SENECA FALLS CENTRAL SCHOOL DISTRICT 2021-2022
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2021-2022
SENECA FALLS CENTRAL SCHOOL DISTRICT
August 4, 2021
Public Meeting #3
Board of Education Meeting– 6:00 PM
Mynderse Academy Auditorium
Masks Required until Seated
MEMBERS OF THE BOARD OF EDUCATION
Mrs. Deborah Corsner
Mr. Jeffery Hartwell
Mrs. Linda Jones
Mrs. Joell Murney-Karsten
Mrs. Cara Lajewski
Mr. Joseph McNamara
Mr. Michael Mirras
Mr. William Reigel
Mrs. Heather Zellers
Mr. Jeramy Clingerman, Superintendent
Mr. James Bruni, Business AdministratorSENECA FALLS CENTRAL SCHOOL DISTRICT
August 4, 2021 Board of Education Meeting/Retreat
Mynderse Academy Auditorium
6:00 PM
I. Meeting called to order
II. Pledge of Allegiance
III. Approval of Agenda
MOTION: to approve the agenda as listed.
IV. Approve or Amend-There is no approval or amendments at this time.
V. Public Comment
VI. Information
A. Administrator’s Reports
B. Business Administrator
C. Superintendent Report
D. BOE President Report
E. BOE Member Comments
VII. Committee Reports-None at this time.
VIII. Consent Agenda
A. Retirements/Resignations None at this time.
B. Appointments
1. Professional Appointments
The Board of Education of the Seneca Falls Central School District, pursuant to Section 3012 of the
Education Law and in compliance with Part 30.3 of the Rules of the Board of Regents, upon the
recommendation of Jeramy Clingerman, Superintendent of Schools, hereby appoints (Probation dates
are tentative and conditional only. Except to the extent required by the applicable provisions of Education
Law sections 2509, 2573, 3212 and 3014 of the Education Law, in order to be granted tenure the teacher
must receive composite or overall annual professional performance review ratings pursuant to Section
3012-c and/or 3012-d of the Education Law of either effective or highly effective in at least three (3) of
the four (4) preceding years, and if the teacher receives an ineffective composite or overall rating in the
final year of the probationary period the teacher shall not be eligible for tenure at that time).:
a. Name: Jared Reinhardt
Position: School Psychologist
NYS Certification: School Psychologist-Permanent Certification
Tenure: School Psychologist
Probation: 08/09/2021 through 08/08/2025
Effective Date: 08/09/2021
Base Salary: $55,000
b. Name: Lauren Passalacqua
Position: Reading Teacher
NYS Certification: Literacy (B-6) Professional Certification
Tenure: Reading Education
Probation: 08/05/2021 through 08/04/2024
Effective Date: 08/05/2021Base Salary: $51,102 2. 2021-2022 Annual Appointments-None at this time. Be it resolved upon the recommendation of the Superintendent, the Board of Education does hereby make the following appointments for the 2021-2022 school year. 3. Coaching Appointments- None at this time. 4. Civil Service Appointments Upon the recommendation of the Superintendent, the Board of Education approves the following substitute position(s) (All appointments are conditional until paperwork is completed and fingerprints are cleared). a. Name: Chelsie Emerson Civil Service Position: Teacher Aide Effective Date: 08/31/2021 Probationary Period: 08/31/2021 through 08/30/2021 Hours: 6 hours Hourly Rate: $12.81 b. Name: Renee Lawson Civil Service Position: Teacher Aide Effective Date: 08/31/2021 Probationary Period: 08/31/2021 through 08/30/2021 Hours: 6 hours Hourly Rate: $12.81 5. Substitute Appointments-None at this time. 6. Probationary to Permanent Be it resolved that upon the recommendation of the Superintendent that the Board of Education hereby approves the following probationary to permanent appointment. Employee Position Permanent Effective Date Joy Branford Senior Food Service Helper 08/25/2021 Mary Porretta Teacher Aide 08/31/2021 C. CSE Minutes Upon the recommendation of the Superintendent, the Board of Education approves the following CSE Minutes: 06/30/2021, 07/06/2021 D. Gifts and Donations Upon the recommendation of the Superintendent, the Board of Education accepts the following gifts or donations Donor or Gift Amount/Item To be used for: Southwestern $178.30 A2110-450-02-0002 Classroom & grade level materials & supplies. Fundraising Southwestern $244.30 A2110-450-02-0001 Classroom & grade level materials & supplies. Fundraising Southwestern $478.50 A2110-450-02-0010 Classroom & grade level materials & supplies. Fundraising MOTION: To approve the consent agenda as listed. IX. Old Business
X. New Business A. Cooperative Counseling Agreement MOTION: to approve the Cooperative Counseling Agreement between the Community Counseling Center of Seneca County and the Seneca Falls Central School District as presented. B. Policy 1. Policy-First Reading MOTION: Upon the recommendation of the Policy Committee, the Board of Education approves the first reading of the following policies Policy 0105-Equity, Inclusivity and Diversity in Education Policy 4766-Advance Placement, Dual Credit for College Courses and Enrichment Opportunities (Revised). 2. Policy-Second Reading-Code of Conduct MOTION: Upon the recommendation of the Superintendent, the Board of Education approves the second and final reading of Policy 5300-District Code of Conduct, as presented. C. Surplus Equipment MOTION: to dispose of various technology surplus items as listed through sale, donation, disposal or auction according to Board Policy #6900-Disposal of District Policy Projector 1 Flat screen TV 1 Doc Camera 2 Radio Cassette 1 VHS duplicator 1 Old TV 1 DVD players 2 Speakers 3 SMART board 1 Presentation cart 1 HP Chromebooks 339 Apple ipads 2 Several bags of power cords to CB’s Hp Keyboards 75 E doctrina cameras 13 DVD/VCR 3 XI Adjourn MOTION: to adjourn the meeting.
