2015-16 District Safety Plan - Clarkstown Central School District

Transcription

CLARKSTOWN CENTRAL
SCHOOL District Wide
Emergency Response Plan
School Year 2015-2016
62 Old Middletown Road, New City, NY 10956
1
TABLE OF CONTENTS
TABLE OF CONTENTS................................................................................................... 2
INTRODUCTION ........................................................................................................... 4
GENERAL CONSIDERATIONS ........................................................................................ 4
A. Purpose .............................................................................................................. 4
B. Identification of School Teams ................................................................................ 4
C. Concept of Operations ........................................................................................... 5
D. Plan Review and Public Comment ............................................................................ 5
RISK REDUCTION/PREVENTION AND INTERVENTION................................................... 6
A. Prevention/Intervention Strategies ............................................................................ 6
B. Early Detection of Potentially Violent Behaviors ......................................................... 8
C. Hazard Identification ............................................................................................. 9
RESPONSE .................................................................................................................. 11
A. Notification and Activation (Internal and External Communications) ............................. 11
B. Situational Responses – Multi-Hazard Response and Response Protocols ........................ 16
RECOVERY ................................................................................................................ 20
A. District Support for Buildings ................................................................................ 20
B. Disaster Mental Health Services ............................................................................. 20
APPENDICES .............................................................................................................. 21
Appendix 1:Required Plan Development Procedures
Appendix 2:
Listing of All Clarkstown Central School District Buildings
Appendix 3:
Summary of Building Level Plan
Appendix 4:
Policy Statement
Appendix 5:
Internal Resources of Clarkstown Central School District
Appendix 6:
List of Clarkstown Central School District Employees Certified in CPR
Appendix 7:
Clarkstown Central School District Vehicle Asset List
Appendix 8:
New York State Police Bomb Threat Instruction Card
Appendix 9:
The Early Detection of Potentially Violent Behaviors – A Guide for Families and Communities
Appendix 10:
Eleven Questions to Guide Data Collection in a Threat Assessment Inquiry
Appendix 11:
Clarkstown Central School District Incident Command System (ICS) Organizational Chart – (For
an Emergency)
Clarkstown Central School District Chain of Command – (For Day to Day Operations)
Appendix 12:
Non Public Schools and Child Care Facilities
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Appendix 13:
Local Resources and Telephone Numbers
Appendix 14:
Authorization Form for Student Pick Up From Evacuation Site
Appendix 15:
Alternative Pick Up Locations for Clarkstown Central School District Buses
Appendix 16:
Indian Point Plan for Clarkstown Central School District
Appendix 17:
Code of Conduct - Board of Education Policy 5300
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Clarkstown Central School District
CLARKSTOWN CENTRAL SCHOOL District Wide School Safety Plan
Commissioner’s Regulation 155.17 Project 14
INTRODUCTION
Emergencies and violent incidents in school districts are critical issues that must be addressed
in an expeditious and effective manner. Clarkstown Central School District is required to
develop a -Wide School Safety Plan designed to prevent or minimize the effects of serious,
violent incidents and emergencies and to facilitate the coordination of schools with local and
county resources in the event of such incidents or emergencies.
The District Wide Plan is responsive to the needs of all schools within the Clarkstown Central
School District and is consistent with the more detailed emergency response plans required at
the school building level. Schools are at risk of a wide variety of acts of violence and natural and
technological disasters. To address these threats, the State of New York has enacted the Safe
Schools Against Violence in Education (SAVE) law.
This component of Project SAVE is a comprehensive planning effort that addresses risk
reduction/prevention, response, and recovery with respect to a variety of emergencies in the
Clarkstown Central School District and its schools.
Clarkstown Central School District supports the SAVE Legislation and intends to facilitate the
planning process. The District Superintendent of Clarkstown Central School District encourages
and advocates on-going cooperation and support of Project SAVE.
GENERAL CONSIDERATIONS
A. Purpose
The District Wide School Safety Plan was developed pursuant to Commissioner’s Regulation
155.17. At the direction of the Clarkstown Central School District’ Board of Education, the
District Superintendent appointed a District Wide School Safety Team and charged it with the
development and maintenance of the School Safety Plan.
B. Identification of School Teams
Clarkstown Central School District has appointed a District Wide School Safety Team consisting
of, but not limited to, representatives of the school Board of Education, students, teachers,
administrators, parent organizations, school safety personnel and other school personnel. The
members of the team and their positions or affiliations are as follows:
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Superintendent of Schools – Dr. J. Thomas Morton
Assistant Superintendent / Chief Administrative Officer - John LaNave
Board of Education Members – Darin Diamond, Robert Alan Carlucci
Clarkstown Police Dept./ School Resource Officers (SRO)/DARE Officers
(Det. Lt. Glenn Dietrich, Lt. Morgan, Sgt. Kelly; SROS Officer Purcell – FFMS, Officer
Barry-NHS, Officer Hodges-SHS: DARE Officer Robinson)
Coordinator of Health Services – Sue Sherlock, F.N.P.
District Parent (Elementary) - Sarah Olijarczyk. Strawtown Elementary
District Parent (Middle School) – Dan Ross, Felix Festa Middle School
District Parent (High School) – Alexis Flynn, SHS
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District Safety Officer/Director of Business Services - Maureen Sullivan
Director of Athletics – Dr. Chris Serra
Director of Food Services – Rob Preiss
Director of Transportation - Tom Balko
Director of the Community Learning Center – Marion Arbuco
Executive Director of Pupil Services – Arnold Fucci
Director of Facilities – Anthony Valenti
Public Information Specialist – Denise Farro
Principal Elementary – Lisa Maher, other Principal reps
Principal Secondary – Harry Leonardatos, Deb Tarantino, Kevin Horan or Reps.
Principal Birchwood – Jon Slaybaugh
Rockland BOCES Health and Safety Representative – Dawn Izenman
Teachers Union President/Representative – Jonathan Wedvik
Teaching Assistants Union President/Representative – Fran Rutigliano
C. Concept of Operations
 The School Safety Plan is directly linked to the individual Building Level Emergency
Response Plans as a matter of protocol. The activation of a Building Level Emergency
Response Plan triggers the notification of the chain of command and the assessment of the
activation of the District Wide Emergency School Safety Plan and District Wide Response
Team.
 The School Safety Plan was developed through extensive analysis of the local
environment, emergency potential, and available resources.
Through training and
workshops that included school employees, administration and local emergency services,
the plan has been developed to address the specific needs of Clarkstown Central School
District and the community.
 In the event of an emergency or violent incident, the initial response to all emergencies at
an individual school will be by the School Emergency Response Team. The building
principal is responsible for notifying the District Superintendent or the highest ranking
person in the chain of command of any necessary building level plan activation as
immediately as possible.
 Upon the activation of the School Emergency Response Team, the District Superintendent
or his/her designee, shall be notified and where appropriate, local emergency officials shall
also be notified.
 County and state resources supplement the Clarkstown Central School District emergency
action planning in a number of ways:
o
o
o
o
State and local law enforcement provide building reviews and employee training.
Local law enforcement and emergency services participate in planning and training
exercises and develop strategies for managing Building Level emergencies.
A protocol exists for the Clarkstown Central School District to use certain facilities for
sheltering during times of emergencies.
A protocol exists for the use of county mental health resources during post incident
responses.
D. Plan Review and Public Comment
 The Clarkstown Central School District Board of Education shall formally adopt the School
Safety Plan.
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
Full copies of the School Safety Plan and any amendments shall be submitted to the New
York State Education Department within 30 days of adoption.

This plan shall be reviewed periodically during the year and maintained by the District Wide
School Safety Team. The required annual review shall be completed on or before
November 1 of each year after its adoption by the Board of Education.
RISK REDUCTION/PREVENTION AND INTERVENTION
A. Prevention/Intervention Strategies
Program Initiatives
The Clarkstown Central School District has developed a number of programs and activities
to aid in risk reduction. These initiatives are run at different age groups within the
Clarkstown Central School District. Examples of the topics covered:
-
Character Education Programming
Anti-bullying Programs
Positive Behavior Intervention and Support Programs
Peer Leadership Programs
Drug Abuse Resistance Education Programs
Codes of Conduct
Crisis Response/Intervention Plans.
Facilities Initiatives
The Clarkstown Central School District has attempted to enhance the security of its facilities
through a number of initiatives, including the following:
-
Sign-in procedures and use of visitor ID badges with visual contact.
Employees use faculty/staff ID badges.
Elementary schools have developed a single point of access for visitors at each building.
Installation of interior and exterior surveillance cameras throughout our campuses.
Key card distribution to employees and students to gain building access through door
readers.
Re-keying of all locks across the district to allow classrooms to be locked from the inside
and one key to all doors within a school for emergency response.
Training, Drills, and Exercises

The Clarkstown Central School District has established policies and procedures for annual
multi-hazard school safety training for employees and students. Training includes:
o
o
o
An annual review of the building level emergency guides and general employee
awareness training for building employees conducted by each principal.
The annual early go home drill to test evacuation and sheltering procedures.
Each school building conducts fire drills throughout the course of the year in
compliance with the SED schedule for the purpose of familiarizing employees and
students with emergency procedures.
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o
o

Schools hold lockdown, shelter-in-place and safety hold drills and review evacuation
plans.
A Building Level tabletop exercise run in cooperation with members of local
emergency services to review various emergency scenarios and appropriate
responses.
The Clarkstown Central School District shall conduct drills and other exercises to test and
evaluate the effectiveness of the Clarkstown Central School District Emergency Response
Plan. Each building principal will forward a schedule of planned emergency drills and fire
drills to the District Superintendent by the beginning of each school year. Each principal will
be required to complete a minimum number of student drills as follows:
Fire Drills: Eight, by December 1st
Four, between December 1st and Summer Recess

Clarkstown Central School District with Rockland BOCES Health and Safety shall conduct
tabletop exercises with the Building Level safety teams to test the components of the
emergency response plan. The narratives, sequence of events and messaging for each
exercise shall be developed by Rockland BOCES Health and Safety, emergency
management consultants and local emergency services. The suggestions and necessary
enhancements of the Building Level Plan noted during the evaluation shall be documented
by Rockland BOCES or a committee members and used by the Building Level Safety Team
and District Wide Safety Team for further evaluation.

Topics for training include general security and safety measures, intervention strategies with
difficult or challenging students, building security awareness, and reporting requirements
and procedures.
In the execution of their duties, faculty, aides and monitors shall have responsibility for:
o
o
o
Monitoring halls, lavatories, locker rooms, locker bays and similar areas, assuring
orderly passage of students and pre-emptive intervention in potentially disruptive
situations.
Observation of the general property, including the immediate outside area/perimeter
of the building(s), with an obligation to report suspicious activity to district or building
administration.
Overseeing study halls, cafeterias, or other areas of student assemblage with the
goal of assisting to maintain an orderly, safe environment.
School Safety Personnel
School safety personnel have a critical role in violence prevention. The following represents a
description of the responsibilities of school safety personnel in schools:
The building principal or his/her designee shall serve as the School Safety Representative for
the school building. The responsibilities of the School Safety Representative are as follows:


Monitor hallways, entryways, exits and outside grounds during school hours for unusual
occurrences or unauthorized visitors.
Act as building liaison in communicating building level safety issues or concerns.
o Represent the building on the District Wide Safety Committee.
o Serve on Building Level School Building Response Team.
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o
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
Attend school safety meetings and be a resource on school safety and security
issues for building employees.
o Assist in the development of plans and strategies for building security, crime and
violence prevention, safety planning and employee training.
o Participate in school incident investigations.
o Respond to all school emergencies as part of the building’s Emergency Response
Plan.
o Coordinate annual school safety multi-hazard training for students and employees.
Multi-hazard training shall include crisis intervention, emergency response and
management.
o Employees and students shall receive annual training and drill practice on protocols
for evacuation, sheltering, lockdown, safety hold, fire emergency, bus drills and
appropriate violence prevention strategies.
o Designate procedure for informing substitute teaching and non-teaching employees
of school safety protocols.
Comply and encourage compliance with all school safety and security policies and
procedures established by the Board of Education.
Attend professional development activities on school safety and violence prevention.
All school safety personnel shall be provided with training on violence prevention and school
safety. All training courses shall receive prior approval from the District Safety Officer or
her designee.
Hiring and Screening of School Personnel
The following hiring and screening practices are followed for the hiring of all personnel:
Fingerprinting and Criminal Background Checks
For all employees hired by schools, the Clarkstown Central School District completes a
fingerprinting and criminal background check prior to appointment. No employee works in the
Clarkstown Central School District until fingerprint clearance is received. Employees include:
any person receiving compensation for work from schools; any employee of a contracted
service provider involved in direct student contact; any worker assigned to a school under a
public assistance employment program (includes part-time employees and substitutes).
Reference Checks
References are thoroughly checked prior to extending an employment offer.
o
o
o
Reference check forms are used for instructional, non-instructional and transportation
personnel.
Reference checks are completed and reviewed by the administrative team along with the
application.
Prior to making a job offer to a prospective employee, the following mandatory questions
are asked during reference checks with immediate and/or past supervisors:
 Do you have knowledge of any violations of safety or security by (prospective
employee) related to students, employees or others?
 Why did (prospective employee) leave your employment? Or, do you know why
(prospective employee) is leaving your employment?
 Would you rehire (prospective employee)? If no, why not?
B. Early Detection of Potentially Violent Behaviors
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The Clarkstown Central School District has implemented procedures related to the early
detection of potentially violent behaviors. Each building principal is responsible for the
dissemination of informative materials regarding the early detection of potentially violent
behaviors to employees and parents each school year. In addition, employees shall receive
training on the Clarkstown Central School District Code-of-Conduct and awareness training on
violent behaviors, to be conducted or coordinated by the District Superintendent.
C. Hazard Identification (Note: Below chart does not include adult education
staff/students or non-school programs)
The following sites have the potential for internal or external emergency situations:
Employees
Students
Transportation
Requirements
# of Buses
Bardonia
61
406
11
Birchwood
70
88
4
Lakewood
67
455
12
Laurel Plains
75
363
10
Link
66
398
11
Little Tor
44
246
7
New City
71
387
11
Strawtown
49
291
8
West Nyack
55
299
8
Woodglen
85
482
13
Felix Festa Middle School
343
2023
54
Clarkstown High School North
266
1443
39
Clarkstown High School South
284
1469
40
90
43 (child care
center)
3
40 (physically in
NA
1
Building
Chestnut Grove District Offices
Transportation Offices
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TOTAL
building)
1666
8393
232
Transportation Requirements – Large Scale Evacuations
In the event of the need for a district-wide evacuation, the Clarkstown Central School District
Transportation Department will work with Rockland BOCES to secure additional transportation
resources.
CCSD Transportation may also activate alternative protocols. The protocol executed will be
dependent on several factors including the type and scale of the safety threat; the immediacy of
the danger to students and staff, etc.
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The buildings and grounds associated with each of these facilities have the potential for a main
campus or Building Level emergency or incident.
Sites of potential emergency within Rockland County that have been identified by the Homeland
Security task force include:
 Palisades Shopping Center
 The Shops At Nanuet
 Proximity to New York City
 The NY State Thruway
 Tappan Zee Bridge
 Indian Point Nuclear Facility
 Mirant/Bowline Generating Plant
 Mirant/Lovett Generating Plant
 Orange & Rockland Utilities
 United Water
 Major hospitals (Nyack Hospital, Good Samaritan, Helen Hayes, Summit Park)
 Rockland Psychiatric Center
 Rockland County Correctional Facility
RESPONSE
A. Notification and Activation (Internal and External Communications)
 In cases of a seriously violent incident, the Clarkstown Central School District would use the
procedure listed below to meet the requirements for notification and activation. A serious
violent incident is an incident of violent criminal conduct that is, or appears to be, life
threatening and warrants the evacuation of students and employees because of an
imminent threat to their safety or health. This includes, but is not limited to, the use or
threatened use of a firearm, explosive, bomb, incendiary device, chemical, or biological
weapons, knives or other dangerous instrument capable of causing death or serious injury,
riots, hostage-taking, or kidnapping.
Communication systems are:
Internal
Teachers and building staff
Students
District Superintendent
Buildings and Grounds
Board of Education
Public address system, phone, school
messenger
Public address system and verbally from
supervising teachers
Phone by principal / designee
Phone by principal / designee
SchoolMessenger / phone
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External
New York State Police: F Troop
Town of Clarkstown P.D.
West Nyack Fire Department
Parents
911
911
911
SchoolMessenger automated rapid phone
and email system
District Website: www.ccsd.edu
Twitter.com/ccsdschools
Facebook.com/ccsdschools
Transportation Phone Emergency
Information: (845) 639-6380
The district will also utilize Radio Stations:
Radio Stations
 WRCR 1300 AM
 WFAS 1230 AM / 103.9 FM
 WVOX 1460 AM
 WHUD 1400 AM / 100.7 FM
 Rockland
County
Emergency
Services Station 1640 AM
Television Stations
Cable News
Channel 12
The Assistant Superintendents, District Safety Officer and Public Information Specialist would
be responsible for conveying emergency information to educational facilities within the
Clarkstown Central School District. They would take appropriate steps to secure the following
information about each educational agency within the Clarkstown Central School District:
Number of students, number of employees, transportation requirements associated with the
evacuation of each facility and the business and home telephone numbers of key officials of
each agency. Such information would be updated at least annually by the District Safety Officer.
Each such agency would report material changes to such data to the Public Information Officer,
in writing, within seven days of such change.
The following non public school(s) and child care facilities are located within the Clarkstown
Central School District’s geographic boundaries.
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Business Name
Address
City
State
A Bright Beginning
Nursery School
107 Strawtown Road
West
Nyack
NY
10994 845-348-0013
Adolph Schreiber
Hebrew Academy
360 New Hempstead Road
New City NY
10956 845-357-1515
Albertus Magnus High
School
798 Route 304
Bardonia NY
10954 845-623-8842
Bambini Nursery Child
Care Center
365 Strawtown Road
New City NY
10956 845-596-9038
Best Friends Day Care,
Inc.
2 Oak Lane
Nanuet
NY
10954 845-627-2658
Blue Rock School
P.O. Box 722
West
Nyack
NY
10994 845-627-0234
Bright Beginnings of
Rockland Inc.
6 Charles Street
New City NY
10956 914-420-5785
CCSD Childcare & Early
Learning Program
62 Old Middletown Road
New City NY
10956 845-213-9489
Child Care/Anna
Scioscia
136 Laurel Road
New City NY
10956 845-638-6520
Child Care/Annmarie
Meehan
12 Westview Avenue
Congers
NY
10920 845-304-7788
Child Care/Christine
Laffey
18 Strawtown Road
West
Nyack
NY
10994 845-353-6452
Child Care/Kathy
Zambrano
11 Rinne Road(Site
Address)/P.O. Box 455
Nanuet
NY
10954 845-215-5562
Child Care/Marusya
Sholonova
173 Long Clove Road
New City NY
10956 845-323-4083
Child Care/Poonam
Mohan
92 Green Road
West
Nyack
NY
10994 845-358-8984
Child Care/Raji Roy
41 Long Meadow Drive
New City NY
10956 845-521-9176
Child Care/Sofia Moore
Children's Paradise,
Group Family Day Care
8A Deerfield Drive
New City NY
10956 845-639-5307
461 Phillips Hill Road
New City NY
10956 845-638-3512
Clarkstown Kids
Childcare LLC
58 Endicott Street
Congers
NY
10920 845-268-4392
Cornerstone Christian
School
New City NY
10956 845-634-7977
Dragonfly Child Care
Inc.
10 Highland Avenue
West
Nyack
10994 845-358-6321
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NY
Zip
Primary Phone
BUSINESS NAME
ADDRESS
CITY
STATE
First Friends Day Care
Jawonio, Inc. (Playing &
Learning Together)
148 Sleepy Hollow Road
Congers
NY
Primary
Phone
10920 845-825-9944
260 Little Tor Road
New City NY
10956 845-708-2000
JCC-Y @ Link
Elementary School
450 West Nyack Road
West
Nyack
NY
10994 845-362-4400
JCC-Y @ New City
Elementary School
450 West Nyack Road
West
Nyack
NY
10994 845-362-4400
Just Us Kids, Inc.
1 Wesel Road
Nanuet
NY
10954 845-624-6124
Just Us Kids, Inc. Korines Robin
114 Tennyson Drive
Nanuet
NY
10954 845-215-5571
40 Gregory Street
New City NY
10956 845-570-1549
61 Maple Avenue
15 Fersch Lane
New City NY
Congers NY
10956 845-634-2202
10920 845-267-3554
Nanuet
NY
10954 845-300-8039
Loving Angels Child
Care
25 Rose Road
West
Nyack
NY
10994 845-624-0225
Nanuet Family
Resource Center, Inc.
@ Miller
50 Blauvelt Road
Nanuet
NY
10954 845-627-4889
Nella Di Nuovo
66 Lenox Avenue
Congers
NY
10920 845-268-6489
New City Jewish Center
47 Old School House Road
New City NY
10956 845-638-9600
Pigtails Nursery and
Daycare
23 White Oak Lane
Bardonia NY
10954 845-623-1655
Prime Time For Kids
New City NY
10956 845-639-2425
Rockland Country Day
School
34 Kings Highway
Congers
NY
10920 845-268-6802
NY
10994 845-627-7002
NY
10960 845-353-2350
845-371-1502
10954
Kids Club House
Daycare, Inc
Kreative Kids
Little People's Palace
Little Tulips All Day
Daycare
Shining Stars Early
Childcare Center, Inc.
Small Steps
Small Wonders Child
Care Corp.
21 Burd Street
West
Nyack
Nyack
23 New Clarkstown Road
Nanuet
8 Rose Road
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NY
ZIP CODE
ADDRESS
CITY
STATE
Sophia's Sandcastle
24 Tennyson Drive
Nanuet
NY
10954 845-627-0709
St. Paul's Christian Day
School
323 South Main Street
New City NY
10956 845-634-0929
New City NY
10956 845-634-6224
New City NY
10956 845-639-1368
New City NY
10956 845-638-0830
Tappan Zee Community
365 Strawtown Road
Nursery School
Teddy Bear Kids Care
89 Havermill Road
Temple Beth Sholom
Nursery
ZIP CODE
Primary
Phone
BUSINESS NAME
Totally Into Nurturing
Kids
9 Inland Road
New City NY
10956 845-352-2592
Town of Clarkstown
Street Community
Center
31 Zukor Road
New City NY
10956 845-639-5728
285 Route 303
Congers
NY
10920 845-267-3380
227 North Main Street
New City NY
10956 845-708-8270
37 South Broadway
Nyack
NY
10960 845-641-5027
YMCA @ Lakewood
Elementary
37 South Broadway
Nyack
NY
10960 845-358-0245
YMCA @ Laurel Plains
Elementary
37 South Broadway
Nyack
NY
10960 845-727-1037
YMCA @ Little Tor
Elementary
37 South Broadway
Nyack
NY
10960 845-358-0245
YMCA @ Strawtown
Elementary School
37 South Broadway
Nyack
NY
10960 845-727-1037
YMCA @ West Nyack
Elementary
37 South Broadway
Nyack
NY
10960 845-727-1037
YMCA @ Woodglen
Elementary
37 South Braodway
Nyack
NY
10960 845-727-1037
Tutor Time Child Care
of Congers
Tutor Time of New City
YMCA @ Bardonia
Elementary
Information will be provided to parents, guardians or persons in parental relation to the students
in the event of a violent incident or an early dismissal through the use of the district’s School
Messenger rapid telephone and email system, by employees at the building level using the
student/parent directory and/or local and regional radio and TV stations. These are the same
stations that are used to announce official delays or closings. This information is provided to
parents through the website and building handbooks. Additionally, if an event occurs at the
campus where students cannot be released immediately, a parent/community public information
center may be established at another campus building.
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In the event that this public information center is established, parents and community members
are encouraged not to report to the main campus where a building may be in crisis, but rather
gather at a designated meeting place where regular public information statements will be made
by the Public Information Officer or designee.
B. Situational Responses – Multi-Hazard Response and Response Protocols
Staff cooperation is critical when an act of violence occurs. In the event of a criminal act, bomb
threat, civil disturbance, intrusion, hostage taking, kidnapping or other threatening event, staff
response may include:
1.
2.
3.
4.
Call law enforcement and other necessary emergency response agencies
Verbal instructions to cease the behavior.
Call for assistance from other staff.
Verbal instructions to follow classroom emergency procedures based on the main office’s
instruction over the public address system.
5. Removal of any onlookers that could aggravate the situation.
6. Not invading the space of the individual(s) involved.
7. Physical restraint if other actions do not stop the violence.
In the event of a violent incident, the following procedures are to be followed at the District
Level:





The District Superintendent will ensure the Building Level team has adequate resources
to respond to the emergency.
The Assistant Superintendents, Safety Officer and Public Information Specialist will
develop a public information strategy to communicate necessary information to the
media, parents and staff.
The Central Office will notify the Executive Director of Pupil Services who is the leader
of the Clarkstown Central School District Crisis Intervention Team of the event.
The District Superintendent or his assistant will notify appropriate Board of Education
members of the incident.
The District Superintendent will file any necessary information with the State Education
Department (for example, school bomb threat data cards).
In the event of a violent incident, the following procedures are to be followed at the School
Building Level:







Student reports an incident to an adult or adult observes an incident.
Adult takes appropriate action as necessary to respond to the incident.
A written referral is forwarded to the building principal.
School guidance counselor, social worker and nurse are involved when necessary.
Building principal will conference with the student(s) involved to determine the
problems/issues.
If parental notification is necessary, building principal will contact the parent(s) and may
arrange a parent conference.
Appropriate discipline will be administered following the District Code of Conduct and
incident reported to the State Education Department when appropriate.
Follow-up of the violent incident should include:
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1.
2.
3.
4.
5.
Investigation of the incident by building principal and law enforcement, as necessary.
Preparation of written accounts of the incident by all involved.
Review of written accounts by the building principal for any disparities.
Appropriate disciplinary action according to the code of conduct.
Review of the entire incident by administration for future planning.
a. What happened?
b. Where did it happen?
c. When did it happen?
d. Why did it happen?
e. How did it happen?
f. How many individuals were involved?
g. Are the individuals associated with a group?
h. How could the incident have been prevented?
i. What warning signs were missed?
j. What can we do to prevent a future incident?
6. Counseling or other needed support for the victim(s), other students and staff involved in the
incident.
7. Necessary reporting and parental notification.
Each school’s Building Level plan lists building specific response actions to criminal acts, bomb
threats, civil disturbance, intrusion, hostage taking, kidnapping, as well as technological and
natural disasters.
Response Protocols
Clarkstown Central School District will update the safety plan annually. Elements of the plan
include:
-
Chain of Command and Incident Command Structure (ICS)
Other Relevant Parties
Emergency Planning Committee
Emergency Telephone Numbers
First Aid List
Fleet List
A list of hazardous incidents and a response plan for each (e.g. bomb threat, hostage,
intruder, natural disaster, structural failure, et. al.)
Chain of Command
1)
2)
3)
4)
5)
Assistant Superintendent and Chief Administrative Officer
Assistant Superintendent for Personnel and Instruction
Director of Facilities
District Safety Officer/Director of Business Services
Arrangements for Obtaining Emergency Assistance from Local Government
17
The administration shall use the following process in making arrangements for obtaining
assistance during emergencies from emergency services organizations and local government
agencies:
-
Superintendent/Designee in an emergency contacts dispatch point or 911 center for fire
or EMS response.
-
Superintendent/Designee contacts
notification and/or assistance.
highest-ranking
local
government
official for
Procedures for Obtaining Advice and Assistance from Local Government Officials
The Administration shall use the following protocol for obtaining advice and assistance from
local government officials including the county or city officials responsible for implementation of
Article 2-B of the Executive Law:
- Superintendent/Designee in an emergency will contact emergency management
coordinator and/or the highest ranking local government official for obtaining advice and
assistance.
-
The Clarkstown Central School District has identified resources for an emergency from
the following agencies: Rockland BOCES Health and Safety, The Clarkstown Police
Dept., local fire and emergency services units, the Red Cross and other community
organizations.
District Resources Available for Use in an Emergency
Clarkstown Central School District has created a comprehensive list of resources available
during an emergency, including fuel sources, communications, food service capability,
maintenance vehicle lists, and medical supplies and AED, CPR and First Aid trained staff.
Specific information in each of these categories is contained in the Building Level plans.
Procedures to Coordinate the Use of School District Resources and Manpower during
Emergencies
The Clarkstown Central School District shall use the following procedure to coordinate the use
of school resources and manpower during emergencies:
-
The Building Principal of the affected facility shall contact the District Superintendent or
his/her designee and request the necessary manpower or resources.
The District Superintendent or the highest-ranking person in the chain of command shall
assess the request and allocate personnel and resources as necessary.
Protective Action Options
18
Clarkstown Central School District shall follow the following protocols in assessing the
appropriate protective action option. The decision to cancel school, to dismiss early, lockdown,
shelter in place or evacuate, shall be made in cooperation with state and local emergency
responders, as appropriate.

School Cancellation
o Monitor any situation that may warrant a school cancellation – Superintendent/
Safety Team.
o Make determination – Superintendent with input from building principal
o Send School Messenger to BOE, parents, guardians and staff
o Contact local media – Public Information Specialist.

School Delay
o Monitor any situation that may warrant school delay – Building Administrators/
Superintendent/Safety Team.
o If conditions warrant, delay opening of school – Superintendent
o Contact Transportation Supervisor to coordinate transportation issues
o Contact local media to inform parents of delayed opening.
o Post notice on district website
o Provide for safety and security of employees and students who do come to school.

Early Dismissal
o Monitor situation – Superintendent/Safety Team.
o If conditions warrant, close school – Superintendent/Building Administrator(s)
o Contact Transportation Supervisor to arrange transportation.
o Contact local media to inform parents of early dismissal.
o Post notice on district website
o Retain appropriate personnel until all students have been returned home.

Evacuation (before, during and after school hours, including security during evacuation and
evacuation routes)
o Determine the level of threat – Superintendent/ Building Administrators/Police
o Contact Transportation Supervisor to arrange transportation
o Clear all evacuation routes and sites prior to evacuation.
o Evacuate all employees and students to pre-arranged evacuation sites.
o Account for all student and employee population. Report any missing employees or
students to Building Principal.
o Make determination regarding early dismissal – Superintendent or Designee.
o Contact Transportation Supervisor to arrange transportation from evacuation
location.
o Contact BOE, parents, guardians and staff via School Messenger to advised of
evacuation location and if determination was made to dismiss early.
o Contact local media to inform parents is there will be an early dismissal.
o Ensure adult supervision or continued school supervision/security.
o Arrange for staff to greet and sign out students from evacuation location.
19

Sheltering Sites (internal and external)
o Determine the level of threat – Superintendent/Building Administrator
o Determine location of sheltering depending on nature of incident.
o Account for all students and employees. Report any missing employees or students
to designee.
o Determine other occupants in the building.
o Make appropriate arrangements for human needs.
o Take appropriate safety precautions.
o Contact BOE, parents, guardians and staff via School Messenger.
o Establish a communication contact to provide information and current status of the
situation to parents and other inquiring parties.

Lockdown
o Identify the threat – Building Administrator
o Contact Law Enforcement than Superintendent.
o Use intercom to notify staff – Call “Lockdown”
o Staff and students to stay out of sight in secure areas.
o Staff and students may use escape / defense as alternate response option.
o Remain in lockdown until cleared by law enforcement personnel
o Contact BOE, parents, guardians and staff via School Messenger.
o Establish a communication contact to provide information and current status of the
situation to parents and other inquiring parties.
RECOVERY
A. Central Administration Support for Buildings
The Clarkstown Central School District wide Team will support the Building Level Emergency
Response Team and the Crisis/Post-Incident Response Teams in affected schools.
B. Disaster Mental Health Services
The Central Office shall assist in the coordination of Disaster Mental Health Resources, in
support of the Post-Incident Response Teams in the affected schools.
20
Appendix 1 – Required Plan Development Procedures
Clarkstown Central School District has revised the District Wide School Safety Plan in
accordance with the 2013 New York School Safety Guide.
The plan was re-adopted by the board and was filed with the Commissioner of Education no
later than 30 days after its adoption.
Committee Members – District Wide Safety Team





















Assistant Superintendent / Chief Compliance Officer
Board of Education Members
Clarkstown Police Dept./ School Resource Officers (SRO)/DARE Officer
Coordinator of Health Services
District Parent (Elementary)
District Parent (Middle School)
District Parent (High School)
District Safety Officer/Director of Business Services
Director of Athletics
Director of Food Services
Director of Transportation
Director of the Community Learning Center
Executive Director of Pupil Services
Public Information Specialist
Principal Elementary
Principal Secondary
Principal Birchwood
Rockland BOCES Health and Safety Representative
Teachers Union President/Representative
Teaching Assistants Union President/Representative
.
21
Appendix 2 – Listing of all Clarkstown Central School District Buildings
The Clarkstown Central School District is one of 698 school districts in New York State serving
a population of approximately 8,403 students, including 1,371 with special education needs. The
District is located in Rockland County, approximately 25 miles northwest of New York City, and
covers a 31 square mile radius. The District employees approximately 1,630 staff members.
Clarkstown Central School District Building Names and Locations
Bardonia Elementary
31 Bardonia Road
Bardonia, NY 10954
845-639-6460
Principal Christine Arlt
Birchwood School
214 Sickletown Road
West Nyack, NY 10994
845-639-6480
Principal Jonathan Slaybaugh
Lakewood Elementary
77 Lakeland Avenue
Congers, NY 10920
845-639-6320
Principal Joan Taylor
Laurel Plains Elementary
14 Teakwood Lane
New City, NY 10956
845-639-6350
Principal Carol Pilla
Link Elementary
51 Red Hill Road
New City, NY 10956
845-624-3494
Principal Francine Cuccia
Little Tor Elementary
56 Gregory Street
New City, NY 10956
845-624-3471
Principal Mi Jung An
New City Elementary
60 Crestwood Drive
New City, NY 10956
845-624-3467
Principal Debra Forman
22
Strawtown Elementary
413 Strawtown Road
845-624-3473
Principal Martha Ryan
West Nyack Elementary
661 West Nyack Road
845-624-3474
Principal Annie Streiff
Woodglen Elementary
New City, NY 10956
845-624-3417
Principal Lisa Maher
30 Parrott Road
845-624-3970
Campus Principal Kevin Horan
Clarkstown High School North
151 Congers Road
New City, NY 10956
845-639-6504
Principal Harry Leonardatos
Clarkstown High School South
31 Demarest Mill Road East
845-624-3410
Principal Debra Tarantino
Chestnut Grove District Office
New City, NY 10956
845-639-6300
Superintendent Dr. J. Thomas Morton
Clarkstown Central School District Transportation Office
30 Parrott Road
Director Thomas Balko
(845)639-6380
23
CELL PHONE NUMBERS – SCHOOL EMERGENCIES
SCHOOL
PRINCIPAL
Bardonia
Christine Arlt
Birchwood
Jonathan Slaybaugh
Lakewood
Joan Taylor
Laurel Plains Carol Pilla
Link
Francine Cuccia
Little Tor
Mi Jung An
New City
Debra Forman
Strawtown
Martha Ryan
West Nyack Annie Streiff
Woodglen
Lisa Maher
FFMS
Kevin Horan
Georgianna Diopolus-Grogan
Diane Mitchell
Jonathan Schatz
North HS
Harry Leonardatos
Daniel Goldberg
Amy Franchi
Angie Watt
South HS
Debra Tarantino
Tom Jeffery
Matthew Younghans
Julie Dahl
24
Communications Contacts
John LaNave
Assistant Superintendent and Chief Administrative Officer
(845) 639-6472
Maureen Sullivan
District Safety Officer and Director of Business Services
(845) 639-5631
Regina Ball
Assistant to the Superintendent of Schools
(845) 639-6418
Denise Farro
Public Information Specialist
Telephone: (845) 639-5647
Website Address : www.ccsd.edu
Twitter.com/ccsdschools
Facebook.com/ccsdschools
25
Appendix 3 – Building Level Emergency Response Plan Summary
Commissioner’s Regulation 155.17
INTRODUCTION
Emergencies in schools must be addressed in an expeditious and effective manner. Schools
are at risk of acts of violence, natural, and manmade disasters. To address these threats, the
State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law.
Project SAVE is a comprehensive planning effort that addresses prevention, response, and
recovery with respect to a variety of emergencies in schools.
Clarkstown Central School District supports the SAVE Legislation and intends to facilitate the
planning process. The District Superintendent encourages and advocates on-going District
Wide cooperation and support of Project SAVE.
GENERAL CONSIDERATIONS AND GUIDELINES
A. Purpose
Each Building Level Emergency Response Plan was developed pursuant to Commissioner’s
Regulation 155.17. At the direction of the Clarkstown Central School District Board of
Education, the principals of the schools within Clarkstown Central School District appointed
Building Level Safety Teams and charged them with the development and maintenance of the
Emergency Response Plan.
B. Identification of School Teams
Each Clarkstown Central School District School has developed three emergency teams:
o Building Level Safety Team
o Building Level Emergency Response Team
o Building Level Post Incident Response Team
C. Concept of Operations
o The initial response to all emergencies will be by the Emergency Response Team.
o Upon the activation of the Emergency Response Team, the District Superintendent or
designee will be notified and where appropriate, local emergency officials will also be
notified.
o Efforts may be supplemented by county and state resources through existing protocols.
D. Plan review and public comment
o This plan will be reviewed periodically during the year and will be maintained by the
Building Level Safety Team. The required annual review will be completed on or before
July 1 of each year after its adoption by the Board of Education.
o Pursuant to Commissioner’s Regulation 155.17 (e)(3), a summary of this plan will be
made available for public comment at least 30 days prior to its adoption. The Board may
adopt the District Wide and Building Level plans, only after at least one public hearing
that provides for the participation of personnel, parents, students and any other
interested parties. The plans must be formally adopted by the Board of Education.
o Building Level Emergency Response Plans shall be confidential and shall not be subject
to disclosure under Article 6 of the Public Officers Law or any other provision of law, in
accordance with Education Law Section 2801-a.
o Full copies of the Building Level Emergency Response Plan will be supplied to both local
and state police within 30 days of adoption.
26
PLAN SUMMARY
RISK REDUCTION/PREVENTION AND INTERVENTION
A. Designation of Teams
o A Building Level Safety Team, including the members required by regulation, has been
created for each building. Members of the team include: safety personnel; local law
enforcement officials; representatives of teacher, administrator, and parent
organizations; local ambulance and other emergency response agencies; community
members; other personnel; and other representatives appointed by the Board of
Education.
o A Building Level Emergency Response Team, including the members required by
regulation, has been created for each building. Members of the team include: personnel,
local law enforcement officials, representatives from local, regional, and/or state
emergency response agencies; and other appropriate incident response teams.
o A Building Level Post Incident Response Team, including the members required by
regulation, has been created for each building. Members of the team include: personnel;
medical personnel; mental health counselors and others who can assist the community
in coping with the aftermath of a serious violent incident or emergency.
B. Prevention/Intervention Strategies
o Training for emergency teams and safety officers, including de-escalation training, has
been conducted as determined in the District Wide Safety Plan.
o Procedures for an annual review and the conduct of drills and exercises to test
components of the buildings’ plans, including the use of tabletop exercises, in
coordination with local and county emergency responders and preparedness officials
have been developed and will be implemented.
o The District Wide Safety Plan requires annual multi-hazard training for students and
staff. The building level plans describes how this training will be provided to staff and
students each building.
C. Identification of Sites of Potential Emergencies
The District Wide Safety Plan requires an identification of sites of potential emergency. The
Building Level Safety Teams have identified both internal and external hazards that may warrant
protective actions, such as the evacuation and sheltering of the school population.
RESPONSE
A. Assignment of Responsibilities
A chain of command consistent with the National Incident Management System (NIMS)/Incident
Command System (ICS) will be used in response to an emergency in the buildings. In the event
of an emergency, the building’s response team may adapt NIMS/ICS principles based on the
needs of the incident.
B. Continuity of Operations
Each building will coordinate with the district safety team to plan and secure resources in order
to continue operations during an emergency.
C. Access to Floor Plans
Procedures have been developed to ensure that crisis response, fire and law enforcement
agencies have access to floor plans, blueprints, schematics or other maps of the buildings’
interior, grounds and road maps of the immediate surrounding area.
27
D. Notification and Activation
Internal and external communication systems have been developed that will be used in
emergencies.
Procedures are in place for notification and activation of the Building Level Emergency
Response Plan.
E. Hazard Guidelines
The Building Level Safety Plan includes detailed multi-hazard response plans for taking actions
in response to an emergency. Each building’s plan includes building-specific guidelines for the
following types of emergencies: Threats of Violence, Intruder, Hostage/Kidnapping,
Explosive/Bomb Threat, Natural/Weather Related, Hazardous Material, Civil Disturbance,
Biological, School Bus Accident, Radiological, Gas Leak, Epidemic, or Others as determined by
the Building Level School Safety Team.
F. Evacuation Procedures
Procedures have been developed for the safe evacuation of students, teachers, other building
personnel and visitors to the buildings in the event of a serious violent incident which include at
least the following:
o
o
o
o
o
o
o
Evacuation before, during and after hours (including security during evacuation)
Evacuation routes (internal & external)
Sheltering sites (internal & external)
Procedures for addressing medical needs
Transportation
Emergency notification of persons in parental relation to the students
Other procedures as determined by the Building Level Safety Team.
G. Security of Crime Scene
Building and District personnel will work to secure and restrict access to the crime scene in
order to allow law enforcement personnel to preserve evidence from being disturbed or
destroyed in cases of violent crimes on school property.
RECOVERY
The Building Level Emergency Response Plan will be coordinated with the statewide plan for
disaster mental health services to assure that the building has access to federal, state and local
mental health resources in the event of a violent incident.
Short-term actions for recovery include:
o Mental health counseling (students and staff)
o Building security
o Facility restoration
o Post-incident response critique
o Other
Long-term actions for recovery include:
o Mental health counseling (monitor for post-traumatic stress behavior)
o Building security
28
o
o
Mitigation (to reduce the likelihood of occurrence and impact if it does occur
again)
Other
Appendix 4 – Clarkstown Central School District Policy Statement
Policies on topics related to staff/student safety and conduct, including the Student Code of
Conduct, can be found on the Clarkstown Central School District website: www.ccsd.edu
/District Policies.
29
Appendix 5- Listing of Internal Resources for Clarkstown Central School District
Clarkstown Central School District has the following resources available during times of crisis:
Fuel Sources
The Clarkstown Central School District has a number of forms of fuel sources available for
emergency use. For specific information, consult building level plans.
Communications
The Clarkstown Central School District has intercom system and rapid email and phone
systems.
For specific information, consult building level plans.
Food Service Capability
Each building level plan lists the building’s ability to provide food during times of emergencies,
including total number of meals available on hand, and information on how kitchen appliances
are powered.
Vehicle List
Each building level plan lists the maintenance vehicles that might be available during times of
emergency.
Medical Supplies
Each building level plan lists medical supplies available during emergencies through the health
office, as well as lists of AED, First Aid and CPR trained staff members.
Gotta Go Bags
Each Clarkstown Central School District building has Gotta Go Bags. Gotta Go Bags are school
emergency bags that are filled with supplies that you may need to have or take with you in an
emergency. A minimum of two bags are kept in each building. The bags should be kept in
different locations in the school in the event that one location is not accessible.
30
Appendix 6- 2014-2015 CPR Certified Clarkstown Central School District Employees
Security-June 24, 2014
Peter Cummings
Joseph D'Urso
Anthony Gonzalez
Deborah Hampson
Howard Katz
John Kubanik
Carlos Martinez
Arthur Newcombe
John Pellechia
Leroy Plaskett
Hedxan Quinones
Amanda Vicente
Security- June 25, 2014
Gregory Bacalles
Jill Casserly
Michael Kukura
Cathy Liddie
Kimberly Nelson
Jonathan Samuels
Caitlin Smith
Jerry Slyvester
Mary Vaugh
Security-June 26, 2014
Chris Breyfogle
Kevin Kocik
Georgia Lampel
John Lawson
Chris Mack
Caroline
McNamara
Timothy Piacente
Gail Rosenthal
JoAnn Tracey
Connie Veneziano
Building and Grounds- July 29, 2014
Jean Bellevue
Julian Febres
Andy Gloc
Edvard Lapice
Kenneth Malm
Norberto Mercado
Willis Porach
Dario Vasquez
Building and Grounds- August 26, 2014
Rodrigue Altenor
Ramon Arias
Juan Burgos
Angel Correa
Kevin Finnigan
Bill Fitzgerald
Lou Giorgio
Eddie Jasiel
Paul Junge
James Lent
Robert Neal
Jean Poulard
Al Rinaldi
James Rohe
Ilvin Urena
Trevil Wilkins
Ken Whiteman
31
Appendix 7 – Clarkstown Central School District Vehicle Asset List
32
33
34
35
36
Appendix 8 – New York State Police Bomb Threat Instruction Card
37
Appendix 9 – The Early Detection of Potentially Violent Behaviors
A Guide for Families and Communities
Early Warning Signs
It is not always possible to predict behavior that will lead to violence. In some situations and for
some youth, different combinations of events, behaviors, and emotions may lead to aggressive
rage or violent behavior toward self or others. School personnel and students, as well as
parents, are often in a good position to observe these early warning signs.
None of these signs alone is sufficient for predicting aggression and violence. Moreover, it is
inappropriate--and potentially harmful--to use the early warning signs as a checklist against
which to match individual children. Rather, the warning signs are offered only as an aid in
identifying and referring children who may need help. A good rule of thumb is to assume that
these warning signs, especially when they are presented in combination, indicate a need for
further analysis to determine an appropriate intervention.
The information that follows and such other information as may be appropriate concerning Early
Warning shall be made available to all employees in a form to be determined by the
Superintendent. It is the policy of the Rockland BOCES that employees and students use the
early warning signs only for identification and referral purposes. Trained professionals should
make diagnoses in consultation with the child's parents or guardian.
The following early warning signs are cited by the United States Department of Education in its
publication entitled Early Warning, Timely Response: A Guide to Safe Schools and is
presented with the following qualifications: They are not equally significant and they are not
presented in order of seriousness. They include:

Social Withdrawal – In some situations, gradual and eventually complete withdrawal
from social contacts can be an important indicator of a troubled child. The withdrawal
often stems from feelings of depression, rejection, persecution, unworthiness, and lack
of confidence.

Excessive Feelings of Isolation and Being Alone – Research has shown that the
majority of children who are isolated and appear to be friendless are not violent. In fact,
these feelings are sometimes characteristic of children and youth who may be troubled,
withdrawn, or have internal issues that hinder development of social affiliations.
However, research also has shown that in some cases feelings of isolation and not
having friends are associated with children who behave aggressively and violently.

Excessive Feelings of Rejection – In the process of growing up, and in the course of
adolescent development, many young people experience emotionally painful rejection.
Children who are troubled often are isolated from their mentally healthy peers. Their
responses to rejection will depend on many background factors. Without support, they
may be at risk of expressing their emotional distress in negative ways-including violence.
Some aggressive children who are rejected by non-aggressive peers seek out
aggressive friends who, in turn, reinforce their violent tendencies.

Being a Victim of Violence – Children who are victims of violence-including physical or
sexual abuse-in the community, at school, or at home are sometimes at risk themselves
of becoming violent toward themselves or others.
38

Feelings of Being Picked On and Persecuted – The youth who feels constantly picked
on, teased, bullied, singled out for ridicule and humiliated at home or at school may
initially withdraw socially. If not given adequate support in addressing these feelings,
some children may vent them in inappropriate ways-including possible aggression or
violence.

