KIPP New Orleans Policies

*In the event of a dispute, KIPP New Orleans Schools Policies will supersede school-based policies.

About KIPP New Orleans Schools Policies

This Student and Family Handbook contains policies and procedures governing the operations of schools in the KIPP New Orleans network. This document, along with the KIPP New Orleans Schools Pupil Progression Plan (PPP) are the guiding policy documents for students and families at KIPP New Orleans Schools.

Student and Family Handbook

This Student and Family Handbook explains the rights and responsibilities of all members of the school community in order to provide students a safe, positive, supportive, and achievement-oriented learning environment.

The policies in this Handbook apply to actions of students during school, on the way to and from school, while on school property, while traveling in vehicles sponsored by KIPP New Orleans Schools, at all school-sponsored events, and on online social networks and other internet correspondence. 

Pupil Progression Plan 

The Pupil Progression Plan (PPP) describes many of the academic policies related to student placement, promotion, and remediation.  Many, but not all, of the policies in the Pupil Progression Plan are included in this document.  If you would like to view the full Pupil Progression Plan, it is available online at www.kippneworleans.org.

Academic Policies

For a full description of KIPP New Orleans Schools academic policies, please refer to the Pupil Progression Plan. 

Student Records and Privacy

KIPP New Orleans Schools takes student data privacy seriously and follows regulations contained in the Family Educational Rights and Privacy Act (FERPA) and Louisiana laws and other applicable law and policy.    

Attendance

Regular attendance at school is a primary factor in student success.  We believe that in order for students to succeed, they must attend school and arrive on time.   The following section outlines policies and procedures governing attendance.  

Attendance Requirements

State law and school board policy require Elementary students shall be in attendance a minimum of 60,120 minutes (equivalent to 167 six-hour days) a school year.

Types of Absences

Excused absences are absences incurred due to personal illness or serious illness in the family (documented by acceptable excuses), which are not considered for purposes of truancy.  Students with excused absences are eligible to make up work and tests and receive credit for work completed on those days. Absences are considered unexcused until the school receives proper documentation of the absence.  Absences are excused for the following reasons: 

• Personal illness (as verified by a written note from a physician, dentist, or nurse practitioner licensed to practice in Louisiana)
• Death in family (not to exceed one week, as verified by a written note from the parent)
• Natural catastrophe and/or disaster
• Participation in school-approved off-site activity
• Absence for the observance of recognized holidays of the child’s own faith (as verified by a written note from a religious official)
• Any other extenuating circumstance as approved by the school leader

Unexcused absences are any absence not meeting the requirements set forth in the excused absence definitions above.  All absences are considered unexcused until documentation of an excuse is provided to the school.  Students are required to make up work missed during unexcused absences.  

Suspensions are absences in which a student may not make up work and may be given failing grades for missed work. The absence is considered when determining whether or not a student may or may not be promoted, but is not considered for purposes of truancy. 

Truancy

KNOS reserves the right to refer truant students and their parents to the Office of Child Welfare and Attendance at the Louisiana Department of Education or the RSD/OPSB Youth Opportunity Center.  These agencies investigate violations of the compulsory attendance laws, and when necessary, provide parents and guardians written notice, either in person or by registered mail, of legal action to be taken and next steps in the adjudication process.

KNOS will respond to truant and tardy students in accordance to Louisiana Revised Statues: 17:221 and 17:233 as outline below:    

A student shall be considered habitually absent or habitually tardy after the 5th unexcused absence or 5th unexcused tardy within any school semester. The parent or legal guardian of a student shall enforce the attendance of the student at the school to which the student is assigned.

Any student who is habitually absent or tardy from school shall be reported to the family or juvenile court of the parish or city as a truant child, there to be dealt with in such manner as the court may determine including fines, mandatory community service, mandatory counseling and suspensions of permits or licenses issued by state agencies or imprisonment.

If a student has been absent for 10 days due to medical issues and has a doctor’s excuse to miss school, the student shall be referred for review by the Response to Intervention Team to determine need for referral for Section 504 services if the student has not previously been identified as a student with a disability. 

The school leaders or designee will notify the parent or legal guardian on or before a student's third unexcused absence to convene a meeting with the parent and student and/or refers the student to the Response to Intervention Team for truancy interventions. Tardiness also includes leaving or checking out of school unexcused prior to the regularly scheduled dismissal time.

Per RSD/OPSB policy, students absent for 15 consecutive schools days may be dropped from the school’s roster. Upon a student being dropped for 15 consecutive days, KNOS will refer the student to the Youth Opportunity Center, which could lead to court interventions.

Checkouts from School

1. Students who leave school for any reason must sign out through the Main Office.
2. Students may only be signed out by persons whose name(s) appear on the student registration database unless the school receives permission in writing by the parent/guardian in advance.
3. Written permission is to be given by the parent/ guardian or “emergency person” shown on the registration database before each checkout. Picture identification must be presented.
4. Students will not be allowed to check out after 3:00 PM (12:00 PM on Wednesdays) unless for reasons approved by the School Principal in advance.

School Assignments During Absences

When a student returns to school after an excused absence, the student shall have the opportunity to complete missed assignments.  Make-up work shall be permitted only when written excuses from parent/guardian have been received in accordance with this policy.

A student who is absent five (5) or more days in any quarterly grading period must make up missed work before the end of the grading period or the student shall receive an incomplete grade. The student can make up work during the next nine-week grading period, but if he/she fails to do so, the incomplete grade automatically becomes a failing grade. It shall be the responsibility of the teacher to inform the student of the deadline for any make-up work.

Students missing school as a result of any suspension shall be counted as absent, considered unexcused, and shall be given failing grades for work missed in compliance with State Statute Bulletin #741.  If a suspension is modified or reversed through the suspension appeal process, related absences will be excused and the students will receive make-up work for those excused days. 

Absences and Retention

Students with more than 15 unexcused absences per year (or the pro rata equivalent based on their date of enrollment) may be considered for retention.

Discipline and Behavior

KIPP New Orleans Schools is committed to using positive behavior supports and effective tools, strategies and incentives to ensure a safe and orderly school environment and a caring school culture.  

In accordance with Louisiana’s mandate for the implementation of a School Master Plan for Discipline, KNOS’ school-based leadership teams monitor discipline incidents and referrals by month, time, location, student, grade level and type of incident.  

Infractions and Corrective Strategies

Discipline incidents will be classified as Level 1, Level 2, Level 3, and Level 4 infractions. The tables below identify the KIPP New Orleans Schools behavioral expectations, examples of expected behaviors, types of infractions and potential corrective strategies. 

In the effort to fully implement Positive Behavior Support and reduce the loss of instructional time due to out-of-school suspension and expulsion, KNOS utilizes a wide variety of corrective strategies that do not remove children from valuable instructional time when appropriate.  Corrective strategies also include referral to and collaboration with outside agencies and with court appointed workers for students involved with the juvenile justice system. 

Level 1 Infractions - Productive Personal Environment

Behaviors that occur in the classroom and affect only the misbehaving student. 

Behavioral Expectations: 

• Be Safe.
• Be Responsible.
• Be Respectful.

Examples of Expected Behaviors: 

• alk in hallways.
• Arrive to class on time and participate in class.
• Follow the teacher’s directions and use positive language with peers

Level 1 Infractions

1. Horseplay or running in the hall/class
2. Throwing objects
3. Out-of-assigned seat/table/area
4. Inappropriate items in class
5. Passive non-compliance i.e., sleeping, refusing to participate
6. Unexcused tardiness and absenteeism to class
7. Cheating or plagiarism
8. Profanity/cursing
9. Disrespect of an adult
10. Disrespect of a peer
11. Disruption in class, on school grounds, on school bus or RTA bus
12. Any other infraction that the School Leader deems to be similar in severity to other Level 1 infractions
13. Ongoing commission of Level 1 infractions

Possible Correctives Strategies First Infraction

• Re-teach the behavioral expectations
• Have the student apologize and make amends with those affected
• Provide a reflective activity

Corrective Actions for Repeated Infractions:

• Contact and/or conference with parent/guardian
• Implement a home/ school communication system
• Utilize check-in/check-out
• Loss of privilege
• Implement a behavior contract that includes expected student behavior, incentives for demonstrating expected behavior and consequences for infractions
• Refer to the school social worker
• Refer the student for tiered interventions through the Response to Intervention Team
• Detention
• Use of in-school intervention
•  Bus suspension

Level 2 Infractions - Productive Classroom and School Community Environment

Behaviors that occur in the classroom or within the school community that affect a misbehaving student and threaten to or interfere with the learning of others, and behaviors that are non-compliant with reasonable requests and directions by an adult in the school, despite clear understanding of expectations and an attempt to redirect by an adult.