DRAFT –NEW POLICY
0105P-EQUITY, INCLUSIVITY, AND DIVERSITY IN EDUCATION
Local
NOTE: This optional policy is provided for Boards to make a commitment to take a close
look at increasing equity, inclusivity, and diversity in their districts. Equity is a focus of
New York’s Every Student Succeeds Act (ESSA) plan. It has become increasingly clear
that simply providing equal opportunity is not enough to allow every student to succeed
and close achievement gaps; therefore, NYSSBA has crafted this policy to highlight the
importance of equity and inclusion in maintaining a healthy and thriving environment for
all students and employees.
Equity in education is about providing each student with what they need to
succeed. Equality is treating everyone the same. But not everyone starts at the same
place, and not everyone has the same needs. The support one student needs may be
very different than another. NYSSBA is offering this policy to assist districts in putting
systems in place to ensure that every student has an equal chance for success.
The Board of Education is committed to creating and maintaining a positive and
inclusive learning environment where all students, especially those currently and
historically marginalized, feel safe, included, welcomed, and accepted, and experience
a sense of belonging and academic success.
Generally Accepted Beliefs and Agreements
All children deserve to have equal access to opportunity regardless of the color
of their skin, their gender, their sexual orientation, the language they speak or their
background. This freedom is fundamental to our K-12 education program and is
extended to everyone without exception. However, the district also recognizes that
students have been historically marginalized due to inequities associated with aspects
of their identities and their contexts, including, but not limited to, race, color, weight,
national origin, ethnic group, religion, religious practice, disability, sex; sexual
orientation, or gender (including gender identity and expression). Racism,
discrimination, and marginalization of any people or groups of people, whether
intentional or not, have no place in our schools, our district or our community. Such
actions damage not only those individuals and groups at which they are directed, but
also our community as a whole. We are committed to addressing these inequities and
helping each and every student to equitably access learning opportunities in school to
enable them all to thrive and to build a better society.
Goals
The goal of the school district is to provide equitable, inclusive and diverse
opportunities for all students to reach their highest potential. To achieve educationalequity and inclusive education, the district will acknowledge the presence of culturally
diverse diversity among our students and the need for students to find relevant
connections among themselves and the subject matter and many of the tasks teachers
ask them to perform. The district will develop the individual and organizational
knowledge, attitudes, skills, and practices to create culturally responsive learning and
working environments that expect and support high academic achievement for students
and employees from all racial groups diverse backgrounds. Differences will not just
be seen as strengths, but they will be nourished, celebrated, and welcomed because
they are what make students and families unique.
In order to truly realize this goal, it is imperative that the Board, its officers, and
employees, be fully conversant in knowledgeable about the historical injustices and
inequalities that have shaped our society and to recognize and eliminate the institutional
barriers, including racism and biases, that contribute to the pervasive, disparate
educational outcomes within our schools. Equity and inclusive education aims to
understand, identify, address, and eliminate the biases, barriers, and disparities that
limit a student’s chance to graduate high school prepared for college, for a career, and
for life.
The Superintendent or designee(s) will ensure that curriculum and instructional
materials reflect the Board’s commitment to educational equity and inclusivity.
Curriculum and instructional materials for all grades shall reflect diversity and include a
range of perspectives and experiences, particularly those of historically
underrepresented groups. Curriculum materials shall be examined for bias. Class
instructional activities and extracurricular programs shall be designed to provide
opportunities for cross-cultural and cross-racial interactions that foster respect for
diversity.
Equity and inclusive education is an ongoing process that requires shared
commitment and leadership if a district is to meet the ever-evolving society, unique
learning needs of all students, and diverse backgrounds of our communities and
schools. The Board understands that equity and inclusive education is achieved when
each adult collaborates and affirms each student by creating a respectful learning
environment inclusive of actual or perceived personal characteristics.
Educational equity is based on the principles of fairness and ensuring that every
student has access to the resources and educational rigor they need at the right
moment in their education, despite any individual’s actual or perceived personal
characteristics, not to be used interchangeably with principles of equality, treating all
students the same.
Inclusive education is based on the principles of acceptance and inclusion of all
students. Students see themselves reflected in their curriculum, their physical
surroundings and the broader environment, in which diversity is honored and all
individuals are respected.Diversity in education means students, staff, families and community are our
greatest strength and diversity is viewed as an asset. Diversity means the condition of
being different or having differences, including, but not limited to, sex, race, ethnicity,
sexual orientation, gender, age, socioeconomic class, religion, and ability, and other
human differences. Embracing these diversities and moving beyond tolerance and
celebration to inclusivity and respect will help the district reach our goal of creating a
community that ensures that each and every voice is heard and valued.
Accountability, Transparency and Review
NOTE: It should be noted that although the law doesn’t require a committee, NYSSBA
believes it is important that the task of implementation be assigned to a committee
made up of various constituencies, rather than assigning it to the Superintendent or
another administrator. The Board may choose to give this responsibility to an existing
district-wide committee, such as wellness, safety or shared decision-making, rather than
establishing a new one. Districts should customize the wording in the following
paragraph to reflect its implementation strategy. In addition, the applicable titles used
by the district should be inserted.
