Student Behavior and Outcomes

Disciplinary Levels Table
Level I	Level II	Level III
Classroom disruption, Off task, Cutting class, Tardy to class, Out of Bounds, Parking Violation, Using Bike, Skateboard/board or Scooter on campus, Violation of Computer use agreement, Unauthorized use of electronic devices during class time or passing period, Laser pointer, Littering (including birthday cake), Dress code violation	Repeat Level I violations, Disobeying school authority, Failure to serve Teacher’s Detention, Forgery or alteration of school documents or official records, Gambling, Violation of Academic Integrity Policy, Committed an obscene act, used an obscene gesture, or engaged in profanity or vulgarity, Use profanity/vulgarity to intimidate others, Truancy, Possession or use of alcohol, tobacco, other drugs, or drug paraphernalia (e.g., vape pens, cartridges), School property damage, Fighting/play-fighting, Possession of stolen property, Vandalism, Tagging, Graffiti, Cyber-bullying (e.g., texts, Instagram, SnapChat, Facebook, etc.), Bullying, Pranks (e.g., intentionally making false reports, Senior Pranks)	Repeat Level II violations, Assault/battery, Possession of controlled substance, Possession of dangerous object, Tampering with safety devices (e.g., fire alarm), Explosive/firecrackers, Gang-related activity, Possession of knife, Sexual harassment, Stealing or possession of a stolen object, Terrorist threats, Severe repetition of Level II, Attempting or committing sexual assault, Brandishing a knife, Use or under the influence of a controlled substance, Possession or selling a firearm, Robbery or extortion, Stealing over $100.00, Force or violence upon staff member *A police report will be filed.
Consequences/Interventions (subject but not limited to):	Consequences/Interventions (subject but not limited to): Referral to the AP, Parent Conference, District interventions (BI, VAPE, SUP, ATS), Suspension, Incident Review Conference, Formal Reprimand Contract, Expulsion, Police Report, Suspension of School Activity Privileges.	Consequences/Interventions (subject but not limited to):
Teacher Detention, Referral to the Dean, Parent phone call, Teacher Conference, Parent Conference, Referral to Wellness Counselor, After-School Detention, Thursday/Saturday School, Campus Clean-Up, Suspension of School Activity Privileges, Community Service	Teacher Detention, Referral to Dean/AP, Parent phone call/conference, Interventions (ATS, BI, SUP, VAPE), Suspension, After-School Detention, Thursday/Saturday School, Community Service, Restorative Circle/Conference, Suspension of School Activity Privileges, Restitution of Damages, Incident Review Conference, Behavior Contract, Formal Reprimand Contract	Referral to the AP, Parent Conference, District interventions (BI, VAPE, SUP, ATS), Suspension, Incident Review Conference, Formal Reprimand Contract, Expulsion, Police Report, Suspension of School Activity Privileges.

Interventions

San Mateo Union High School District has a bold, common district goal to reduce suspensions and expulsions throughout the district and to decrease disproportionality as it relates to discipline procedures. District Goal # 2, as outlined by Superintendent Kevin Skelly, “to examine, analyze and improve our student support systems to meet the changing social-emotional health needs of our students with a reduction target of 20% decline in suspensions and expulsions as well as the expansion of restorative justice practices.”

Restorative Justice Practices

The fundamental premise of Restorative Justice Practices (RJP) is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when people in positions of authority do things with them, rather than to them or for them.” There are two RJP tiers – “The Circle” which is the first step intervention piece and “The Conference” which aims to repair harm done, teach accountability for offenses and make commitment to actions that help both individuals and our community thrive.

The Circle

The restorative circle structure establishes equality, safety, trust, responsibility, facilitation, ownership and community connections, as well as building a strong and supportive relationship among students and teachers in the classroom, improving academic performance, problem solving, reducing bullying and conflict. It gives students a chance to tell their stories and to participate in the classroom setting in a way that is very different from the traditional classroom structure.

The Restorative Conference

The first step of conferencing is the pre-conference. The pre-conference is conducted by an RJP facilitator. The offender(s) and victim(s) are interviewed separately in the pre-conference to establish criteria for a successful conference. The offender/offenders must admit to wrongdoing before the conference can be held. If all parties are in agreement the RJP conference is conducted. The goal of this conference is to repair the harm that has been done and to move forward without shame. There is an intended script that is strictly followed by the facilitator. At the end of the conference all parties come to an agreement and a contract is signed by all participants. Follow-up check-ins as needed. This intervention is used within the discipline process.