Behavioral Expectations

• Be Safe
• Be Responsible
• Be Respectful

Examples of Expected Behaviors

• Solve problems peacefully
• Take care of school property and ask before borrowing other people’s property
• Consider other people’s feelings and respect personal space

Level 2 Infractions

1. Fighting or instigating a fight
2. Using or possessing tobacco products, matches or lighters
3. Possession of fireworks
4. Unauthorized display or use of a cell phone or other disallowed electronic property during school hours
5. Stealing/possession of stolen property
6. Vandalism 2.7 Willful Disobedience
7. Making a threat
8. Physical assault without bodily harm
9. Leaving school grounds without permission
10. Any other infraction that the principal deems to be similar in severity to other level 2 infractions
11. Ongoing commission of Level 2 infractions

Possible Correctives Strategies For level 2 Infractions, the following steps must be implemented:

• MANDATORY parent contact to inform parent of accusation and status of investigation. Parent will be given the option to attend the student conference. 
•  MANDATORY student conference and school-level investigation.
• MANDATORY confiscation of disallowed property during school hours

If the principal determines that discipline action is warranted:

• MANDATORY school level conference with student, parent, principal or designee and staff member(s) involved determining and implementing appropriate corrective strategies.
• Referral to the Response to Intervention Team for tiered interventions, counseling, and/or completion of  a Functional Behavioral Analysis (FBA) and implementation of a Behavioral Intervention Plan (BIP)
• MANDATORY suspension or alternative to suspension

Level 3 - Orderly and Safe Environment

Behaviors that occur inside and outside the classroom and negatively affect an orderly environment. These behaviors are generally not intended to cause physical or mental harm to another individual and are not necessarily illegal  Behaviors that are intended to cause another individual serious physical or mental harm and/or are illegal.

Behavioral Expectations

• Be Safe
• Be Responsible
• Be Respectful

Examples of Expected Behaviors

• Ask for help if you are not safe
• Be cooperative in the event of an emergency
• Understand when the answer given to you is, “No”

Level 3 Infractions

1. Coming to school under the influence of drugs or alcohol
2. Aggravated assault to another student or school district employee with serious bodily harm
3. Inappropriate and unwanted sexual behavior
4.  Starting a fire
5.  Use of any object to harm, frighten or intimidate others
6. Causing false fire alarms or making bomb threats
7. Extortion
8. Theft of property
9. Inciting Violence
10. Failure to follow instructions during school-wide lockdown or emergency.
11. Bullying
12. Burglary
13. Robbery
14. Possession of a dangerous instrument or the use/display of an instrument deemed by others to be dangerous
15. Any other infraction that the principal deems to be similar in severity to other Level 3 infractions
16. Ongoing commission of Level 3 infractions
17. Conviction of a felony or conviction of an offense which, had it been committed by an adult, would have constituted a felony.
18. Use of electronic device to repeatedly threaten, intimidate, or bully another student or to share sexually explicit material.  

Possible Correctives Strategies For level 3 infractions, the following steps must be implemented:

• MANDATORY parent contact to inform parent of accusation and status of investigation. Parent will be given the option to attend the student conference. 
• MANDATORY student conference and school level investigation.

If the principal determines that a recommendation for long term suspension is warranted:

• MANDATORY conference with the parent, student and appropriate school staff
• Referral to the Response to Intervention Team for tiered interventions, counseling, and/or completion of a Functional Behavioral Analysis (FBA) and implementation of a Behavioral Intervention Plan (BIP)
• MANDATORY conference with and referral to school social worker for student assessment, referral to emergency mental health treatment and/or implementation of school based treatment plan, and connection to outside agencies for support

Corrective Strategies 

• Create home/school communication system
• Re-teach the behavior expectations
• Have the student apologize and make amends with those harmed or offended
• Provide meaningful reflective activity
• Loss of privilege
• Create a behavior contract that includes expected student behavior, incentives for demonstrating expected behavior and consequences for infractions
• Check-in/check-out
• Arrange linkage with a counseling agency
• Detention
• Short-term suspension or alternative to suspension
• Long term suspension 
• Possibility of recommendation for expulsion

Level 4 – Expellable Offenses

Behaviors that are illegal, defined and regulated by Louisiana education law, and extremely harmful to the misbehaving student and/or others, including possession of a dangerous weapon, possession of a controlled substance, and assault with maiming.

• Weapons - A student carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the school’s jurisdiction.
• Drugs - A student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the school’s jurisdiction;  
• Serious Bodily Injury - A student inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the State or KNOS. 

Behavioral Expectations

• Be Safe
• Be Responsible
• e Respectful

Examples of Expected Behaviors

• Ask for help if you are not safe
• Be cooperative in the event of an emergency
• Understand when the answer given to you is, “No”

 Level 4 Infractions

1. Possession, use, or concealment of illegal drugs at school or school related activities
2. Possession of a dangerous weapon
3. Assault with maiming 
4. Sexual Assault
5. Well-documented and on-going commission of serious acts that threaten the safety of others. 
6. Any other infraction that the principal deems to be similar in severity to other Level 3 or level 4 infractions

Possible Correctives Strategies For infractions involving possession, use of concealment of illegal drugs and firearms, the following steps must be implemented.

• MANDATORY student conferences and school-level investigation.

If the principal determines that a recommendation for expulsion is warranted:

• MANDATORY parental contact.
• MANDATORY school level conference
• POSSIBLE referral to outside agencies such as Police, FINNs and/or Juvenile Justice authorities. 
• MANDATORY recommendation for long-term suspension or expulsion and interim placement. 
• MANDATORY referral to RSD/OPSB Hearing Office for any student recommended for expulsion. 

Suspensions and Expulsions

A suspension, in which the student is not allowed to attend school for a designated period of time, is a serious and formal corrective strategy a school may take if a student commits a Level 2, 3 or 4 infraction.

All students shall be treated fairly and honestly in resolving grievances and complaints, and in the consideration of any suspension or expulsion. For Student Code of Conduct infractions that may warrant a suspension or recommendation for expulsion:

1. The school must conduct a student conference and school-level investigation within a 24 hour period.  Investigation includes taking written statements (or helping with the writing of a statement) from teachers and other students who were witnesses to the incident.
2. Prior to any suspension or recommendation for expulsion, the principal or designee must inform the student of the “particular” misconduct of which he/she is accused and the basis for the accusation. 
3. Prior to any suspension or recommendation for expulsion, the principal or designee must give the student an opportunity to present his/her version of the incident and ensure the student’s version is in writing. The principal or designee may call witnesses requested by the student. The principal or designee shall make a reasonable effort to reach a fair determination of the incident before making any disposition. 
4. The school must contact the parent/guardian by telephone on the day of the incident and no later than the following day or send a certified letter giving notice of the suspension, the reason for the suspension, and the date and time of a conference to be conducted within 5 days with the principal or his/her designee.
5. The school must give the parent/guardian notice in writing of the suspension and the reason for the suspension. The written notification must include information about the parent’s right to review any evidence that will be presented at the Hearing.
6. The student shall remain in school until the end of the school day unless released into the care of a parent/ guardian.  No student should be sent home without proper documentation of the particular misconduct and reason for suspension. 
7. In extraordinary circumstances, the principal or designee is authorized to call law enforcement personnel to transport the student home and/or to a designated facility, including juvenile detention.
8. Any parent/guardian of a suspended student shall have the right to appeal a suspension to the KNOS Chief Executive Officer or designee. The decision of the CEO is final.
9. The school must hold a school-level conference conducted with the principal or designee, parent/guardian, and the school social work specialist within a reasonable time. All students have the right to fair and reasonable treatment during disciplinary proceedings and the opportunity to present evidence and defend his/her actions. Your child has a right to bring a representative of his/her choice to all disciplinary proceedings. If a parent encounters a problem with discipline procedures and/or fair student treatment, the parent may contact the Student Support Office.