The Board, its officers and employees, accepts responsibility and will hold themselves
and each other accountable for every student having full access to quality education, qualified
teachers, challenging curriculum, full opportunity to learn, and sufficient, individually-tailored
support for learning so they can achieve at excellent levels in academic and other student
outcomes. The district also accepts its responsibility for moving forward on this journey and to
committing time, energy and resources to develop a more equitable, inclusive, and diverse
welcoming environment for all students, parents and staff. To this end, the Superintendent will
establish a district-wide Diversity, Equity and Inclusion Committee, which will include
representation from staff, administration, students, parents and Board members. The building
level Committees will include representation from staff and administration. The district-wide
and building level committees will assist the administration in developing and implementing
specific prevention initiatives, including the adoption and revision of policies and
implementation of practices designed to promote diversity, prevent discrimination, assure
equitable access to high quality educational staff, facilities and materials, and to maximize
student achievement for all students. The accompanying exhibit provides more detail on the
specific programs and strategies implemented by the district.
The Superintendent of Schools, or designee, will adopt goals and corresponding
metrics related to this policy. The district will identify the multiple indicators necessary
to monitor student outcomes, engagement, and school climate, and specific data that
will be used to ensure accountability for student, school, and district-wide performance;
to reduce variability in outcomes; and to ensure that academic outcomes will not be
predictable by actual or perceived personal characteristics and can be assessed and
reported transparently to the public. Reporting may include, but is not limited to, SEL,
PBIS, MTSS, attendance, standardized test scores; referrals, suspension, DASA
reports and expulsion reports; the percentage of students placed in Bilingual or English
as a New Language (ENL), Advanced Placement and remedial classes; as well as
employee, parent and student perceptions about school.With committee input, the Superintendent of Schools is directed to develop and
implement a plan for ensuring that equitable educational opportunities are being
provided to all students. In addition, the Board directs that training programs be
established for students, and annually for employees, to raise awareness of the issues
surrounding cultural responsiveness, equity and inclusion and to implement
preventative measures to help counteract biases and practices that perpetuate
achievement disparities and lead to disproportionate levels of student
success. Age-appropriate instructional materials will be incorporated into the curriculum
to educate students so that they can learn from a diverse range of experiences and
points of view. Curricular materials and staffing decisions will support these efforts.
The Board of Education and the Superintendent, or designee, district will
monitor and review the district’s metrics and equity activities to determine the extent to
which district schools are complying with this policy, the progress made toward attaining
the goals of this policy, whether this policy is having a positive effect on improving
academic opportunities for all students and increasing family engagement and reducing
achievement gaps. The Superintendent will regularly report progress on the equity,
inclusivity, and diversity plan and outcomes. Based on those results, this policy, and
the specific objectives set to meet its goals, may be revised as needed.
Equity Policy Communication
To be successful in this endeavor, it is imperative that all members of the school
community are aware of this policy, its purpose, procedures and the district’s
commitment to equity and inclusion by fostering a positive learning environment that
embraces all diverse, unique and individual differences.
The Superintendent, or designee(s), is directed to ensure that this policy is
communicated to students, staff, and the community. This policy will be posted on the
district’s website, and will also be published in student registration materials, student,
parent and employee handbooks, and other appropriate school publications.
Policy Enforcement
The Board directs the Superintendent or designee(s) to enforce this policy and
create regulations and practices to implement this policy. The Board will annually
review the district’s implementation of this policy and take appropriate action to ensure
compliance with and enforcement of this policy.
Cross-ref: 4000, Goals for Instructional Programs
4511, Textbook Selection and Adoption
5153, Student Assignment to Schools and Classes District does not
have this policy
9240, Recruiting and Hiring
9700, Professional Development4766P - ADVANCE PLACEMENT, DUAL CREDIT FOR COLLEGE COURSES AND
ENRICHMENT OPPORTUNTIES
Local
Advanced Placement
Students that take Advanced Placement course will take the Advanced Placement Exam
in the respective course in May and are eligible for Advanced Placement credit providing they
pass the exam with at least a score of 3 (out of 5). Students who take an AP course will receive
grades throughout the duration they are enrolled. The grades will be entered on the student’s
transcript and if they pass, credit will be assigned.
The following stipulations are required for the students enrolled in the courses:
1. the student must take the respective AP exam to be eligible for course credit.
2. the grades earned in the course will be placed on the student’s report card and official
transcript.
3. the final grade earned in the course will be counted in the student’s GPA and be calculated
as part of their final ranking.
Dual Credit/Dual Enrollment for College Courses at Mynderse Academy
Students at Mynderse Academy are provided a variety of dual enrollment opportunities.
To be eligible, students need to meet the requirements set by the Seneca Falls Central School
District and cooperating colleges. Grades earned while taking dual credits will appear on both
high school and college transcripts.
The Board of Education shall not be require to pay any tuition or other college related
costs for those high school students enrolled in college courses. Students who wish to enroll in
college courses shall meet all academic, grade level and coursework requirements as set forth
by adminindtrative rules and regulations.
Dual Credit/Dual Enrollment for College Courses on College Campuses
. All students who have successfully fulfilled the requirements to enter into their senior
year and have demonstrated intellectual and social maturity may choose to matriculate at any
one of the colleges that have a cooperative agreement with our School District. Such
opportunities may include early admission to college, collegiate-level work offered in high
school, or other means of providing advanced work. Review and approval by the administration
is necessary before any college courses may be taken during the school day. Only
college level coursework offered at Mynderse Academy will be recorded on students’
high school transcripts. Courses offered at Mynderse Academy must be taken in-district
unless they do not fit in a student’s schedule.
The Board shall not be required to pay any tuition and other related costs for those high
school students enrolled in college courses. Student who wish to enroll in college level
coursework shall meet all academic, grade level and coursework requirements as set forth by
administrative rules and regulations.
External Enrichment OpportunitiesStudents may also participate in external enrichment opportunities or take independent study
classes totally on their own, which is not recommended. In these situations, the following stipulations
will be in place:
The student may only take said courses for enrichment purposes, and solely at their own
expense. (The Seneca Falls Central School District will not financially support these course(s)).