Low School Interest and Poor Academic Performance – Poor school achievement
can be the result of many factors. It is important to consider whether there is a drastic
change in performance and/or poor performance becomes a chronic condition that limits
the child's capacity to learn. In some situations such as when the low achiever feels
frustrated, unworthy, chastised, and denigrated acting out and aggressive behaviors
may occur. It is important to assess the emotional and cognitive reasons for the
academic performance change to determine the true nature of the problem.

Expression of Violence in Writings and Drawings – Children and youth often express
their thoughts, feelings, desires, and intentions in their drawings and in stories, poetry,
and other written expressive forms. Many children produce work about violent themes
that for the most part is harmless when taken in context. However, an
overrepresentation of violence in writings and drawings that is directed at specific
individuals (family members, peers, other adults) consistently over time, may signal
emotional problems and the potential for violence. Because there is a real danger in
misdiagnosing such a sign, it is important to seek the guidance of a qualified
professional such as a school psychologist, counselor, or other mental health specialist
to determine its meaning.

Uncontrolled Anger – Everyone gets angry; anger is a natural emotion. However,
anger that is expressed frequently and intensely in response to minor irritants may signal
potential violent behavior toward self or others.

Patterns of Impulsive and Chronic Hitting, Intimidating and Bullying Behaviors –
Children often engage in acts of shoving and mild aggression; however, some mildly
aggressive behaviors such as constant hitting and bullying of others which occur early in
children's lives, if left unattended, might later escalate into more serious behaviors.

History of Discipline Problems – Chronic behavior and disciplinary problems both in
school and at home may suggest that underlying emotional needs are not being met.
These unmet needs may be manifested in acting out and aggressive behaviors. These
problems may set the stage for the child to violate norms and rules, defy authority,
disengage from school, and engage in aggressive behaviors with other children and
adults.

Past History of Violent and Aggressive Behavior – Unless provided with support and
counseling, a youth who has a history of aggressive or violent behavior is likely to repeat
those behaviors. Aggressive and violent acts may be directed toward other individuals,
be expressed in cruelty to animals or include fire setting. Youths who show an early
pattern of antisocial behavior frequently and across multiple settings are particularly at
risk for future aggressive and antisocial behavior. Similarly, youth who engage in overt
behaviors such as bullying, generalized aggression and defiance, and covert behaviors
39
such as stealing, vandalism, lying, cheating and fire setting also are at risk for more
serious aggressive behavior. Research suggests that age of onset may be a key factor
in interpreting early warning signs. For example, children who engage in aggression and
drug abuse at an early age (before age 12) are more likely to show violence later on
than are children who begin such behavior at an older age. In the presence of such
signs it is important to review the child's history with behavioral experts and seek
parents' observations and insights.

Intolerance for Differences and Prejudicial Attitudes – All children have likes and
dislikes. However, an intense prejudice toward others based on racial, ethnic, religious,
language, gender, sexual orientation, ability, and physical appearance when coupled
with other factors may lead to violent assaults against those who are perceived to be
different. Membership in hate groups or the willingness to victimize individuals with
disabilities or health problems also should be treated as early warning signs.

Drug Use and Alcohol Use – Apart from being unhealthy behaviors, drug use and
alcohol use reduces self-control and exposes children and youth to violence, either as
perpetrators, as victims, or both.

Affiliation with Gangs – Gangs that support anti-social values and behaviors--including
extortion, intimidation, and acts of violence toward other students cause fear and stress
among other students. Youth who are influenced by these groups those who emulate
and copy their behavior, as well as those who become affiliated with them may adopt
these values and act in violent or aggressive ways in certain situations. Gang related
violence and turf battles are common occurrences tied to the use of drugs that often
result in injury and/or death.

Inappropriate Access, Possession and Use of Firearms – Children and youth who
inappropriately possess or have access to firearms can have an increased risk for
violence. Research shows that such youngsters also have a higher probability of
becoming victims. Families can reduce inappropriate access and use by restricting,
monitoring, and supervising children's access to firearms and other weapons. Children
who have a history of aggression, impulsiveness, or other emotional problems should
not have access to firearms and other weapons.

Serious Threats of Violence – Idle threats are a common response to frustration.
Alternatively, one of the most reliable indicators that a youth is likely to commit a
dangerous act toward self or others is a detailed and specific threat to use violence.
Recent incidents across the country clearly indicate that threats to commit violence
against oneself or others should be taken very seriously. Steps must be taken to
understand the nature of these threats and to prevent them from being carried out.
Identifying and Responding to Imminent Warning Signs
Unlike early warning signs, imminent warning signs indicate that a student is very close to
behaving in a way that is potentially dangerous to self and/or to others. Imminent warning signs
require an immediate response.
No single warning sign can predict that a dangerous act will occur. Rather, imminent warning
signs usually are presented as a sequence of overt, serious, hostile behaviors or threats
40
directed at peers, employees, or other individuals. Usually, imminent warning signs are evident
to more than one employee member--as well as to the child's family.
Imminent warning signs may include:
 Serious physical fighting with peers or family members.
 Severe destruction of property.
 Severe rage for seemingly minor reasons.
 Detailed threats of lethal violence.
 Possession and/or use of firearms and other weapons.
 Other self-injurious behaviors or threats of suicide.
Threat Assessment
A threat is an expression of intent to do harm or act out violently asgainst someone or
something. A threat can be written, spoken, or symbolic – as in motioning with one’s hands as
though shooting or strangling another person. There are principally four types of threats – direct,
indirect, veiled and conditional.
Threats are made for a variety of reasons: as a warning signal, a reaction to fear of punishment,
anxiety, demand for attention or as retribution for a perceived or actual slight or affront. Threats
may be intended to taunt, intimidate, assert power, punish, manipulate, coerce, frighten,
terrorize, compel desired behavior, to strike back for an injury, injustice or slight; to be
disruptive, to challenge authority or to protect oneself.
Individuals who make threats normally manifest other behaviors or emotions that are indicative
of a problem. These can include: signs of depression, prolonged brooding, evidence of
frustration or disappointment; fantasies of destruction or revenge in conversations, writings,
drawings or other actions; expressions of intense love, fear, rage, revenge, excitement or
pronounced desire for recognition. Use of alcohol or drugs can be an aggravating factor, as can
a romantic breakup, failing grades or conflicts with parents or friends.
Personality Traits
Personality traits and behaviors that should be considered in assessing the liklihood of a student
carrying out a threat include:
 A student intentionally or unintentionally revealing clues to feelings, thoughts, fantasies,
attitudes, or intentions that may signal an impending violent act;
 Low tolerance of frustration, easily hurt, insulted, angered by real or perceived injustices;
 Poor coping skills, demonstrating little ability to deal with frustration, criticuism,
disappointment, fauilure, rejection or humiliation;
 Lack of resiliency, is unable to bounce back from frustrating and disappointing experiences;
failed love relationships, cannot accept or comes to term with humiliation or rejection;
 Injustice collector, nurses resentment over real or perceived injustices, will not forgive or
forget those who s/he believes are responsible;
 Depression manifested by lethargy, physical fatigue, marose or dark outlook on life, malaise,
lack of interest in activities once enjoyed, unpredictable anger, generalized or excessive
hatred to others, hoplessness about the future, psychomotor agitation, restlessness,
inattention, sleep and eating disorders;
 Narcisissism, self-centered, lacking insight to the needs/feelings of others, blames others for
failure and disappointment, may embrace the role of victim, displays signs of paranoia, selfimportance or grandiosity, masking feelings of unworthiness, notably thick or thin skinned;
 Alienation, feels different or estranged from others, more than being a loner, involves
feelings of isolation, sadness, lonliness, not belonging or fitting in;
41



















Dehumanizes others, fails to see others as humans, sees them as objects to be thwarted;
Lacks empathy, demonstrates inability to understand feelings of others, may ridicule
displays of emotion as weak or stupid;
Exaggerated sense of entitlement, has a sense of being superior and constantly expects
special treatment and consideration;
Attitude of superiority, has a sense of being superior to others, smarter, more creative,
talented, experienced, more worldly;
Exaggerated/pathological need for attention, positive or negative, regardless of the
circumstances;
Externalizes blame, consistently refuses to take responsibility for own actions, blames
others, often seems impervious to rational argument and common sense;
Masks low self-esteem, may display arrogance, self-glorifying attiude, avoids high visibility
or involvement, may be considered a “non-enitiy” by peers:
Anger management problems, manifested by consistent temper tantrums, melodramatic
displays, brooding, sulking, seething silence, reacts out of proportion to cause, may direct
anger to those who have no connection to triggering incident;
Intolerance, racial, ethnic, religious and other, displays symbols and slogans of intolerance
on self or possessions;
Inappropriate humor, macabre, insulting, belittling, or mean.
Attempts to manipulate others, attempts to con and manipulate to win trust so others will
rationalize aberrant behavior;
Lack of trust, is untrusting and suspicious of the motives and intentions of others, may
approach clinically paranoid state;
Closed social group, introverted, with acquaintances rather than friends, may associate only
with asingle small group to the exclusion of others;
Manifests a dramatic change in behavior, academic performance, disobedience of school
rules, schedules, dress codes etc.
Rigid and opinionated, judgemental and cynical, strong opinions on topics about which little
knowledge is possessed, disregards facts, logic and reasoning;
Demonstrates unusual interest in sensational violence;
Fascination with violence-filled entertainment, movies, TV, computer games, music videos,
printed material, inordinate amout of time with violent computer games and websites
involving violence weapons and disturbing objects;
Has negative role models, drawn to negative, inappropriate role models, Hitler, Satan or
others associated with violence and destruction;
Manifests behavior that is relevant to carrying out a threat, spends inordinate amount of time
practicing with firearms, on violent websites, begins excluding normal pursuits such as
homework, classwork, time with friends.
Family Dynamics
Family dynamics that should be considered in assessing the liklihood of a student carrying out a
threat include:


Turbulent parent/child relationship, relationship is particularly difficult, can be uniquely
evident following recent or multiple moves, loss of parent, addition of step-parent, dismisses
parents’ role in his/her life, evidence of violence in the home;
Acceptance of pathological behavior, parents do not react to behavior that most would find
disturbing’ parents appear unable to recognize or acknowledge problems in their children,
respond quite defensively to real or perceived criticism of child, parents appear unconcerned
about, minimize or reject reports of inappropriate behavior by child;
42




Access to weapons, family keeps guns, weapons, explosives materials in the home and
accessible to the children, weapons treated carelessly, without normal safety precautions,
parent or role model may handle weapons irresponsibly or use as device for intimidation;
Lack of family intimacy or closeness;
Student “rules the roost,” few limits set for children, parents rtegularly submit to child’s
demands, student insists on inordinate degree of privacy, parents have little information
about student activities, school life, friends, or other relationships.
No limits or monitoring of TV or Internet, parents do not supervise, limit or monitor TV,
Internet, computer use or access.
School Dynamics
School dynamics that should be considered in assessing the likilhood of a student carrying out a
threat include:







Student attachment to school, student appears detached from school, other students,
teachers, and school activities;
Tolerance for disrespectful behavior, school does little to prevent or punish disrespectful
behavior between students, bullying is part of the school culture, school authorities are
oblivious to bullying, little or no intervention by school authorities, school atomosphere
promotes racial or class divisions, allows them to remain unchallenged;
Inequitable discipline, discipline is inequitably applied or is perceived as such by students or
employees;
Inflexible culture, official and unofficial partterns of behavior, values and relationships among
students, teachers and administrators are static, unyielding and insensitive to changes in
society and the changing needs of newer students;
Pecking order among students, certain groups have more prestige and respect – both
officially and unofficially by students and school officials;
Code of silence, prevails among students, little trust between students and employees;
Unsupervised computer access, access is unsupervised and unmonitored, students are able
to play violent games, explore inappropriate websites, promote violent hate groups, give
instruction in bomb making, etc.
Social Dynamics
Social dynamics that should be considered in assessing the liklihood of a student carrying out a
threat include:





Media, entertainment and technology, easy, unmonitored access to media, entertainment
and Internet sites with violent themes and images;
Peer groups, intense and extensive involvement with a group that shares fascination with
violence or extremeist beliefs;
Drugs and alcohol, knowledge of students’ use of drugs or alcohol or changes in such use is
important;
Outside interests, outside interests of students are important to note as they can mitigate or
increase the school’s level of concern in assessing a threat;
Copycat effect, school shooting and other violent incidents that receive intense media
attention can generate threats or copycat violence elsewhere, school employees should be
highly vigilant in then aftermath of such incidents.
43
Appendix 10 – Eleven Questions to Guide Data Collection in a Threat Assessment Inquiry
DOE and United States Secret Service Threat Assessment Guide
Eleven Key Areas
1) What are the student’s motives and goals?

What motivated the student to make the statement or take action that caused him/her to come to
attention?

Does the situation or circumstance that led to these statements or actions still exist?

Does the student have a major grievance or grudge? Against whom?

What efforts have been made to resolve the problem and what has been the result? Does the
potential attacker feel that any part of the problem is resolved or see any alternatives?
2) Has the student shown inappropriate interest in any of the following?

School attacks or attackers; weapons (including recent acquisition of any relevant weapon);
incidents of mass violence (terrorism, workplace violence, mass murders). Ask about
Columbine, Santana, etc.
3) Have there been any communications suggesting ideas or intent to attack?

What if anything has the student communicated to someone else (targets, friends, other
students, teachers, family, others) or written in a diary, journal, or website concerning his/her
ideas and/or intentions?

Have friends been alerted or “warned away”?
4) Has the student engaged in attack-related behaviors? These behaviors might include:

Developing an attack or plan
44

Making efforts to acquire or practice with weapons

Casing or checking out, possible sites and areas for an attack

Rehearsing attacks or ambushes
5) Is the student’s conversation and “story” consistent with his or her actions?

Does information from collateral interviews and form the student’s own behavior confirm or
dispute what the student says is going on?
6) Does the student have the capacity to carry out an act of targeted violence?

How organized is the student’s thinking and behavior?
Does the student have the means; e.g., access to a weapon, to carry out an attack?
7) Is the student experiencing hopelessness, desperation and/or despair?

Is there information to suggest that the student is experiencing desperation and/or despair?
45

Has the student experienced a recent failure, loss and/or loss of status?

Is the student known to be having difficulty coping with a stressful event?

Is the student now, or has the student ever been, suicidal or “accident-prone”?

Has the student engaged in behavior that suggests that he or she has considered ending their
life?
8) Does the student have a trusting relationship with at least one responsible adult?

Does the student have at least one relationship with an adult where the student feels that he or
she can confide in the adult and believes that the adult will listen without judging or jumping to
conclusions? (Students with trusting relationships with adults may be directed away from
violence and despair and toward hope.)

Is the student emotionally connected to – or disconnected from –other students?
Has the student previously come to someone’s attention or raised concern in a way that
suggested he or she needs intervention or supportive services?
9) Are other people concerned about the student’s potential for violence?

Are those who know the student concerned that he or she might take action based on
violent ideas or plans?

Are those who know the student concerned about a specific target?
46

Have those who know the student witnessed recent changes or escalations in mood or
behavior?
10) What circumstances might affect the likelihood of an attack?

What factors in the students life and/or environment might increase or decrease the
likelihood that the student will attempt to mount an attack at school?

What is the response of other persons who know about the student’s ideas or plan to
mount an attack? (Do those who know about the student’s ideas actively discourage
the student from acting violently, encourage the student to attack, deny the possibility
of violence, passively collude with an attack, etc.?
11) Does the student see violence as an acceptable – or desirable – or the only – way to
solve problems?

Does the setting around the student (friends, fellow students, parents, teachers, adults)
explicitly or implicitly support or endorse violence as a way of resolving problems or
disputes?