Appeal of Suspension

Any parent/guardian of a suspended student shall have the right to appeal a suspension to the KIPP New Orleans Schools CEO or designee. The CEO or designee will conduct a hearing to review the suspension and make a decision based on the merits of the case. The decision of the CEO shall be final. Parents of students with disabilities who disagree with any long-term removal for disciplinary reasons have the right to request a due process hearing.

To appeal a suspension upheld by the CEO, the parent must submit a written statement of appeal request within five (5) school days after the beginning date of the suspension to the LDE Hearing Office with a copy of the disciplinary action form (Notification of Suspension).  After formal notification of the request, the hearing officer will assess the merits of the case. The decision of the Hearing Officer shall be final.

Expulsions

Expulsion is defined as “a removal from all regular school settings for a period of not less than one school semester.” Any student, after being suspended for committing an expellable offense, may be expelled upon recommendation by the school principal and approval by the RSD/OPSB Hearing Officer. The principal may immediately suspend and recommend for expulsion a student who commits one or more of the following expellable offenses: 

• Distributing, selling, giving away, or loaning any controlled dangerous substance governed by the Uniform Controlled Dangerous Sub- stances Law, or any prescription drug not pre- scribed to the accused student, or any chemical substance that affects the central nervous system and produces stimulant, depressant, euphoric, or hallucinogenic effects to the mind or body
• Carrying, possessing, or using a firearm, knife with a blade of two inches or longer, or any other instrument of which the purpose is lethal force
• Sexual assault and other sexual acts where the ability of one party to consent is compromised by age, intellectual ability, intoxication, or incapacitation
• Intentional battery or assault on any individual using a weapon, or which causes serious, documentable injury that necessitates medical care
• Engaging in an intentional physical altercation with a member of the school staff that does not rise to the level of battery, does not involve using a weapon, and does not result in serious, documentable injury necessitating medical care
• Possessing any controlled dangerous sub- stance governed by the Uniform Controlled Dangerous Substances Law, or any prescription drug not prescribed to the accused student, or any chemical substance that affects the central nervous system and produces stimulant, depressant, euphoric, or hallucinogenic effects to the mind or body
• Possession or use of any implement/substance with the ability to seriously harm another person
• Robbery of an individual on school property or at any activity over which the school has jurisdiction
• Engaging in consensual sexual acts on school property or at any school-sponsored activity
• Well-documented and on-going commission of serious acts that threaten the safety of others
• Sharing sexually explicit material, including through the use of an electronic device
• Theft of school property or the personal property of individuals on school property or at any activity over which the school has jurisdiction

No student who has been expelled shall be admitted to any public school in any other parish or city school system in the state except upon the review and approval of the governing authority of the school system to which he seeks admittance.

Due Process Procedures for Expulsions

A principal cannot expel a student. A principal can recommend a student for expulsion. If a principal recommends a student for expulsion the student will be suspended pending a hearing for a recommendation for expulsion. The student will then have an expulsion hearing, in which the RSD/OPSB Student Hearing officer will determine if the recommendation for expulsion is upheld, reversed, or modified.

The due process procedures for recommendations for expulsion hearings are as follows:

1. The process begins with the commission of an offense that could be grounds for expulsion.  From this point, the student will not be permitted to voluntarily transfer to a new school until they are either cleared of the accusation, serve an expulsion or the incident is reported to the hearing office as waiving the school’s right to recommend for expulsion. 
2. The school is responsible for the continual provision of FAPE (Free Appropriate Public Education).  During the investigation and hearing process, the student may remain on suspension, but the suspension may not exceed the maximum number of days allowed by law.  If a student poses a risk to the welfare of others, the student may serve in-school suspension or receive homebound instruction. 
3.  The principal or designee conducts a student conference and school-level investigation within three (3) school days . Investigation includes collecting written statements from staff and student witnesses.
4.  Prior to any long-term suspension or recommendation for expulsion, the school principal or designee must inform the student of the “particular misconduct of which he/she is accused” and the basis for the accusation. 
5. Prior to any long-term suspension or recommendation for expulsion, the principal or designee must give the student an opportunity to present his/her version of the incident. The student’s version must be written or summarized and signed by the student. The principal or designee may call witnesses requested by the student. The principal or designee shall make a reasonable effort to reach a fair determination of the incident before making any disposition. 
6. The parent must be notified by phone, in person or by certified letter of the incident, immediate suspension, possible recommendation for expulsion, and a proposed time to meet within five days on the day of the incident and no later than the following day. 
7. The student shall remain in school until the end of the school day unless released into the care of a parent/ guardian.  No student should be sent home without proper documentation of the particular misconduct and reason for suspension. In extraordinary circumstances, the principal or designee is authorized to call law enforcement personnel to transport the student home and/or to a designated facility, including juvenile detention.
8. If a principal chooses to recommend a student for long-term suspension or expulsion, the KNOS Chief Executive Officer and Director of Student Support Services must be notified prior to submitting any documentation to the Student Hearing Office.  All required paperwork must be thoroughly reviewed by the Director of Student Support Services prior to submission to the RSD/OPSB Hearing Office.  
9.  If a principal chooses to recommend a student for expulsion, the appropriate paperwork must be submitted to the Student Hearing Office within 24 hours of completing the investigation, including but not limited to:

• § Student Incident form 
• § Witness Statements
• § Police Report
• § Expulsion Recommendation form (474)
• § LDOE Behavior Report Form
• § Expulsion Recommendation checklist
• § Notification of expulsion and right to appeal

(Failure of a school to submit the paperwork to the RSD/OPSB within 24 hours of the incident could result in allowing the student to return to the school.) 

10. Within 24 hours after completing the investigation, the parent must be provided with written notification of the recommendation for expulsion, the reason for the recommendation for expulsion, information about the hearing to determine whether the student is expelled, and the parent’s rights. The student remains on suspension from school and school activities until the hearing takes place.
11. A hearing will be conducted by the RSD/OPSB Student Hearing Officer or designee within three (3) days.  The principal or teachers as well as the student, may be represented by someone of their choice at this hearing.  If the hearing officer decides that a hearing will not be conducted, the school may appeal that decision to the Deputy Superintendent of Portfolio. 
12.  After the hearing, the RSD/OPSB Student Hearing officer or designee then makes a determination of the student’s guilt based on the evidence gathered during the school’s investigation.  If found guilty, the RSD/OPSB Student Hearing Officer will determine the appropriate length of expulsion according to RSD/OPSB expulsion guidelines, and the expulsion is effective immediately. 
13. The parent(s)/legal guardian(s) of the student may, within five (5) school days after the decision to expel a student has been made, request in writing that the KIPP New Orleans (KNOS) governing board review the findings of the RSD/OPSB Student Hearing Officer or designee.  Otherwise the decision shall be final. 
14. The KNOS board may uphold, modify or reverse the decision.
15.  If the KNOS board upholds the decision of the RSD/OPSB Student Hearing Officer or the designee, the parent(s)/legal guardians of the student may, within ten (10) days, appeal to the parish court in which the student’s school is located.  The parish court may reverse the ruling of the local educational governing authority.  