1. Said course(s) will not be allowed for credit recovery purposes.
2. Said courses will not appear on the student’s transcript and will not be computed as part of
the student’s GPA and or rank.
3. The course(s) may not be used for meeting graduation requirements as there is no “teacher
of record” nor is there the opportunity to collect and verify grades.
4. The district will allow students to work on the course(s) and use district technology providing
it does not interfere with required district courses and the technology needed does not violate
the district’s Acceptable Use Policy.
5. Any materials required for the external enrichment opportunity, including course hardware
requirements above the standard student issued technology, would need to be provided by
the student.
Attendance and Behavioral Expectations
The Board establishes the following expectations:
1. Students must complete assignments and participate in class as set by teachers;
2. Students must demonstrate some form of daily attendance or participation, as provided in
policy 5100, Student Attendance;
3. Students are not permitted to take photos/screenshots, audio or visual recordings of
classes or individuals unless specified in an IEP or permitted by the teacher, and must not
use any recording images to bully or harass any individual or to engage in any form of
misconduct;
4. Student misbehavior while participating in online or independent study courses will lead
to consequences outlined in the district’s policies, including but not limited to the Code of
Conduct and bullying policy;
5. Teachers/Staff must pay particular attention to the engagement of students, and initiate
additional outreach activities when a student starts to fall behind in participation,
schoolwork or educational progress;
Cross-ref: 0115, Student Bullying and Harassment Prevention and Intervention
4200, Curriculum Management
5100, Student Attendance
5300, Code of Conduct
Adoption date: 06/24/2021
Revised:5300- CODE OF CONDUCT DRAFT
REQUIRED POLICY
TABLE OF CONTENTS
5300.00 Why Do We Have a Code of Conduct?
5300.05 Introduction
5300.10 Definitions
5300.15 Student Rights and Responsibilities
5300.20 Essential Partners
5300.25 Student Dress Code
5300.30 Prohibited Student Conduct
5300.35 Reporting Violations
5300.40 Disciplinary Consequences, Procedures and Referrals
5300.45 Alternative Instruction
5300.50 Discipline of Students with Disabilities
5300.55 Corporal Punishment
5300.60 Student Searches and Interrogations
5300.65 Visitors to Schools
5300.70 Public Conduct on School Property
5300.75 Dissemination and Review
NEW NOTE: We are suggesting changes to sections 5300.10 Definitions, 5300.15 Student
Rights and Responsibilities, 5300.20 Essential Partners, 5300.25 Dress Code, 5300.30
Prohibited Student Conduct, 5300.40 Disciplinary Consequences, Procedures and Referrals,
5300.60 Student Searches and Interrogations, and 5300.70 Public Conduct on School Property.
Codes of Conduct must reflect the provisions of DASA, which now explicitly states that “race”
includes traits associated with race, such as hair texture and protective hairstyles. We have
included the terms “race” and “protective hairstyles” as now defined in Education Law §11 (the
Dignity for All Students Act or DASA). These provisions would apply to school rules, student
interactions with other students, and student interactions with school personnel. We also suggest
substantive changes to the Dress Code to create a more equitable learning environment, and are
updating the section on PINS petitions to reflect current state law. We suggest moving the section
on CPS interviews into policy 5460 instead of the Code, and we are issuing preliminary changes
to specifically prohibit cannabis use on school grounds, pursuant to state law (state regulations
have not yet been developed). New text is shown in red below, and text to remove is in strikeout.
15300.00 WHY DO WE HAVE A CODE OF CONDUCT?
1. Students need to be supported and engaged in school in order to promote strong
character
and appropriate conduct. It is also essential that students are able to take age-
appropriate responsibility for their own behavior.
Student engagement is developed when students are provided with multiple
opportunities to participate in a wide range of positive social activities while interacting
with caring, supportive adults. This helps to ensure that students are better able to:
recognize and manage emotions;
develop caring and concern for others;
establish positive relationships;
make responsible decisions; and
handle challenging situations constructively and ethically.
2. Effective and engaging instruction and positive behavioral supports are the foundations
of a positive school climate. Schoolteachers, administrators, and other staff are
encouraged to set high expectations for student success, build positive relationships with
students, as well as teach and model appropriate behaviors for success. Modeling
respectful, positive behavior is especially critical during disciplinary interventions.
3. All adults—teachers, principals, administrators, school staff, parents, and the larger
community—have an obligation to help students become good citizens and lead
productive lives by modeling desired behaviors and cultivating those behaviors in
students.
Appropriate conduct and strong character are reflected in a civil, respectful, healthy and
caring environment.
4. Student discipline and support policies and practices will be implemented in a manner
which is caring and equitable, respectful and based on trust among administration, staff,
students, and families and holds all individuals accountable, but is restorative and
solutions oriented, rather than punitive. This will help students:
learn from their mistakes;
understand why their behavior was unacceptable;
acknowledge the harm they caused or the negative impact of their actions;
understand what they could have done differently;
take responsibility for their actions;
learn pro-social strategies and skills to use in the future; and
understand that further consequences and/ or interventions will be implemented
if their unacceptable behavior persists.
5. The District will continuously monitor results in an effort to determine strategies for
improvement.
Adoption date: 08/08/2019
Revised: 08/12/2020
25300.05 INTRODUCTION
The Board of Education is committed to providing a safe and orderly school environment where
students receive and district personnel deliver quality educational services without disruption or
interference. The school district is committed to:
● ensuring each student is healthy, safe, engaged, supported, and challenged;
● helping students develop self-discipline and social and emotional growth; and
● guiding students in improvement and corrections of inappropriate, unacceptable and
unsafe
behaviors.
