Student Rights and Responsibilities Handbook

At South St. Paul Public Schools (SSPPS), our top priority is to create a safe, welcoming, and culturally inclusive environment for all students and staff. We are dedicated to supporting our students so they can remain engaged and succeed both personally and educationally here at SSPPS. 
We aim to foster a learning environment based on mutual respect, problem-solving, and restorative practices among students and staff at every school. Our approach is informed by evidence-based research using a variety of strategies aimed at fostering a positive and supportive learning environment.

Pathway to Packer Promise

Our mission with Packer Pathways is to ignite a passion in every learner to inquire, continuously improve, and engage in positively changing our world. This plan is dedicated to preparing each and every student for their future through high-quality, individualized programs, services, and personalized learning tailored to every stage of their educational journey. Covering early learning, elementary, middle, and high school experiences, this comprehensive plan provides students with opportunities to explore real-world experiences, interactive discussions, guest speakers, enriching field trips, and flexible curriculum options, allowing students to fully engage with their learning paths. The development of the Pathway to Packer Promise is the result of extensive feedback from our stakeholders, ensuring it aligns with the collective goals and values of our learning community. Visit our website to learn more about the Pathway to Packer Promise experience!

International Baccalaureate (IB) Diploma Program (DP)

SSPPS offers a rigorous academic program for students in grades 11 and 12. It focuses on creativity, innovation, self-discipline and the ability to function as part of a team. The Diploma Program consists of a common pre-university curriculum and a common set of external exams for students in schools throughout the world. It seeks to provide students with an international education that encourages an understanding and appreciation of other cultures and societies. Visit our website at: https://highschool.sspps.org/about/ib-info
For more information on the IB-DP program, contact: 
Conrad Anderson, SSP Secondary School IB-DP Coordinator
(651) 457-9454  l   canderson@sspps.org

Multi-Tiered Systems of Support (MTSS)

Our academic and student support team in each school includes teachers and paraprofessionals, mental health professionals (counselors, psychologists, and social workers), and instructional leaders (administrators and instructional coaches). This team works collaboratively to provide high-quality instruction and intervention support to match each student’s needs. 

The framework for MTSS in SSPPS includes:

• Tier 1: Academic and behavioral support with differentiated instruction for all students in a general education setting.
• Tier 2: Targeted supplemental instruction and intervention
• Tier 3: Intensive individualized instruction and intervention

Talent Development and Advanced Academics

SSPPS is excited to launch a K-12 Talent Development program this fall that provides equitable access in developing talents in students of all abilities, races, ethnicities, languages, genders, and socioeconomic circumstances. Our newest initiative is aimed at nurturing and honoring the unique talents and abilities of all our students while providing depth, complexity and acceleration to students who need advanced instruction. At its core, this program is designed to not only identify, cultivate, and celebrate the diverse strengths of each of our students, but to provide specialized opportunities and tailored support as we aim to empower each student to reach their full potential and excel both academically and personally. Through this program, we envision a learning environment where every student feels inspired, valued, and equipped to thrive.

Program Priorities

• Identifying and nurturing strengths and interests for all students
• Ensuring all students have the opportunity to enhance their critical thinking skills and develop high level educational routines
• Respecting students knowledge and empowering them to actively engage in their academic pathway
• Elevating the depth, complexity and acceleration to students who need advanced instruction
• Providing supplementary enrichment opportunities for support and success

Positive Behavior Intervention and Supports (PBIS)

PBIS is a framework that assists schools in identifying and implementing research-based behavioral interventions in an effort to improve social and academic outcomes for all students. PBIS is based on the idea that students learn appropriate behavior through instruction, practice, feedback, and encouragement. Key features of PBIS include: outlining a clear set of defined positive expectations and behaviors, the teaching of expected behaviors, recognition of meeting expected behaviors, monitoring and correcting errors in behaviors, and using data-based information for decision-making, monitoring, and evaluating results at individual school sites.

Building Assets, Reducing Risks (BARR)

BARR is a strengths-based educational model that will provide our grades 9-12 with a comprehensive method to address the academic, social, and emotional needs of all students through the power of data and relationships. By putting relationships first, the BARR model allows students and teachers to connect more powerfully with each other. A key component is the weekly lessons focused on helping students learn and practice life skills. Called “I-Times” or “U-Times,” these lessons focus on building skills in self-management, communication, social, research, or thinking.

Catalyst Approach

The mission of the Catalyst Approach is to empower staff through professional development, observations and skill building to build a culture of relationship-building and equity in all our learning environments. Its vision is to have every student supported by leaders who understand, nurture, inspire, and encourage them.