Referral to and Action by Law Enforcement and Judicial Authorities

KIPP New Orleans Schools refers any student who has committed a Level 4 offense (and some level 3 offenses) to law enforcement officers, including the reporting of a crime committed by a student with a disability. 

School personnel reporting a crime committed by a student, especially a student with a disability must ensure that copies of the special education and disciplinary records of the student are transmitted for consideration by the appropriate authorities to which the agency reports the crime.  Records must be transmitted only to the extent permitted by the Family Educational Rights and Privacy Act.   

Civil Rights, Harassment and Bullying

KNOS defines bullying as aggressive behavior that involves unwanted, negative or discriminatory action; a pattern of behavior repeated over time, and an imbalance of power. KNOS does not tolerate derogatory comments and name-calling, social exclusion or isolation, physical aggression, lies and false rumors, extortion and stealing of money and property, or forced acts. KNOS prohibits the harassment, intimidation and bullying of a student by another student in accordance with Louisiana’s RS 17-416.13. 

Harassment.  It is expected that no forms of mental, physical, sexual and/or verbal abuse and harassment toward another person will take place.  If a student observes an incident involving harassment, it is his/her responsibility to report the incident to a staff member.  Anyone reporting an incident has the right to have his/her identity remain anonymous.  Students may also report an incident of harassment by writing an anonymous letter to the staff.

Physical Touch.  Students are to keep their hands and feet to themselves at all times. This includes, but is not limited to, public displays of affection, horseplay, pushing, shoving or bumping into each other. Dependent upon the severity, no-touch violations can be minor or major violations of the school discipline policy.

Threats.  It is expected that no student would make threats against individuals, groups, or the school.  Threats of any nature will be taken seriously and may be reported to the proper authorities, as required by law.  In addition, KNOS reserves the right to impose a consequence up to and including expulsion from the school when a student has caused a major disruption and emergency situation because of a serious threat.

Cyber Bullying. KNOS students are prohibited from the transmission of any electronic, textual, visual, written or oral communication with the malicious and willful attempt to coerce, abuse, torment, or intimidate a person under the age of 18. 

Prohibition Against Bullying

KIPP New Orleans Schools believes that all students have a right to a safe and healthy school environment. All schools have an obligation to promote mutual respect, tolerance, and acceptance among students, staff, and volunteers. 

Behavior that infringes on the safety of any student will not be tolerated. A student shall not bully or intimidate any student through words or actions. Such behavior includes, but is not limited to direct physical contact, verbal assaults, the use of electronic methods, and social isolation and/or manipulation. The school district policy prohibiting bullying is included in the student code of conduct and includes but is not limited to the following:

• Any student who engages in bullying will be subject to disciplinary action up to and including expulsion.
• Students are expected to immediately report incidents of bullying to the principal or designee.
• School staff and/or administrators will promptly investigate each complaint of bullying in a thorough and confidential manner.
• If the complainant student or parent of the student feels that appropriate resolution of the investigation or complaint has not been reached after consulting the school principal, the student or the parent of the student should contact the local superintendent or his or her designee.
• The school system prohibits retaliatory behavior against any complainant or any participant in the complaint process.

All students and/or staff shall immediately report incidents of bullying, harassment or intimidation to the school principal or designee. School staff members are expected to immediately intervene when they see a bullying incident occur. Each complaint of bullying shall be promptly investigated. This policy applies to students on school grounds, while traveling on a school bus to and from school, or a school-sponsored activity, and during a school-sponsored activity.

Bullying and intimidation will not be tolerated. Disciplinary action will be taken following each confirmed incident of bullying.  If necessary, counseling and other interventions should also be provided to address the social-emotional, behavioral, and academic needs of students who are victims of bullying and students who commit an offense of bullying.

Students, parents/guardians and other school personnel may report incidents of bullying to an administrator, teacher, counselor or other staff member orally or in writing by using the appropriate form.

The procedures for intervening in bullying behavior include but are not limited to the following:

• All staff, students, and their parents will receive a copy of the policy prohibiting bullying at the beginning of the school year as part of the student code of conduct.
• The school will keep a report of bullying and the results of an investigation confidential.
• Staff are expected to immediately intervene when they see a bullying incident occur or upon receipt of any report of bullying.
• Anyone who witnesses or experience bullying is encouraged to report the incident to a school official.

Discipline for Students with Disabilities

Students with disabilities receive extra legal protections when discipline constitutes a change in placement.  If a student violates behavior expectations, before consequences or punishment are imposed, the principal/designee must consider whether the student has an IDEA or Section 504 disability; or is a student who is “thought to have a disability.” While all students may be disciplined, the placement of students with disabilities cannot be “changed” when the offense is directly related to his/her disability or when the IEP or Section 504 plan is not implemented, except in the case of emergency and expellable offense circumstances (drugs, weapons, significant bodily injury).  

KIPP New Orleans Schools special education teams are proactive in addressing any behavior and socio-emotional concerns of students with disabilities.

After the first suspension the school will:

• Conduct a Functional Behavior Analysis (FBA).
• Develop and implement an individual Behavior Intervention Plan (BIP) to address the behavior that resulted in suspension.
• Conduct a conference with parent/guardian.

After the second suspension, the school will:

• Reconvene the IEP Team to discuss/review the academic, social, and behavioral needs of the student
• Conduct a FBA and develop/implement an individual BIP only if the behavior exhibited is a new behavior. If the behavior is a repeated behavior, review/revise the BIP to address the behavior.
• Discuss, review, and revise the IEP, as needed, to address the behavior resulting in the suspension. 

After the removal of a special education student for more than 10 school days (consecutive or cumulative) for disciplinary reasons, the student must be provided with procedural safeguards. This includes a Manifest Determination Review meeting to discuss the student’s disability, behavior, implementation of services and determination of placement.  

Procedures and Safeguards for Students With Disabilities

I. Overview of Procedural Safeguards 

A. General. Disciplinary actions give students with disabilities extra legal protections when the discipline constitutes a change in placement. If a student violates the Student Code of Conduct, before consequences or punishment are imposed, the principal/designee must consider whether the student:

• Has an IDEA or Section 504 disability; or 
• Is a student who is “thought to have a disability.”

While all students may be disciplined, the placement of students with disabilities cannot be “changed” when the offense is directly related to his/her disability or when the IEP or Section 504 plan is not implemented, except in the case of emergency circumstances (drugs, weapons, significant bodily injury). See Section II for more information about emergency circumstances. 

B. Determining Change in Placement. A change in placement is a legal term that applies to the situations described below. A student’s school suspension that occurred in one LA local education agency (LEA) during the same school year of transfer into the KIPP New Orleans Schools (LEA) or vice versa “counts” and is added to any additional suspensions in the new school.

1. More than 10 Consecutive Days of Suspension, i.e., Expulsion 

Any suspension that is for more than 10 consecutive days is considered to be a change in placement. 

2. More than 10 Total Days of Suspension in One School Year.

A series of suspensions with days that total more than 10 total school days in a school year is a change in placement.  The special education chairperson, with assistance and documentation from the Administration/Disciplinarian, monitors the number of days each student has been suspended. Students with disabilities who have not reached this 10-day threshold may be suspended under the procedures that apply to all students. 

Factors for Determining Pattern of Suspensions

Substantially Similar Behavior. Is the student’s behavior substantially similar to the behavior for which the student has previously been suspended? (Factors may include same type of behavior, same victim, same class, same day of the week or same time of day, etc.) If the answer is yes, continue with the following analysis:

Other Pattern Considerations. Consider such factors as: 

• Length of each suspension, e.g., 1 day, 4 days, etc. 
• Total cumulative days of suspensions, e.g., 11 days, 20 days, etc.
• Proximity of (time between) suspensions, e.g., 1 week apart, 2 months apart, etc.

A pattern is more likely to exist when the facts in each factor are more extreme, e.g., longer suspension lengths, more cumulative days of suspension and fewer days between each suspension. Also, consider whether the suspensions are: from the same class on a regular basis; on the same day of the week; at the same time of day; for the same activity; involving same staff or other students.