Has the student been “dared” by others to engage in an act of violence?
47
Appendix 11 –Clarkstown Central School District Incident Command System
CLARKSTOWN CENTRAL SCHOOL DISTRICT
INCIDENT COMMAND SYSTEM ORGANIZATION
Title
Person Holding Position
Incident Commander
Dr. J. Thomas Morton
Operations Section Chief
John LaNave
Planning Section Chief
Maureen Sullivan
Logistics Section Chief
Anthony Valenti
Finance/Administration
Section Chief
John LaNave
Student Section Chief
Jeff Sobel
Public Information
Coordinators
Maureen Sullivan / John
LaNave / Denise Farro
Safety Officer
Maureen Sullivan
48
Description of Duties
Person in charge at the incident
and who is fully qualified to
manage the incident. Sets
objectives and priorities and has
overall responsibility at the
incident.
Conducts tactical operations to
carry out the plan and directs all
resources.
Develops the action plan to
accomplish the objectives and
maintains resource status.
Provides support to meet
incident needs.
Monitors costs related to
incident. Provides accounting,
procurement and cost analysis.
Coordinates issues related to
student care, release and
reunification
Point of contact for the media
and other organizations seeking
information.
Monitors safety conditions and
develops measures for ensuring
the safety of personnel.
Organizational Chart Template
49
ICS POSITION
NAME
Dr. J. Thomas
Morton
ALTERNATE John LaNave
SCHOOL/SITE INICIDENT
COMMANDER
SCHOOL TITLE
Superintendent
EMAIL
tmorton@ccsd.edu
OFFICE PHONE
845-639-6418
Assistant
Superintendent
jlanave@ccsd.edu
845-639-6472
CLARKSTOWN CENTRAL
SCHOOL DISTRICT
COMMUNICATIONS
ALTERANTE
Maureen
Sullivan
District Safety
Officer
msullivan@ccsd.edu
845-639-5631
John LaNave
Assistant
Superintendent
jlanave@ccsd.edu
845-639-6472
SAFETY ADVISOR
Maureen
Sullivan
District Safety
Officer
msullivan@ccsd.edu
845-639-5631
Regina Ball
Assistant to the
Superintendent
Public
Information
Specialist
rball@ccsd.edu
845-639-6418
dfarro@ccsd.edu
845-639-5647
jlanave@ccsd.edu
845-639-6472
Anthony
Valenti
Assistant
Superintendent
Director of
Facilities
avalenti@ccsd.edu
845-639-6434
STUDENT CARE &
RELEASE
ALTERNATE
Building Principal
See Appendix 2
Jeff Sobel
Asst. Supt.
STUDENT SUPERVISION
ALTERNATE
Building Principal
See Appendix 2
Jeff Sobel
Asst. Supt.
jsobel@ccsd.edu
School Nurse
Sue Sherlock
Nurse
Coordinator of
Health Services
SCHOOL TITLE
N/A
SEE LIST
ssherlock@ccsd.edu
845-620-2016
EMAIL
N/A
OFFICE PHONE
N/A
Contact
Principal
Principal
See Appendix 2
845-639-6300
See Appendix 2
845-639-6300
ALTERNATE
LIASON ADVISOR
ALTERNATE
OPERATIONS TEAM
LEADER
ALTERNATE
HEALTH/FIRST AID
ALTERNATE
ICS POSITION
Denise Farro
John LaNave
NAME
Clarkstown PD/
First Responders
ALTERNATE Building Safety
Team
STUDENT REUNIFICATION Building
Principals
SEARCH & RESCUE
50
845-639-6300
jsobel@ccsd.edu
845-6395616
845-639-6300
845-6395616
ALTERNATE
PLANNING TEAM LEADER
ALTERNATE
Jeff Sobel
Asst Supt.
jsobel@ccsd.edu
845-6395616
Maureen Sullivan
District Safety
Officer/Director
of Business
Services
Director of
Facilities
msullivan@ccsd.edu
845-639-5631
avalenti@ccsd.edu
845-639-6434
Director of
Facilities
Facilities
Supervisor
avalenti@ccsd.edu
845-639-6434
jfebres@ccsd.edu
845-639-6435
Asst. To the
Superintendent
Public
Information
Specialist
District Safety
Officer/
Director of
Facilities
rball@ccsd.edu
845-639-6418
dfarro@2ccsd.edu
845-639-5647
msullivan@ccsd.edu
845-639-5631
avalenti@ccsd.edu
845-639-6434
Director of
Facilities
Facilities
Supervisor
SCHOOL TITLE
Director of Food
Services
Asst. Director of
Food Services
avalenti@ccsd.edu
845-639-6434
jfebres@ccsd.edu
845-639-6435
EMAIL
rpreiss@ccsd.edu
OFFICE PHONE
845-639-6546
fserratore@ccsd.edu
845-639-6546
Director of
Transportation
Asst. Director of
Transportation
tbalko@ccsd.edu
845-639-6380
rcarrasquillo@ccsd.e
du
845-639-6380
Maintenance
Supervisor
Facilities
tburlesco@ccsd.edu
845-639-6438
jfebres@ccsd.edu
845-639-6435
Anthony Valenti
NEXT STEPS PLANNING
ALTERNATE
N/A
FACILITY MANAGER
Anthony Valenti
ALTERNATE
RECORDER
Julian Febres
Regina Ball
ALTERNATE
DEVELOP IAP
Denise Farro
Maureen Sullivan
ALTERNATE
Anthony Valenti
LOGISTICS TEAM LEADER
Anthony Valenti
ALTERNATE
ICS POSITION
FOOD SERVICES
ALTERNATE
TRANSPORTATION
ALTERNATE
SUPPLIES & FACILITIES
ALTERNATE
Julian Febres
NAME
Rob Preiss
Frank Serratore
Tom Balko
Russ Carrasquillo
Tony Burlesco
Julian Febres
51
Supervisor
STAFFING
Anthony Valenti
avalenti@ccsd.edu
845-639-6434
Luisa Fiume
Director of
Facilities
Conf. Secretary
lfiume@ccsd.edu
845-639-6437
FINANCE & ADMIN TEAM
LEADER
ALTERNATE
John LaNave
Asst. Supt
jlanave@ccsd.edu
845-639-6472
INSURANCE CLAIMS
Maureen Sullivan
Director of
Business
Services
Benefits
Manager
msullivan@ccsd.edu
845-639-5631
Mreilly1@ccsd.edu
845-639-6432
ALTERNATE
N/A
ALTERNATE
Mary Ann Reilly
ALTERNATE
Jeff Sobel
Sharon Byrne
Asst. Supt
Conf. Secretary
jsobel@ccsd.edu
sbyrne@ccsd.edu
845-639-5616
845-639-6466
Warren Berbit
Legal Counsel
845-357-0036
Joanna Caccavo
Legal Counsel
NAME
Teresa Carroll
SCHOOL TITLE
Purchasing
Agent
Manager of
Fiscal Services
wberbit@jaspanllp.co
m
jcaccavo@jaspanllp.c
om
EMAIL
tcarroll@ccsd.edu
swinkler@ccsd.edu
845-639-6443
jlanave@ccsd.edu
845-639-6472
PERSONNEL
LEGAL
ALTERNATE
ICS POSITION
PROCUREMENT
ALTERNATE
Sandy Winkler
ALTERNATE
John LaNave
N/A
COST
Asst. Supt.
52
845-357-0036
OFFICE PHONE
845-639-6426
CLARKSTOWN CENTRAL SCHOOL DISTRICT
SCHOOL NURSES 2014-2015
SCHOOL
INTERNAL
EXTENSION
NURSE
SCHOOL MAIN
TELEPHONE NO.
HOURS
BARDONIA
Marian Graviano
4304
639-6460
8:15 AM - 3:20 PM
BIRCHWOOD
Judith Adler
4104
639-6480
8:00 AM – 3:05 PM
LAKEWOOD
Anita Buhler
5204
639-6320
8:15 AM – 3:20 PM
LAUREL PLAINS
Dianne Feuerstein
4604
639-6350
7:45 AM – 2:50 PM
LINK
Barbara Moore
4504
624-3494
7:45 AM – 2:50 PM
LITTLE TOR
Gloria Hannigan
4704
624-3471
8:15 AM – 3:20 PM
NEW CITY
Mary Beth Clinton
4904
624-3467
7:45 AM – 2:50 PM
STRAWTOWN
Kathleen Duggan
4404
624-3473
7:45 AM – 2:50 PM
WEST NYACK
Cheryl Kelly
4204
624-3474
8:15 AM – 3:20 PM
WOODGLEN
Camilla Levine
4804
624-3417
8:15 AM – 3:20 PM
FELIX FESTA MIDDLE:
A School
Ann Marie Carlyle
C School
Adrienne Blassberg-Milich
D School
Patricia O’Rourke
5509
5543
5849
624-3969
624-3971
624-3972
8:15 AM – 3:20 PM
9:15 AM – 4:20 PM
8:45 AM – 3:50 PM
CLARKSTOWN NORTH:
Parking Spot #103
Mary Kay Humenn (Annex)
Parking Spot #202
Maria Reina
639-6571
639-6516
7:40 AM – 2:45 PM
6:55 AM – 2:00 PM
CLARKSTOWN SOUTH:
Parking Spot #314
Deborah Frederick
Parking Spot #19
Angela Gubitosa
624-3466
624-3449
6:55 AM – 2:00 PM
7:40 AM – 2:45 PM
Full-Time Float:
Part-Time Nurses:
Elena Settineri-Powell
Gwen Hoffman-Selsky
Eugenia O’Connor – Woodglen
ALBERTUS MAGNUS H.S.
Katherine Forlini
ROCKLAND JEWISH ACADEMY: Catherine Ruppen
(Wednesday)
9/14
53
623-8842 Ext. 226
7:45 AM – 2:50 PM
627-0010 Ext. 122
8:30 AM – 3:35 PM
Clarkstown Central School District Chain of Command
(Please Note: The chain of command is different from the Incident Command Structure)
This chain of command is meant to be a hierarchy for decision-making for normal day to
day activities, not for emergencies. Should a crisis arise, the highest-ranking person in the
below chain shall implement the incident command structure (ICS) on the previous page. If
emergency services are necessary, Clarkstown Central School District will integrate their
ICS with the municipalities ICS.
Name
Dr. J. Thomas Morton
Title
Office #
845.639.6418
John LaNave
Assistant Superintendent
845.639.6472
Jeff Sobel
Assistant Superintendent
Anthony Valenti
Maureen Sullivan
District Safety Officer/
Manager of Business
Services
845.639.5616
845.639.6434
845.639.5631
Appendix 12 – Non Public Schools and Child Care Facilities with CCSD Boundaries
54
Business Name
Address
City
State
Zip
Primary Phone
A Bright Beginning
Nursery School
107 Strawtown Road
West
Nyack
NY
10994
845-348-0013
Adolph Schreiber
Hebrew Academy
360 New Hempstead
Road
New City
NY
10956
845-357-1515
Albertus Magnus High
School
798 Route 304
Bardonia
NY
10954
845-623-8842
Bambini Nursery Child
Care Center
365 Strawtown Road
New City
NY
10956
845-596-9038
Best Friends Day
Care, Inc.
2 Oak Lane
Nanuet
NY
10954
845-627-2658
Blue Rock School
P.O. Box 722
West
Nyack
NY
10994
845-627-0234
Bright Beginnings of
Rockland Inc.
6 Charles Street
New City
NY
10956
914-420-5785
CCSD Childcare &
Early Learning
Program
New City
NY
10956
845-213-9489
Child Care/Anna
Scioscia
136 Laurel Road
New City
NY
10956
845-638-6520
Child Care/Annmarie
Meehan
12 Westview Avenue
Congers
NY
10920
845-304-7788
Child Care/Christine
Laffey
18 Strawtown Road
West
Nyack
NY
10994
845-353-6452
Child Care/Kathy
Zambrano
11 Rinne Road(Site
Address)/P.O. Box 455
Nanuet
NY
10954
845-215-5562
Child Care/Marusya
Sholonova
173 Long Clove Road
New City
NY
10956
845-323-4083
Child Care/Poonam
Mohan
92 Green Road
West
Nyack
NY
10994
845-358-8984
Child Care/Raji Roy
41 Long Meadow Drive
New City
NY
10956
845-521-9176
8A Deerfield Drive
New City
NY
10956
845-639-5307
New City
NY
10956
845-638-3512
58 Endicott Street
Congers
NY
10920
845-268-4392
Child Care/Sofia
Moore
Children's Paradise,
Group Family Day
Care
Clarkstown Kids
Childcare LLC
55
Business Name
Address
City
State
Zip
Code
Primary
Phone
Cornerstone Christian
School
384 New Hempstead
Road
New City
NY
10956
845-634-7977
Dragonfly Child Care
Inc.
10 Highland Avenue
West
Nyack
NY
10994
845-358-6321
First Friends Day Care
148 Sleepy Hollow Road
Congers
NY
10920
845-825-9944
Jawonio, Inc. (Playing
& Learning Together)
260 Little Tor Road
New City
NY
10956
845-708-2000
JCC-Y @ Link
Elementary School
450 West Nyack Road
West
Nyack
NY
10994
845-362-4400
JCC-Y @ New City
Elementary School
450 West Nyack Road
West
Nyack
NY
10994
845-362-4400
Just Us Kids, Inc.
1 Wesel Road
Nanuet
NY
10954
845-624-6124
Just Us Kids, Inc. Korines Robin
114 Tennyson Drive
Nanuet
NY
10954
845-215-5571
Kids Club House
Daycare, Inc
40 Gregory Street
New City
NY
10956
845-570-1549
Kreative Kids
61 Maple Avenue
New City
NY
10956
845-634-2202
Little People's Palace
15 Fersch Lane
Congers
NY
10920
845-267-3554
Little Tulips All Day
Daycare
Nanuet
NY
10954
845-300-8039
Loving Angels Child
Care
25 Rose Road
West
Nyack
NY
10994
845-624-0225
Nanuet Family
Resource Center, Inc.
@ Miller
50 Blauvelt Road
Nanuet
NY
10954
845-627-4889
Nella Di Nuovo
66 Lenox Avenue
Congers
NY
10920
845-268-6489
New City Jewish
Center
47 Old School House
Road
New City
NY
10956
845-638-9600
Pigtails Nursery and
Daycare
23 White Oak Lane
Bardonia
NY
10954
845-623-1655
Prime Time For Kids
New City
NY
10956
845-639-2425
Rockland Country Day
School
34 Kings Highway
Congers
NY
10920
845-268-6802
56
Business Name
Address
City
State
Zip
Code
Primary
Phone
Shining Stars Early
Childcare Center, Inc.
8 Rose Road
West
Nyack
NY
10994
845-627-7002
Small Steps
21 Burd Street
Nyack
NY
10960
845-353-2350
Small Wonders Child
Care Corp.
23 New Clarkstown
Road
Nanuet
NY
10954
845-371-1502
Sophia's Sandcastle
24 Tennyson Drive
Nanuet
NY
10954
845-627-0709
St. Paul's Christian
Day School
323 South Main Street
New City
NY
10956
845-634-0929
Tappan Zee
Community Nursery
School
365 Strawtown Road
New City
NY
10956
845-634-6224
Teddy Bear Kids Care
89 Havermill Road
New City
NY
10956
845-639-1368
Temple Beth Sholom
Nursery
228 New Hempstead
Road
New City
NY
10956
845-638-0830
Totally Into Nurturing
Kids
9 Inland Road
New City
NY
10956
845-352-2592
Town of Clarkstown
Street Community
Center
31 Zukor Road
New City
NY
10956
845-639-5728
Tutor Time Child Care
of Congers
285 Route 303
Congers
NY
10920
845-267-3380
Tutor Time of New
City
227 North Main Street
New City
NY
10956
845-708-8270
YMCA @ Bardonia
Elementary
37 South Broadway
Nyack
NY
10960
845-641-5027
YMCA @ Lakewood
Elementary
37 South Broadway
Nyack
NY
10960
845-358-0245
YMCA @ Laurel
Plains Elementary
37 South Broadway
Nyack
NY
10960
845-727-1037
YMCA @ Little Tor
Elementary
37 South Broadway
Nyack
NY
10960
845-358-0245
YMCA @ Strawtown
Elementary School
37 South Broadway
Nyack
NY
10960
845-727-1037
YMCA @ West Nyack
Elementary
37 South Broadway
Nyack
NY
10960
845-727-1037
YMCA @ Woodglen
Elementary
37 South Braodway
Nyack
NY
10960
845-727-1037
Appendix 13 – LOCAL RESOURCES AND TELEPHONE NUMBERS
57
Agency
Telephone Number
Nyack Hospital
845-348-2000
Good Samaritan Hospital of Suffern
845-368-5000
Rockland County Sheriff’s
Department
845-638-5600
New York State Police
845-353-1100
West Nyack Fire District
845-358-6377
Rockland County Department of
Mental Health
Rockland County Emergency
Medical Services
Rockland County Environmental
Health
Rockland County Public Health
Social Work
Department of Mental Health Crisis
Service
Department of Mental Health
Suicide Hot Line
Poison Control
845-364-2378
911 or
845-364-8922
Contact Name (if
applicable) and Address
160 N Midland Ave, Nyack,
NY 10960
255 Lafayette Ave, Suffern,
NY 10901
53 New Hempstead Road,
New City, NY 10956
8 Thiells Mount Ivy Road,
Pomona, NY 10970
42 Strawtown Road, West
Nyack, NY 10994
Sanatorium Road,
Pomona, NY 10970
35 Fireman’s Memorial
Drive, Pomona, NY 10970
845-364-2608
845-364-2620
845-364-2200
24 hours/7 days a week
845-364-6500
1-800-222-1222
Statewide School Health Services
Center
Warning Point 4572200
Office 457-2222
Fax 457-9930
Office 716-349-7632
Fax 716-352-9131
American Red Cross
1-800-733-2767
American Red Cross of Rockland
County Chapter
1-800-272-4290
Center for Disease Control
1-800-311-3435
1-404-639-3311
NYS DEC Spill Hotline
1-800-457-7362
Verizon
1-800-722-2300
Orange and Rockland Utilities
(Rockland Electric Company and
Pike County Light and Power Co)
1-877-434-4100
1-800-533-5325
1-877-434-4100
Customer Service
Gas Emergency Hot Line
Power Outage
NYS Crime Victims Board
518-485-5719
Christina Hernandez
Clarkstown Animal Control
845-721-1583
NYS Emergency Management
Office
143 North Broadway,
Nyack, NY 10960
Appendix 14 – AUTHORIZATION FOR STUDENT PICK-UP
58
Students will only be released to parents or guardians as designated in their emergency contact
information. Parents and/or guardians will be asked to sign the following log sheet when
students are released:
Date: ___________________________
Location: ___________________________________________________________________
Grades being released:
____________________________________________________________________________
School Employee monitoring release:
____________________________________________________________________________
Building Administrator authorizing release:
__________________________________________
Student Name
Teacher
Time
Released To
Signature
Appendix 15 – Alternative Pickup Locations for Clarkstown Central School District Buses
59
Each of the Clarkstown Central School District buildings, as well as the district administration office, has an
identified primary and secondary emergency evacuation location. These locations are alternative sites for
Clarkstown Central School District buses to pick up students and/or employees in the event that the buses
cannot access a Clarkstown Central School District building/campus (i.e., due to a lockdown or police
activity). The evacuation location for each school is included in the school’s building-level safety plan.
Primary Loading Site
CLARKSTOWN CENTRAL SCHOOL
DISTRICT / CHILD CARE CENTER
62 Old Middletown Road, New City, NY
Possible Alternative Loading Site
1) Broward Drive to Jodi Lane
2) Hammond Place to Jodi Lane
60
Appendix 16 - Indian Point Plan for Clarkstown Central School District
ROCKLAND COUNTY SCHOOLS
RADIOLOGICAL EMERGENCY RESPONSE PLAN
FOR INCIDENTS AT THE
INDIAN POINT ENERGY CENTER
New City, NY 10956
(845) 639-6300
61
TABLE OF CONTENTS
Page
I.
II.
INTRODUCTION…………………………………………………………………………………………….
A.
Authority……………………………………………………………………………………………
B.
Purpose……………………………………………………………………………………………..
C.
Objectives…………………………………………………………………………………………..
D.
Radiological Emergency Classification System…………………………………………….
E.
Fixed Nuclear Facility Incident Situation……………………………………………………..
F.
Alert/Notification System………………………………………………………………………..
G.
School Closing/Cancellation of events/Early Dismissal…………………………………..
H.
Training and Exercise……………………………………………………………………………
Concept of Operations……………………………………………………………………………………
A.
Unusual Event……………………………………………………………………………………..
B.
Alert, Site Area or General Emergency………………………………………………………..
ATTACHMENT 1: ALERT-SCHOOL IN SESSION …………………………………………………………..
ATTACHMENT 2: SITE AREA EMERGENCY-SCHOOL IN SESSION ………………………………...
ATTACHMENT 3: GENERAL EMERGENCY-SCHOOL IN SESSION………………………………….
ATTACHMENT 4: ALERT-SCHOOL NOT IN SESSION ………………………………………………….
ATTACHMENT 5: SITE AREA EMERGENCY-SCHOOL NOT IN SESSION …………………………..
ATTACHMENT 6: GENERAL EMERGENCY-SCHOOL NOT IN SESSION ……………………………
ATTACHMENT 7: LETTER TO PARENTS …………………………………………………………………
ATTACHMENT 8: AUTHORIZATION FOR STUDENT PICK-UP…………………………………………..
ATTACHMENT 9: NOTICE OF MOVEMENT TO SCHOOL RECEPTION CENTER …………………….
ATTACHMENT 10: SHELTER-IN-PLACE SIGN …………………………………………………………..
ATTACHMENT 11: NOTIFICATION LIST …………………………………………………………………..
62
I.
INTRODUCTION
A.
Authority
This plan is issued under the authority of and in accordance with the provisions of the
Clarkstown Central School District.
B.
Purpose
This plan is presented to establish responsibilities, define a concept of operations, offer
workable procedures for the protection of students and provide for the direction and
control of school facilities, staff and students in the event of an incident at the Indian Point
Energy Center.
C.
Objectives
1.
Clarify lines of authority and establish responsibilities for the protection of students
and staff.
2. Ensure that planned actions are in consonance with municipal, county and state
RERPs.
3. Identify necessary resources and requires personnel to assure protective actions can
be implemented for the school population.
4. Provide the basis for orientation of school staff, students and parents/guardians,
regarding appropriate actions, in the event of an incident at the Indian Point Energy
Center
D.
Radiological Emergency Classification System
All incidents occurring at the Indian Point Energy Center will be classified according to
four emergency classifications:
1. UNUSUAL EVENT – Unusual events are in process or have occurred which indicated
a potential degradation of the level of safety of the plant. No releases or radioactive
material requiring off-site response or monitoring are expected unless further
degradation of safety systems occurs.
2. ALERT – Events are in process or have occurred which involve an actual or potential
substantial degradation of the level of safety of the plant. Any releases expected to
be limited to small fractions of the Environmental Protection Agency (EPA) Protective
Action exposure levels.
3. SITE AREA EMERGENCY – Events are in process or have occurred which involve
actual or likely major failures of plant functions needed for protection of the public.
Any releases are not expected to exceed EPA Protective Action Guide exposure
levels except near site boundary.
4. GENERAL EMERGENCY – Events are in process or have occurred which involve
actual or imminent substantial core degradation or meeting with potential for loss of
containment integrity. Releases can be reasonably expected to exceed EPA
Protective Action Guide exposure levels off-site for more that the immediate facility
site area.
E.
Fixed Nuclear Facility Incident Situation
1. A fixed nuclear facility incident could occur during school hours and result in the
disruption of school services for an extended period of time.
2. In the event of an incident at the Indian Point Energy Center, county elected officials
and school administration may initiate protective actions including all those actions
considered necessary for the safety of the general population, requiring students and
staff to either initiate sheltering actions or evacuate to designated school reception
centers.
63
F.
Alert/Notification
1. Notification to Schools
a. In the event of an incident at the Indian Point Energy Center, the Superintendent
of Schools will be notified by Rockland BOCES.
b. The Superintendent will notify appropriate school staff as outlined within the
“Concepts of Operation”.
2. Public Alert/Notification
a. The public will be alerted through the activation of the public alert system by
Rockland County.
This is the outdoor siren system and consists of
electromechanically sirens distributed throughout the Emergency Planning Zone
(EPZ). The sounding of sirens indicates that the public should tune to the
Emergency Alert System (EAS) for instructions. THE SIREN SIGNAL IS NEVER
A NOTICE TO EVACUATE.
b. To assure coverage, personnel and equipment from the County Sheriff’s Office
will be dispatched by the Rockland County Emergency Operation Center (EOC)
to supplement this alerting procedure when the public alert system has failed to
operate. Rockland County residents may also receive emergency information by
calling the Rockland County Resident Information System for a pre-recorded,
automated message.
c. The public alert system may be activated during ALERT, SITE AREA
EMERGENCY or GENERAL EMERGENCY.
d. Following public alert system activation, detailed information or instructions for
protective actions will be made through the Emergency Alert System (EAS) and
the Rockland County Citizen Advisory Network, 1640-AM.
NOTE: The County EAS stations for Rockland County are:
(1)
WABC-AM, 770
(2)
WCBS-AM, 880
(3)
WFAS-AM, 1230
(4)
WHUD-FM, 100.7
3. Notification of Families
a. Families will be notified of school closings/re-openings, utilizing the normal
school/media procedures, unless pre-empted by public alert/notification
procedures and/or announcements outlining school evacuation or sheltering.
b. Informational materials regarding plans for the protection of school students in
the event of an incident at the Indian Point Energy Center, descriptive of school
closures, evacuation procedures and appropriate family responses have been
developed for annual distribution to parents/guardians as a cooperative effort of
the Rockland County Office of Fire Emergency Services (OFES), Clarkstown
Central Central School District and State Environmental Management Office
(SEMO).
c. The informational material also includes an Indian Point Energy Center
Emergency Information Brochure.
G.
School Closing/Cancellation of Events/Early Dismissal
1. Should a protective action directive become imminent while school is not in session,
a decision will be made to keep schools closed. The decision will be made based on
a directive made by the County Executive and will be issued by the Rockland County
OFES. Families and staff will be notified utilizing regular school procedures for
school closing announcements.
Note: Consideration for the closing of schools may be made at ALERT, SITE AREA
and GENERAL EMERGENCY.
2. Special activities, extracurricular events, sport contest, competitions, club meetings,
class trips, etc. will be canceled or terminated during ALERT, SITE AREA
64
EMERGENCY and GENERAL EMERGENCY and resumed only at the termination of
incident classification or reduction to UNUSUAL EVENT.
3. Schools in session will not send children home early should a protective action such
as sheltering or evacuation appear imminent or be in progress. Regular dismissal
policy and transportation routes will be in effect unless pre-empted by the school
requesting that students be picked up by parents, guardians, etc, and/or a protective
action directive from Rockland County OFES.
H.
Training and Exercises
1. The School District, in consultation with Rockland BOCES and County OFES, is
responsible for providing radiological emergency response training to school staff and
faculty.
2. Exercise and drill related to the Indian Point Energy Center will be coordinated
through the Rockland County OFES.
II.
CONCEPT OF OPERATIONS
A.
Unusual Event
No actions required. Clarkstown Central School District is not notified of an UNUSUAL
EVENT.
B.
Alert, Site Area or General Emergency
Proceed to and complete the appropriate action item checklist(s) as follows:
EMERGENCY CLASSIFICATION LEVEL
SCHOOL IN SESSION
SCHOOL NOT IN SESSION
ALERT
CHECKLIST 1
CHECKLIST 4
SITE AREA EMERGENCY
CHECKLIST 2
CHECKLIST 5
GENERAL EMERGENCY
CHECKLIST 3
CHECKLIST 6
65
ATTACHMENT 1
ALERT – SCHOOL IN SESSION
Initial each step and indicate time completed
The Superintendent will, upon notification by the school district or Rockland County OFES:
____
____
____
1.
2.
Assure immediate update of student attendance and class rosters.
Notify appropriate staff, including:
____ a.
Building Principals (or other building level administrators)
____ b.
Other Administrators
____ c.
Facilities Department
3.
Update rosters periodically in preparation for having appropriate staff report attendance
twice each day (0900, 1400).
NOTE: Report significant changes in attendance to the school district or
Rockland County OFES.
____
4.
Cancel school sponsored activities, including:
____ a.
Special Activities
____ b.
Extra-curricular Events
____ c.
Meetings
____ d.
Trips
____ e.
After School Activities
____
5.
Assure preparation of the facility(ies) for sheltering, coordinating with the maintenance