Conscious Discipline (CD)

CD is an innovative social-emotional learning and classroom management program with a proven track record of sustainable results. Focused in Early Learning, CD provides an array of behavior management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities. By integrating social-emotional learning, discipline and self-regulation, educators spend less time policing behavior and more time teaching vital life skills. This method eliminates the need for reward and punishment-style discipline and instead gives children a voice, empowering them with the ability and help to achieve behavioral goals, while also creating stronger communication within families.

Each school site has a leadership team responsible for creating specific school-wide examples of appropriate behavior and academic interventions based on the framework of MTSS. By braiding the research-based principles and proven strategies including PBIS, BARR, and Conscious Discipline, SSPPS hopes to better ensure safe and supportive learning environments at all levels, early learning through graduation.
 

Student bill of rights and responsibilities

It is the responsibility of the School Board to set reasonable policies and rules for governing behavior and conduct while in the school environment. These policies and rules apply any time a student is present on district property, at a school-sponsored activity, and while traveling in district vehicles. In addition, students who are participants in district activities need to understand the behavioral expectations and consequences for violations as outlined by the Minnesota State High School League and the district related to chemical use, hazing or any other infraction covered by the High School League or district policies or rules. While this policy pertains to all schools in the district, the School Board recognizes the uniqueness of each building and classroom in which the policy must be implemented. This policy may be supplemented by additional policies, rules and procedures that recognize those unique needs.

RESPONSES TO VIOLATIONS OF STUDENT CODE OF CONDUCT

The SSP School Board has adopted Policy 506, which outlines the School Board’s expectations for student behavior and a Student Code of Conduct outlining examples of unacceptable student behavior. A copy of Policy 506 is included in the Appendix to this handbook. This Student Rights & Responsibilities Handbook incorporates the expectations outlined in Policy 506 and provides information regarding how SSPPS administration enforces the provisions of Policy 506 as well as other behavior-related policies (i.e. policies on bullying, violence and harassment). 

Students must follow the provisions of Policy 506 and this Rights and Responsibilities Handbook before, during, and after school. The expectations outlined in Policy 506 and this Rights and Responsibilities Handbook apply inside school buildings, on school grounds, and at school-related activities and events. Students must also follow these expectations on school buses or vans and at bus stops. An off-campus violation of these expectations may result in disciplinary action taken by SSPPS if the violation has a direct and immediate effect on school discipline or the general safety and welfare of students or if the violation is a continuation of or has a connection with misconduct that occurred on school grounds or at a school event.

The general practice of the school district is to utilize progressive discipline to the extent reasonable and appropriate based upon the specific facts and circumstances of student misconduct. The specific form of discipline chosen in a particular case is solely within the discretion of the school district. At a minimum, violation of school district rules, regulations, policies, or procedures will result in a discussion of the violation and a verbal warning. The school district shall, however, impose more severe disciplinary sanctions for any violation, including exclusion or expulsion, if warranted by the student’s misconduct, as determined by the school district. 

BEHAVIOR GUIDELINES, EXPECTATIONS and CONSEQUENCES

Every student and employee of South St. Paul Public Schools is entitled to learn and work in a safe school environment that is aligned with the core values, mission, and vision of the district.  Parents/guardians, teachers, staff and administrators are expected to mutually support each other in efforts to help students exhibit responsible behavior within the school community as part of learning basic life skills. Students are taught ways to handle differences in a non-violent manner and are expected to use those methods to handle disputes or conflicts. Our desire is that every child that comes to our school has the right to feel safe and free to be who they are without feeling any more or less significant than any other student in school.

To ensure this safe environment, the district and each school have established clear student discipline policies, consequences appropriate to behaviors, and a practice to implement these guidelines fairly. Students are expected to behave in accordance with federal, state and local laws, district policies and guidelines, and in a way that respects the rights and safety of others.

The following are district-wide discipline guidelines. These guidelines and the potential consequences apply any time a student is present on district property, participating in a school-sponsored activity, or traveling in a district vehicle. These guidelines and the potential consequences also apply to student behavior that has a connection to school property or the student’s status as a district student. Student conduct that occurs off-campus, but has a connection to the school environment, may form the basis for school discipline. This specifically includes activities that occur off-campus over the internet, on social media, or through other communications. Listed are the violations and the recommended consequences; although all determinations will be made on a case-by-case basis. Minnesota State High School League consequences may also apply in accordance with its rules and district policy.

A student who accumulates excess violations of these disciplinary guidelines or for serious behavior may be disciplined in light of the student’s overall record. The student and parent/guardian will have a conference with the principal and/or other(s) to make them aware that the student is accumulating excessive infractions. Any student who has been suspended for violations of the guidelines may be recommended for expulsion upon their return if they commit additional offenses of the same nature.