Consistent Decision-Making. Determining whether a pattern exists is very subjective. Thus, school staff should consult with their central administrator to ensure that factors are considered consistently across schools. 

The Determining a Pattern of Suspensions Worksheet, Appendix A or B should be used to document consideration of this issue whenever a student’s suspension has surpassed 10 cumulative days for the year.

3. Additional Considerations. The following considerations apply to in-school suspension; a suspension or removal for a portion of the school day; and for suspensions from transportation.

a. In-school Suspension. An in-school suspension will not be considered as a suspension for the above purposes as long as a student is given the opportunity to continue to: appropriately participate in the general curriculum; receive IEP specified services; and participate with nondisabled children to the extent (s)he would have in the current placement. Any in-school suspension that does not meet this standard must be considered as a suspension for purposes of these procedures. 

b. Suspension/Removal for Portion of School Day. Students sent home from school in the morning because of misconduct is considered to have a full-day suspension. Students sent home in the afternoon are considered to have a half-day suspension. These conditions apply unless the student’s BIP specifically calls for the student to receive a shortened school day when certain behaviors are exhibited.  

c. Bus Suspension. The following standards apply based on whether transportation is a related service on the IEP: 

1) Bus Transportation Is IEP Service. When transportation is an IEP service, a student’s removal from the bus is considered to be a suspension unless transportation is provided in some other way. In this case, transportation has been determined to be necessary for the student to access educational services. 

2) Bus Transportation Is Not IEP Service. When transportation is not an IEP service, the student’s removal from the bus is NOT considered to be a suspension. In this case the student/parent have the same obligations for the student to get to and from school as any nondisabled peers suspended from the bus. However, school officials should consider whether the bus behavior is similar to classroom behavior that IS addressed in an IEP and whether the bus behavior should be addressed in the IEP or through a BIP. 

Monitoring Suspensions - Principals must have procedures in place to monitor and cumulatively total all suspensions for students with disabilities. 

C. Determining Manifestation Determination & Services. 

1. Manifestation Determination. Within 10 days of any decision resulting in a change of placement the KIPP New Orleans Schools (LEA) representative, parent, and relevant members of the child’s IEP Team (as determined by the parent and the KIPP New Orleans Schools (LEA) representative) must meet and determine whether the student’s behavior is a manifestation of his/her disability using the Manifestation Determination form. The procedures below are used to make this determination. 

a. Making the Decision 

1) Review Relevant Information. The team participants review all relevant information in the student’s file, including the IEP. If the IEP was not implemented, the team documents why it was not implemented and whether the failure to implement the IEP impacted the student's behavior.

2) Observe Behavior. The team also reviews documentation of staff observations regarding the student's behavior. This should include an analysis of the student’s behavior across settings and times throughout the school day.

3) Information from Parents. The team reviews any relevant information provided by the parents.

4) Ask Two Questions to Determine Manifestation. The team must consider the two questions below to determine if a student’s behavior was manifested by his/her disability.

a) Relationship of Behavior to Misconduct. Was the conduct caused by or directly and substantially related to the student’s disability? 

Consider whether the behavior in question has been consistent and/or has an attenuated association with the disability: 

• Consistent Behavior. Behavior that has been consistent across settings and across time may meet this standard. 
• Attenuated Association. Behavior that is not an attenuated association, such as low self-esteem, to the disability would not have a direct and substantial relationship to the student’s disability. 

b) IEP Implementation. Was the conduct a direct result of the school’s failure to follow the student’s IEP? If so, the principal must ensure that immediate steps are taken so that the identified deficiencies are remedied.

d. Behavior Is Manifestation of Disability. If the relevant members of the IEP team answers yes to either question, then the student’s behavior is a manifestation of his/her disability. In this case: 

1) Return to Placement. Unless the IEP team agrees to a change of placement as part of the modification of the BIP, the school must return the student to the placement from which (s)he was removed. Note: this provision does not apply to students involved with weapons, drugs or serious bodily injury. (See Section II.)

2) FBA & BIP. The IEP team must conduct or review a functional behavioral assessment (FBA) and create a behavior intervention plan (BIP) addressing ways that the school can help the student with the conduct at issue. If the student already has a BIP, it must be reviewed and modified to address how the school can better assist the student with the conduct at issue. Note: If the FBA requires a new assessment of student behavior, parental consent is required. 

e. Behavior is NOT Manifestation of Disability

1) Same Consequences. If the IEP team members agree that the student’s conduct was not a manifestation of his/her disability, then the student may be subject to the same consequences as all students.  

2) Required Services. A student with a disability who is removed from his/her current placement must receive the following services beginning on the 11th day of cumulative suspensions during the school year. The IEP team: 

a) Identifies Services. Identifies and documents educational services the students will receive to enable the student to continue to participate in the general education curriculum, although in another setting (e.g., an interim alternative educational setting (IAES), etc.) and to progress toward meeting the goals set out in the student’s IEP; and

b) Develops/Reviews FBA/BIP. Provides, as appropriate, an FBA and BIP services and modifications, which are designed to address the behavior violation so that it does not recur.

c) Considers Need for More Restrictive Services. May convene and modify the student’s IEP. School personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement, consistent with the requirements of this section, is appropriate for a student with a disability who violates a code of student conduct. 

II. Weapons, Drugs or Serious Bodily Injury: Emergency Procedures 

In circumstances related to a student’s use of weapons, drugs or imposition of serious bodily injury, school officials may remove a student for 45 school days by following the procedures below.

A. Criteria for Emergency Removal. 

1. Weapons. A student carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the school’s jurisdiction.

A weapon is a device, instrument, material or substance animate or inanimate that is used for or is readily capable of causing death or serious bodily injury (excluding pocket knife with a blade of less than 2 ½ inches in length); firearms, including a starter gun; the frame or receiver of such a weapon; a muffler or silencer; any destructive device including any explosive incendiary or poison gas bombs, grenades, rockets, missiles and mines; does not include antique firearms. 

2. Drugs. A student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the school’s jurisdiction; 

A controlled substance is a drug or other substance in the Federal Code that does not include a substance legally used and possessed under the supervision of a licensed health-care professional. 

• Possession of alcohol and/or tobacco does not fall under “controlled substance.” Therefore, the principal cannot move a student to an IAES for possession of these items under this section. Instead, the removal is subject to the procedural safeguards applicable to other types of misconduct.

3. Serious Bodily Injury. A student inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the State or an LEA.  

Serious bodily injury involves 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. 

B. Removal

1. General. The school may immediately remove the student for up to 45 school days to an IAES. Because drugs, weapons and serious bodily injury are so dangerous to a safe school climate, a school may remove a student under these circumstances for 45 school days regardless of whether the team believes that the behavior is a manifestation of the student’s disability. 

The 45 school days do not include those days the school is not in session, e.g., Spring Break. The IEP team may specify a removal for fewer days than the maximum 45 days. 

C. Action during Removal. During the 45 school day period, the school must convene a meeting to determine whether the student’s behavior is a manifestation of his/her disability. (See Section I.C. above for more information about the manifestation determination process.) 

1. Behavior IS Manifestation of Disability

a. FBA/BIP. As discussed above, the IEP team must conduct or review an FBA and create a BIP addressing ways that the school can help the student with the conduct at issue. If the student already has a BIP, it must be reviewed and modified to address how the school can better assist the student with the conduct at issue. Note: if the FBA requires a new assessment of student behavior, parental consent is required. 

b. Reevaluation. The student may be referred for a reevaluation. 

c. More Intensive Services. The IEP team may meet to consider more intensive special education services upon the expiration of the 45 day IAES or sooner.

2. Behavior is NOT Manifestation of Disability

a. Disciplinary Hearing. If all team members determine that the conduct was not a manifestation of the student’s disability, then the 45 school day emergency placement may proceed to a disciplinary proceeding afforded to all students.

b. FBA/BIP. The student must receive, as appropriate, an FBA and BIP services and modifications, which are designed to address the behavior related to the disciplinary violation so that it does not recur.

