Special Education Elementary Code of Conduct

The Capital Region BOCES is committed to providing students with a positive, trauma-sensitive culture and climate where teaching and supports emphasize students’ strengths. Teams will work collaboratively to create a safe, pro-social learning environment where students learn to take responsibility for their actions with an emphasis on building, nurturing and repairing relationships.

We All Play a Role

It is important that we work together to teach students the skills they need to be successful in school and the community.

To be active and involved partners in promoting a safe and supportive school environment, parents/caregivers must be familiar with the Capital Region BOCES Code of Conduct. This is an outline of the Code of Conduct for elementary-age students in grades k-5. For more information, please refer to the Capital Region BOCES Code of Conduct Board of Education Policy #5300.

Parents and Caregivers as Partners

It is important that there be ongoing consultation and communication between the school and the student’s home.

Parents/caregivers are encouraged to discuss with the child’s teacher and other school staff any issues that may affect student behavior and strategies that might be effective in working with the student.

Parents/caregivers will be encouraged to promote participation in restorative practices to resolve incidents and conflicts, and to support their child in receiving the maximum benefit from a restorative practice approach.

Schools are expected to take an active role in nurturing students’ pro-social behavior by providing them with meaningful opportunities for social-emotional learning. This helps students develop fundamental skills for life effectiveness that will prevent negative behaviors. These skills include:

  • Recognizing and managing emotions.
  • Developing caring and concern for others.
  • Establishing positive relationships.
  • Making responsible decisions.
  • Taking responsibility for actions.
  • Handling challenging situations constructively and ethically.

Promoting Positive Student Behavior

In the past, school-wide discipline focused mainly on punishment-based strategies including the loss of privileges and suspensions. Teaching behavioral expectations and rewarding students for following them is a much more effective approach than waiting for misbehavior to occur before responding.

Restorative practices will be promoted as a response to student actions that
violate the dignity, safety or well-being of others. This is done by connecting the person responsible for the harm with the individual/those who have been harmed in order to reach a resolution. This approach helps guide and assist the person responsible for the harm in accepting responsibility, apologizing for the harm, making meaningful reparation and improving relationships for parties.

We offer students an opportunity to learn from their mistakes and make it clear that there are consequences for actions that have caused harm. It is important that students:

  • Be open to active participation in resolving conflicts through a restorative process.
  • Understand why the behavior is unacceptable.
  • Understand the harm the behavior caused.
  • Are taught what alternative behavior could have been used.
  • Take responsibility for their actions.
  • Address the needs of others involved in an incident.
  • Learn strategies and skill to use in the future.

School personnel are responsible for developing and using strategies that promote optimal learning and positive behavior throughout a student’s school experience. They are also responsible for addressing behaviors that disrupt learning.

Your child’s educational team will provide increasingly intense interventions for students who are struggling with academics or behavior. The team can assist families with individual student behavioral planning, especially for students who demonstrate:

  • Academic disengagement/class avoidance.
  • Poor frustration tolerance.
  • Difficulties controlling thoughts and behaviors.
  • Difficulties with planning/organization.
  • Disruptive behaviors.

Helping Students Understand Behavioral Expectations

We encourage parents/caregivers to discuss these expectations with their child/children:

School

  • School is a place to learn and get smarter.
  • Be respectful in your words and actions.
  • If a job is hard, don’t give up—ask for help.

Playground

  • The playground is a place to have fun and make new friends.
  • Be respectful in your words and actions.
  • Include everyone who wants to play.

Friends

  • School is a place where you make friends.
  • Be respectful in your words and actions.
  • Include everyone who wants to play.