Academic Honesty

At CHS we place great value on personal integrity and academic honesty. The administration, faculty, and staff strongly believe that integrity must be a significant component in the academic success of our students; therefore, we promote academic honesty by fostering the traits outlined in the IB Learner Profile and in particular the following:

Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Approaches to Learning:

Self-management
Social
Communication
Thinking
Research

Levels of Academic Misconduct

Misconduct is gaining advantage dishonestly. Multiple incidents over the course of a student’s high school experience may increase the level of consequences.

Level I violations include, but are not limited to:

Looking at, or allowing someone else to look at your own or another’s paper during an exam, test, or quiz
Using unauthorized “cheat” notes, including notes on a cell phone, desk or person
Communicating or sharing unauthorized information with another student during an exam, test, or quiz
Copying homework or class work assigned to be done independently, or allowing someone else to copy your own or another’s work, including computer-generated information and programs
Copying or closely paraphrasing sentences, phrases, passages, visuals, or other components from an un-cited source for a paper, or for research, including work submitted through turnitin.com.
Submitting falsified information for assessments
Submitting translations from internet translation programs
Giving or receiving test information to or from students in other periods of the same teacher or same course

NOTE: Since individual teachers have differing expectations for homework (for instance, some teachers encourage students to work together, while others may expect students to complete assignments independently at home), it is the responsibility of teachers to clarify their expectations to students. We also expect where clarifications are needed students will seek out their teachers.

Level II violations include, but are not limited to:

Submitting papers, projects, or other tasks taken from the internet, other publications, or other students, including papers submitted through turnitin.com
Submitting a computer program developed by someone else

Level III violations include, but are not limited to:

Stealing examinations, projects or assignments
Distributing unauthorized papers or projects to other students
Receiving payment or paying for unauthorized papers or projects
Altering grades on a computer database, gradebook, or returned work

Consequences of Academic Misconduct

1st Offense at Level I

Student may receive a zero for the assignment, and make-up work may not be allowed.
Teacher notifies parent (via choice of email or phone call)
Teacher notifies administrator via referral
Administrator logs first offense in discipline file and advises students about adhering to the Academic Honesty Policy
Academic Honesty Contract is required
Parent/guardian meeting may be held
Academic support or detentions may be assigned

2nd Offense at Level I; or, 1st Offense at Level II

Student receives a zero for the assignment; no make-up work is allowed for assignment
Teacher notifies parent (via choice of email, phone call, or mail)
Teacher notifies administrator vial referral
Administrator logs offense in discipline file and assigns possible detention or suspension
Meeting between AP, parent/guardian, and student is arranged
Academic Honesty Contract is required
Possible loss of school privileges (sports, dances, activities; ticket costs not refundable)
Student may become ineligible for California Scholarship Federation or other awards
Detention(s) and/or Saturday School will be assigned

3rd Offense at Level I; or a combination of a Level I and Level II offenses; or 1st offense at Level III

Student receives a zero for the assignment, if applicable
Teacher notifies parent (via choice of email, phone call, or mail)
Teacher notifies administrator vial referral
Administrator logs offense in discipline file, and assigns suspension
Meeting between AP, parent/guardian and student is arranged
Academic Honesty Contract is required
Student becomes ineligible for California Scholarship Federation or other awards
Possible loss of school privileges (sports, dances/prom, activities; ticket costs not refundable)

In severe cases:

Student may be dropped from the course with an “F”
Suspension and cause may be reported to colleges in the student’s record
Student may be ineligible to participate in awards and ceremonies, including graduation
Where appropriate, Level III violations may also be referred to law enforcement.

District Intervention and Support Programs

Alternative to Suspension (ATS)

The purpose of the Alternative to Suspension Program is to provide an opportunity for students to contemplate, connect, to repair harm and to make positive decisions, reducing the time out of the classroom and focusing on increasing student academic success. Through this proactive intervention, students will be given tools to reduce negative behaviors by utilizing the Restorative Justice Practices Philosophy.

Suspended students engage in structured, therapeutic time during suspension to address underlying causes of suspension and increase engagement in school upon reentry. Students who receive 1-3 day suspensions are eligible for this On-Campus Suspension Program by referral by a school dean or site administrator. At the discretion of the dean or site administrator, students may serve the first day of suspension at home and then opt to attend the On-Campus Suspension program for one day in lieu of serving the remainder of the suspension. A licensed MFT facilitates the program in collaboration with a SMUHSD PPS credentialed certificated staff member. The program operates during regular school hours (8am-3pm) on the campus of the Adult School, 789 Poplar Street, San Mateo.