III. Appeals 

A. Reasons for Requesting an Expedited Due Process Hearing 

1. Parent Disagreement. Parents who disagree with the appropriateness of the alternative placement or remedial disciplinary setting or services may request an expedited due process hearing. 

2. School Considers Student to be Dangerous. If a school has documented reasons to believe that keeping the student in his/her current school is substantially likely to result in injury to the student or to others, the school should request an emergency hearing for the purpose of transferring the student to an IAES for up to 45 school days. Note: this standard is not as high as serious bodily injury; it does not allow for an immediate 45 school day removal.

B. Authority of Hearing Officer 

1. A hearing officer may: 

a. Return the student to the placement from which the student was removed if the hearing officer determines that the removal did not comply with these procedures or that the student’s behavior was a manifestation of the student’s disability; or

b. Order a change of placement to an IAES for not more than 45 school days if maintaining the current placement of the student is substantially likely to result in injury to the student or to others. 

2. The school may repeat its request for an expedited hearing if it believes that returning the student to the original placement is substantially likely to result in injury to the student or to others.

C. Expedited Due Process Hearing Procedures. 

1. An expedited hearing must occur within 20 school days of the date the request is filed. The hearing officer must make a determination within 10 school days after the hearing.

2. Unless the parents and school personnel agree in writing to waive the resolution meeting or agree to mediate the dispute: 

a. A resolution meeting must occur within seven days of receiving notice of the hearing request; and

b. The hearing may proceed unless the matter has been resolved to the satisfaction of both parties within 15 days of receipt of the hearing request.

3. Evidence not disclosed to the other party three business days before the hearing is excluded, unless the parties agree otherwise.

Expedited due process hearing decisions are appealable to state or federal court. 

D. Placement during Appeal of Discipline Decision

1. Weapons, Drugs or Serious Bodily Injury. The student remains in the IAES pending the decision of the hearing officer or until the expiration of the 45-day or code violation time period (if less than 45 school days), whichever occurs first, unless the parent and school personnel agree otherwise.

2. Behavior Not Manifested by the Student’s Disability. The student remains in the IAES pending the decision of the hearing officer or until the expiration of the 45-day or code violation time period (if less than 45 school days), whichever occurs first, unless the parent and school personnel agree otherwise. 

3. Behavior Is Manifested by Student’s Disability but Belief Behavior is Substantially Likely to Cause Injury. The student remains in the placement (s)he was in at the time of the behavior in question unless the parent and school personnel agree otherwise. 

IV. Students Without IEPs or Section 504 Plans “Deemed to Have a Disability” 

In some cases, a student without a disability will be deemed to have a disability. The criteria for making this determination and the applicable procedures relevant to such a finding are discussed below.

A. Knowledge of suspected disability (Thought to be a student with a disability)

There are certain circumstances that would indicate a school had knowledge that a student might (or is thought to) have a disability prior to the violation of the disciplinary violation. The following three situations give rise to such legal evidence:

1. Evaluation Requested. The parent requested an evaluation.

2. Written Concern. The parent expressed concern in writing to the student’s teacher or school administration about the student’s need for special education and related services

3. Specific Concerns by Staff about Pattern of Behavior. The student’s teacher or other school staff told school supervisory personnel of specific concerns about the student’s pattern of behavior. 

If any of the three factors above are present, then school officials consider disciplinary action as if the student has a disability. 

B. NOT Deemed To Have Knowledge. This provision does not apply if: 

1. Parent did not consent to an initial evaluation of the student 

2. Parent refused special education and related services for the student or 

3. The student was evaluated and was determined not to have disability.

If any of these three circumstances exist, the student may be subjected to the same disciplinary measures applied to those without disabilities engaging in similar behaviors.

The US Department of Education’s comments to the IDEA states: a public agency will not be considered to have a basis of knowledge merely because a child receives services under the coordinated, early intervening services of the IDEA law UNLESS a parent or teacher of a child receiving early intervening services expresses a concern, in writing, to appropriate agency personnel that the child may need special education and related services. 

C. School Personnel Have No Knowledge and Parent Subsequently Requests an Evaluation 

If the parent requests an evaluation for a suspected disability after the student is sent to an IAES, the school must conduct an expedited evaluation at parental request. However, the student remains in placement, including an IAES, during the evaluation. If the student is found to have a disability, an IEP must be developed. The IEP team must then conduct a manifestation determination. If the behavior is manifested by the student’s disability, the team reconsiders the student’s placement in light of the new information.

V. Referral to and Action by Law Enforcement and Judicial Authorities 

A. Reporting Crimes. Nothing in this part prohibits school personnel from reporting a crime committed by a student with a disability to appropriate authorities or prevents State law enforcement and judicial authorities from exercising their responsibilities with regard to the application of Federal and State law to crimes committed by a student with a disability.

B. Transmittal of Records. School personnel reporting a crime committed by a student with a disability must ensure that copies of the special education and disciplinary records of the student are transmitted for consideration by the appropriate authorities to whom the agency reports the crime. Records must be transmitted only to the extent that the transmission is permitted by the Family Educational Rights and Privacy Act. 

VI. Application of Section 504 and ADA 

Generally, students with disabilities eligible for services only under Section 504/ADA (i.e., need related and supplementary aids and services only) are entitled to the procedural safeguards specified in this section. An exception to this general rule applies to students with behavior that is not a manifestation of his/her disabilities. In this case, these students are entitled to those services normally available to nondisabled students who are suspended or removed pursuant to the KIPP New Orleans Schools Code of Student Conduct. 

Restraint and Seclusion Policies

Notification Requirements for School Officials and Parents/Legal Guardians

The principal or designee in absence of the principal is responsible for ensuring that parents/legal guardians are notified that their child has been restrained or secluded. It is also the principal or designee in absence of the principal to notify the KNOS regional Manager of Student Support when a student has been restrained/secluded. The school-based Student Support Coordinator is responsible for notifying the LDE when a student has been restrained/secluded via the incident reporting function of the state’s Special Education Reporting system (SER)

Explanation of Methods of Physical Restraint

Methods of physical restraint employable by KNOS personnel are those designed by the Crisis Prevention Institute (CPI), and employees shall use professional judgment in the use of such methods, guided by professional practice and/or standards. In addition, school employees are to be provided training in crisis intervention methods annually that include verbal de-escalation procedures, the utilization of appropriate methods of physical restraint, and determination of circumstances in which the use of physical restraint is appropriate.

Training Requirements Relative to the Use of Restraint

Each school will have select members of their special education and administrative staff trained on CPI’s methods and techniques. These staff will receive CPI certification. The initial training for new staff members will consist of two full-days of training, while previously certified teachers will complete a one- day recertification course annually. Documentation of training will be maintained on a school level by the Student Support Coordinator and on a regional level by the Manager of Clinical Services.

Seclusion

Seclusion is a procedure that isolates and confines a student in a separate room or area until he/she is no longer an immediate danger to self or others. Seclusion does not include time-out, “which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming”. The term does not include in-school suspension or student requested breaks.

Seclusion is permitted only:

• For behaviors that involve an imminent risk of harm.
• As a LAST resort when de-escalation attempts have failed and the student continues to pose an imminent threat to self or others.
•  As long as necessary to minimize the imminent risk of harm while summoning the assistance of crisis intervention personnel, emergency medical services personnel, and/or law enforcement officers when a crime has been committed.

Seclusion is prohibited:

• For addressing behaviors such as general noncompliance, self-stimulation, and academic refusal. (Such behaviors shall be responded to with less stringent and less restrictive techniques).
• As a form of discipline or punishment.
• As a threat to control, bully, or obtain behavioral compliance.
• For the convenience of school personnel.
• When unreasonable, unsafe, or unwarranted.
• If the student is known to have any medical or psychological condition that precludes such action (as certified by a licensed health care provider in a written statement provided to the school in which the student is enrolled).