The general practice of the district regarding disciplinary action is to use a progressive and restorative form of discipline to the extent that is reasonable and possible based on the determined facts and situation of the student misconduct. The specific form of discipline utilized is at the discretion of the building principal. At a minimum, violation of district rules, regulations, policies or procedures will result in a discussion of the infraction, verbal warning by school administration, and some restorative action by the student. Note that infractions and consequences may also be modified or disregarded if circumstances require mitigation or exception (e.g., student whose misbehavior is related to their disability). These discipline guidelines are based on school policies, located on the district’s website at www.sspps.org/about/school-board/policies.

Behavior Definitions and Consequences

It is the general policy of the school district to utilize progressive discipline to the extent reasonable. The specific form of discipline chosen in a particular case is solely within the discretion of the school district. The school district shall, however, impose more severe disciplinary sanctions for a violation, including suspension or expulsion, if warranted by the student’s misconduct. The consequences outlined in the next section provide a guideline for violations of school rules and policies. Additionally, each situation is reviewed on a case-by-case basis, taking into account the student’s age or developmental ability, and where appropriate, restitution or restorative practices are employed to help students learn and grow from their mistakes.

Levels of Behavior

Behaviors are divided into four levels with examples of strategies and responses, which:

• Teach positive behavior so students can learn and be kind, responsible and safe
• Maintain  the continuity of the student’s instruction within the classroom and broader school community
• Ultimately focus on repairing harm, restoring relationships, teaching replacement skills,  and changing behavior 

Level 1 reflects minor behaviors and Level 4 reflects  most serious behaviors. In the Definitions of Behavior Categories and Disciplinary Responses grids beginning on page 13, rows highlighted in pink denote behaviors that are State Reportable through the Discipline Incident Reporting System of which a student may be assigned an in-school or out-of-school  suspension.  

Factors to Consider Prior to Determining the Disciplinary Response

School staff must consult this document when determining disciplinary measures. In determining how best to address inappropriate behavior, it is necessary to evaluate the totality of the circumstances surrounding the behavior. The following must be considered prior to determining the appropriate disciplinary measures:

• The student’s age, maturity, culture, and developmental level 
• The student’s ability and/or willingness to repair the harm caused by their behavior
• The student’s disciplinary record including the nature of any prior misbehavior, the number of prior instances of misbehavior, and the staff strategies and responses applied for each
• The nature, severity and scope of the behavior
• The circumstances/context in which the conduct occurred
• The frequency and duration of the behavior
• The number of persons involved in the behavior
• The impact of the behavior on the school community
• The social-emotional status/needs of all persons involved in the behavior
• The student’s Individualized Education Program (IEP), Positive Behavior Support Plan (PBSP), Safety Plan and/or 504 Accommodation Plan, if applicable

Reporting Requirements to the MN Department of Education

Through the Disciplinary Incident Reporting System (DIRS)

1. There is a school disciplinary action involving a student, including:
   1. In-school Suspension;
   2. Out-of-school Suspension;
   3. Expulsion (report within 30 days of effective date);
   4. Exclusion (report within 30 days of effective date);
   5. Administrative Transfer;
   6. Offender Requested to Transfer within the School District;
   7. Offender Requested to Transfer to Another District;
   8. Offender Withdrew from School;
   9. Unilateral Removal to An Alternative Educational Setting; or
   10. Removal by Hearing Officer on Determination of Likely Injury.
2. A student is referred to law enforcement as a result of a school-related incident, regardless of the disciplinary outcome.
3. A student is arrested as a result of a school-related incident, regardless of the disciplinary outcome.
4. Possession or use of a dangerous weapon in a school zone, regardless of the disciplinary outcome.
5. Physical assault of a district employee, including all teachers and staff, by a student (report within 30 days of assault), regardless of disciplinary outcome.

DISCIPLINE GUIDELINES FOR STUDENTS WITH SPECIAL NEEDS

(504, IEP AND STUDENTS UNDER EVALUATION) 

In accordance with state & federal law, the following provides guidelines for discipline consequences for students identified as special education.

* Unless the student has been suspended 11 or more than 10 cumulative days in a school year. (Minn. Stat. §121A.43(a)).

** In-school suspension is not considered a day of suspension for a student with a disability as long as the student continues to receive regular and special education services during the in-school suspension.

*** If bus transportation is part of the student’s IEP, a bus suspension would be treated as a removal unless the school provides transportation in some other way, because that transportation is necessary for the student to obtain access to the location where all other services will be delivered. If bus transportation is not a part of the student’s IEP, a bus suspension typically would not be a removal.