personnel or other staff as appropriate:
____ a.
Fuel and test support systems
____ b.
Secure entrances/exits/windows
____ c.
Review snack capabilities
____ d.
Instruct staff to prepare shelter activities/equipment
____ e.
Report unmet needs to the Rockland County OFES School Services
____
6.
Notify transportation, as appropriate, requesting they:
____ a.
Fuel and maintain vehicles
____ b.
Report unserviceable vehicles.
____
7.
Review any special student medical supplies/needs.
____
8.
Review situation and procedures with appropriate staff.
____
9.
Recall/dismiss appropriate staff, such as to maintain emergency staffing needs.
____
10.
Telephone parents, brief them of the situation and review procedures for student pick up.
NOTE: Initiate student pick up for those parents who so desire, ensuring with the school
district and county that protective action – evacuation or sheltering – is not imminent.
____
11.
Confirm with the school district that the school reception center has been notified of the
situation and is available to receive students, if necessary.
____
12.
Monitor radio and TV for emergency information.
66
ATTACHMENT 2
SITE AREA EMERGENCY – SCHOOL IN SESSION
Initial each step and indicate time completed
The Superintendent will, upon notification by the Rockland County OFES:
____
1.
Complete all procedures outlined for ALERT.
____
2.
Report to the School Administrative Office.
____
3.
Confirm resources necessary for evacuation and sheltering, reporting unmet needs and
attendance changes to the school district.
____
4.
Further notify staff to prepare vehicles for possible evacuation.
____
5.
Assure "Authorization for Student Pick-Up" forms are distributed.
____
6.
Confirm school reception center facility and evacuation routes are available, via the
school district.
____
7.
Initiate emergency staffing and excuse or dismiss staff, as appropriate.
____
8.
Monitor local radio and TV stations (designated EAS stations) and County Citizen
Advisory Network (1640 AM) and begin family notifications.
____
9.
Provide protective action directives to school staff as appropriate.
NOTE: If a protective action is recommended, implement appropriate procedures under
GENERAL EMERGENCY.
67
ATTACHMENT 3
GENERAL EMERGENCY – SCHOOL IN SESSION
Initial Each Step and Indicate Time Completed
The Superintendent will, upon receipt of notification from the Rockland County OFES:
____
1.
Complete all procedures outlined for ALERT and SITE AREA EMERGENCY.
____
2.
Direct staff to mobilize for completion of preplanned assignments; moving vehicles into
position.
____
3.
Confirm mobilization and positioning of buses/evacuation vehicles, reporting unmet
transportation needs and changes in attendance received from staff, to Rockland County
OFES through the school district.
____
4.
Provide protective action directives to school staff, as appropriate.
____
5.
Immediately suspend any non-classroom special activities, practices, etc., not previously
canceled and recall students to the School or to a designated location outside the EPZ.
____
6.
Monitor EAS announcements (WABC-AM 770, WCBS-AM 880, WFAS-AM 1230, WHUDFM 100.7) and coordinate family notifications with Rockland County OFES, as
appropriate.
____
7.
____
8.
Maintain emergency school administrative headquarters at Clarkstown Central School
District Administration Building, located at 62 Old Middletown Road, New City, NY 10956.
Upon notice of a protective action affecting the location of the school facility, and the
need for the public to take KI, administer KI to students and staff.
____
9.
UPON DIRECTION TO SHELTER:
____
____
a.
b.
____
c.
____
d.
____
e.
____
f.
Notify School faculty and staff.
Ensure that outside activities are terminated and personnel moved to
pre-designated shelter areas.
Assign staff to:
____ (1)
Shut down heating, ventilation and air conditioning
systems, to the extent possible while still maintaining a
safe indoor temperature.
____ (2)
Ensure closing/locking of all exterior doors/windows.
____ (3)
Move students to areas of the facility providing the most
shelter from outside environment, as appropriate.
Assign support staff to:
____ (1)
Secure area to extent possible.
____ (2)
Assemble drinks and snacks in shelter areas.
Assign administrative personnel to:
____ (1)
Secure all personnel records and student files.
____ (2)
Take attendance records to shelter areas.
____ (3)
Take "Authorization for Student Pick-Up” and car pool
forms to shelter areas.
Assign staff to:
____ (1)
Close all windows in classroom.
____ (2)
Maintain discipline/order.
68
____
____
g.
____
h.
____
i.
____
____
____
j.
k.
l.
(3)
Verify classroom attendance and take attendance sheet
to shelter area.
____ (4)
Check non-classroom areas for students.
____ (5)
Secure required materials for predetermined shelter area
activities and take to shelter areas.
Secure student health records and assemble required health supplies in
shelter area.
Determine status of unmet transportation needs and notify the school
district for forwarding to Rockland County OFES.
Assure administrative staff and maintenance supervisors prepare
schools as they would for a regular weekend; closing all windows,
locking doors, locking files and closing outside ducts or air intakes.
Post the facility entrance with sheltering notice (attachment 9).
Do not dismiss students into the Emergency Planning Zone (EPZ).
Upon suspension of shelter directive, review the situation with the school
district and/or Rockland County OFES and prepare students for
dismissal in accordance with existing plans, or take other protective
actions as directed by emergency authorities.
____ 10.
UPON DIRECTION TO EVACUATE OR IMPLEMENT PRE-CAUTIONARY
RELOCATION:
____
____
____
____
a.
b.
c.
d.
____
e.
___
f.
____
g.
____
h.
____
____
____
i.
j.
k.
____
l.
____
m.
____
n.
____
o.
____
p.
____
q.
Notify faculty and staff.
Discuss school reception center arrangements/status with school district.
Assure updated attendance.
If in sheltering, students are to be reunited with their assigned staff and
attendance updated.
Direct non-canceled, special activities, be immediately terminated and
student attendance taken and records completed.
Confirm positioning of buses/evacuation vehicles, reporting unmet
transportation needs, to the school district or Rockland County OFES.
NOTE: Assure telecommunications capability of at least one (1)
transportation vehicle assigned.
Initiate orderly movement of students to transportation vehicles and
monitor loading and seating of students/staff.
Provide drivers accompanying students to special events (within EPZ or
outside EPZ) directions to school reception center, as appropriate.
Assign staff to accompany students in each transportation vehicle.
Assign staff to accompany buses in their private vehicles.
Post "Notice of Movement" sign at appropriate building entrances
(reference Attachment 10).
Provide staff with appropriate attendance records and assure recording
of students in each vehicle.
Supervise movement to school reception center, notifying Rockland
County EOC via telecommunication of progress/problems.
Upon disembarking in an orderly fashion, verify student attendance and
provide attendance records to appropriate staff.
Assign school staff to remain with students at school reception
center/facility until students in staff's charge are picked up by
parent/guardian, or until relieved by other staff or instructed to leave.
Provide staff "Authorization for Student Pick-up" forms and direct that
completed lists/records be returned.
Report status of student pick-up to Rockland County EOC school
representative every two (2) hours.
69
____
r.
____
s.
____
t.
After 8:00 p.m., if students remain to be picked up by their parents or
legal guardians, assure that staff remains with students and discuss
feeding and housing arrangements with American Red Cross
representatives.
Report completion of student pick-up to Rockland County OFES and
arrange to provide Rockland County OFES pick-up/attendance records.
Excuse remaining staff and provide Rockland County EOC a means of
future contact for receipt of re-entry orders or inquiries, etc., to
emergency school administrative headquarters at Clarkstown Central
School District Administration Building, located at 62 Old Middletown
Road, New City, New York, or evacuation location.
Recovery/Reopening of Schools (School in Session)
1.
Upon notification that re-entry is permitted, the Superintendent will direct that buildings be
inspected for occupation by appropriate staff and deficiencies be reported to the Superintendent.
2.
The Superintendent will report unmet needs to the Rockland County EOC School Services
Officer, coordinate necessary repair/supply and keep accurate records of costs incurred.
3.
The Superintendent will, based on information received from Rockland County EOC, decide to
reopen the School and communicate this decision to the appropriate staff. Re-opening of schools
will be the decision of the Superintendent of Schools.
4.
Families, faculty and staff will be notified of the decision to re-open schools, using normal
media/information procedures, supplementing appropriate EAS announcements.
NOTE: Announcements will be published in appropriate newspapers and coordinated with
Rockland County.
70
ATTACHMENT 4
ALERT – SCHOOL NOT IN SESSION
The Superintendent will, upon receipt of notification by the School District or Rockland County
OFES:
____
1.
Cancel/terminate school sponsored activities, including:
____ a.
Special activities
____ b.
Extracurricular events
____ c.
Meetings
____ d.
Trips
____
2.
Notify and review Rockland Emergency Response Plan (RERP) procedures with
appropriate staff.
____
3.
Notify any groups or individuals occupying the school facilities, requesting that all nonschool staff vacate the facility.
____
4.
Facilities shall remain closed until the emergency conditions at Indian Point Energy
Center (IPEC) are resolved.
71
ATTACHMENT 5
SITE AREA EMERGENCY – SCHOOL NOT IN SESSION
The Superintendent and/or designee will, upon receipt of notification from the Rockland County OFES:
____
1.
Implement the decision to close or keep schools closed, notifying families and utilizing
normal school procedures.
NOTE: A recommendation to keep schools closed will be made by Rockland County and
communicated through school district channels.
____
2.
Notify appropriate staff and faculty of the decision to close schools or keep schools
closed and brief them of the situation.
____
3.
Complete all procedures outlined for ALERT.
____
4.
Provide the school district with information on your personal location and means of
contact, while assuring the building is secured and vacated; immediately canceling any
activities.
72
ATTACHMENT 6
GENERAL EMERGENCY – SCHOOL NOT IN SESSION
NOTE: A decision to keep schools closed will be made by Rockland County and
communicated through school channels.
The Superintendent will, upon receipt of notification:
____
1.
Complete all procedures outlined for ALERT and SITE AREA EMERGENCY that not
have yet been completed.
____
2.
Maintain emergency school administrative headquarters at Clarkstown Central School
District Administration Building, located at 62 Old Middletown Road, New City, New York
10956.
____
3.
Monitor EAS announcements (WABC- 770 AM, WCBS – 880 AM, WFAS – 1230
AM/103.9 FM, WHUD-100.7 FM).
____
4.
Notify staff and brief them of the situation.
____
5.
Keep facility closed until the county authorizes recovery and re-entry.
Recovery/Reopening of Schools (School Not In Session)
1.
The Rockland County School Services Officer or school district representatives will notify the
Superintendent of the decision to reoccupy the evacuated area.
2.
The Superintendent will assure that buildings have been inspected for reoccupation by
appropriate staff and deficiencies reported to the Superintendent.
3.
The Superintendent will report unmet needs to the Rockland BOCES or Rockland County OFES
School Services Officer, coordinate necessary repair/re-supply and keep accurate records of
costs incurred.
4.
The Superintendent will, based on information received from Rockland County OFES, decide to
re-open the school and communicate this decision to appropriate staff, using the staff telephone
chain. Re-opening of schools will be the decision of the Superintendent of Schools.
5.
Parents, faculty and staff will be notified of the decision to re-open schools using normal
media/information procedures, supplementing appropriate EAS announcements.
73
ATTACHMENT 7
Web Notification
For Schools in the IPEC 10-Mile Emergency Planning Zone
Dear Parent,
Emergency planning is a continuous process that needs careful review and revision on a regular basis.
Specific plans and procedures for this school have been developed as part of the Rockland County
Radiological Emergency Plan for the Indian Point Nuclear Power Plants. We believe it is important for
you to know the steps that would be taken to protect the health and safety of your child if an incident were
to occur at one of the Indian Point Nuclear Power Plants.
The Rockland County Executive, as the Emergency Coordinator, could order one or a combination of the
following actions to be taken if an incident were to occur at one of the Indian Point Nuclear Power Plants.
Please note that these actions might also be utilized for any one of a number of major emergencies that
could affect our schools, but the procedures detailed here are specific for Indian Point.
Actions taken are based on an emergency classification system that identifies the severity of the incident
and the potential for danger to the general public. Rockland County officials notify schools at the earliest
stage that an incident has occurred at one of the Indian Point Nuclear Power Plants. One of the following
actions would be ordered:
1.
Schools may continue normal school session until the end of the school day, at which time
students would return home in their usual manner.
-OR-
2.
School would be canceled for all schools in Rockland County.
-OR-
3.
School would be ordered closed and children would be returned home according to the school’s
“Emergency Go Home” policy and procedures.
-OR-
4.
In the event the “Emergency Go Home” policy is not the safest course of action, based on
information and instructions from the Rockland County Emergency Coordinator, students and
staff may be ordered to take shelter within the school.
-OR-
5.
Schools within the 10 mile Emergency Planning Zone for Indian Point may be evacuated to a
school relocation site by Clarkstown Central School District Transportation including Dominican
College, St. Thomas Aquinas College and South Orangetown Middle School (See attachment # 9
for specifics) and if required, to a School Reception Center located at Bergen Catholic High
School, 1040 Oradell Avenue, Oradell, New Jersey, by county buses.
Please note that four district schools are located outside the 10 mile Planning Zone for
Indian Point: Bardonia, Birchwood, West Nyack and Clarkstown High School South.
Information regarding actions taken by the Rockland County schools during an Indian Point Emergency
would be broadcasted over WHUD 100.7 FM and on the Emergency Alert System Network.
74
ATTACHMENT 8
Upon evacuation of the building, students will only be released to parents or guardians as designated on
the emergency cards. Parents and/or guardians will be asked to sign the following log sheet when
students are released:
AUTHORIZATION FOR STUDENT PICK-UP
Date:
School:
Name of Student
Name of Parent/Guardian
75
Signature of
Parent/Guardian
ATTACHMENT 9
NOTICE OF MOVEMENT TO SCHOOL RECEPTION CENTER
Clarkstown Schools within FEMA Indian Point 10 mile Evacuation Zone
SCHOOL
STUDENTS AND STAFF
RELOCATED BY CCSD TRANSPORTATION TO
School
Clarkstown HS North
Clarkstown Learning
Center
Lakewood Elementary
School
Laurel Plains Elementary
School
Link Elementary School
New City Elementary
School
Strawtown Elementary
School
Little Tor Elementary
School
Woodglen Elementary
School
Relocation Site
St. Thomas Aquinas
College
St. Thomas Aquinas
College
St. Thomas Aquinas
College
St. Thomas Aquinas
College
St. Thomas Aquinas
College
St. Thomas Aquinas
College
Dominican College
Dominican College
Dominican College
South Orangetown Middle
School
Address
Route 340, Sparkill, NY
10976
10976
10976
10976
10976
10976
470 Western Highway,
Orangeburg, NY 10963
160 Van Wyck, Blauvelt,
NY 10913
If required, students will be taken to a School Reception Center located at Bergen Catholic
High School, 1040 Oradell Avenue, Oradell, New Jersey, by county buses.
Four district school are outside of the 10 mile evacuation zone: Bardonia, Birchwood, West
Nyack and Clarkstown High School South
76
FEMA Indian Point 10 mile Evacuation Zone
ATTACHMENT 10
77
SHELTER-IN-PLACE SIGN
ATTACHMENT 11
78
NOTIFICATION LIST
SCHOOL/OFFICE/AGENCY
TELEPHONE #
CCSD Superintendent – Tom Morton
(845) 639-6418
CCSD Asst. Supt. – John LaNave
(845) 639-6472
CCSD Safety Officer- Maureen Sullivan
(845) 639-5631
Rockland County Office of Fire and Emergency
Services (OFES)
(845) 364-8900
Rockland County Emergency Operations Center –
Schools Desk (EOC)
(845) 362-0610
CCSD Director of Transportation – Tom Balko
845) 639-6380
CCSD Director of Facilities - Anthony Valenti
(845) 639-6434
St. Thomas Aquinas College
School Reception Center & Mass Care Center
(845) 398-4100
Dominican College
(845) 359-7800
South Orangetown Middle School
(845) 680-1101
District Emergency Response Plan
79
Annex for the Distribution of Potassium Iodide (KI)
Section I: General Considerations and Planning Guidelines
A.
Introduction
Federal regulations have been established that require public officials to develop emergency
plans for accidents at commercial nuclear power plants. The purpose of such plans is to provide
reasonable assurance that adequate measures can and will be taken, in the event of a radiological
emergency. Guidelines for choice actions during an emergency consistent with federal guidelines are
developed and in place.
State and local officials may implement a range of protective actions that can be utilized for
protecting the public from radioactive plume exposure. Traditionally, the range of public protective
actions for severe accidents has been limited to evacuation and in-place sheltering. Recent federal
guidance has prompted state and local governments to implement procedures to include the prophylactic
use of potassium iodide (KI) as an additional public protective action. This outlines the district’s strategy
for implementing an effective plan to provide KI as a protective measure.
B.
Purpose
This Annex applies to an accident at the Indian Point Nuclear Plant that would prompt public
health officials to make the recommendation to administer KI. The purpose of this Annex is to ensure that
appropriate designated personnel can adequately and effectively administer KI to students and staff in the
event of such a radiological emergency. This Annex identifies the plan to effectively manage a KI
program on a district-wide basis.
Each school building shall also develop a building-level plan for the distribution of KI to students
and staff in the event of radiological emergency. Such plan shall be annexed to the Building-Level
Emergency Response Plan.
C.
Situation
A severe accident at a commercial nuclear power plant may result in the release of radioactive
isotopes (radioactive material), including radio iodide. Communities within a 10-mile radius of a nuclear
facility, known as the Emergency Planning Zone (EPZ), stand at considerable risk of exposure to isotopes
that may be present during a release. Ten of our schools are located within the EPZ for the Indian Point
Nuclear Power Plant: Clarkstown High School North, Felix Festa Middle School, Lakewood, Laurel Plains,
Link, Little Tor, New City, Strawtown and Woodglen Elementary Schools. Congers Elementary School is
located within the zone but has no students and staff for the 2014-15 school year . The plan to distribute
potassium iodide, however, will cover all district school buildings.
Iodide is readily absorbed by the thyroid gland. The inhalation or ingestion of radio iodide
increases the risk of thyroid cancer in individuals or populations, at risk. The ingestion of stable
potassium iodide (KI) to block the uptake of radio iodide by the thyroid has been identified as an effective
protective action. Although KI may still have a substantial protective effect if taken within three-four hours
after exposure, optimal protection is achieved if KI is administered prior to, or concurrent with, exposure.
KI is only effective against one form of radiation and it is NOT an alternative to evacuation.
D.
Assumptions
80
1. An accident at the Indian Point Nuclear Power Plant may or may not result in the release of
radio iodide and thus, may or may not, warrant the administration of KI. This can only be
determined by thorough assessment by public health officials during the emergency.
2. The evacuation of the school population to a reception center may not have begun, be in
progress, or be complete at the time that the recommendation to administer KI is made by
state and/or county Department of Health officials.
3. “Designated individuals” may need to administer KI while in the school, en route, or at the
designated reception center.
4. Parents/guardians of school children may choose to decline participation in the KI
administration program and thus, not authorize the District, by its “designated individuals”, to
administer KI to their children.
5. Current guidance from the World Health Organization (WHO) and the FDA suggests that
allergic reactions to KI are rare, but may occur in those who have known allergies to iodide.
6. An emergency at the Indian Point Nuclear Power Plant can create confusion and may result
in inaccurate or unreliable information. School district administrators need to be cognizant
that rumors may exist and should only implement protective actions as directed by state
and/or county officials.
E.
Concept of Operations
1. An emergency at a nuclear power plant may begin with and escalate through a series of
Emergency Classification levels (ECLs). An emergency may also begin without escalating at
any level, including an Immediate General Emergency, the highest Emergency Classification
Level.
2. Emergencies that progressively escalate may allow time for the school liaison to be
represented at the county Emergency Operations Center (EOC). This liaison serves as the
conduit of information between public officials and the school districts.
3. It the emergency escalates and radioactive materials are released, an analysis will be done
by public health officials to determine if radio iodide has been, or will be, released. If plant
conditions indicate that radio iodide has been, or may be released, public health officials will
make a determination on the impact to the population.
4. If conditions warrant, public health officials will make the recommendation to administer KI.
The recommendation to administer KI will be issued by the New York State Commissioner of
Health and/or the County Health Commissioner.
5. In an escalating emergency, with the school liaison present at the county Emergency
Operations Center, the notification of the recommendation to school officials to administer KI
will be disseminated through the school liaison to the school districts and through the
Emergency Alert System (EAS) to the population at risk.
6. If the emergency begins at the Immediate General Emergency level, public officials will
activate the Emergency Alert System (EAS), and inform the population to “shelter-in-place
and await further instructions”. If plant conditions indicate that radio iodide has been, or may
be released, public health officials will make a determination of the impact on the population.
7. If conditions warrant, public health officials will make the recommendation to administer KI.
The recommendation to do so will be made by the New York State Commissioner of Health
81
and/or the County Health Commissioner, and a follow-up Emergency Alert System (EAS)
message will be disseminated to the population to recommend the administration of KI.
8. Upon receipt of the recommendation to administer KI, “designated individuals” will begin
administering KI to the school population.
Section II: Preparedness
A.
Identification of KI Recipients and Emergency Personnel
1. Identification of Potential KI Recipients
a) Participation in the KI program is voluntary. Each building principal will ensure distribution of
the attached cover letter and opt-out form to parents/legal guardians that will allow parents to
“opt-out” of participation in the KI program. Such cover letter and opt-out form were
distributed to parents/legal guardians upon registration of a student in the Clarkstown Central
School District. Such cover letter and opt-out form shall, thereafter, be provided to the
parents/legal guardians of each new student who enrolls in the district. The district will
aggressively communicate with our parents/guardians about KI through the following
methods:




Sending the “opt-out” letter to all parents/guardians.
Placing a notice and the “opt-out” form on our website.
Notifying parents of back-to-school night and parent/teacher conference days.
Soliciting the assistance of the PTA.
b) If an opt-out form is not promptly received for a student with a known allergy to iodide
(shellfish), the school nurses will follow-up with the student’s parents/legal guardians to
determine whether they wish to submit an opt-out form.
c) Each building principal will maintain current listings of the “opt-out” students. These listings
will be distributed to all “designated individuals” and members of the building level
Emergency Response Team.
D) “Opt-out” forms shall be maintained in each school nurse’s office. When an “opt-out” student
transfers from one school to another school within the district, the school nurse shall ensure
that the “opt-out” form follows the student to his/her new school, and the new school’s ”optout” list is updated accordingly.
2. Identification of “Designated Individuals”
a) Each building principal will develop and maintain a list of “designated individuals” who can be
called upon to administer KI to the school population, except for “opt-out” students.
b) “Designated individuals” may include members of the nursing staff, the building level
Emergency Response Team and others, as deemed appropriate.
c) Provisions must be made for each school building so that “designated individuals” will be
available to administer KI during school hours, as well as during before and after school
programs.
d) Provisions must be made for each school building to ensure that “designated individuals”
have access to the KI storage location(s) and the current opt-out list at all times.
3. Identification of Building Level Emergency Response Team
82
a) Each building principal shall ensure that a building level Emergency Response Team is
designated and is fully familiar with the provisions of the district-wide and building-level
procedures for the distribution of KI.
B.
Identification of Storage and Dispensing Points
1. Identification of storage facilities/mobile facilities for KI
a) Within each school building, a KI storage location shall be identified. This location needs to
be secure, centrally located and environmentally controlled.
b) The storage location needs to be accessible to “designated individuals” and members of the
building level Emergency Response Team.
c) Each school building shall utilize mobile storage of KI, such as “go-kits” or “fly-away kits” to
allow quick access, in the event that the order to evacuate comes in advance of the
recommendation to administer KI. A mobile storage system must include a copy of the
current “opt-out” list. This would allow the KI to be brought with the school population on the
buses of the reception center(s) in an efficient and timely manner.
2
Identification of dispensing point(s) to administer the KI
a) Within each school building, one or more physical location(s) where KI is to be administered
on-site shall be identified. This can be done systematically – classroom by classroom, or
may be done at a central assembly area.
b) Each school building shall also incorporate into its building level Emergency Response Plan,
procedures for the administration of KI en route to and at the designated evacuation center.
C.
Training and Exercising
1. Training
a) The District Wide School Safety Team will support training activities for “designated
individuals” and building level Emergency Response Teams. Training will include the proper
administration of KI and the correct procedures for carrying out the assigned tasks in each
building level Emergency Response Plan.
2. Exercising
a) The District Wide Safety Team and each building level Emergency Response Team will
incorporate the district wide and building level plans for distribution of KI into their annual
exercise.
Section III: Response
A.
Notification and Activation before Evacuation
1. The Superintendent of Schools or his/her designee will receive the recommendation to
administer KI from either the Emergency Alert System (EAS), the school liaison at the County
Emergency Operations Center (EOC), or the state and/or the county Department of Health.
83
2. Upon receipt of the recommendation to administer KI, a decision will be made by the
Superintendent of Schools or his/her designee to administer KI. This decision will be
communicated to each building principal who shall, in turn, communicate the decision to
members of the building level Emergency Response Team and “designated individuals”.
3. If a predetermined central location for the distribution of KI to students has been identified,
the building principal will instruct the staff to accompany their respective class to the
assembly area.
4. The building level Emergency Response Team and “designated individuals” will retrieve the
KI from the designated storage places or “go-kits” and proceed to the pre-determined location
or classroom(s).
B.
Notification and Activation During or After Evacuation
1. If the order to evacuate comes in advance of the recommendation to administer KI, the
building level Emergency Response Team and “designated individuals” will retrieve the KI
from the designated storage places or “go-kits”.
2. “Designated individuals” will take the “go-kit” with the students on the buses to the designated
reception center(s).
3. If the recommendation to administer KI is made during evacuation, such information shall be
disseminated to the buses by means of communication from the superintendent or his/her
designee to the emergency transportation carriers for transmission over two-way bus radios.
4. The bus driver or radio operator will relay the information to the “designated individuals” who
will, in turn, administer KI to the students.
5. If the recommendation to administer KI is made after the buses arrive at the reception center,
“designated individuals” will administer KI to the students at the reception center.
6. Evacuation will not be delayed to allow for the administration of KI.
C.
Administration of KI
1. In the absence of parents/guardians, “designated individuals” are the only persons authorized
to administer KI to the students.
2. By utilizing current “opt-out” listings, “designated individuals” will ensure that only those
students who participate in the KI program will be administered KI.
3. The prescribed doses and administration of KI will be in concurrence with FDA recommended
guidelines, (a 65 mg dose administered to children up to 12 years who weigh less than 150
pounds and a 130 mg dose administered to children 12-18 years who weigh at least 150
pounds) in accordance with the recommendation by Dr. Antonia Novello, Commissioner of
Health, dated May 22, 2002.
4.
“Designated individuals” will ensure that students are not administered more than one dose
of KI. Each building level plan must include appropriate procedures to accomplish this.
5. District staff may choose to self-administer KI. According to the FDA, however, it is not
necessary for persons over 40 years of age to take KI in the event of radiological emergency.
84
6. “Designated individuals” shall be aware of the signs and symptoms of an allergic reaction and
shall report such findings to the appropriate nursing or medical personnel as soon as
possible. Appropriate actions should be taken with any allergic reaction to relieve symptoms.
If an anaphylactic reaction occurs, non-patient specific order epinephrine and/or other agent
to treat anaphylaxis may be used, as appropriate. CPR should be initiated, if needed, and
the individual transported to the nearest medical facility, if possible.
D.
Documentation
1. Each building level plan shall identify a means for members of the Emergency Response
Team and designated individuals to document their actions during the emergency.
Information may include notification times, doses administered, control rosters and any
observed adverse reactions.
2. Documentation should be assembled, per school policy and should be secured where
sensitive material is normally kept.
Section IV: Recovery/Return
1. Once public health officials determine it is safe to return, each building principal should
implement recovery (post-incident) procedures as specified in their building level Emergency
Response Plan.
2. The district shall conduct a post-incident critique of its KI program and the effectiveness of
that program. The critique may prove to be valuable in identifying ways to build upon the KI
plan and improve its effectiveness.
3. Information supplied from the critique shall be incorporated into the district wide and building
level KI plans and be utilized upon replenishment of KI from public health officials.
85
PARENT NOTIFICATION
Our school building is located in proximity to the Indian Point nuclear power plant. In January
2001, the federal Nuclear Regulatory Commission amended its policy on the availability and
usage of the over-the-counter drug, potassium iodide (KI), during a radiological emergency. As
a result, New York State also revised its policy regarding providing KI to the general population
in the 10 mile emergency planning zones surrounding the Indian Point, Nine Mile and Ginna
commercial nuclear power sites.
KI is an over the counter drug. We have been advised by the New York State Department of
Health that KI protects the thyroid from exposure to radioactive iodide. KI is not an alternative to
evacuation or sheltering (see attached KI information sheet).
Should the county and/or state Department of Health recommend the use of KI during an
emergency, our schools will have appropriate doses of KI available on-site for your child(ren).
If you do not want the school to provide your child with KI in a radiological emergency, you must
sign and return the enclosed Refusal/Opt-Out form to the school nurse. This form will remain in
effect as long as your child attends a Clarkstown Central School District school. Please note
that if you do not return the enclosed form and KI use is recommended by health officials, your
child will receive KI.
If you have any concerns regarding the emergency use of KI or questions about your child’s
health and the use of KI, please discuss this with your child’s healthcare provider.
If you have any further questions about the school’s program, please contact our school nurse.
Sincerely,
___________________________
School Principal
encl: Opt-Out Form
KI Information Sheet
86
New City, NY 10956
Potassium Iodide (KI) Refusal/Opt-Out Form
If you DO NOT want your child given potassium Iodide (KI) in the event of a radiological
emergency, complete this form and return it to your child’s school within three days.
I understand that potassium iodide (KI) may be given to my child if recommended by
the county and/or state Department of Health in a radiological emergency.
I have read and understand the Parent/Guardian letter, Potassium Iodide (KI) Parent Q
& A’s, and Department of Health KI information sheet.
I DO NOT want my child given potassium iodide (KI) in the event of a radiological
emergency.
Child’s Name:___________________________________________________________
Grade: ______________________Teacher/Homeroom Teacher: __________________
Parent/Guardian Signature: ________________________________________________
Date: _______________________Telephone Number: ____________________________
IF YOU DO NOT RETURN THIS FORM AND KI USE IS RECOMMENDED BY
HEALTH OFFICIALS, YOUR CHILD WILL RECEIVE KI.
87
Appendix 17 – CODE OF CONDUCT
5300
CODE OF CONDUCT
Section
Page
I.
Introduction………………………………………. .....................................1
II.
Definitions………………………………....................................................2
III.
Student Rights and Responsibilities…….....................................................4
A.
Student Rights
B.
Student Responsibilities
IV.
Essential Partners…………………………………………………………. 5
A.
Parents
B.
Teachers
C.
Guidance Counselors
D.
School Psychologists/Student Assistants/Social Workers
E.
The Dignity Act Coordinator
F.
Other School Personnel
G.
Principals/Administrators
H.
Superintendent
I.
Board of Education
V.
Student Dress Code ………………………………………………………11
VI.
Prohibited Student Conduct………………………………………………12
VII. Reporting Violation………………………………………….. .................19
VIII. Disciplinary Penalties, Procedures and Referrals ......................................20
A.
Considerations
B.
Penalties
C.
Procedures
D.
Minimum Periods of Suspension – Weapons, Violent Acts, and Repeated
Disruption
E.
Referrals
IX.
Alternative Instruction…………………………………………………....35
X.
Discipline of Students with Disabilities…………………………………. 35
XI.
Corporal Punishment…………………………………………………… .44
XII. Student Searches and Interrogations…………………………………….. 45
XIII. Visitors to the School……………………………………………………. 51
XIV. Public Conduct on School Property……………………………………...52
A.
Statement of Purpose
B.
Prohibited Conduct
C.
Enforcement Program
D.
Procedure
E.
Penalties
F.
Rules of Conduct
XV. Dissemination and Review……………………………………………….56
A.
Dissemination of Code of Conduct
B.
Review of Code of Conduct
88
*
I.
*
*
INTRODUCTION
The Clarkstown Central School District endeavors to provide the highest quality
education to its students. In furtherance of its mission, the District is committed to ensuring that
the educational environment in each of its schools is conducive to the educational process.
Of utmost concern is protecting the safety and welfare of students, teachers, and all
other members of the community on school property. If a person is not lawfully on school
property, this will be a factor in determining the appropriateness of any actions taken
towards them. To this end, and in compliance with State mandates, the District has
established a distinct and formal set of rules and expectations governing the conduct of
those on school property, including school buses, and attending school functions.
Furthermore, embodied in the rules and expectations must be well-defined penalties and
consequences for unacceptable conduct which must be administered promptly and fairly.
Accordingly, the District has adopted this Code of Conduct, which has been framed in
terms of federal and state laws and regulations of the State Education Department and the
Commissioner of education. This written Code of Conduct is intended to foster stability and
continuity and keep students, all staff and the community informed as to the District’s policies
regarding the measures it will utilize to maintain a safe and orderly environment in its schools
and at school functions.
Maintaining the integrity of the educational process is dependent upon the cooperation of
everyone in the educational community – students, teachers, parents, administrators, nonteaching staff, and the citizens of the District. Therefore each of these groups was invited to
make a contribution to the development of this Code of Conduct.
II.
DEFINITIONS
For purposes of this code, the following definitions apply.
A. “Disruptive student” means an elementary or secondary student who is substantially disruptive of
the educational process or substantially interferes with the teacher’s authority over the classroom.
B. “Drug Related Paraphernalia” means objects or materials designed to facilitate the taking,
imbibing, injecting, inhaling or sale of illicit or illegal drugs or substances.
C. “Parent” means parent, guardian or person in parental relation to a student.
D. “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.
89
E. “School function” means any school-sponsored curricular or extra-curricular event, activity, or
trip.
F. “Violent student” means a student who:
1.
2.
3.
4.
5.
6.
7.
Commits an act of violence upon a school employee, or attempts to do so.
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, or attempts to do so. If a person is not lawfully on school
property, this will be a factor in determining the appropriateness of any actions
taken towards them.
Possesses, while on school property or at a school function, a weapon as
defined herein.
Displays, while on school property or at a school function, what appears to be a
weapon.
Threatens, while on school property or at a school function, to use a weapon.
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. If a person is not lawfully on school property, this will be a factor in
determining the appropriateness of any actions taken towards them.
Knowingly and intentionally damages or destroys school district property.
G. “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 cutter, 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. For the purpose of placing students with disabilities in an interim alternative
educational setting for not more than 45-days (hereinafter the “45-day rule”), “weapon” shall be
defined as set forth in Section X of this Code of Conduct, Discipline of Student with Disabilities.
H. “Firearm” as defined by the Gun-Free Schools act, means: any weapon (including a starter gun
and shotgun) which will, or is designed to, or may readily be converted to, expel a projectile by
the action of an explosive; the frame or receiver of any such weapon; any firearm muffler or
firearm silencer; or any destructive device; but does not include an antique firearm. “Destructive
device” means: (1) any explosive, incendiary, or poison gas: bomb, grenade, rocket having a
propellant charge of more than four ounces, missile with an explosive charge over one-quarter
ounce, mine, or similar device; (2) any type of weapon (other than a shotgun used for hunting)
which will, or which may be readily converted to, expel a projectile by the action of an explosive
or other propellant, and which has any barrel with a bore of more than one-half inch in diameter;
and (3) any combination of parts either designed or intended for use in converting any device into
any destructive device described in (1) and (2) above and from which a destructive device may be
readily assembled.
I.
“Gender” means actual or perceived sex and shall include 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
90
identity” is one’s self-conception as being male or female, as distinguished from actual biological
sex or sex assigned at birth.
J. “Sexual orientation” means actual or perceived heterosexuality, homosexuality or bisexuality.
III. STUDENT RIGHTS AND RESPONSIBILITIES
A.
Student Rights
The district is committed to safeguarding the rights given to all students under state and
federal law. In addition, to promote a safe, healthy, orderly and civil school environment,
all district students have the right to:
1.
2.
3.
4.
The opportunity to take part in all district activities on an equal basis
regardless of race, color, ethnicity, disability, religion, religious practice,
weight, national origin, gender, sexual orientation or any other category
prohibited by law or of an unlawful nature.
Present their version of the relevant events to school personnel authorized
to impose a disciplinary penalty in connection with the imposition of the
penalty.
Access school rules and, when necessary, receive an explanation of those
rules from school personnel.
Learn in an environment that is free from harassment of any kind, whether
in the form of sexual harassment or harassment based on a person’s race,
color, ethnicity, disability, religion, religious practice, weight, national
origin, gender, sexual orientation or any other category prohibited by law
or of an unlawful nature.
B.
Student Responsibilities
All district students have the responsibility to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Contribute to maintaining a safe and orderly school environment that is
conducive to learning and to show respect to other persons and to
property.
Be familiar with and abide by all district policies, rules and regulations
dealing with student conduct.
Attend school every day unless they are legally excused and be in class, on
time, be prepared to learn, and complete assignments when due.
Work to the best of their ability in all academic and extracurricular
pursuits and strive toward their highest level of achievement possible.
React to direction given by teachers, administrators and other school
personnel in a respectful, positive manner.
Work to develop mechanisms to control their anger.
Ask questions when they do not understand.
Seek help in solving problems that might lead to discipline.
Dress appropriately for school and school functions.
91
10.
11.
IV.
Accept responsibility for their actions.
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.
ESSENTIAL PARTNERS
A.
Parents are strongly urged to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
B.
Recognize that the education of their child(ren) is a joint responsibility of
the parents and the school community.
Send their children to school ready to participate and learn.
Ensure their children attend school regularly and on time.
Ensure absences are excused.
Insist their children be dressed and groomed in a manner consistent with
the student dress code.
Help their children understand that in a democratic society appropriate
rules are required to maintain a safe, orderly environment.
Know school rules and help their children understand and abide by them.
Convey to their children a supportive attitude toward education and the
district.
Build effective relationships with teachers and administrators, and,
expectantly, with other parents and their children’s friends and classmates.
Help their children deal effectively with peer pressure.
Inform school officials of changes in the home situation that may affect
student conduct or performance.
Provide a place for study and ensure homework assignments are
completed.
Encourage their children’s participation in extracurricular activities.
Make it a practice to attend parent/teacher conferences.
Set an example of good sportsmanship at sports events.
Set an example of good citizenship.
Teachers are expected to:
1.
2.
3.
4.
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 or sex,
which will strengthen students’ self-concept and promote confidence to
learn.
Be prepared to teach.
Demonstrate leadership ability.
Demonstrate enthusiasm for teaching and concern for student
achievement.
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5.
6.
7.
8.
9.
10.
11.
12.
13.
C.
Know school policies and rules, and enforce them in a fair and consistent
manner.
Communicate to students and parents:
a.
Course objectives and requirements;
b.
Marking/grading procedures;
c.
Assignment deadlines;
d.
Expectations for students;
e.
Classroom discipline plan.
Communicate regularly with students, parents and other teachers
concerning growth and achievement.
Be knowledgeable as to current developments in their subject areas.
Maintain a cordial and respectful relationship with school and District
administrators, personnel, and parents.
Maintain confidentiality in conformity with federal and state law.
Participate in school-wide efforts to provide adequate supervision in all
school spaces, in conformity with the Taylor Law.
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. If a person is
not lawfully on school property this will be a factor in determining the
appropriateness of any actions taken towards them.
Address personal biases that may prevent equal treatment of all students in
the school or classroom setting.
Guidance Counselors are expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assist students in coping with peer pressure and emerging personal, social
and emotional problems in conjunction with student assistance counselors
and psychologists.
Initiate
teacher/student/counselor
conferences
and
parent/teacher/student/counselor conferences, as necessary, as a way to
resolve problems.
Regularly review with students their educational progress and career
plans.
Provide information to assist students with career planning and college
planning.
Encourage students to benefit from the curriculum and extracurricular
programs.
Maintain confidentiality in accordance with federal and state law.
religion, religious practice, disability, sexual orientation, gender or sex.
Make known to students and families the resources in the community that
are available to meet their needs.
school spaces.
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10.
11.
D.
School Psychologists/Student Assistant Counselors/School Social Workers are expected
to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E.
or physical health or safety of any student, school employee, or any person
who is lawfully on school property or at a school function.
Address personal biases that may prevent equal treatment of all students.
Provide support for students in coping with peer pressure and personal,
social and emotional problems in conjunction with guidance counselors.
Initiate conferences with student, teacher, school psychologist, student
assistance counselor, school social worker, guidance counselor and
parents, as necessary, as a way to resolve problems.
Provide assessment of students to determine whether a student is a danger
to himself or others, with a referral for a psychiatric evaluation when
deemed necessary.
Provide recommendations for appropriate interventions, provide follow up
and maintain contact with student, staff, parents and outside agencies, as
needed.
Make known to students and families the resources in the community that
are available to meet their needs.
school spaces.
The Dignity Act Coordinator(s)
1.
2.
3.
4.
5.
Promote a safe, orderly and stimulating school environment, supporting
active teaching and learning for all students regardless of actual or
perceived race, color, weight, national origin, ethnic group, religion,
religious practice, disability, sexual orientation, gender or sex.
Oversee and coordinate the work of the district-wide and building-level
bullying prevention committees.
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.
Coordinate, with the Professional Development Committee, training in
support of the bullying prevention committee.
Be responsible for monitoring and reporting on the effectiveness of the
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6.
7.
F.
Other School Personnel are expected to:
1.
2.
3.
4.
5.
6.
7.
G.
district’s bullying prevention policy.
Address personal biases that may prevent equal treatment of all students
and staff.
Be familiar with the code of conduct.
Help children understand the district’s expectations for maintaining a safe,
orderly school environment.
school spaces.
Principals/Administrators are expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Demonstrate leadership qualities that set a positive example for students
and staff.
Ensure that students, parents and staff have the opportunity to
communicate regularly with the principal and approach the principal for
redress of grievances.
Evaluate on a regular basis all instructional programs, and ensure an
infusion of civility education in the curriculum.
Support the development of and student participation in appropriate
extracurricular activities.
Be responsible for enforcing the code of conduct and ensuring that all
cases are resolved promptly and fairly.
Encourage parental participation in their children’s education.
Provide support in the development of the code of conduct, when called
upon. Disseminate the code of conduct and anti-harassment policies.
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10.
11.
12.
13.
H.
The Superintendent of Schools is expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
I.
school spaces.
Maintain a climate of mutual respect and dignity, which will strengthen
students’ self-concept and promote confidence to learn.
religious practice, disability, sexual orientation, gender or sex..
Review with district administrators the policies of the board of education
and state and federal laws relating to school operations and management.
Inform the Board about educational trends relating to student discipline.
Work to create instructional programs that minimize problems of
misconduct and are sensitive to student and teacher needs.
Work with district and building administrators in enforcing the code of
conduct and ensuring that all cases are resolved promptly and fairly.
Demonstrate a willingness to communicate with parents on behavioral and
educational issues concerning their children that cannot be resolved with
teachers and building administrators.
Maintain a climate of mutual respect and dignity, which will strengthen
students’ self-concept and promote confidence to learn.
school spaces.
Board of Education
1.
2.
3.
4.
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.
Develop and recommend a budget that provides programs and activities
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5.
6.
7.
8.
V.
that support achievement of the goals of the code of conduct.
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.
Lead by example by conducting board meetings in a professional,
respectful, courteous manner.
STUDENT DRESS CODE
A.The following are guidelines for appropriate dress for school a
personnel should exemplify and reinforce acceptable student dress and help students develop an
understanding of appropriate appearance in the school setting by complying with these
guidelines.
Student attire, which includes clothing, hair style/color, jewelry, make-up and nails, shall:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Be safe, appropriate and not disrupt or interfere with the educational
process.
Demonstrate attention to personal hygiene.
Recognize that revealing garments worn by boys or girls, such as but not
limited to tube tops, net tops, halter-tops, lingerie, plunging necklines
(front and/or back), extremely short shorts or skirts, see-through garments,
and bare midriffs are not appropriate in the classroom and regular school
environment.
Ensure that underwear is completely covered with outer clothing.
Include footwear at all times. Footwear that is a safety hazard will not be
allowed.
Not include the wearing of hats or head coverings in the classroom, the
exception being if worn for a medical or religious purpose.
Not include items that display messages that are sexually explicit or depict
sexual acts, bodily functions, or nudity of a prurient nature or denigrate
others on account of race, color, religion, creed, national origin, gender,
sexual orientation or disability.
Not promote and/or endorse the use of alcohol, tobacco or illegal drugs
and/or encourage other illegal or violent activities.
Not include items displaying messages that promote and/or endorse acts of
violence or membership in organizations or groups that promote and/or
endorse such acts, or are associated with such organizations or groups.
B. Each building principal or his or her designee shall be responsible for informing all
students and their parents of the student dress code in an age appropriate manner at the beginning of
the school year and any revisions to the dress code made during the school year.
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C.
Students who violate the student dress code shall be required to modify their
appearance by covering or removing the offending item and, if necessary or practical, replacing
it with an acceptable item. Any student who refuses to do so shall be subject to discipline, up to
and including in-school suspension for the day. Any student who repeatedly fails to comply with
the dress code shall be subject to further discipline, up to and including out of school suspension.
VI. PROHIBITED STUDENT CONDUCT
A. It is the objective and policy of the Clarkstown Board of Education to recognize,
preserve, and protect the individual rights of all students and to encourage and enforce the exercise of
these rights within the necessary framework of an orderly, efficient, and continuing school program.
Within this policy framework it is the continuing duty of the school board, the administrative staff,
and the faculties of each school to encourage appropriate behavior and to prohibit and prevent types
of student conduct that constitute a menace to the continuing educational program or that become
dangerous, disruptive, or destructive, and therefore endanger the proper maintenance and function of
the school program.
The best discipline is self-imposed, and students must learn to assume and accept
responsibility for their own behavior, as well as the consequences of their misbehavior. District
personnel who interact with students are expected to use disciplinary action only when necessary
and to place emphasis on the students’ ability to grow in self-discipline.
B.
Where appropriate, alternative remedial measures should be considered before
suspension from school is imposed. These measures may include: counseling by teachers,
guidance personnel, child-study teams and administrators; in-school detention; in-house
suspension; parent conferences; and alternative programming.
C.
When alternative measures are provided and the student and/or the parent do not
cooperate, or student behavior continues to be unacceptable, suspension from school may
become unavoidable. Suspension is also appropriate as a consequence of serious misbehavior
such as conduct which endangers the student or others; actions seriously disruptive of the
education process or order on campus; the use, possession or distribution of illicit substances; or
the possession, use, or sale of Drug Related Paraphernalia; actions which are also criminal by
nature; or, actions violative of the conduct prohibited under this Code of Conduct. In all cases of
suspension, immediate steps will be taken to ensure that alternative instruction is provided within
a reasonable time.
D.
Students may be subject to disciplinary action, up to and including suspension
from school, when they:
1.
Engage in conduct that is disorderly. Examples of disorderly conduct
include:
a.
b.
Running in hallways.
Making unreasonable noise.
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c.
d.
e.
f.
g.
h.
i.
2.
Engage in conduct that is destructive. Examples of destructive conduct
include:
a.
b.
3.
Acts of vandalism on school property or the personal possessions
of school personnel and/or other students (including but not limited
to tagging, defacing, damaging or destroying said property).
Graffiti “art” or murals on any school property without the
permission of the district.
Engage in conduct that is insubordinate.
conduct include:
a.
b.
c.
4.
Using language or gestures that are profane, lewd, vulgar or
abusive.
Obstructing vehicular or pedestrian traffic.
Engaging in any willful act which disrupts the normal operation of
the school community.
Trespassing. Students are not permitted in any school building,
other than the one they regularly attend, without permission from
the administrator in charge of the building.
Computer/electronic communications misuse, including any
unauthorized use of computers, software, or internet/intranet
account; accessing inappropriate websites; or any other violation of
the district’s acceptable use policy.
Computer/electronic
communications misuse off campus includes using such means of
communication to threaten, harass, or annoy school personnel
and/or other students; sending “hate mail” or creating messages or
documents of a threatening or inflammatory nature.
Causing a disturbance on a school bus, distracting the driver,
and/or causing harm to (an)other student(s) while riding a school
bus.
Smoking, use, possession or display of tobacco products (including