Responsible behavior by students, teachers, other district personnel, parents and other visitors
is expected, as it is essential to achieving this goal.
For this to happen, everyone in the school community must demonstrate and offer respect to
others.
With the recognition that all children make mistakes and that this is part of growing up, schools
must help all students learn to grow from their mistakes. School discipline policies should
support students and teachers and ensure that everyone is treated with dignity and respect.
Student engagement is also integral to creating a positive school climate and culture that
effectively fosters students’ academic achievement and social/emotional growth. Providing
student with multiple opportunities to participate in a wide range of pro-social activities and at
the same time to develop a bond with caring, supportive adults reduces negative behavior.
Examples can include: providing students with meaningful opportunities to share ideas and
concerns and participate in school-wide initiatives; student leadership development; periodic
recognition of student’s achievements in a range of academic and co-curricular areas; using
corrective feedback; and developing school-wide positive behavior systems.
The district has a long-standing set of expectations for conduct on school property and at school
functions. These expectations are based on the principles of civility, mutual respect, citizenship,
character, tolerance, honesty and integrity.
The Board recognizes the need to clearly define these expectations for acceptable conduct on
school property, identify the possible developmentally appropriate, graduated consequences of
unacceptable conduct, and to ensure that discipline, when necessary, is administered promptly
and fairly, keeping in mind the goal is not to penalize, but to teach students there are
consequences to actions and choices. To this end, the Board adopts this code of conduct
("code"), which is based upon education laws, regulations, and Board policies.
Unless otherwise indicated, this code applies to all students, school personnel, parents and
other visitors when on school property or attending a school function.
Adoption date: 08/08/2019
Revised: 08/12/2020
35300.10 DEFINITIONS
NEW NOTE: We have included the terms “race” and “protective hairstyles” as now defined in
Education Law §11 (the Dignity for All Students Act or DASA). Codes of Conduct must reflect the
provisions of DASA, which now explicitly states that “race” includes traits associated with race,
such as hair texture and protective hairstyles. These provisions would apply to school rules,
student interactions with other students, and student interactions with school personnel.
NOTE: The yellow highlighted language is optional, but useful to include if the district is utilizing
restorative practices.
For purposes of this code, the following definitions apply.
“Behavior” is the way in which one acts or conducts oneself, especially towards others. It is
expected that students, staff, and visitors will conduct themselves in such a way that is in line
with this Code of Conduct.
"Disruptive student" means an elementary or secondary student under the age of 21 who is
substantially disruptive of the educational process or substantially interferes with the teacher's
authority over the classroom.
“Gender” means actual or perceived sex and includes a person’s gender identity or expression.
“Gender expression” is the manner in which a person represents or expresses gender to others,
often through behavior, clothing, hairstyle, activities, voice or mannerisms.
“Gender identity” is one’s self-conception as being male or female, as distinguished from actual
biological sex or sex assigned at birth.
"Parent" means parent, guardian or person in parental relation to a student.
Protective hairstyles” includes, but is not limited to, such hairstyles as braids, locks, and twists.
“Race” includes traits historically associated with race, including, but not limited to, hair texture
and protective hairstyles.
“Relationships” are the way in which two or more people regard and behave toward each other.
“Respect” is an act of treating everyone in the school community with dignity. This is
demonstrated by: treating others with kindness and care, being polite and using manners,
expressing thoughts in opinions in ways that are polite and courteous, using a polite tone of
voice and body language, listening to others who are speaking to you, keeping one’s hands to
one’s self and not violating others’ personal space.
“Responsibility” is an obligation to behave in accordance with social norms and being held
accountable for one’s actions.
“Restorative Practices” are a response to student actions that violate the dignity, safety, or well-
being of others by connecting the person responsible for the harm with those who have been
harmed, in order to reach a resolution that guides, and assists the person responsible for the
harm in accepting responsibility, apologizing for the harm, making meaningful reparation and
improving the relationship between parties.
4"School property" means in or within any building, structure, athletic playing field, playground,
parking lot or land contained within the real property boundary line of a public elementary or
secondary school, or in or on a school bus, as defined in Vehicle and Traffic Law §142.
"School function" means any school-sponsored extra-curricular event or activity.
“Sexual orientation” means actual or perceived heterosexuality, homosexuality or bisexuality.
"Violent student" means a student under the age of 21 who:
1. Commits an act of violence upon a school employee,
2. Commits, while on school property or at a school function, an act of violence upon
another student or any other person lawfully on school property or at the school function,
3. Possess, while on school property or at a school function, a weapon such as a gun,
knife, explosive or incendiary bomb, or other dangerous instrument capable of causing
physical injury or death.
4. Displays, while on school property or at a school function, what appears to be a weapon.
5. Threatens, while on school property or at a school function, to use a weapon.
6. Knowingly and intentionally damages or destroys the personal property of any school
employee or any person lawfully on school property or at a school function.
7. Knowingly and intentionally damages or destroys school district property.
"Weapon" means a firearm as defined in 18 USC §921 for purposes of the Gun-Free Schools
Act. It also means any other gun, BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised
gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife, brass knuckles, sling shot,
metal knuckle knife, box cutters, cane sword, electronic dart gun, Kung Fu star, electronic stun
gun, pepper spray or other noxious spray, explosive or incendiary bomb, or other device,
instrument, material or substance that can cause physical injury or death when used to cause
physical injury or death.
Adoption date: 08/08/2019
Revised: 08/12/2020
55300.15 STUDENT RIGHTS AND RESPONSIBILITIES
NEW NOTE: We have modified the term “race” throughout this section to be consistent with
Education Law §11 (the Dignity for All Students Act or DASA). Codes of Conduct must reflect the
provisions of DASA, which now explicitly states that “race” includes traits associated with race,
such as hair texture and protective hairstyles. These provisions would apply to school rules,
student interactions with other students, and student interactions with school personnel.