Substance Use Program (SUP)

This program is designed to help students turn their suspension into an opportunity for learning and growth. This six-week program will help students have an in-depth understanding of the dangers of drug/alcohol/substance use, increase self-awareness and emotional control, optimize decision-making skills, and develop better communication skills. This program may be used in-lieu of other discipline such as suspension and/or expulsion from school.

Vape Awareness, Prevention, and Education (VAPE)

This program is designed to help your student turn their suspension into an opportunity for learning and growth. This two-week program will help students have an in-depth understanding of the dangers of vaping, increase self-awareness and emotional control, optimize decision-making skills, and develop better communication skills. This program may be used in-lieu of other discipline such as suspension and/or expulsion from school.

Recycling and Litter Control

Capuchino High School believes it is everyone’s responsibility for maintaining a clean school. Students should dispose of trash and garbage in the proper receptacle. Students should also recycle bottles, cans, and paper products in Green Waste Bins. There are receptacles in classrooms and throughout campus. Failure to clean up personal litter may result in detention/campus cleanup.

Search of Students and Properties

Board Policy 5145.12 School officials may search any individual student, his/her property, or district property under his/her control when there is a reasonable suspicion that the search will uncover evidence that he/she is violating the law, Board policy, administrative regulation, or other rules of the district or the school. Reasonable suspicion shall be based on specific and objective facts that the search will produce evidence related to the alleged violation. The types of student property that may be searched by school officials include, but are not limited to, lockers, desks, purses, backpacks, student vehicles parked on district property, cellular phones, or other electronic communication devices.

Interventions

San Mateo Union High School District has a bold, common district goal to reduce suspensions and expulsions throughout the district and to decrease disproportionality as it relates to discipline procedures. District Goal # 2, as outlined by Superintendent Kevin Skelly, “to examine, analyze and improve our student support systems to meet the changing social-emotional health needs of our students with a reduction target of 20% decline in suspensions and expulsions as well as the expansion of restorative justice practices.”

Restorative Justice Practices

The fundamental premise of Restorative Justice Practices (RJP) is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when people in positions of authority do things with them, rather than to them or for them.” There are two RJP tiers – “The Circle” which is the first step intervention piece and “The Conference” which aims to repair harm done, teach accountability for offenses and make commitment to actions that help both individuals and our community thrive.

The Circle

The restorative circle structure establishes equality, safety, trust, responsibility, facilitation, ownership and community connections, as well as building a strong and supportive relationship among students and teachers in the classroom, improving academic performance, problem solving, reducing bullying and conflict. It gives students a chance to tell their stories and to participate in the classroom setting in a way that is very different from the traditional classroom structure.

The Restorative Conference

The first step of conferencing is the pre-conference. The pre-conference is conducted by an RJP facilitator. The offender(s) and victim(s) are interviewed separately in the pre-conference to establish criteria for a successful conference. The offender/offenders must admit to wrongdoing before the conference can be held. If all parties are in agreement the RJP conference is conducted. The goal of this conference is to repair the harm that has been done and to move forward without shame. There is an intended script that is strictly followed by the facilitator. At the end of the conference all parties come to an agreement and a contract is signed by all participants. Follow-up check-ins as needed. This intervention is used within the discipline process.

Academic Honesty

At CHS we place great value on personal integrity and academic honesty. The administration, faculty, and staff strongly believe that integrity must be a significant component in the academic success of our students; therefore, we promote academic honesty by fostering the traits outlined in the IB Learner Profile and in particular the following:

Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Approaches to Learning:

Self-management
Social
Communication
Thinking
Research

Levels of Academic Misconduct

Misconduct is gaining advantage dishonestly. Multiple incidents over the course of a student’s high school experience may increase the level of consequences.

Level I violations include, but are not limited to:

Looking at, or allowing someone else to look at your own or another’s paper during an exam, test, or quiz
Using unauthorized “cheat” notes, including notes on a cell phone, desk or person
Communicating or sharing unauthorized information with another student during an exam, test, or quiz
Copying homework or class work assigned to be done independently, or allowing someone else to copy your own or another’s work, including computer-generated information and programs
Copying or closely paraphrasing sentences, phrases, passages, visuals, or other components from an un-cited source for a paper, or for research, including work submitted through turnitin.com.
Submitting falsified information for assessments
Submitting translations from internet translation programs
Giving or receiving test information to or from students in other periods of the same teacher or same course

NOTE: Since individual teachers have differing expectations for homework (for instance, some teachers encourage students to work together, while others may expect students to complete assignments independently at home), it is the responsibility of teachers to clarify their expectations to students. We also expect where clarifications are needed students will seek out their teachers.

