computer Files or Cloud Storage
Violation: Creating or programming viruses; hacking; disrupting services; damaging files; intentional destruction of or damage to equipment, software, or data belonging to MCS.
Applicable Levels of Response: Level 1 (PK-2), Level 2 (PK-12), Level 3 (3-12)
Notes: 2-Day Suspension Maximum

4.4 Accessing School Records or Another Person's Information or Files without Permission

Example: Access/Use Only Approved Computer Files or Cloud Storage
Violation: Students are prohibited from using any other student's or staff member's privileges and/or access rights. All students are prohibited from running or configuring software/hardware to intentionally allow access by unauthorized users.
Applicable Levels of Response: Level 1 (PK-2), Level 2 (PK-12), Level 3 (3-12)

4.5 Attempts to Circumvent Security

Example: Access/Use Only Approved Computer Files or Cloud Storage
Violation: Students are prohibited from attempting to circumvent or subvert any security measures implemented for the MCS computing and network systems. Use of any computer program or device to intercept or decode passwords or similar access control information is prohibited.
Applicable Levels of Response:Level 1 (PK-2), Level 2 (PK-12), Level 3 (3-12)
Notes: 2-Day Suspension Maximum

5.1 Walking Away

Example: Stay in place, listen and focus when adults are talking to you
Violation: Leaving while a staff member or adult in authority is talking to a student.
Applicable Levels of Response: Level 1 (PK–2), Level 2 (PK–12), Level 3 (3-12)
Notes: 2-Day Suspension Maximum

5.2 Talking Back

Example: Listen and focus when adults are talking to you and be silent, or respond positively
Violation: Using verbal insults, put downs or responding orally in a rude manner to a staff member or adult in authority.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2-Day Suspension Maximum

5.3a Providing false or misleading information (not bullying)

Example: Tell the Truth When Speaking and Writing
Violation: Providing false or misleading information, written or oral.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2-Day Suspension Maximum

5.3b Providing false or misleading information regarding bullying

Example: Use Positive School Language
Violation: Providing false or misleading information, written or oral regarding bullying.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2-Day Suspension Maximum

5.4 Swearing/Profanity

Example: Use Positive School Language
Violation: Use of abusive, vulgar, obscene, or profane language—including racial, ethnic, or sexual slurs
Applicable Levels of Response: Level 1, Level 2

5.5 Swearing/Profanity Directed at a Staff Member

Example: Use Positive School Language
Violation: Saying anything offensive or obscene directed at a staff member or adult in authority.
Applicable Levels of Response: Level 2, Level 3
Notes: 2-Day Suspension Maximum

5.6 Gestures

Example: Use Positive School Language
Violation: Making any sign that conveys an offensive/obscene message.
Applicable Levels of Response: Level 1, Level 2

5.7 Gestures Directed at a Staff Member

Example: Use Positive School Language
Violation: Making offensive/obscene gestures directed at a staff member or adult in authority.
Applicable Levels of Response: Level2, Level 3
Notes: 2-Day Suspension Maximum

5.8 Derogatory Written Materials

Example: Use Positive School Language
Violation: Having any written or electronically generated material or pictures that convey an offensive/obscene message.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2-Day Suspension Maximum

5.9 Pornographic Material

Example: Use Positive School Language
Violation: Possession and/or distribution of pornographic material that would reasonably be considered offensive by MCS standards and contain language considered vulgar or profane.
Applicable Levels of Response: Level 2, Level 3
Notes: 2-Day Suspension Maximum

5.10 Sexting

Example: Use Positive School Language
Violation: Recording or transmitting images of private sexual activity and/or a person's genitals, groin, breast, or buttocks through a cell phone or other electronic device.
Applicable Levels of Response: Level 1 (PK-2), Level 2 (PK-12) , Level 3 (PK-12), Level 4 (3-12)
Notes: Instances of transmitting images of any minors as described in this section will be referred to the appropriate law enforcement and child protective services. Devices will be confiscated

5.11 Sexual Behavior

Example: Use Positive School Language
Violation: Inappropriate sexual behavior including sexual acts, possession of sexual objects, or public indecency on school property, at school activities, going to/from school events, or any time where the behavior may interfere with school purposes, including consensual activity.
Applicable Levels of Response: Level 1 (PK–2), Level 2 (PK–12), Level 3 (PK–12), Level 4 (3–12), SRO ( 3-12)