"Manifestation Determination” is a process to determine if a student’s behavior problem was or was not a manifestation of the student’s disability.
 

South St. Paul Public Schools is committed to providing a safe and enjoyable riding experience for its bus riders. Parents or guardians are responsible for the safety of their student(s) until they are on the school bus. The district’s student bus rider responsibilities section has been established by the district. Please review this information and discuss it with your child(ren). This information is being provided so that your child(ren) will clearly understand bus behavior expectations.
Riding the school bus or school van is a privilege, not a right, that can be revoked if a student chooses  not to comply with the rules for bus riders. The school district’s general student behavior rules are in effect for all students on school buses. Consequences for school bus/bus stop misconduct will be imposed by the school district under adopted administrative discipline procedures. In addition, all school bus/bus stop misconduct will be reported to the school district’s transportation department. Serious misconduct may be reported to local law enforcement.

Student Bus Rider Responsibilities

The district’s goal is to provide safe and enjoyable transportation for our students. This occurs when we work in cooperation with students, parents, teachers and drivers. Students are expected to ride their assigned bus everyday, and be picked up and dropped off at their assigned bus stop, unless alternative plans are approved by administration. All students who ride the bus are expected to follow and observe the school district’s safety rules, as well as those of the bus driver. Students who do not follow rules will be subject to suspension of bus-riding privileges as designated in the policy below. For the safety of all riders, please review the following rider responsibilities with your child(ren) before the school year begins.

Going to the Bus Stop

• Use sidewalks where provided.
• If there are no sidewalks, walk single file on the left shoulder of the street facing traffic.
• Cross streets only at corners.
• Use a direct route, but avoid crossing yards or empty lots.
• Arrive at your bus stop no more than five minutes before the scheduled stop. The bus driver cannot wait for late students.
• Be aware of suspicious individuals on foot or in motor vehicles. Report these persons to your bus driver or school principal. Even if you have missed the bus, do not accept rides from strangers.

Waiting at the Bus Stop

• Wait away from the traffic. Stay at least five feet off the road or street.
• Respect the property of others while waiting at the bus stop. Do not pick flowers, disturb shrubs, throw stones or snowballs, litter, etc.
• Use appropriate language at all times.
• Respect other students by not pushing, shoving or fighting.
• Stay back from the street until the bus is actually stopped. A push at the middle  or end of the line  can send the front person into the bus or under its wheels.
• Older students should be helpful to younger ones.
• The district’s student behavior policies, guidelines, and rules are enforceable while a student waits at the bus stop.

Boarding the Bus

• Wait until the bus has stopped and the door is opened before starting to board.
• Board the bus single file.
• Continue to show respect for others by not pushing or shoving.
• Use the handrail to keep from slipping, falling, or tripping.
• Greet the bus driver.
• Move directly to your seat and sit down.
• Put large items (e.g. musical instrument, packages) in seat area or under the seat, but not in the aisle.

Riding on the Bus

• Follow directions of the driver. 
• Stay in your seat. 
• Keep all parts of your body in the bus. 
• No pushing, shoving, cutting in, fighting at any time. 
• No eating, drinking, smoking, or spitting. 
• No loud talking, horseplay, throwing things, or inappropriate language.

Getting off the Bus

• Wait for the bus to be completely stopped and the door to be opened before standing up.
• Stay respectful of others – no shoving or pushing.
• Walk five big steps away from the bus, turn and look at the bus driver.
• Wait until the bus is at least a half a block away before proceeding home.
• Do not go in back of or underneath the bus for any reason

Consequences for Misbehavior on the Bus 

If a student chooses to break a rule, the following consequences are applied:

The following inappropriate behavior will result in automatic suspension of transportation privileges:

• Physical harm to another student 
• Property damage 
• Physical harm or threat of physical harm to driver (may result in arrest) 
• Refusal to obey driver or verbal abuse of driver 
• Disruption; which creates a safety hazard 
• Possession of any dangerous weapon 

STUDENT USE of PERSONAL ELECTRONIC DEVICES 

South St. Paul Public Schools believes the use of personal electronic devices is a privilege and can be an acceptable communication and educational tool that requires responsible use by all students. Personal electronic devices include, but are not limited to cellular phones, smartphones,smartwatches, wireless headphones or earbuds, digital cameras, laptop computers, tablets and other personal electronic devices capable of transmitting data or images.

Student Responsibilities for Personal Electronic Device

SSPPS is not responsible for lost or stolen property. Personal property includes personal electronic devices. All property should be clearly identified or labeled. Articles are much more likely to be returned to the proper person if they are marked clearly. 

Expectations of Use