A. Student Rights
The district is committed to safeguarding the rights given to all students under federal and state
law and district policy. In addition, to promote a safe, healthy, orderly and supportive school
environment, all district students have the right to:
1. Take part in all district activities on an equal basis regardless of actual or perceived race,
(including traits historically associated with race, such as hair texture and protective
hairstyles like braids, locks, and twists), weight, color, creed, national origin, ethnic
group, religion, religious practice, gender (including gender identity and expression) or
sexual orientation or disability.
2. To be respected as an individual and treated fairly and with dignity by other students and
school staff.
3. To express one’s opinions, either verbally or in writing, as long as it is done so in a
respectful manner.
4. Present their version of the relevant events to school personnel authorized to impose
consequences.
5. Access school policies, regulations, rules and, when necessary, receive an explanation
of those rules from school personnel.
6. To be provided with clear expectations regarding:
a. Course objectives, requirements and state standards;
b. Grading criteria and procedures;
c. Assignment requirements and deadlines; and
d. School and classroom rules and expectations regarding behavior.
B. Student Responsibilities
All district students have the responsibility to:
1. Contribute to maintaining a safe, supportive and orderly school environment that is
conducive to learning and to show respect to other persons and to property.
2. Help make school a community free of violence, intimidation, bullying, harassment, and
discrimination.
3. Be familiar with and abide by district policies, rules and regulations dealing with student
conduct.
4. Attend school every day unless they are legally excused and be in class on time and
prepared to learn.
5. Work to the best of their ability in all academic and extracurricular pursuits and strive
toward their highest level of achievement possible.
6. React to direction given by teachers, administrators and other school personnel in a
respectful, positive manner.
7. Use a polite tone of voice and appropriate body language, listening when others are
6speaking to you.
8. To be truthful when speaking with school officials regarding Code of Conduct violations.
9. Respect personal space.
10. Work to develop skills to manage their emotions and reactions and resolve conflict with
others.
11. Ask questions when they do not understand.
12. Seek help in solving problems.
13. Dress appropriately for school and school functions.
14. Accept responsibility for their actions.
15. Conduct themselves as representatives of the district when participating in or attending
school-sponsored extracurricular events and to hold themselves to the highest standards
of conduct, demeanor, and sportsmanship.
Adoption date: 08/08/2019
Revised: 08/12/2020
75300.20 ESSENTIAL PARTNERS
NEW NOTE: We have modified the term “race” to be consistent with Education Law §11 (the
Dignity for All Students Act or DASA). Codes of Conduct must reflect the provisions of DASA,
which now explicitly states that “race” includes traits associated with race, such as hair texture
and protective hairstyles. These provisions would apply to school rules, student interactions with
other students, and student interactions with school personnel.
All members of our learning community – including students, staff, parents and engaged service
providers – must assume responsible role in promoting behavior that enhances academic and
social success. Courteous, respectful, and responsible behavior fosters a positive climate in the
learning community.
Those responsibilities include but are not limited to the following:
A. Parents
The Code of Conduct is a guide for understanding the personal, social, and academic behaviors
which are expected from your child while at school and school functions. This Code also guides
how school staff will work with you and your child to help demonstrate positive behaviors and
enjoy academic success.
To achieve this goal, parents will be encouraged to promote participation in restorative practices
to resolve incidents and conflict and to support their child in receiving the maximum benefit from
a restorative justice approach.
To achieve this goal, all parents are expected to:
1. Recognize that the education of their child(ren) is a joint responsibility of the parents and
the school community and collaborate with the district to optimize their child’s
educational opportunities.
2. Send their children to school ready to participate and learn.
3. Ensure their children attend school regularly and on time.
4. Ensure absences are excused.
5. Ensure their children are dressed and groomed in a manner consistent with the student
dress code.
6. Help their children understand that in a democratic society appropriate rules are required
to maintain a safe, orderly environment.
7. Know school rules and help their children understand them so that their children can
help create a safe, respectful, supportive school environment.
8. Convey to their children a supportive attitude toward education and the district.
9. Build positive, constructive relationships with teachers, other parents and their children's
friends.
10. Tell school officials about any concerns or complaints in a respectful and timely manner.
11. Help their children deal effectively with peer pressure.
12. Inform school officials of changes in the home situation that may affect student conduct
or performance.
13. Provide a place for study and ensure homework assignments are completed.
14. Be respectful and courteous to staff, other parents/guardians and students while on
school premises.
B. Staff
8The Code of Conduct is a guide for supporting positive student behavior at school. It is intended
to help staff prevent student misconduct through the use of effective strategies and systems. It
will provide guidance for intervening effectively and appropriately if students don’t meet
expected standards of behavior or violate the school rules and policies. Concerns about safety
and school climate should be brought to the school principal so staff can work together to
maintain a safe and orderly learning and work environment.
All staff are expected to understand that students may come to school having experienced
trauma in their lives, which can impact their behavior in school (e.g., anger, outbursts,
withdrawal, self-injury).