6.1 Toys or Recreational Items

Example: Use toys only in approved ways
Violation: Use of any toys, games, etc. without permission of the administration (toy weapons may result in more severe consequences). This includes Frisbees, yo-yos, laser pointers, playing cards, dice, two-way radios, video games, cameras.
Applicable Levels of Response: Level 1, Level 2
Note: Confiscated items may require parent pick up

6.2 Listening, Recording and Electronic Devices

Example: Use devices only in approved ways
Violation: Use of digital media player or electronic devices without permission of the administration.
Applicable Levels of Response: Level 1, Level 2

6.3 Cellular Telephone or Wireless Device

Example: Use cell phones only in approved ways
Violation: Use of a cell phone  device to attract others to initiate a disturbance.
Applicable Levels of Response: Level 1, Level 2

6.4 Cellular Telephone or Wireless Device

Example: Use cell phones during authorized times
Violation: Use of a cell phone during school hours and on the school bus when not approved by a teacher or school administration
Applicable Levels of Response:  see below

6.5 Other Personal Objects

Example: Use objects only in approved ways
Violation: Use of any object that could disrupt the normal order of school including, but not limited to, personal security alarms, digital cameras, laser lights or other electronic devices/toys during school hours, after school dismissal or on a school bus.
Applicable Levels of Response: Level 1, Level 2, Level 3

Levels of Response for Secondary Students in Violation of 6.4

• 1st Offense: Device will be confiscated and securely stored until the end of the day.  The cell phone/electronic device will be returned to the student.
• 2nd Offense: Device will be confiscated and securely stored until parent/guardian pick up. Parent/guardian must pick up the cell phone/electronic device during school hours. 
• 3rd Offense: Device will be confiscated and securely stored until parent/guardian pick up. Parent/guardian must pick up the cell phone/electronic device from an administrator during school hours.
• 4th Offense: Device will be confiscated and must be stored in the office at the start of the day until the end of the day for the next 5 days. 5th Offense: An intervention plan will be developed for the student, who will be required to check in with an administrator daily based on the plan. 
• Refusing to Comply: If a student violates this policy and refuses to turn over his/her electronic device, further disciplinary action will follow. 

Levels of Response for Secondary Students in Violation of 6.4

• 1st Offense: Device will be confiscated and securely stored until the end of the day.  The cell phone/electronic device will be returned to the student.  
• 2nd Offense: Device will be confiscated and securely stored until parent/guardian pick up. Parent/guardian must pick up the cell phone/electronic device during school hours. 
• 3rd Offense: Device will be confiscated and securely stored until parent/guardian pick up. Parent/guardian must pick up the cell phone/electronic device from an administrator during school hours.  
• 4th Offense: Device will be confiscated and must be stored in the office at the start of the day until the end of the day for the next 5 days.  
• 5th Offense: An intervention plan will be developed for the student, who will be required to check in with an administrator daily based on the plan. 
• Refusing to Comply: If a student violates this policy and refuses to turn over his/her electronic device, further disciplinary action will follow. 

7.1 Refusal to Work in Class

Example: Work in class and complete homework
Violation: Failing to do assigned work in class or complete homework.
Applicable Levels of Response: Level 1, Level 2

7.2 Refusal to Serve Detention

Example: Serve assigned detentions
Violation: Failure to serve detention as directed.
Applicable Levels of Response: Level 1, Level 2

7.3 Refusal or Failure to Identify Oneself

Example: Tell who you are when asked by staff
Violation: Failure to identify oneself when requested by a staff member or adult in charge.
Applicable Levels of Response: Level 1, Level 2

7.4 Refusal to Participate in In-School Suspension

Example: Report to in-school alternatives when directed by staff
Violation: Failure to report to in-school alternatives or programs as directed by staff members.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 1 Day Maximum Suspension

7.5 Refusal to Report to Office

Example: Report to the office when directed by staff
Violation: Failure to report to the administrative office as directed by a staff member.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 1 Day Maximum Suspension

7.6 Failure to Comply with Direction or Instruction of a Staff Member

Example: Follow directions from staff members or adults in authority
Violation: Failure to follow any reasonable direction given by a staff member or adult in authority.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2 Day Maximum Suspension

7.7 Leaving Without Permission

Example: Get approval before leaving assigned area
Violation: Leaving the classroom, building or assigned area without obtaining approval of the teacher and/or administrator.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2 Day Maximum Suspension

8.1 Chronic Talking

Example: Talk in the classroom per classroom guidelines
Violation: Repeated talking in the classroom without permission.
Applicable Levels of Response: Level 1, Level 2