Seclusion Room

Seclusion Room is permitted only under the following conditions:

• As a last resort if and when less restrictive measures such a positive behavioral supports, constructive and non-physical de-escalation, and restructuring of a student’s environment, have failed to stop a student’s actions that pose an imminent risk of harm.
• By a school employee who uses accepted methods of escorting a student to a seclusion room, placing a student in a seclusion room, and supervising a student while he/she is in the seclusion room.
• If one student is placed in a seclusion room at any given time and the school employee supervising the student is able to see and hear the student the entire time the student is placed in the seclusion room.
• The room is free of any object that poses a danger to the student placed in the room.
•  The room has an observation window and is of a size appropriate for a student’s size, behavior, and chronological and developmental age.
• The room has a ceiling height and heating, cooling, ventilation, and lighting systems comparable to operating classrooms in the school.

Seclusion Room is prohibited:

• As a form of discipline or punishment.
• As a threat to control, bully, or obtain behavioral compliance.
• For the convenience of school personnel.
• When unreasonable, unsafe, or unwarranted.
• If the student is known to have any medical or psychological condition that precludes such action (as certified by a licensed health care provider in a written statement provided to the school in which the student is enrolled).

Mechanical Restraint

No student shall be subjected to any form of mechanical restraint by school employees.

Physical Restraint

Physical Restraint is permitted only under the following conditions:

1. If the student’s behavior presents a threat of imminent risk of harm to self or others.
2. As a last resort to protect the safety of self and others.
3. To the degree necessary to stop dangerous behavior.
4. In a manner that causes no physical injury to the student.
5. Results in the least possible discomfort to the student.
6. Does not interfere in any way with a student’s breathing or ability to communicate with others.
7. Does not involve the use of any form of mechanical restraint.
8. The student is not physically restrained in a manner that places excessive pressure on the student’s chest or back or that causes asphyxia.
9. Applied only in a manner that is directly proportionate to the circumstances and to the student’s size, age, and severity of behavior.

Physical Restraint is prohibited:

• As a form of discipline or punishment.
• As a threat to control, bully, or obtain behavioral compliance.
• For the convenience of school personnel.
• When unreasonable, unsafe, or unwarranted.
• If the student is known to have any medical or psychological condition that precludes such action (as certified by a licensed health care provider in a written statement provided to the school in which the student is enrolled).

Monitoring and Documentation

Seclusion and Restraint requires monitoring, documentation, and analysis of data collected onto the regional form:

1. Continuous monitoring.
2.  Documentation every 15 minutes (with adjustments made accordingly).
3. Student is released/removed as soon as the reasons for the action have subsided.
4. Parent or guardian must be notified as soon as possible by face to face conversations, phone calls, electronic communications and/or home visits.
5. Parent or guardian notified in writing within 24 hours of each incident of seclusion/restraint.
6. Reason for seclusion/restraint
7. Description of procedures used
8. Length of time of seclusion/restraint
9. Names and titles of school employees involved.

Review data/documentation at least once every 3 weeks for students secluded and restrained and whose challenging behavior continues or escalates. When a student is involved in 5 incidents of restraint/seclusion in a single school year*, the IEP Team must reconvene to review and revise the student’s behavior intervention plan to include any appropriate and necessary behavioral supports. The IEP team may reconvene prior to the 5th incident in order to add or adjust the behavior plan and/or add a crisis plan.

*Five (5) incidents in a school year includes the cumulative number of incidents of restraint AND seclusion. (e.g., 2 restraints + 3 seclusions = 5 incidents) 

Enrollment

Participation in EnrollNola system

All KIPP New Orleans Schools follow the calendar and policies of the New Orleans Common Application Systems (referred to as OneApp or EnrollNOLA).  There are no admissions requirements to attend KIPP schools (including prior academic performance, prior behavior record, special education status or language spoken).  For more information on the Common Application System, please visit www.enrollnola.org.  

Withdrawals and Transfers

Withdrawal and transfers to and from KIPP schools are governed by the Common Application System.  All transfers between schools in the EnrollNola system are governed by the Recovery School District.  A student is considered enrolled at a KIPP school until:

1. a transfer to another school has been confirmed by the EnrollNOLA system, or 

2. the school has received documentation of enrollment from a non EnrollNOLA school, or

3. the student has had 15 consecutive unexcused absences from school

Medical, Health and Safety Policies

Immunizations

At the start of each school year the nurse is responsible for review of all vaccination records for entering Kindergarten students, new students and for all updated vaccination records for returning students. The nurse works closely with the State Department of Health, utilizing the Louisiana Immunization Network for Kids Statewide (LINKS) database. Immunization information is entered into the state immunization database and reports are generated that show which immunizations are due. Parents should update immunization records for students as needed.   

Medical Information

At the start of each school year, parents are responsible for submitting a health information form for each child.  Students with chronic conditions that require medical treatment or adaptations during the course of the school day may sign a release of medical information form to access medical records. Parents who wish the nurse to administer any treatments or medications (including over the counter medications) must submit a medication administration order form signed by their Louisiana physician. All forms can be retrieved from the school nurse.

Illness

Parents will be contacted immediately for any child who is at school with any of the following symptoms:  fever, vomiting, diarrhea, uncontrolled asthma, ringworm, unspecified rashes, pinkeye, head lice, infectious disease, moderate trauma.  Scrapes and minor bruises will be attended to at school and child will return to class.  Children with the above symptoms must be picked up within a reasonable amount of time. Return to school will require a physician’s release note. 

Students seen by the nurse will have an assessment or referral note sent home in their folder. The nurse will call parents with health findings and recommendations as needed.

Any student suspected of having any of the above will be excluded from school until satisfactory treatment has been given. Discretion is used to check other students in classes where there is an outbreak. Written notice will be sent home regarding outbreaks.

Chronic Illness/Allergies

All students with chronic conditions such as: asthma, allergic reaction, diabetes, respiratory distress, seizure disorder, urinary frequency or incontinence must meet with the nurse at the beginning of the school year to discuss a health/emergency care plan which must accompany orders signed by the child’s physician for medication or treatment in school. The nurse will communicate with the school administrative team as necessary to implement the plan. The Director of Food Services will be notified in writing of any students with food allergies or intolerance. The front office will be notified of students that may present with medical emergencies so that swift intervention may be implemented.

Emergency Procedure/Severe Injury Policy

A student sustaining severe or life threatening injury or illness at school will be triaged by the nurse and transported to an appropriate medical facility. Parents will be notified prior to transfer and the students will be accompanied by trained school personnel if parent is not available immediately. In the event parent is unavailable to ride in ambulance with child, parent is expected to meet staff at the respective hospital.

Student Medication

No medication can be administered or consumed at school unless both a doctor and a parent/guardian have completed the appropriate forms.  The school strongly encourages families to dispense both temporary and maintenance medications outside of school hours. Ask your physician for a medication schedule that will accomplish this.  In those few cases where this is not possible, please bring in the medication to the main office.  

The medication needs to be in the original container with the appropriate prescription label (including the name of the student, the name of the medicine, the date, the dosage information, and directions for administering the medication) and the appropriate Student Health Authorization for Administration of Medication Form.  

We store and administer the medicine in a secure location.  Please be aware that the medication cannot travel back and forth to school – once it’s given to us for your child’s use, it must remain with us until it needs to be refilled. Therefore, we strongly encourage you to ask for two separate prescriptions when at the doctor’s office with your child.  Students are not allowed to have medication (prescription or non-prescription) of any kind in their possession at school and it should not be placed in their bookbags.  Adults should bring the medication to the nurse.  For further information on medication or any health related issues please call us. 

Reporting a Child’s Sickness

If your child is going to miss school because of illness, please call the school as soon as possible. All student absences should be followed up the next day with a note signed by a parent, guardian or doctor. KIPP staff will call to verify all student absences. Please let the school nurse know if there are any medical concerns or special circumstances of which we should be aware.