1. Teachers
To achieve this goal, all district teachers are expected to:
a. Maintain a climate of mutual respect and dignity for all students regardless of actual or
perceived race, color, weight, national origin, ethnic group, religion, religious practice,
disability, sexual orientation, gender (including gender identity and expression) or sex,
which will strengthen students' self-worth and promote confidence to learn.
b. Be prepared to teach.
c. Demonstrate interest in teaching and concern for students and student achievement.
d. Know school policies and rules, and enforce them in a fair, timely, and consistent
manner.
e. Maintain confidentiality in conformity with federal and state law.
f. Communicate to students and parents:
i. Course objectives and requirements
ii. Marking/grading procedures
iii. Assignment deadlines
iv. Expectations for students
v. Classroom behavior and consequences plan.
g. Communicate regularly with students, parents and other teachers concerning growth
and achievement.
h. Participate in school-wide efforts to provide adequate supervision in all school spaces, in
conformity with the Taylor Law.
i. Address issues of harassment or any situation that threatens the emotional or physical
health or safety of any student, school employee or any person who is lawfully on school
property or at a school function.
j. Address personal biases that may prevent equal treatment of all students in the school
or classroom setting.
k. Be open to active participation in resolving conflicts through a restorative process.
2. School Counselors
To achieve this goal, all school counselors are expected to:
a. Maintain a climate of mutual respect and dignity for all students regardless of actual or
perceived race, (including traits historically associated with race, such as hair texture
and protective hairstyles like braids, locks, and twists), color, weight, national origin,
ethnic group, religion, religious practice, disability, sexual orientation, gender (including
gender identity and expression) or sex.
b. Assist students in coping with peer pressure and emerging personal, social and
emotional problems.
9c. Initiate teacher /student/counselor conferences and parent/ teacher/ student/ counselor
conferences, as necessary, as a way to resolve problems.
d. Regularly review with students their educational progress and career plans.
e. Maintain confidentiality in accordance with federal and state law.
f. Provide information to assist students with career planning.
g. Encourage students to benefit from the curriculum and extracurricular programs.
h. Make known to students and families the resources in the community that are available
to meet their needs.
i. Participate in school-wide efforts to provide adequate supervision in all school spaces.
j. Address issues of harassment or any situation that threatens the emotional or physical
health or safety of any student, school employee, or any person who is lawfully on
school property or at a school function.
k. Address personal biases that may prevent equal treatment of all students.
l. Promote a trauma-responsive approach to addressing student behavior by supporting
professional development, providing safe work environments, forming trusting
relationships with students, allowing for student choice and autonomy, and encouraging
student skill-building and competence.
m. Be open to active participation in resolving conflicts through a restorative process.
3. Other School Personnel
To achieve this goal, all other school personnel are expected to:
a. Maintain a climate of mutual respect and dignity for all students regardless of actual or
perceived race (including traits historically associated with race, such as hair texture and
protective hairstyles like braids, locks, and twists), color, weight, national origin, ethnic
group, religion, religious practice, disability, sexual orientation, gender (including gender
identity and expression) or sex.
b. Maintain confidentiality in accordance with federal and state law.
c. Be familiar with the code of conduct.
d. Help children understand the district’s expectations for maintaining a safe, orderly
environment.
e. Participate in school-wide efforts to provide adequate supervision in all school spaces.
f. Address issues of harassment or any situation that threatens the emotional or physical
health or safety of any student, school employee, or any person who is lawfully on
school property or at a school function.
g. Address personal biases that may prevent equal treatment of all students.
h. Be open to active participation in resolving conflicts through a restorative process.
4. Principals/Administrators
To achieve this goal, all district administrators are expected to:
a. Promote a safe, orderly and stimulating school environment, supporting active teaching
and learning for all students regardless of actual or perceived race (including traits
historically associated with race, such as hair texture and protective hairstyles like
braids, locks, and twists), color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, (including gender identity and expression) or sex.
b. Ensure that students and staff have the opportunity to communicate regularly with the
principal/administrators and have access to the principal/administrators for redress of
grievances.
c. Maintain confidentiality in accordance with federal and state law.
10d. Evaluate on a regular basis all instructional programs to ensure infusion of civility
education in the curriculum.
e. Support the development of and student participation in appropriate extracurricular
activities.
f. Provide support in the development of the code of conduct, when called upon.
Disseminate the code of conduct and anti-harassment policies.
g. Be responsible for enforcing the code of conduct and ensuring that all cases are
resolved promptly and fairly.
h. Participate in school-wide efforts to provide adequate supervision in all school spaces.
i. Address issues of harassment or any situation that threatens the emotional or physical
health or safety of any student, school employee, or any person who is lawfully on
school property or at a school function.
j. Address personal biases that may prevent equal treatment of all students and staff.
k. Promote a trauma-responsive approach to addressing student behavior by supporting
professional development, providing safe work environments, forming trusting
relationships with students, allowing for student choice and autonomy, and encouraging
student skill-building and competence.
l. Be open to active participation in resolving conflicts through a restorative process.
5. The Dignity Act Coordinator(s)
The Dignity Act Coordinator(s) are as follows:
Mynderse Academy Kevin Korzeniewski kkorzeniewski@senecafallscsd.org
Seneca Falls Middle School Sheri Doell sdoell@senecafallscsd.org
Cady Stanton Elementary Susan Moulton smoulton@senecafallscsd.org
Frank Knight Elementary Christine Tompkins ctompkins@senecafallscsd.org
NOTE: The Dignity Act Coordinators are subject to change and the policy will be updated
accordingly.
Their duties are as follows:
a. Promote a safe, orderly and stimulating school environment, supporting active teaching
and learning for all students regardless of actual or perceived race (including traits
historically associated with race, such as hair texture and protective hairstyles like
braids, locks, and twists), color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender (including gender identity and expression)
or sex.
b. Oversee and coordinate the work of the district-wide and building-level bullying
prevention committees.
c. Identify curricular resources that support infusing civility in classroom instruction and
classroom management; and provide guidance to staff as to how to access and
implement those resources.
d. Coordinate, with the Professional Development Committee, training in support of the
bullying prevention committee.
e. Be responsible for monitoring and reporting on the effectiveness of the district’s bullying
prevention policy.
f. Address and investigate issues of harassment or any situation that threatens the
emotional or physical health or safety of any student, school employee, or any person
who is lawfully on school property or at a school function.
g. Address personal biases that may prevent equal treatment of all students and staff.