8.2 Rude Noises

Example: Act/interact in ways that allow yourself and others to learn
Violation: Making any unnecessary noise.
Applicable Levels of Response: Level 1, Level 2

8.3 Refusing to Remain in Seat

Example: Remain in your seat per classroom guidelines
Violation: Getting out of seat or moving seat without permission.
Applicable Levels of Response: Level 1, Level 2

8.4 Horseplay

Example: Act/interact in ways that allow yourself and others to learn and that promote a safe, positive school climate
Violation: Rough or noisy play or pranks.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2-Day Suspension Maximum

8.5 Disruptive Conduct

Example: Same as above
Violation: Any other action that disrupts or interferes with educational activities or the school environment.
Applicable Levels of Response: Level 1, Level 2, Level 3

8.6 False Alarms

Example: Use fire alarms or make emergency calls only in emergencies
Violation: False fire alarm or false emergency calls. Falsely reporting a 911 emergency, bomb threat, or pulling a fire alarm.
Applicable Levels of Response: Level 3 (PK-5), Level 4 (PK-12), SRO (PK-12)

8.7 Disorderly Conduct

Example: Solve problems without fighting and act in a way that maintains safe, peaceful and productive school settings
Violation: Conduct which results in or likely to result in serious bodily injury or substantial property damage and/or making unreasonable noise that disrupts the educational atmosphere and refusing to cease the disruption when requested. Causing a large disruption to the atmosphere of order and discipline in the school that is necessary for effective learning and may place others at risk of injury.
Applicable Levels of Response: Level 3, Level 4, SRO

9.1 Teasing

Example: Treat others with kindness and consideration
Violation: Conduct that makes fun of or attempts to provoke a person in a playful way.
Applicable Levels of Response: Level 1, Level 2

9.2 Threatening/Instigating

Example: Treat others in ways that promote feelings of safety and security
Violation: Inciting someone to do something in violation of the Code of Conduct or Indiana Law. This includes use of a cell phone to record illegal activity or to attract others to initiate a disturbance.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: 2 Day Maximum Suspension

9.3 Threatening Behavior Directed at Staff Members

Example: Treat others in ways that promote feelings of safety and security
Violation: A threat to strike, attack, or harm a staff member or adult in authority in written or verbal form.
Applicable Levels of Response: Level 1 (PK–5), Level 2 (PK–5), Level 3 (PK–12), Level 4 (6–12)
Notes: 2 Day Maximum Suspension

9.4 Bullying, Including Cyber Bullying

Example: Treat others in ways to promote feelings of safety and security
Violation: Repeated acts, gestures, communications, images, or behaviors—whether verbal, written, physical, digital, or electronic (including text messages)—by a student or group of students intended to harass, ridicule, humiliate, intimidate, or harm another student and create a hostile school environment. AI tools may not be used to create, modify, or share harmful, misleading, or inappropriate content.

Examples include harassment based on race, ethnicity, gender, sexual orientation, disability, or religion, including cyber harassment of members of the school community.
Applicable Levels of Response: Level 1 (PK–12), Level 2 (PK–12), Level 3 (PK–12), Level 4 (4–12), SRO (4-12)
Notes: 3 Day Maximum Suspension

9.4a Disability Harassment

Example: Treat others in ways to promote feelings of safety and security
Violation: Disability harassment towards a student based on disability. Harassing conduct may include verbal acts, name-calling, non-verbal behavior such as graphic or written statements or conduct that is physically threatening, harmful or humiliating.
Applicable Levels of Response: Level 1 (PK–5), Level 2 (PK–12), Level 3 (PK–12), Level 4 (6–12)
Notes: 3 Day Maximum Suspension

9.4b Racial Harassment

Example: Treat others in ways to promote feelings of safety and security
Violation: Racial harassment or bullying towards a student based on race, color, or national origin. Harassing conduct may include verbal acts, name-calling, non-verbal behavior such as graphic or written statements or conduct that is physically threatening, harmful, or humiliating.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4
Notes: 3 Day Maximum Suspension

9.4c Harassment Based on Sex

Example: Treat others in ways to promote feelings of safety and security
Violation: Harassment or bullying towards a student based on sex. This includes unwelcome sexual advances, requests for sexual favors, and other verbal, non-verbal, or physical contact of a sexual nature, as well as gender-based non-sexual harassing conduct such as harassment based on gender stereotyping.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4