Level II violations include, but are not limited to:

Submitting papers, projects, or other tasks taken from the internet, other publications, or other students, including papers submitted through turnitin.com
Submitting a computer program developed by someone else

Level III violations include, but are not limited to:

Stealing examinations, projects or assignments
Distributing unauthorized papers or projects to other students
Receiving payment or paying for unauthorized papers or projects
Altering grades on a computer database, gradebook, or returned work

Consequences of Academic Misconduct

1st Offense at Level I

Student may receive a zero for the assignment, and make-up work may not be allowed.
Teacher notifies parent (via choice of email or phone call)
Teacher notifies administrator via referral
Administrator logs first offense in discipline file and advises students about adhering to the Academic Honesty Policy
Academic Honesty Contract is required
Parent/guardian meeting may be held
Academic support or detentions may be assigned

2nd Offense at Level I; or, 1st Offense at Level II

Student receives a zero for the assignment; no make-up work is allowed for assignment
Teacher notifies parent (via choice of email, phone call, or mail)
Teacher notifies administrator vial referral
Administrator logs offense in discipline file and assigns possible detention or suspension
Meeting between AP, parent/guardian, and student is arranged
Academic Honesty Contract is required
Possible loss of school privileges (sports, dances, activities; ticket costs not refundable)
Student may become ineligible for California Scholarship Federation or other awards
Detention(s) and/or Saturday School will be assigned

3rd Offense at Level I; or a combination of a Level I and Level II offenses; or 1st offense at Level III

Student receives a zero for the assignment, if applicable
Teacher notifies parent (via choice of email, phone call, or mail)
Teacher notifies administrator vial referral
Administrator logs offense in discipline file, and assigns suspension
Meeting between AP, parent/guardian and student is arranged
Academic Honesty Contract is required
Student becomes ineligible for California Scholarship Federation or other awards
Possible loss of school privileges (sports, dances/prom, activities; ticket costs not refundable)

In severe cases:

Student may be dropped from the course with an “F”
Suspension and cause may be reported to colleges in the student’s record
Student may be ineligible to participate in awards and ceremonies, including graduation
Where appropriate, Level III violations may also be referred to law enforcement.

District Intervention and Support Programs

Alternative to Suspension (ATS)

The purpose of the Alternative to Suspension Program is to provide an opportunity for students to contemplate, connect, to repair harm and to make positive decisions, reducing the time out of the classroom and focusing on increasing student academic success. Through this proactive intervention, students will be given tools to reduce negative behaviors by utilizing the Restorative Justice Practices Philosophy.

Suspended students engage in structured, therapeutic time during suspension to address underlying causes of suspension and increase engagement in school upon reentry. Students who receive 1-3 day suspensions are eligible for this On-Campus Suspension Program by referral by a school dean or site administrator. At the discretion of the dean or site administrator, students may serve the first day of suspension at home and then opt to attend the On-Campus Suspension program for one day in lieu of serving the remainder of the suspension. A licensed MFT facilitates the program in collaboration with a SMUHSD PPS credentialed certificated staff member. The program operates during regular school hours (8am-3pm) on the campus of the Adult School, 789 Poplar Street, San Mateo.

Substance Use Program (SUP)

This program is designed to help students turn their suspension into an opportunity for learning and growth. This six-week program will help students have an in-depth understanding of the dangers of drug/alcohol/substance use, increase self-awareness and emotional control, optimize decision-making skills, and develop better communication skills. This program may be used in-lieu of other discipline such as suspension and/or expulsion from school.

Vape Awareness, Prevention, and Education (VAPE)

This program is designed to help your student turn their suspension into an opportunity for learning and growth. This two-week program will help students have an in-depth understanding of the dangers of vaping, increase self-awareness and emotional control, optimize decision-making skills, and develop better communication skills. This program may be used in-lieu of other discipline such as suspension and/or expulsion from school.

Recycling and Litter Control

Capuchino High School believes it is everyone’s responsibility for maintaining a clean school. Students should dispose of trash and garbage in the proper receptacle. Students should also recycle bottles, cans, and paper products in Green Waste Bins. There are receptacles in classrooms and throughout campus. Failure to clean up personal litter may result in detention/campus cleanup.

Search of Students and Properties

Board Policy 5145.12 School officials may search any individual student, his/her property, or district property under his/her control when there is a reasonable suspicion that the search will uncover evidence that he/she is violating the law, Board policy, administrative regulation, or other rules of the district or the school. Reasonable suspicion shall be based on specific and objective facts that the search will produce evidence related to the alleged violation. The types of student property that may be searched by school officials include, but are not limited to, lockers, desks, purses, backpacks, student vehicles parked on district property, cellular phones, or other electronic communication devices.

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Student Behavior and Outcomes

Student Behavior and Outcomes

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