116. Superintendent
To achieve this goal, the Superintendent is expected to:
a. Promote a safe, orderly and stimulating school environment, supporting active teaching
and learning for all students regardless of actual or perceived race (including traits
historically associated with race, such as hair texture and protective hairstyles like
braids, locks, and twists), color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender (including gender identity and expression)
or sex.
b. Inform the Board about educational trends relating to student discipline
c. Review with district administrators the policies of the Board of education and state and
federal laws relating to school operations and management.
d. Maintain confidentiality in accordance with federal and state law.
e. Work to create instructional programs that minimize incidents of inappropriate behavior
and are sensitive to student and teacher needs.
f. Work with district administrators in encouraging a positive school climate, enforcing the
code of conduct and ensuring that all cases are resolved promptly and equitably.
g. Participate in school-wide efforts to provide adequate supervision in all school spaces.
h. Address issues of harassment or any situation that threatens the emotional or physical
health or safety of any student, school employee, or any person who is lawfully on
school property or at a school function.
i. Address personal biases that may prevent equal treatment of all students and staff.
j. Promote a trauma-responsive approach to addressing student behavior by supporting
professional development and appropriate staffing.
7. Board of Education
To achieve this goal, the Board of Education is expected to:
a. Promote a safe, orderly and stimulating school environment, supporting active teaching
and learning for all students regardless of actual or perceived race (including traits
historically associated with race, such as hair texture and protective hairstyles like
braids, locks, and twists), color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex.
b. Maintain confidentiality in accordance with federal and state law.
c. Develop and recommend a budget that provides programs and activities that support
achievement of the goals of the code of conduct.
d. Collaborate with student, teacher, administrator, and parent organizations, school safety
personnel and other school personnel to develop a code of conduct that clearly defines
expectations for the conduct of students, district personnel and visitors on school
property and at school functions.
e. Adopt and review at least annually the district's code of conduct to evaluate the code's
effectiveness and the fairness and consistency of its implementation.
f. Lead by example by conducting Board meetings in a professional, respectful, courteous
manner.
g. Address issues of harassment or any situation that threatens the emotional or physical
health or safety of any student, school employee, or any person who is lawfully on
school property or at a school function.
h. Address personal biases that may prevent equal treatment of all students and staff.
i. The Board will promote a trauma-informed approach to addressing student behavior by
12supporting professional development, providing a safe school environment, encouraging
the forming of trusting relationships with students, allowing for student choice and
autonomy, and encouraging student skill-building and competence.
j. Be open to active participation in resolving conflicts through a restorative process.
Adoption date: 08/08/2019
Revised: 08/12/2020
135300.25 STUDENT DRESS CODE
NEW NOTE: We have modified the term “race” to be consistent with Education Law §11 (the
Dignity for All Students Act or DASA). Codes of Conduct must reflect the provisions of DASA,
which now explicitly states that “race” includes traits associated with race, such as hair texture
and protective hairstyles. These provisions would apply to school rules, student interactions with
other students, student interactions with school personnel, and include disparate treatment,
imposing discipline or denying privileges. We have modified the paragraph after the numbered
list to reflect these protections. We have also expanded that paragraph to protect expression of
student gender identity via accessories other than clothing.
We have also suggested modifying the dress code to promote equitable outcomes among
students, to minimize loss of instructional time, and reduce time unnecessarily spent monitoring
student clothing. We have modified item 1 to be more in line with established caselaw on
regulating student expression in school (Tinker v. Des Moines). We have modified item 2 to reflect
that extremely brief or see-through garments are not appropriate for anyone, so the examples
should not target one gender over another. We have provided alternate text for item 2 to focus
less on the relative coverage of clothing and more on what must be covered, and reduce the over-
application of this policy on females. We recommend modifying item 3 so that students are not
penalized for showing minimal aspects of underwear. We modified item 5 to focus on head
coverings that obscure identification rather than all hats in general, or as determined by each
classroom teacher. We modified item 6 to be more in line with the Dignity for All Students Act
and Crown Act, and modified item 7 to make clear that even though adult use cannabis is legal
in New York, it is still a controlled substance under federal law. In the last paragraph, we have
suggested language meant to promote sensitivity toward students, recognizing that criticism of
student dress should be handled with sensitivity and minimize loss of instructional time.
The Seneca Falls Central School District and the Board of Education recognizes that each
student's mode of dress and grooming is a manifestation of personal style and individual
preference. Student dress and personal appearance is and always has been the responsibility
of each student and their parents or guardians. Student dress reflects the quality of the school.
Our schools take pride in the appearance of our students.
The Board will not interfere with the right of students and their parents to make decisions
regarding their appearance, except when their choice affects the educational program of the
schools.
The Superintendent designates the principal as the arbiter of student dress and grooming in
his/her building to ensure the regulations below are enforced.
A student's dress, grooming and appearance, including hair style/color, jewelry, make-up, and
nails, shall:
1. Be safe unlikely to injure people or damage property, appropriate according to this code,
and not substantially disrupt or materially interfere with the educational process.
2. Recognize that extremely brief garments such as tube tops, net tops, halter tops, spaghetti
straps, plunging necklines (front and/or back) and see-through garments are not
appropriate. [Alternate language: Recognize that private areas must remain covered with
opaque material.]
3. Ensure that underwear is completely covered with by outer clothing (visible waistbands
and straps are not violations).
4. Include footwear at all times. Footwear that is a safety hazard will not be allowed.
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