9.4d Harassment or Bullying Towards Faculty, Employees, or Non-MCS Students

Example: Treat others in ways to promote feelings of safety and security
Violation: Harassment or bullying towards faculty, employees, and other non-MCS students on MCS property or at MCS events.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4

9.4e Other Harassment or Bullying

Example: Treat others in ways to promote feelings of safety and security
Violation: Other forms of harassment or bullying not included above.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4

9.5 Group or Gang Involvement

Example: Act/interact with friends/peers in ways that promote safe, positive school settings and feelings of safety and security
Violation: Group or gang involvement includes coercion, intimidation, display of colors and paraphernalia, use of recognized gang signs, graffiti, related paraphernalia, and/or involvement in activity which incites any racial or ethnic group.
Applicable Levels of Response: Level 3, Level 4, SRO

9.6 Intimidation (Law Violation)

Example: Treat others in ways that promote feelings of safety and security
Violation: Communicating a serious threat to another person with intent that the other engages in conduct against his/her will, or the other person is placed in fear of retaliation for a prior lawful act.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4, SRO

10.1 Fireworks/Ammunition

Example: Possess and use only approved items
Violation: Using or possessing any explosive device. Prohibited on school property or at school events.
Applicable Levels of Response: Level 3, Level 4, SRO

11.1 Gambling

Example: Engage only in approved activities
Violation: Playing a game of skill or chance for money or anything of value.
Applicable Levels of Response: Level 2, Level 3
Notes: 2-Day Maximum Suspension

12.1 Reckless Vehicle Use

Example: Use any motorized or self-propelled vehicle in safe, non-disruptive ways
Violation: Using any motorized or self-propelled vehicle on or near school grounds in a reckless manner or as a threat to health and safety or as a disruption to the educational process.
Applicable Levels of Response: Level 3, Level 4, SRO

Bicycles

• Students riding bicycles must follow these rules:
• Bicycle riders must practice proper bicycle safety rules.
• Bicycles are to be parked in the spaces provided.
• Bicycles are to be locked when not in use.
• Bicycles are not to be ridden during lunch periods.

The school will not assume responsibility for the parked bicycles and/or scooters.  We strongly encourage students who ride a bicycle and/or scooter to school to wear a bicycle helmet.

13.1 Trespassing

Example: Enter school property only with approval
Violation: Entering school property or facilities without proper authority, including entry during suspension/expulsion or propping doors open.
Applicable Levels of Response: Level 3, Level 4, SRO

14.1a Minor Theft

Example: Use others’ property or school property with care so it is not damaged
Violation: Taking or having property obtained without permission of the owner, generally valued at less than $250 or repeated acts of theft.
Applicable Levels of Response: Level 2, Level 3, Level 4

14.1b Minor Theft Including Credit/Debit Cards

Example: Use others’ property or school property with care so it is not damaged
Violation: Taking or having property obtained without permission of the owner, generally less than $250 including credit/debit cards. Reported to the SRO.
Applicable Levels of Response: Level 2, Level 3, Level 4, SRO

14.2 Vandalism/Damage to Property

Example: Use others’ property or school property with care so it is not damaged
Violation: Causing damage, vandalizing school property or property of others that may cause potential disruption. Family held financially responsible. Defacing or destroying school property, including lockers, walls, restrooms, or furniture.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4, SRO
Notes: SRO Involved

15.1 Arson

Example: Handle fire in approved ways/settings and report anyone who intends to handle fire dangerously or cause damage
Violation: Setting fire to or damaging school property, or failing to report knowledge of another’s intent to violate this rule and failing to report the information to a school administrator or teacher.
Applicable Levels of Response: Level 4, Level SRO

16.1 Threat of Illegal Conduct

Example: Engage/plan to engage in activities that follow local, state and federal laws
Violation: Threat of engaging in any law violation that constitutes a danger to others’ safety. Must be supported by reasonable belief or student history.
Applicable Levels of Response: Level 4, SRO

17.1 Illegal Conduct

Example: Engage in activities that follow local, state and federal laws
Violation: Involvement in any conduct on school premises during a school function or event, or on the way to and from school premises during a school function or event, or on the way to and from schools or at a sponsored school event, or at any time or place which violates local, state, or federal law where such conduct poses a danger to the health, welfare or safety of students, staff, visitors or interferes with school purposes
Applicable Levels of Response: Level 4, SRO