but not limited to cigarettes, electronic cigarettes, cigars, pipes and
chewing or smokeless tobacco).
Examples of insubordinate
Failing to comply with the reasonable directions of teachers,
school administrators or other school employees in charge of
students or otherwise demonstrating disrespect.
Lateness for, missing or leaving school without permission.
Skipping detention.
Engage in conduct that is disruptive. Examples of disruptive conduct
include:
a.
Failing to comply with the reasonable directions of teachers,
school administrators or other school personnel in charge of
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students.
Interfering with the conduct of lessons, i.e., persistently speaking
out of turn or interrupting the teacher or particularly aggressive or
abusive speaking out irrespective of the frequency.
Inappropriate use of a cell phone or beeper.
Inappropriately using a photographic device capable of recording
and/or sending an image, such as a video or digital camera, or cell
phone incorporating same, while on campus, in a District
transportation vehicle, or involved in a District related activity.
Use of such device is permitted with the permission of or under the
direct supervision of an appropriate District employee, or at a
recreational, sporting or entertainment event attended by the
public, or at graduation exercises, in all of which cases the sole use
shall be to record the event, or a part thereof. In no circumstance
may such a device be used to embarrass or invade the privacy of
any person, or to interfere with property rights, or to record or
transmit confidential information.
Using or having in one’s possession or control any electronic
device, such as cell phones, wrist watches, hand-held or other
portable devices, capable of text messaging, defined as the storing,
sending or receiving of messages or information, or both, in any
form, such as language or mathematical expression, at or during
exams, or at any other time when such can be disruptive, such as
during class. Exception: The possession or use of such devices for
assistive purposes with prior permission of the school authorities
according to an Individualized Educational Program (IEP) under
the Individuals with Disabilities Act (IDEA), or a Section 504 Plan
(Plan) under the Americans with Disabilities Act (ADA), or the
equivalent, subject to properly using said device for the express
purpose of the IEP or Plan, and for no other purpose.
b.
c.
d.
e.
5.
Engage in conduct that is violent. Examples of violent conduct include:
a.
b.
c.
Committing an act of violence (such as hitting, kicking,
punching, biting, spitting and scratching, and striking or
throwing an object with intent to strike) upon a teacher,
administrator or other school employee or attempting to do so.
Committing an act of violence (such as hitting, kicking,
punching, biting, spitting and scratching and striking or throwing
an object with intent to strick) upon another student or any other
person lawfully on school property or attempting to do so. If a
person is not lawfully on school property, this will be a factor in
determining the appropriateness of any actions taken towards
them
Possessing a weapon. Authorized law enforcement officials are
the only persons permitted to have a weapon in their possession
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d.
e.
6.
while on school property or at a school function.
Displaying what appears to be a weapon.
Threatening to use any weapon, or other object appearing to be a
weapon, or which can be used as a weapon.
Engage in any conduct that endangers the safety, morals, health or welfare
of others. Examples of such conduct include:
a.
Lying to school personnel.
b.
Stealing the property of other students, school personnel or any
other person lawfully on school property or attending a school
function. If a person is not lawfully on school property, this will
be a factor in determining the appropriateness of any actions
taken towards them
c.
Defamation, which includes making false or unprivileged
statements or representations about an individual or identifiable
group of individuals that harm the reputation of the person or the
identifiable group by demeaning them.
d.
Discrimination, which includes the use of race, color, creed,
ethnicity, disability, religion, religious practice, national origin,
sex, gender (identity and expression), sexual orientation, weight
or disability, or any other category prohibited by law or of an
unlawful nature as a basis for treating another in a negative
manner, deny rights, equitable treatment or access to facilities
available to others.
e.
Harassment or Bullying, which is the creation of a hostile
environment by words, conduct or threats, intimidation or abuse
(see policy 0115, Student Harassment and Bullying Prevention
and Intervention, for a more complete definition). It includes
ridiculing, demeaning, terrorizing, coercing or being cruel to
another person.
f.
Intimidation, which includes engaging in actions or statements
that put an individual in fear of bodily harm.
g.
Hazing, which includes any intentional, harassing, or reckless act
directed against another for the purpose of initiation into,
affiliating with or maintaining membership in any school
sponsored activity, organization, club or team (see policy 0115,
Student Harassment and Bullying Prevention and Intervention,
for a more complete definition).
h.
Selling, using, distributing or possessing obscene materials.
i.
Using abusive language, or excessive cursing, swearing, or
vulgar language.
j.
Smoking, possessing or displaying a cigarette, cigar, pipe,
electronic cigarette, or using chewing or smokeless tobacco.
k.
Possessing, consuming, selling, offering, manufacturing,
distributing or exchanging alcoholic beverages or illegal
substances, or Drug Related Paraphernalia, or being under the
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l.
m.
n.
o.
p.
q.
influence of any of the aforesaid substances. “Illegal substances”
include, but are not limited to, inhalants, marijuana, cocaine,
LSD, PCP, amphetamines, heroin, steroids, look-alike drugs, and
any synthetic version thereof, whether specifically illegal or not,
referred to as “designer drugs,” which are substances designed
and synthesized to mimic the intended effects and usages of,
which are chemically substantially similar to, illegal drugs,
which may or may not be labeled for human consumption.
Inappropriately using or sharing prescription and over-thecounter drugs or abuse of inhalants.
Gambling.
Indecent exposure, that is, exposing private parts of one’s body
in a lewd or indecent manner and/or in an inappropriate setting.
Engaging in sexual activity on the school campus, or attempting
to compel another to engage in such activities.
Initiating a report warning of fire or other catastrophe, activating
fire alarm, misuse of 911, or discharging a fire extinguisher, all
without valid cause.
Subjecting other students, school personnel or any other person
lawfully on school property or attending a school function to
danger by recklessly engaging in conduct which creates a
substantial risk of physical injury. If a person is not lawfully on
school property, this will be a factor in determining the
appropriateness of any actions taken towards them.
7.
Engage in misconduct while on a school bus (defined as any vehicle
utilized by the District to transport students for any purpose). It is crucial
for students to behave appropriately while riding on district buses to
ensure their safety and that of other passengers and to avoid distracting the
bus driver. Students are required to conduct themselves on the bus in a
manner consistent with established standards for classroom behavior.
Excessive noise, pushing, shoving and fighting will not be tolerated.
8.
Engage in any form of academic misconduct. Examples of academic
misconduct include:
a.
b.
c.
d.
e.
9.
Plagiarism.
Cheating.
Copying.
Altering records.
Assisting another student in any of the above actions.
Engage in off-campus misconduct that endangers the health and safety of
students or staff within the school, or interferes with or can reasonably be
expected to substantially disrupt the educational process. Examples of such
misconduct include, but are not limited to:
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a.
b.
c.
Cyberbullying (i.e., inflicting willful and repeated harm through
the use of electronic means).
Threatening or harassing students or school personnel through
electronic means.
Using electronic means to convey threats, derogatory or violent
comments or images, or posting pornographic pictures of
students or school personnel.
VII. REPORTING VIOLATIONS
All students are expected to promptly report violations of the code of conduct to a
teacher, guidance counselor, the building principal or his or her designee. Any student observing
a student possessing a weapon, alcohol or illegal substance on school property or at a school
function shall report this information immediately to a teacher, the building principal, the
principal’s designee or the superintendent.
All district staff who are authorized to impose disciplinary sanctions are expected to do
so in a prompt, fair and lawful manner. District staff who are not authorized to impose
disciplinary sanctions must promptly report violations of the code of conduct to their supervisor,
who shall in turn impose an appropriate disciplinary sanction, if so authorized, or refer the matter
to a staff member who is authorized to impose an appropriate sanction.
Any weapon, alcohol or illegal substance found shall be confiscated immediately, if
possible, followed by notification to the parent of the student involved and the appropriate
disciplinary sanction if warranted, which may include permanent suspension and referral for
prosecution.
The building principal or his or her designee must notify the appropriate local law
enforcement agency of those code violations believed to constitute a crime, even if unsure of that
belief, when the activity appears to substantially jeopardize the order or security of the school.
Such notifications shall be made as soon as practical, but in no event later than the close
of business the day the principal or his or her designee learns of the violation. The notification
may be made by telephone, followed by a letter mailed on same day as the telephone call is
made. The notification must identify the student and explain the conduct that is alleged to have
violated the code of conduct and constituted a crime.
VIII.
DISCIPLINARY PENALTIES, PROCEDURES AND REFERRALS
A.
In determining appropriate disciplinary action, school personnel authorized to
impose disciplinary penalties will consider the following criteria:
1.
2.
The student’s age.
The nature of the offense and the circumstances which led to the offense.
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3.
4.
5.
6.
The student’s prior disciplinary record.
The effectiveness of other forms of discipline.
Information from parents, teachers and/or others, as appropriate.
Other extenuating circumstances.
As a general rule, discipline will be progressive. This means that a student’s first violation will
usually merit a lighter penalty than subsequent violations.
If the conduct of a student is related to a disability or suspected disability, the student
shall be referred to the Committee on Special Education and discipline, if warranted, shall be
administered consistent with the separate requirements of this code of conduct for disciplining
students with a disability or presumed to have a disability. A student identified as having a
disability shall not be disciplined for behavior related to his/her disability, unless the discipline is
consistent with the student’s individualized education plan (IEP) (see section X. Discipline of
Students with Disabilities).
B.
Penalties
Students who are found to have violated the district’s code of conduct may be subject to
the following penalties, either alone or in combination, consistent with the student’s right to due
process.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Oral warning;
Written warning;
Written notification to parent;
Detention;
Suspension from transportation;
Suspension from athletic participation;
Suspension from social or extracurricular activities;
Suspension of other privileges;
In-school suspension;
Removal from classroom by teacher;
Short-term (five days or less) suspension from school;
Long-term (more than five days) suspension from school; and
Permanent suspension from school.
C.
Procedures
The amount of due process a student is entitled to receive before a penalty is imposed
depends on the penalty being imposed. In all cases, regardless of the penalty imposed, the school
personnel authorized to impose the penalty must inform the student of the alleged misconduct and
must investigate, to the extent necessary, the facts surrounding the alleged misconduct. All students
will have an opportunity to present their version of the facts to the school personnel imposing the
disciplinary penalty in connection with the imposition of the penalty.
Students who are to be given penalties of detention or any type of suspension are
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entitled to additional rights before the penalty is imposed. These additional rights are explained
below.
1. Detention
Teachers, principals and the superintendent may use after-school detention as a
penalty for student misconduct in situations where such may be preferable to removal from
the classroom or suspension. Detention will be imposed as a penalty only after the
student's parent has been notified to confirm that there is no parental objection to the
penalty and the student has appropriate transportation home following detention. Students
who fail to attend detention may be subject to further discipline, such as suspension from
school activities or in-school suspension.
2. Suspension from transportation
If a student does not conduct himself/herself properly on a bus, the bus driver is
expected to bring such misconduct to the attention of the building principal and the Director of
Transportation. Students who become a serious disciplinary problem may have their riding
privileges suspended by the building principal or the superintendent or their designees. In such
cases, the student’s parent will become responsible for seeing that his or her child gets to and
from school safely. Should the suspension from transportation amount to a suspension from
attendance; the district will make appropriate arrangements to provide for the student’s
education. This section does not limit the authority of the Superintendent, building principal or
their designees to impose other disciplinary measures as deemed appropriate.
A student subjected to a suspension from transportation is not entitled to a full
hearing pursuant to Education Law §3214. However, the student and the student’s parent will be
provided with a reasonable opportunity for an informal conference with the building principal or
the principal’s designee to discuss the conduct and the penalty involved. [DELETE?:] The
student will be entitled to an Education Law §3214 hearing if the conduct, in the judgment of the
Superintendent or his/her designee, is so egregious as to aslo warrant suspension from school
exceeding five (5) days.
3.
Suspension from athletic participation, extra curricular activities and other privileges
A student subjected to a suspension from athletic participation, extra-curricular
activities or other privileges is not entitled to a full hearing pursuant to Education Law §3214.
However, the student and the student’s parent will be provided with a reasonable opportunity for
an informal conference with the district official imposing the suspension to discuss the conduct
and the penalty involved. In addition, student athletes are expected to comply with the standard
of conduct set forth in the Clarkstown Central School District Athletic Handbook. Penalties for
violations may be imposed as set forth in the Athletic Handbook.
4.
In-school suspension
The in-house suspension program is an alternative to out-of-school suspension.
Students who perform suspendable offenses (truancy, excessive class cutting, excessive
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tardiness, disruptive behavior, etc.) will be assigned to the in-house suspension facility where
they will receive appropriate academic work to complete and be provided with the opportunity
for counseling in an effort to rectify their disruptive behavioral pattern.
The board authorizes building principals and the superintendent to place students
who would otherwise be suspended from school as the result of a code of conduct violation in
“in-school suspension.”
A student subjected to an in-school suspension is not entitled to a full hearing
pursuant to Education Law §3214. However, the student and the student’s parent will be
provided with a reasonable opportunity for an informal conference with the district official
imposing the in-school suspension to discuss the conduct and the penalty involved.
5. Teacher disciplinary removal of disruptive students
a.
A classroom teacher may remove a disruptive student from class for up
to two days. For elementary school students, the period of removal
shall not exceed ninety (90) minutes. The removal from class applies
to the class of the removing teacher only.
b.
If the misconduct does not pose a continuing threat of danger or
disruption, the teacher must provide an explanation for the proposed
removal and ascertain the student’s version of events. The teacher
shall, after such discussion use his or her discretion to proceed with the
removal or readmit the student to class with a ‘warning’ provided that a
student shall be allowed no more than three warnings in a school year.
c.
Where circumstances warrant a student’s immediate removal from the
classroom, the teacher shall provide the student with an explanation of
the reasons for removal and an informal opportunity to be heard within
twenty-four (24) hours of the student’s removal.
d.
For purposes of this code of conduct, a disruptive student is a student
who is substantially disruptive of the educational process or
substantially interferes with the teacher’s authority over the classroom.
A substantial disruption of the educational process or substantial
interference with a teacher’s authority occurs when a student
demonstrates a persistent unwillingness to comply with the teacher’s
instructions, repeatedly violates the teacher’s classroom behavior rules,
or repeatedly engages in acts of misconduct set forth in §VI, provided
that teacher removal may not be used as a penalty for violent conduct
which must be immediately reported to the building principal.
e.
The penalty of teacher removal set forth above is distinguishable from
short-term disciplinary practices for minor infractions.
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f.
The teacher must complete a Notification of Teacher Removal Form
and meet with the principal or his or her designee as soon as possible,
but no later than the end of the school day, to explain the circumstances
of the removal and to present the removal form. If the principal or
designee is not available to meet with the teacher by the end of the
same school day, the teacher must reach out to the Principal by other
available meaning including leaving the form with the school secretary
and the principal or designee must meet with the teacher prior to the
beginning of classes on the next school day.
g.
Within twenty-four (24) hours after the student’s removal, the principal
or another district administrator designated by the principal must notify
the student’s parents, in writing, that the student has been removed
from class and why. The notice must also inform the parent that he or
she has the right, upon request, to meet informally with the principal or
the principal’s designee to discuss the reasons for the removal.
h.
The written notice must be provided by personal delivery, express mail
delivery, or some other means that is reasonably calculated to assure
receipt of the notice within twenty-four (24) hours of the student’s
removal at the last known address for the parents. Attempts to provide
notice by telephone must be made if the school has been provided with
a telephone number(s) for the purpose of contracting parents.
i.
If at the informal meeting the student denies the charges, the principal
or the principal’s designee must explain why the student was removed
and give the student and the student’s parents a chance to present the
student’s version of the relevant events. The informal meeting must be
held within 48 hours of the student’s removal. The timing of the
informal meeting may be extended by written mutual agreement of the
parent and principal.
j.
The principal or the principal’s designee may require the teacher who
ordered the removal to attend the informal conference.
k.
The principal or the principal’s designee may not overturn the removal
of the student from class by the teacher unless the principal or designee
finds any one of the following:
i.
The charges against the student are not supported by substantial
evidence.
The student’s removal is otherwise in violation of law, including
the district’s code of conduct.
iii. The conduct warrants suspension from school pursuant to
Education Law §3214 and a suspension will be imposed.
ii.
l.
If upon review of the Notification of Teacher Removal Form the
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principal or his or her designee determines the removal is not supported
by substantial evidence, the principal or his or her designee may
overturn a removal at any point between receiving the Notification of
Teacher Removal Form issued by the teacher and the close of business
on the day following the 48-hour period for the informal conference, if
a conference is requested. No student removed from the classroom by
the classroom teacher will be permitted to return to the classroom until
the principal makes a final determination, or the period of removal
expires, whichever is less.
m.
Any disruptive student removed from the classroom by the classroom
teacher shall be offered continued educational programming and
activities in the relevant subject area(s) until he or she is permitted to
return to the classroom. The classroom teacher will provide the
instructional plan and materials to ensure continuity of instruction.
n.
Students who are repeatedly substantially disruptive of the educational
process (removed from the classroom at least four times in one
semester, or at least three times in one trimester) are addressed in the
“Minimum Periods of Suspension” section below.
o.
Each teacher must keep a complete log (on a district provided form) for
all cases of removal of students from his or her class. The principal
must keep a log of all removals of students from class.
p.
Removal of a student with a disability, under certain circumstances,
may constitute a change in the student’s placement. Therefore, a
Notice of Teacher Removal form must be sent to the Chairperson of the
CSE in addition to the principal. The CSE chairperson shall be present
at the meeting between the classroom teacher and the principal to
discuss the circumstances of the removal.
The teacher may not remove a student with a disability from his or her
class until he or she has ascertained with the principal and the
chairperson of the Committee on Special Education that such removal,
together with prior discipline, will not result in suspensions or other
removals accumulating to more than 10 school days or would otherwise
violate IDEA or state laws and regulations.
6. Suspension from school
It is the objective and policy of the Clarkstown Board of Education to recognize,
preserve, and protect the individual rights of all students and to encourage and enforce the
exercise of these rights within the necessary framework of an orderly, efficient, and continuing
school program. Within this policy framework it is the continuing duty of the school board, the
administrative staff, and the faculties of each school to prohibit and prevent types of student
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conduct that constitute a menace to the continuing educational program or that become
dangerous, disruptive, or destructive, and therefore endanger the proper maintenance and
function of the school program.
Possession of drugs and weapons are very serious violations of this code of conduct. The
district shall respond to such incidents promptly, in a manner designed to prevent their
recurrence and address the student’s underlying issues. Discipline for possession of weapons, in
compliance with the Gun Free Schools Act, is addressed below in the sections on “Minimum
Periods of Suspension” and “Referrals.”
Where appropriate, alternative remedial measures shall be considered before
suspension, a substantial measure is necessitated. These measures may include: counseling by
teachers, guidance personnel, child-study teams and administrators; teacher removal; in-school
detention; in-house suspension; parent conferences; and alternative programming.
When alternative measures are provided and the student and/or the parent do not
cooperate, or student behavior continues to be unacceptable, suspension may become
unavoidable. Suspension is also appropriate as a consequence of serious misbehavior such as
conduct which endangers the student or others; actions seriously disruptive of the education
process or order on campus; the use, possession or distribution of illicit substances or the
possession, use, or sale of Drug Related Paraphernalia; actions which are also criminal by nature;
or, actions violative of paragraph d. below. In all cases of suspension, immediate steps shall be
taken to ensure that alternative instruction is provided within a reasonable time.
The following procedures have been established should serious disciplinary action
by school authorities become necessary.
Section 3214 of the New York State Education Law provides that the Board
of Education and/or the Superintendent of Schools may suspend students who are insubordinate,
disorderly, violent or disruptive, or whose conduct otherwise endangers the safety, morals,
health, or welfare of others.
a. Short Term Suspensions
Section 3214 of the Education Law, paragraph (3)(b), authorizes the principal of the school
which the pupil attends to suspend a student for a period not to exceed five school days.
i.
In the case of the suspension by the principal, the pupil must be given oral
notification immediately. If the student denies the misconduct, the Principal must
provide an explanation of the basis for the proposed suspension. The Principal
must also notify the person in parental relation by telephone where possible and in
writing by personal delivery, express mail delivery or equivalent means reasonably
calculated to assure receipt of such notice within 24-hours of the suspension at the
last known address or addresses of the parents or persons in parental relation. The
notification shall include: a description of the offending behavior; a statement that
a parent has an opportunity, upon request, for an immediate informal conference
with the principal in accordance with the provisions of Education Law Section
3214(3)(b); and reference to a copy of Section 3214 which shall be attached.
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Simultaneous notice shall also be given to the Superintendent. At the conference
the person in parental relation shall be authorized to ask questions of witnesses.
At the discretion of the principal, the suspension, except in the case of a student
whose presence in school is a continuing danger to persons or property or an
ongoing threat to the academic process, shall not be enforced until the conference
is held, unless a conference is not requested. Such a conference must be
scheduled, excluding days school is closed, within twenty-four hours of the notice
by telephone or by mail, unless the principal agrees to a delay based on a
reasonable request, during which delay the suspension may be enacted.
b.
ii.
After the conference, the principal shall promptly advise the parents in writing of
his or her decision. The principal shall advise the parents that if they are not
satisfied with the decision and wish to pursue the matter, they must file a written
appeal to the Superintendent within ten (10) business days, unless they can show
extraordinary circumstances precluding them from doing so. The Superintendent
shall issue a written decision regarding the appeal within 10 business days of
receiving the appeal. If the parents are not satisfied with the Superintendent’s
decision, they must file a written appeal to the Board of Education with the
District Clerk within 10 business days of the date of the Superintendents’ decision,
unless they can show extraordinary circumstances precluding them from doing so.
Only final decisions of the Board may be appealed to the Commissioner within 30
days of the decision
iii.
Except in the case of a student whose presence in school is a continuing danger to
persons or property or an ongoing threat to the academic process, the
Superintendent shall have discretion not to enact the suspension during the appeal.
iv.
After a student returns from a suspension, it is incumbent upon the school
administration to see that the student receives all appropriate counseling, guidance,
and support services in order to prevent reoccurrence of the reasons for
suspension.
Long-Term Suspensions
No pupil may be suspended for a period in excess of five school days unless:
i.
such pupil and the person in parental relation to such pupil shall have had official
notification and have been given an opportunity for a hearing. At such hearing,
the pupil shall have:
1.
2.
3.
4.
the right to be represented by counsel;
the right to present witnesses and other evidence on his/her own behalf;
the right to question witnesses against him/her;
the right to testify in his/her own behalf;
ii.
The District’s school attorney may be present at the hearing, and may assist with
the presentation of the case.
iii.
the notice of the hearing shall advise the student of the grounds for the charges in
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iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
7.
specific enough terms, including general reference to the student’s anecdotal
record if such is to be considered in setting the discipline if guilt is found on the
charges, to enable him/her to anticipate reasonably the subject content of the
proposed hearing and to prepare a defense thereto;
the student may be allowed to remain in school prior to the hearing unless that
student’s presence in school poses a danger to his/her own or other’s physical or
emotional safety, to school district property, or to the continuation of the learning
process in the judgment of the Superintendent;
the Board of Education and/or the Superintendent may appoint a hearing officer to
conduct a disciplinary hearing;
a record of the hearing shall be maintained either by stenographic transcript or by
use of a mechanical recording device;
a student who has been suspended must be provided with suitable alternative
instruction;
the Superintendent shall promptly notify the student and the person in parental
relationship, in writing, of any determinations regarding the suspension;
if a student of mandatory school age is not reinstated, the school authorities shall
immediately provide alternative instruction for such student;
the student may appeal the findings and determination of the Superintendent to the
Board of Education. All appeals to the Board must be in writing and submitted to
the District Clerk within thirty (30) days of the date of the Superintendent’s
decision, unless the parents can show that extraordinary circumstances precluded
them from doing so. The Board may adopt in whole or in part the decision of the
Superintendent;
where the Board of Education has itself made the determination or has, on appeal,
affirmed the determination of the superintendent, a student may further appeal
either to the Commissioner of Education in accordance with the provision of
Section 310 of the Education Law (within 30 days of the Board’s final decision)
or the courts pursuant to Article 78 of the Civil Practice Law and Rules.
Permanent Suspension
Permanent suspension is reserved for extraordinary circumstances such as where
a student’s conduct poses a life threatening danger to the safety and well-being of
other students, school personnel or any other person lawfully on school property
or attending a school function.
8.
Procedure after Suspension
The Board may condition a student’s early return from a suspension on the
student’s voluntary participation in counseling or specialized classes, such as
anger management or dispute resolution. The Board retains discretion in offering
this opportunity. If and when the student and/or parent/guardian agrees to this
option, the terms and conditions shall be specified in writing.
D.
Minimum Periods of Suspension – Weapons, Violent Acts, and Repeated Disruption
1.
Students who bring a firearm to, or possess a firearm on school property or a
school function.
Any student, other than a student with a disability, found guilty of bringing or
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possessing a firearm (defined in the “Definitions” section above) on school
property of school function will be subject to suspension from school for at least
one calendar year. Before being suspended, the student will have an opportunity
for a hearing pursuant to Education Law §3214. The Superintendent has the
authority to modify the one-year suspension on a case-by-case basis. In deciding
whether to modify the penalty, the Superintendent may consider the following:
1.
2.
3.
4.
5.
6.
The student's age.
The student's grade in school.
The student's prior disciplinary record.
The Superintendent's belief that other forms of discipline may be more
effective.
Input from parents, teachers and/or others.
Other extenuating circumstances.
These provisions do not apply to firearms that are: (1) lawfully stored inside a
locked vehicle on school property; or (2) used for activities approved and
authorized by the school district and the school district has adopted appropriate
safeguards to ensure student safety.
A student with a disability may be suspended in accordance with the
requirements of state and federal law.
2.
Students who commit violent acts other than bringing a firearm to school or
being in possession of a firearm at school or a school related function.
Any student, other than a student with a disability, who is found to have
committed a violent act, other than bringing a firearm onto school property, or
possessing a firearm on school property, shall be subject to suspension from
school for at least five days. If the proposed penalty is the minimum five-day
suspension, the student and the student’s parents will be given the same notice
and opportunity for an informal conference given to all students subject to a
short-term suspension. If the proposed penalty exceeds the minimum five-day
suspension, the student and the student’s parents will be given the same notice
and opportunity for a hearing given to all students subject to a long-term
