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Discipline in IUSD

Overview

IUSD is committed to fostering a welcoming, safe, and supportive learning environment for all students. Each year, we provide students and families with clear expectations and rules, which are detailed in each school's student handbook and the Annual Notification to Parents.   

 

Our focus when addressing student discipline is to guide students toward positive behavior, facilitate learning from mistakes, and encourage educational and personal growth that is age and developmentally appropriate.

 

Summary of Key Points

  • IUSD is committed to creating safe and supportive learning environments with clear behavioral expectations. 
  • Student discipline policies comply with the California Education Code, including protections for students with disabilities under IDEA, while keeping student disciplinary records confidential per FERPA.
  • IUSD recognizes that each situation is unique and considers all available information, factors and evidence. In alignment with state and federal laws and guidelines, our district emphasizes age-appropriate discipline, starting with less severe measures, and encourages restorative practices to keep students engaged in school.
  • Schools use a variety of prevention and intervention strategies, such as MTSS and PBIS, to support students academically, behaviorally, socially, and emotionally.
  • Parent and family engagement is essential, with families encouraged to stay informed, communicate with school staff, participate in school events, and support their student's choices and school response.

  • California Education Code is a comprehensive collection of laws and regulations governing the state's public education system. It sets the framework for the administration and operation of public schools, including the establishment of educational standards, funding, curriculum requirements, teacher qualifications, and student rights.
  • Specifically, Ed Code sections 48900 and 48915 outline the rules and procedures governing student discipline in California schools. Key aspects include:
    • Grounds for Suspension and Expulsion: The code specifies behaviors that can lead to suspension or expulsion.  The actions defined by the California Education Code and codified in IUSD’s Administrative Regulation 5144 must occur on school grounds, during school activities, or on the way to or from school. 
    • Due Process: Students have the right to due process, including notice of the charges against them, an opportunity to present their side, and a fair hearing before expulsion.
    • Progressive Discipline: The California Department of Education encourages schools to use a progressive discipline approach, starting with less severe measures before utilizing a suspension or expulsion. This may include a conference, a referral to counseling, or other behavioral interventions.
    • Alternative to Suspension Disciplinary Measures: The code promotes the use of alternative to suspension disciplinary methods, such as restorative practices, to address and correct misbehavior while keeping students engaged in their education.
    • Special Protections for Students with Disabilities: There are specific procedures and protections for disciplining students with disabilities to ensure compliance with the Individuals with Disabilities Education Act (IDEA). This includes an assessment to determine if the behavior is directly linked to the student's disability.
    • Parental Notification and Involvement: Schools must notify parents or guardians about disciplinary actions and involve them in the process. This includes informing them of their rights and the steps being taken.  Click here for IUSD’s Annual Notification to Parents.
    • Rehabilitation and Return to School: The code emphasizes the importance of rehabilitation and supports for students returning to school after suspension or expulsion, which seeks to facilitate their successful reintegration.
  • These provisions ensure that student discipline is handled fairly, consistently, and with consideration for the overall educational and developmental needs of students.
  • The Family Educational Rights and Privacy Act (FERPA) is a federal law in the United States that protects the privacy of student education records. 
  • FERPA ensures that students' educational information, including disciplinary records and information, is handled with confidentiality and security, with the intent to foster trust and transparency in the educational system.
  • As such, IUSD is bound by law to keep student discipline and related consequences confidential. We recognize this can be frustrating for those seeking information on what happens with other students involved.
  • We ask our school communities to trust their principals, teachers, and school staff, who are most familiar with the situation, have an in-depth understanding of the Education Code and FERPA, and are committed to investigating and addressing each incident with appropriate consequences when warranted. 

Each disciplinary situation is unique. We consider the student's age, ability, development, and any exceptional needs to ensure that our approach is fair, appropriate, and compliant with state and federal laws. Objectives include:

  • Behavioral Change: Discipline in IUSD is designed to help students recognize and change inappropriate behavior. By understanding the consequences of their actions, students can develop better decision-making skills and improve their conduct.
  • Restoration and Amends: When harm has occurred, it is important that students take responsibility for their actions. We emphasize appropriate consequences and restorative practices that allow students to repair any damage caused and make amends to those affected.
  • Educational Growth: In educational settings, discipline is not solely punitive - it includes a blend of appropriate discipline and restorative learning opportunities. As educators, we seek to create learning opportunities from disciplinary incidents, helping students to reflect on their behavior and make better choices in the future.  
  • Engagement and Retention: Per the Education Code and as educators, we strive to keep students engaged and in school. We believe that school is the best place for students to learn and grow, and we are committed to fostering a connection to the school community even when discipline is necessary.

 

  • Multi-Tiered Systems of Support (MTSS): MTSS is a comprehensive framework designed to address the diverse needs of all students through a layered approach to instruction and intervention. This system integrates academic, behavioral, social, and emotional support at varying levels based on student needs, age, ability, and development. 
    • The three tiers include universal interventions for all students (Tier 1), targeted interventions for students who need additional support (Tier 2), and intensive interventions for students with significant needs (Tier 3). 
  • Positive Behavior Interventions and Supports (PBIS): All IUSD schools implement PBIS, which establishes student expectations for the learning and teaching environment, social culture, and campus norms. PBIS helps us support students by educating, preventing and/or addressing behaviors such as bullying and encourages a culture of respect and kindness.  You are most likely familiar with this through your school's core values, which are conveyed through an acronym and the school mascot. 
  • Mental Health and Counseling Support: All sites have Mental Health Support professionals who can lead community-building lessons, run lunchtime activities, and provide preventative support, and interventions to PK-12 classes, groups, or individuals.
  • Community-Building Activities: All IUSD schools have a variety of community-building events that promote school spirit, dignity for others, and respect for school. These vary by site and topic but are an integral part of students connecting with their schools and supporting school efforts to provide a safe and effective learning environment for all kids. This includes but is not limited to school-wide assemblies, pep rallies, morning meetings, buddy programs, and more.  

Schools are communities where students are known and supported by teachers and staff who understand their individual needs. To best support our students in partnership with families, we encourage active parent and family engagement. This may include but is not limited to:
 

  • Stay Informed: Read school emails and communications. 
  • Communicate: Reach out to your student’s teacher, principal, and school staff with questions or concerns.
  • Participate in Events: To the extent possible for your family, attend back-to-school nights, open houses, and parent-teacher conferences.
  • Volunteer: If possible, volunteer in your student’s classroom or at school.  This not only allows you to get to know teachers and staff but also other students and families.  
  • Join the PTA: The PTA is an excellent source of information and provides many opportunities for parent and family engagement.