18.1 Tobacco Products

Example: Possess/Use tobacco products only as allowed
Violation: Possession and/or use of tobacco products, E-cigarettes, or vape pens.  Possession of matches or lighters or any other devices used to ingest any legal or illegal substance Confiscation occurs.
Applicable Levels of Response: Level 1, Level 2
Notes: Could result in law enforcement citation or smoking cessation recommendation

18.2 Alcohol/Narcotic Drugs – Under Influence

Example: Engage in legal substance use only
Violation: Under influence to/from school or at school events.
Applicable Levels of Response: Level 3, Level 4
Notes: 1st offense max 10-day suspension; 2nd+ offense may include expulsion recommendation

18.3 Alcohol/Narcotic Drugs – Possession

Example: Engage in legal substance use only
Violation: Possession of alcohol/narcotics (including over the counter) on way to/from school or school event.
Applicable Levels of Response: Level 3, Level 4, SRO
Notes: 1st offense max 10-day suspension; 2nd+ offense may include expulsion recommendation

18.4 Alcohol/Narcotics/Drugs – Selling/Distributing

Example: Engage in legal substance use only
Violation: Evidence of giving/selling to others.
Applicable Levels of Response: Level 4, SRO
Notes: 10-day max suspension, may be referred for counseling

19.1 Weapons

Example: Possess only approved items
Violation: Knife, explosive, chemical agent dispenser, stun gun, chemical agents, or other objects reasonably considered a weapon.
Applicable Levels of Response: Level 3, Level 4, SRO
Notes: Weapons confiscated and turned over to law enforcement

19.2 Firearms – Explosive Projectile

Example: Possess only approved items
Violation: Loaded/unloaded firearm, taser, electronic stun gun, or weapon expelling projectile by explosive, including replicas or failure to report.
Applicable Levels of Response: Level 3, Level 4, SRO

19.3 Firearm Expels Projectile by Air

Example: Possess only approved items
Violation: Possession of items represented to be firearms or any weapon/device expelling projectile by air.
Applicable Levels of Response: Level 3, Level 4, SRO

20.1 Physical Aggression

Example: Act/interact safely with friends, peers, adults
Violation: Physical contact by pushing, shoving, biting, spitting, kicking, hitting, or other conduct causing/may cause injury.
Applicable Levels of Response: Level 1 (PK–5), Level 2 (PK–12), Level 3 (PK–12), Level 4 (PK–12)

20.2 Fighting

Example: Act/interact safely
Violation: Physical aggression between two or more people; physical blows.
Applicable Levels of Response: Level 1 (PK–5), Level 2 (PK–5), Level 3 (PK–12), Level 4 (PK–12)

20.3 Throwing Objects

Example: Handle objects safely
Violation: Throwing objects that may cause injury in school, on grounds, at events, or on school vehicles.
Applicable Levels of Response: Level 2 (PK–5), Level 3 (PK–12), Level 4 (6–12)

20.4 Battery

Example: Act/interact safely
Violation: Causing or attempting to cause serious bodily injury, including continuing a fight after being told to stop.
Applicable Levels of Response: Level 4, SRO

21.1 Behavior Contract Broken

Example: Follow all parts of probationary contracts
Violation: Violation of agreed behavior contract.
Applicable Levels of Response: Level 2, Level 3, Level 4

22.1 Repeated Rule Violations

Example: Follow all MCS rules and regulations
Violation: Repeated violations of MCS behavioral expectations.
Applicable Levels of Response: Level 4
Notes: 10-day maximum suspension pending expulsion

23.1 Unsafe Acts (Transportation)

Example: Follow all bus safety rules including staying seated, head and hands inside the bus, and open doors/windows with approval
Violation: Standing or moving about, head or hands outside of bus, opening doors or windows; other bus rules violations.
Applicable Levels of Response: Level 1

23.2 Conduct (Transportation)

Example: Interact with the bus driver safely
Violation: Uncooperative with driver, loud/boisterous, not in assigned seat, riding inappropriately, throwing objects.
Applicable Levels of Response: Level 1, Level 2, Level 3
Notes: Bus suspension possible

23.3 Violating Safety/Rights of Others (Transportation)

Example: Act/interact safely on bus
Violation: Interfering with the safety of others, distracting the driver or vandalizing the bus.
Applicable Levels of Response: Level 2, Level 3

23.4 Violating other School Rules

Example: Follow all MCS Rules and REgulations
Violation: While on the bus or at the bus stop. Refer to Rules 1-23 of Code of Conduct.
Applicable Levels of Response: Level 1, Level 2, Level 3, Level 4, SRO