Asbestos Management Plan

The school Asbestos Management Plan is available for inspection in the school’s front office during regular business hours.  

Safety Procedures

Emergency Closings - At times, emergencies such as severe weather can disrupt school operations. In extreme cases, these circumstances may require the closing of the facility. In the event that such an emergency occurs during school hours, we will post over local radio and/or television stations. We will also post all school closures on the KIPP New Orleans Schools website and social media pages.

Fire Drills - Instructions for Fire Drills are posted in each classroom and schools conduct fire drills on a regular basis.  

Emergency Evacuations - If an emergency is not immediately time-sensitive, parents or guardians are called to retrieve their children.  If students need to be removed from the property for safety reasons, they will be accompanied by teachers to the nearest, open public space.  Should these plans not be feasible, the School Leader will request the local fire station to assist the school in sheltering the students and in reaching parents or guardians to make arrangements for them to retrieve their children.

Campus Safety Procedure - If there is an immediate threat to the school due to an emergency outside of the building, an intruder or threat of violence within the building, school leaders may enact a school-wide campus safety procedure.  During this time, parents will not be able to enter the school building and may not be able to contact their child.  

Property Expectations

Students are responsible for respecting and maintaining all school property and equipment.  Students are thus expected to keep school property clean and in proper working order.   This includes books and other learning materials that are to remain free of writing or damage while in students’ care.  If school property or materials are damaged or lost, the student accepts responsibility for paying to repair or replace the items. 

Personal Property Expectations

KIPP New Orleans Schools create an environment that provides privacy and respects all property.  Students bring personal belongings at their own risk.  The best protection against loss or theft is avoid bringing personal property to school unless necessary, and to clearly mark all clothing and equipment with the student’s name.  Items found distracting to the learning environment may be confiscated by school staff and returned to the parent at the school’s discretion.  

Technology and Internet

Use of the KIPP New Orleans Schools computer network and other resources is a privilege that will be extended to individuals who observe the expectations of acceptable use as outlined below.  All users are expected to: 

• use the network only for educational purposes only
• use the network in a considerate and polite way at all times, particularly when communicating with others
• use the network for legal purposes only: tampering with the computer hardware or software, unauthorized entry into computers, vandalism or destruction of computer files, and violating of copyright laws are prohibited.  
• keep passwords and accounts private and respect the privacy of those of others.

KNOS uses a filtering system to track and monitor all computer use on the network. The filtering system is designed to prevent access to educationally inappropriate sites. However, it is important to understand that no solution is perfect. Due to the nature of the Internet and evolving technology, even with supervision we cannot guarantee that students will not find their way to an inappropriate site. It is the student’s responsibility to report the opening of any inappropriate site to the teacher and return to the educational topic assigned.  

Student Searches

In order to maintain the security of all its students, KIPP New Orleans Schools reserves the right to conduct searches of students and their property.  If searches are conducted, the school will ensure that the privacy of the students is respected.  School officials may search a student if there is reasonable suspicion the student is in possession of an item that is illegal or against school rules. Student vehicles brought on campus, student book bags, school desks and other school property are subject to inspection and search by school authorities at any time without prior notice to students or parents. 

Travel to and From School

All schools operated by KIPP New Orleans Schools provide free transportation to and from school to any student living in Orleans Parish more than one mile from their school. Transportation may consist of yellow school bus, Regional Transit Authority (RTA) bus, or other means.  Transportation to KIPP schools will be provided subject to eligibility.

Bus Stop Expectations

KIPP New Orleans Schools follows the following process when the parent or guardian of a student under the age of 10 or with a relevant transportation accommodation in the student’s IEP is not at the bus stop.

A student’s parent, guardian or designee is required to accompany their child at the bus stop during the pick-up and drop-off each day if their child is under 10 years old or has a transportation accommodation in their IEP. Parents/guardians are required to be present at the assigned bus stop 10 minutes before and after the designated pick up or drop off time to account for unexpected traffic conditions.

If a parent, guardian or designee fails to meet a student under ten years old or with a transportation accommodation at a bus stop during drop-off, the student will not be allowed to exit the bus and will be transported back to their school or to the transportation company headquarters until a family member is reached. 

Repeated incidence of child abandonment at the bus stop will result in the family losing their bus riding privileges for a probationary time. If a child is placed on probationary bus suspension, it is the parent’s or other authorized person’s responsibility to ensure the child has transportation from school at the regular dismissal time. Absences due to lack of transportation will not be excused. If incidence of Bus Abandonment continues, the parent may be referred to an outside social services agency for intervention. 

Students riding buses will observe the route schedule published. Under no circumstances shall a parent/guardian make arrangements with a driver and vice/versa with regard to the published stop.

Student Bus Behavior Expectations

Expectations for student bus behavior are aligned with school class behavior expectations and the BESE Model Master Discipline Plan. Students must comply with KIPP New Orleans Schools behavior expectations while traveling on a school bus to and from their homes or school-sponsored activities. If a student commits an infraction covered in the Student and Family Handbook on a school bus or at the school bus stop, the school bus driver/monitor will notify the principal who will complete an investigation and documentation as needed. Based on the severity of the consequence, the principal’s discretion for consequences include regular school-based consequences, as well as bus suspension and/or assigned seating.

If a child is suspended from the bus, it is then the parent/guardian’s responsibility to ensure that the child gets to school on time. KIPP New Orleans Schools will also provide RTA fare for students who lose bus privileges. If a student with a disability receives a bus suspension, the school is responsible for offering an alternative form of transportation to and from school.

Assigning New Bus Stops

KIPP New Orleans Schools observes the following procedure for assigning bus stops to new students. If the family of a new student requests transportation when enrolling, their contact information will be provided to the transportation company and a bus stop on an existing route will be assigned. If a current student moves to a new residence, upon verification of their address, the transportation company will assign a stop on an existing route.

Communicating About Transportation Issues

KIPP New Orleans Schools observes the following procedure regarding communicating about transportation-related issues.  All parents are required to keep their most current contact information on file with the school, as well as contact information for at least two emergency contacts. The school will use the contact information on file to communicate with families about transportation issues. As needed, the school may send home written documentation regarding transportation or discipline issues. Parents should contact the school directly with any transportation-related issues. In some cases, the parent may be directed to contact the transportation provider directly.

In the event of an emergency situation, the school will attempt to contact all parents, guardians, and emergency contacts listed in the student’s file. In whole-bus emergency situations (such as a severe traffic delay or a bus accident), the school will attempt to contact all parents of children on the affected bus.   

Bus Driver Expectations

KIPP New Orleans Schools holds the highest expectations for all bus drivers.  Bus drivers are an extension of the school staff and are expected to provide the highest level of customer service and professionalism to students and their families. Bus drivers are expected to follow all applicable federal, state and local laws and also comply with all policies set forth by their employer.  Drivers are expected to report serious disciplinary issues to the school immediately so they may be addressed in a timely fashion. Drivers are to maintain professionalism is all communications with students, families and staff.

This Transportation Plan has been developed in compliance with all applicable BESE policies and procedures, and that all transportation employees either contracted with or employed directly by the LEA have received required background checks through the LBCI. All documentation relevant to this Transportation Plan shall be maintained on file by KIPP New Orleans Schools.

Permission to Walk Home

Permission for students to walk home without the escort of an adult is a sign of increased responsibility.  Students in grades 5-8 will be permitted to walk home with their parents’ written permission; students in grades K-4 will be permitted to walk home with their older siblings and with their parents’ written permission.  Written permission forms signed by the student’s parents will be kept on file for the school year.   It is a parent/guardian’s responsibility to inform the school of any changes related to walking home.  

All students who walk from school to home are expected to follow all school expectations during this transition, as they would be on a school bus.  Respect for traffic, other pedestrians, and neighborhood homes and businesses en route to and from home is an important expectation of all students.