suspension. The superintendent has the authority to modify the minimum fiveday suspension on a case-by-case basis. In deciding whether to modify the
penalty, the superintendent may consider the same factors considered in
modifying a one-year suspension for possessing a firearm.
3.
Students who are repeatedly substantially disruptive of the educational process or
repeatedly substantially interfere with the teacher’s authority over the classroom.
Any student, other than a student with a disability, who repeatedly is
substantially disruptive of the educational process or substantially interferes with
the teacher’s authority over the classroom, will be suspended from school for at
least five days. For purposes of this code of conduct, “repeatedly is substantially
disruptive” means engaging in conduct that results in the student being removed
from the classroom by teacher(s) pursuant to Education Law §3214(3-a) and this
code on four or more occasions during a semester, or three or more occasions
during a trimester. If the proposed penalty is the minimum five-day suspension,
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the student and the student’s parent will be given the same notice and opportunity
for an informal conference given to all students subject to a short-term
suspension. If the proposed penalty exceeds the minimum five-day suspension,
the student and the student’s parent will be given the same notice and opportunity
for a hearing given to all students subject to a long-term suspension. The
superintendent has the authority to modify the minimum five-day suspension on
a case-by-case basis. In deciding whether to modify the penalty, the
superintendent may consider the same factors considered in modifying a one-year
suspension for possessing a firearm.
4.
E.
In addition, students who bring or possess a weapon at school shall also be
referred to Family Court or Law Enforcement, as applicable under the
circumstances, as described below in section E. “Referrals.”
Referrals
1.
Counseling
The principal shall handle all referrals of students to counseling.
2.
PINS Petitions
The district may file a PINS (person in need of supervision) petition in Family
Court on any student under the age of 18 who demonstrates that he or she
requires supervision and treatment by:
a.
b.
c.
3.
Being habitually truant and not attending school as required by part one
of Article 65 of the Education Law.
Engaging in an ongoing or continual course of conduct which makes the
student ungovernable, or habitually disobedient and beyond the lawful
control of the school.
Knowingly and unlawfully possesses marijuana in violation of Penal
Law §221.05. A single violation of §221.05 will be a sufficient basis for
filing a PINS petition.
Juvenile Delinquents and Juvenile Offenders
The Superintendent is required to refer the following students, who are found to
have brought a weapon to school, to the County Attorney for a juvenile
delinquency proceeding before the Family Court:
a.
b.
Any student under the age of 14; or
Any student 14 or 15 years old who does not qualify for juvenile
offender status under the Criminal Procedure Law §1.20(42).
The Superintendent is required to refer a student age 16 and older, or any student
14 or 15 years old who qualifies for juvenile offender status, who is found to
have brought a weapon to school, to the appropriate law enforcement authorities.
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IX.
ALTERNATIVE INSTRUCTION
When a student of any age is removed from class by a teacher or a student of
compulsory attendance age is suspended from school pursuant to Education Law §3214,
the district will take immediate steps to provide alternative means of instruction for the
student. The Board of Education expects students, administrators, teachers and parents to
make every effort to maintain student academic progress in the event of removal or
suspension, and support student re-entry to the classroom at the conclusion of the
disciplinary action.
X.
DISCIPLINE OF STUDENTS WITH DISABILITIES
The Board of Education recognizes that it may be necessary to suspend, remove or
otherwise discipline students with disabilities who violate the district’s student code of conduct,
and/or to temporarily remove a student with disabilities from his or her current placement
because maintaining the student in that placement is substantially likely to result in injury to the
student or to others. The Board also recognizes that students with disabilities deemed eligible for
special education services under the IDEA and Article 89 of New York’s Education Law enjoy
certain procedural protections that school authorities must observe when they decide to suspend
or remove them. Under certain conditions those protections extend, as well, to students not
currently deemed to be a student with a disability but determined to be a student presumed to
have a disability for discipline purposes.
Therefore, the Board is committed to ensuring that the district follows suspension and
removal procedures that are consistent with those protections. The code of conduct for students
is intended to afford students with disabilities and students presumed to have a disability for
discipline purposes the express rights they enjoy under applicable law and regulations.
A.
Definitions
For purposes of this portion of the code of conduct, and consistent with applicable
law and regulations, the following definitions will apply:
1. Behavioral intervention plan (BIP) means a plan that is based on the results of a
functional behavioral assessment and that, at a minimum, includes a description
of the problem behavior, global and specific hypotheses as to why the problem
behavior occurs, and intervention strategies that include positive behavioral
supports and services to address the behavior.
2. Controlled substance means a drug or other substance abuse identified under
schedule I, II, III, IV, or V in section 202(c) of the Controlled Substances Act (21
USC § 812(c)).
3. Disciplinary change in placement means a suspension or removal from a
student’s current educational placement that is either:
a. For more than 10 consecutive school days; or
b. For a period of 10 consecutive school days or less if the student is subjected to
a series of suspensions or removals that constitute a pattern because they
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cumulate to more than 10 school days in a school year, because the student’s
behavior is substantially similar to the student’s behavior in previous incidents
that resulted in the series of removals, and because of such additional factors
as the length of each suspension or removal, the total amount of time the
student has been removed and the proximity of the suspensions or removals to
one another.
4. Illegal drug means a controlled substance, but does not include a controlled
substance legally possessed or used under the supervision of a licensed healthcare professional, or a substance that is otherwise legally possessed or used under
the authority of the Controlled Substances Act or under any other provision of
federal law.
5. Interim alternative educational setting (IAES) means a temporary educational
placement, other than the student’s current placement at the time the behavior
precipitating the IAES placement occurred. An IAES must allow a student to
continue to receive educational services that enable him or her to continue to
participate in the general curriculum and progress toward meeting the goals set
out in the student’s individualized education program; as well as to receive, as
appropriate, a functional behavioral assessment and behavioral intervention
services and modifications designed to address the behavior violation so that it
does not recur.
6. Manifestation review means a review of the relationship between the student’s
disability and the behavior subject to disciplinary action required when the
disciplinary action results in a disciplinary change of placement, and conducted in
accordance with requirements set forth later in this policy.
7. Manifestation team means a district representative knowledgeable about the
student and the interpretation of information about child behavior, the parent, and
relevant members of the committee on special education as determined by the
parent and the district.
8. Removal means a removal of a student with a disability for disciplinary reasons
from his or her current educational placement, other than a suspension; and a
change in the placement of a student with a disability to an IAES.
9. School day means any day, including a partial day, that students are in attendance
at school for instructional purposes.
10. Serious bodily injury means bodily injury which involves a substantial risk of
death, extreme physical pain, protracted obvious disfigurement or protracted loss
or impairment of the function of a bodily member, organ or mental faculty.
11. Student presumed to have a disability for discipline purposes means a student
who, under the conditions set forth later in this policy, the district is deemed to
have had knowledge was a student with a disability before the behavior that
precipitated the disciplinary action.
12. Suspension means a suspension pursuant to §3214 of New York’s Education Law.
13. Weapon means the same as the term “dangerous weapon” under 18 USC
§930(g)(2) which includes a weapon, device, instrument, material or substance,
animate or inanimate, that is used for, or is readily capable of causing death or
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serious bodily injury, except a pocket knife with a blade of less than two and onehalf inches in length.
B.
Authority of School Personnel to Suspend or Remove Students with Disabilities
The Board, District Superintendent, Superintendent of Schools or a Building
Principal with authority to suspend students under the Education Law may order the
placement of a student with a disability into an IAES, another setting or suspension for a
period not to exceed five consecutive school days.
The Superintendent may, directly or upon the recommendation of a designated
hearing officer, order the placement of a student with a disability into an IAES, another
setting or suspension for a period not to exceed ten consecutive school days inclusive of
any period in which the student has been suspended or removed for the same behavior
pursuant to the above paragraph, if the Superintendent determines that the student’s
behavior warrants the suspension.
The Superintendent also may order additional
suspensions of not more than ten consecutive school days in the same school year for
separate incidents of misconduct, as long as the suspensions do not constitute a
disciplinary change of placement.
In addition, the Superintendent may order the placement of a student with a
disability into an IAES, another setting or suspension for a period in excess of ten
consecutive school days if the manifestation team determines that the student’s behavior
was not a manifestation of the student’s disability. In such an instance, the
Superintendent may discipline the student in the same manner and for the same duration
as a non-disabled student.
Furthermore, the Superintendent may, directly or upon the recommendation of a
designated hearing officer, order the placement of a student with a disability to an IAES
to be determined by the committee on special education for a period of up to 45 school
days if the student either:
1. Carries or possesses a weapon to or at school, on school premises or to a school
function, or
2. Knowingly possesses or uses illegal drugs or sells or solicits the sale of a
controlled substance while at school, on school premises or at a school function
under the district’s jurisdiction, or
3. Has inflicted serious bodily injury upon another person while at school, on school
premises or at a school function under the district’s jurisdiction.
The Superintendent may order the placement of a student with a disability to an
IAES under such circumstances, whether or not the student’s behavior is a manifestation
of the student’s disability. However, the committee on special education will determine
the IAES.
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C.
Procedures for the Suspension or Removal of Students with Disabilities by School
Personnel
1. In cases involving the suspension or removal of a student with a disability for a
period of five consecutive school days or less, the student’s parents or persons in
parental relation to the student will be notified of the suspension and given an
opportunity for an informal conference in accordance with the same procedures
that apply to such short term suspensions of non-disabled students.
2. The suspension of students with disabilities for a period in excess of five school
days will be subject to the same due process procedures applicable to nondisabled students, except that the student disciplinary hearing conducted by the
Superintendent or a designated hearing officer shall be bifurcated into a guilt
phase and a penalty phase. Upon a finding of guilt, the Superintendent or the
designated hearing officer will await notification of the determination by the
manifestation team as to whether the student’s behavior was a manifestation of his
or her disability. The penalty phase of the hearing may proceed after receipt of
that notification. If the manifestation team determined that the behavior was not a
manifestation of the student’s disability, the student may be disciplined in the
same manner as a non-disabled student, except that he or she will continue to
receive services as set forth below. However, if the behavior was deemed a
manifestation of the student’s disability, the hearing will be dismissed, unless the
behavior involved concerned weapons, illegal drugs or controlled substances, or
the infliction of serious bodily injury, in which case the student may still be
placed in an IAES.
D.
Limitation on Authority of School Personnel to Suspend or Remove Students with
Disabilities
The imposition of a suspension or removal by authorized school personnel may
not result in a disciplinary change of placement of a student with a disability that is based
on a pattern of suspensions or removals as set forth above in the Definitions section of
this policy, unless:
1. The manifestation team determines that the student’s behavior was not a
manifestation of the student’s disability, or
2. The student is removed to an IAES for behavior involving weapons, illegal drugs
or controlled substances, or the infliction of serious bodily injury as set forth
above.
School personnel will consider any unique circumstances on a case-by-case basis
when determining whether a disciplinary change in placement is appropriate for a student
with a disability who violates the district’s code of conduct.
In addition, school personnel may not suspend or remove a student with a
disability in excess of the amount of time that a non-disabled student would be suspended
for the same behavior.
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E.
Parental Notification of a Disciplinary Change of Placement
The district will provide the parents of a student with a disability notice of any
decision to make a removal that constitutes a disciplinary change of placement because of
a violation of the student code of conduct. Such notice will be accompanied by a copy of
the procedural safeguards notice.
F.
Authority of an Impartial Hearing Officer to Remove a Student with a Disability
An impartial hearing officer may order the placement of a student with a
disability to an IAES for up to 45 school days at a time if he or she determines that
maintaining the current placement of the student is substantially likely to result in injury
to the student or to others. This authority applies whether or not the student’s behavior is
a manifestation of the student’s disability.
G.
Manifestation Review
A review of the relationship between a student’s disability and the behavior
subject to disciplinary action to determine if the conduct is a manifestation of the
student’s disability will be made by the manifestation team immediately, if possible, but
in no case later than 10 school days after a decision is made by:
1. The Superintendent to change the placement of a student to an IAES;
2. An impartial hearing officer to place a student in an IAES; or
3. The Board, the Superintendent, or Building Principal to impose a suspension that
constitutes a disciplinary change in placement.
The manifestation team must determine that the student’s conduct was a
manifestation of the student’s disability if it concludes that the conduct in question was
either:
1. Caused by or had a direct or substantial relationship to the student’s disability, or
2. The direct result of the district’s failure to implement the student’s individualized
education program.
The manifestation team must base its determination on a review all relevant
information in the student’s file including the student’s individualized education
program, any teacher observations, and any relevant information provided by the parents.
If the manifestation team determines that the student’s conduct is a manifestation
of the student’s disability, the district will:
1. Have the committee on special education conduct a functional behavioral
assessment of the student and implement a behavioral intervention plan, unless
the district had already done so prior to the behavior that resulted in the
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disciplinary change of placement occurred. However, if the student already has a
behavioral intervention plan, the CSE will review the plan and its implementation,
and modify it as necessary to address the behavior.
2. Return the student to the placement from which he or she was removed, unless the
change in placement was to an IAES for conduct involving weapons, illegal drugs
or controlled substances or the infliction of serious bodily injury, or the parents
and the district agree to a change in placement as part of the modification of the
behavioral intervention plan.
If the manifestation team determines that the conduct in question was the direct result
of the district’s failure to implement the student’s individualized education program, the
district will take immediate steps to remedy those deficiencies.
H.
Services for Students with Disabilities during Periods of Suspension or Removal
Students with disabilities who are suspended or removed from their current
educational setting in accordance with the provisions of this policy and applicable law
and regulation will continue to receive services as follows:
1. During suspensions or removals of up to 10 school days in a school year that do
not constitute a disciplinary change in placement, the district will provide
alternative instruction to students with disabilities of compulsory attendance age
on the same basis as non-disabled students. Students with disabilities who are not
of compulsory attendance age will receive services during such periods of
suspension or removal only to the same extent as non-disabled students of the
same age would if similarly suspended.
2. During subsequent suspensions or removals of up to 10 school days that in the
aggregate total more than 10 school days in a school year but do not constitute a
disciplinary change in placement, the district will provide students with
disabilities services necessary to enable them to continue to participate in the
general education curriculum and to progress toward meeting the goals set out in
their respective individualized education program.
School personnel, in
consultation with at least one of the student’s teachers, will determine the extent
to which services are needed to comply with this requirement.
In addition, during such periods of suspension or removal the district will
also provide students with disabilities services necessary for them to receive, as
appropriate, a functional behavioral assessment, and behavioral intervention
services and modifications designed to address the behavior violation so that it
does not recur.
3. During suspensions or removals in excess of 10 school days in a school year that
constitute a disciplinary change in placement, including placement in an IAES for
behavior involving weapons, illegal drugs or controlled substances, or the
infliction of serious bodily injury, the district will provide students with
disabilities services necessary to enable them to continue to participate in the
general curriculum, to progress toward meeting the goals set out in their
respective individualized education program, and to receive, as appropriate, a
119
functional behavioral assessment, and behavioral intervention services and
modifications designed to address the behavior violation so it does not recur.
In such an instance, the committee on special education will determine the
appropriate services to be provided.
I.
Students Presumed to Have a Disability for Discipline Purposes
The parent of a student who is facing disciplinary action but who was not
identified as a student with a disability at the time of misconduct has the right to invoke
any of the protections set forth in this policy in accordance with applicable law and
regulations, if the district is deemed to have had knowledge that the student was a student
with a disability before the behavior precipitating disciplinary action occurred and the
student is therefore a student presumed to have a disability for discipline purposes.
If it is claimed that the district had such knowledge, it will be the responsibility of
the Superintendent, Building Principal or other authorized school official imposing the
suspension or removal in question for determining whether the student is a student
presumed to have a disability for discipline purposes. The district will be deemed to have
had such knowledge if:
1. The student’s parent expressed concern in writing to supervisory or administrative
personnel, or to a teacher of the student that the student is in need of special
education. Such expression may be oral if the parent does not know how to write
or has a disability that prevents a written statement; or
2. The student’s parent has requested an evaluation of the student; or
3. A teacher of the student or other school personnel has expressed specific concerns
about a pattern of behavior demonstrated by the student, directly to the district’s
director of special education or other supervisory personnel.
Nonetheless, a student will not be considered a student presumed to have a
disability for discipline purposes if notwithstanding the district’s receipt of information
supporting a claim that it had knowledge the student has a disability,
1. The student’s parent has not allowed an evaluation of the student; or
2. The student’s parent has refused services; or
3. The District conducted an evaluation of the student and determined that the
student is not a student with a disability.
If there is no basis for knowledge that the student is a student with a disability
prior to taking disciplinary measures against the student, the student may be subjected to
the same disciplinary measures as any other non-disabled student who engaged in
comparable behaviors. However, if the district receives a request for an individual
evaluation while the student is subjected to a disciplinary removal, the district will
conduct an expedited evaluation of the student in accordance with applicable law and
regulations. Until the expedited evaluation is completed, the student shall remain in the
educational placement determined by the district which can include suspension.
120
J.
Expedited Due Process Hearings
The district will arrange for an expedited due process hearing upon receipt of or
filing of a due process complaint notice for such a hearing by:
1. The district to obtain an order of an impartial hearing officer placing a student
with a disability in an IAES where school personnel maintain that it is dangerous
for the student to be in his or her current educational placement;
2. The district during the pendency of due process hearings where school personnel
maintain that it is dangerous for the student to be in his or her current educational
placement during such proceedings;
3. The student’s parent regarding a determination that the student’s behavior was not
a manifestation of the student’s disability; or
4. The student’s parent relating to any decision regarding placement, including but
not limited to any decision to place the student in an IAES.
The district will arrange for, and an impartial hearing officer will conduct, an
expedited due process hearing in accordance with the procedures established in
Commissioner’s regulations. Those procedures include but are not limited to convening
a resolution meeting, and initiating and completing the hearing within the timelines
specified in those regulations.
When an expedited due process hearing has been requested because of a
disciplinary change in placement, a manifestation determination, or because the district
believes that maintaining the student in the current placement is likely to result in injury
to the student or others, the student will remain in the IAES pending the decision of the
impartial hearing officer or until the expiration of the period of removal, whichever
occurs first unless the student’s parent and the district agree otherwise.
K.
Referral to Law Enforcement and Judicial Authorities
Consistent with its authority under applicable law and regulations, the district will
report a crime committed by a student with a disability to appropriate law enforcement
and judicial authorities. In such an instance, The Superintendent will ensure that copies
of the special education and disciplinary records of the student are transmitted for
consideration to the appropriate authorities to whom the crime is reported, to the extent
that the transmission is permitted by the Family Educational Rights and Privacy Act
(FERPA).
XI.
CORPORAL PUNISHMENT
Corporal punishment is any act of physical force upon a student for the purpose of
punishing that student. Corporal punishment of any student by any district employee is strictly
forbidden.
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However, in situations where alternative procedures and methods that do not
involve the use of physical force cannot reasonably be used, reasonable physical force may
be used to:
A.
B.
C.
D.
Protect oneself, another student, teacher or any person from physical injury.
Protect the property of the school or others.
Restrain or remove a student whose behavior interferes with the orderly exercise
and performance of school district functions, powers and duties, if that student has
refused to refrain from further disruptive acts.
Any reasonable use of physical force by a District employee for the purposes set
forth above must be immediately reported to the principal in writing. Such report
must contain the following information:
1.
2.
3.
4.
5.
XII.
Name of the reporting employee;
Name and grade of the student;
Date, time, place of the incident;
Student’s actions precipitating the use of force; and
Any measures taken to diffuse the incident prior to the use of physical
force.
STUDENT SEARCHES AND INTERROGATIONS
The Board of Education is committed to ensuring an atmosphere on school property and
at school functions that is safe and orderly. To achieve this kind of environment, any school
official authorized to impose a disciplinary penalty on a student may question a student about an
alleged violation of law or the district code of conduct. Students are not entitled to any sort of
"Miranda"-type warning before being questioned by school officials, nor are school officials
required to contact a student's parent before questioning the student. However, school officials
will tell all students why they are being questioned.
The Board authorizes the Superintendent of Schools, Building Principals, the school
nurse and district security officials to conduct searches of students and their belongings, in most
instances, with exceptions set forth below in A. and B., if the authorized school official has
reasonable suspicion to believe that the search will result in evidence that the student violated the
law or the district code of conduct. of reasonable suspicion (In re Gregory, 82 N.Y.2d 588
(1993).
An authorized school official may conduct a search of a student's belongings that is
minimally intrusive, such as touching the outside of a book bag, without reasonable suspicion, so
long as the school official has a legitimate reason for the very limited search.
An authorized school official may search a student or the student's belongings based upon
information received from a reliable informant. Individuals, other than the district employees,
will be considered reliable informants if they have previously supplied information that was
122
accurate and verified, or they make an admission against their own interest, or they provide the
same information that is received independently from other sources, or they appear to be credible
and the information they are communicating relates to an immediate threat to safety of the
student, him or herself or others. District employees will be considered reliable informants
unless they are known to have previously supplied information that they knew was not accurate.
Before searching a student or the student's belongings, the authorized school official
should attempt to get the student to admit that he or she possesses physical evidence that they
violated the law or the district code, or get the student to voluntarily consent to the search.
Searches will be limited to the extent necessary to locate the evidence sought.
Whenever practicable, searches will be conducted in the privacy of administrative offices
and students will be present when their possessions are being searched.
A.
Student Lockers, Desks and other School Storage Places
The rules in this code of conduct regarding searches of students and their belongings do
not apply to student lockers, desks and other school storage places. Students have no reasonable
expectation of privacy with respect to these places and school officials retain complete control
over them. This means that student lockers, desks and other school storage places may be subject
to search at any time by school officials, without prior notice to students and without their
consent.
B.
Strip Searches
A strip search is a search that requires a student to remove any or all of his or her
clothing, other than an outer coat or jacket. If an authorized school official believes it is
necessary to conduct a strip search of a student, the school official may do so only if the search is
authorized in advance by the Superintendent or the school attorney. The only exception to this
rule requiring advanced authorization is when the school official believes there is an emergency
situation that could threaten the safety of the student or others.
Strip searches may only be conducted by an authorized school official of the same sex as
the student being searched and in the presence of another district professional employee who is
also of the same sex as the student.
In every case, the school official conducting a strip search must have reasonable
suspicion to believe the student is concealing evidence of a violation of law or the district code.
In addition, before conducting a strip search, the school official must consider the nature of the
alleged violation, the student's age, the student's record, the quality of the knowledge that lead to
the reasonable suspicion and the need for such a search.
School officials will attempt to notify the student's parent by telephone before conducting
a strip search, or in writing after the fact if the parent could not be reached by telephone.
C.
Documentation of Searches
123
The authorized school official conducting the search shall be responsible for promptly
recording the following information about each search:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Name, age and grade of student searched.
Reasons for the search.
Name of any informant(s).
Purpose of search (that is, what item(s) were being sought).
Type and scope of search.
Person conducting search and his or her title and position.
Witnesses, if any, to the search.
Time and location of search.
Results of search (that is, what items(s) were found).
Disposition of items found.
Time, manner and results of parental notification.
The Principal or the Principal’s designee shall be responsible for the custody, control and
disposition of any illegal or dangerous item taken from a student. The Principal or his or her
designee shall clearly label each item taken from the student and retain control of the item(s),
until the item is turned over to the police. The Principal or his or her designee shall be
responsible for personally delivering dangerous or illegal items to police authorities.
D. Police Involvement in Searches and Interrogations of Students
a. District officials are committed to cooperating with police officials and other law
enforcement authorities to maintain a safe school environment. Police officials,
however, have limited authority to interview or search students in schools or at school
functions, or to use school facilities in connection with police work. Police officials
may enter school property or a school function to question or search a student or to
conduct a formal investigation involving students only if they have:
i.
a search or an arrest warrant; or
ii.
probable cause to believe a crime has been committed on school property
or at a school function; or
iii.
are acting in the context of a CPS investigation involving allegations
against the parents or guardians; or
iv.
are acting at the request of the principal, his or her designee, or other
member of staff who has reason to believe that there is an urgent need on
campus for law enforcement involvement to protect persons or property,
in the reasonable judgment of the person so reporting.
b. Before police officials are permitted to question or search any student, and where
none of the exceptions referred to in the preceding paragraph apply, the building
principal or his or her designee shall first try to notify the students’ parents to get
permission for such questioning to take place and give the parents the opportunity to
be present during the police questioning or search. If the student’s parent cannot be
contacted prior to the police questioning or search, the questioning or search shall not
be conducted, unless the student is 16 years of age or older. The principal or designee
124
will also be present during any police questioning or search of a student on school
property or at a school function.
c. Students who are questioned by police officials on school property or at a school
function will be afforded the same rights they have outside the school. This means:
i.
ii.
iii.
They must be informed of their legal rights.
They may remain silent if they so desire.
They may request the presence of an attorney.
d. The Superintendent is required to refer a student age 16 and older, or any student 14
or 15 years old who qualifies for juvenile offender status, who is found to have
brought a weapon to school, to the appropriate law enforcement authorities.
E.
Child Protective Services Investigations
The district will cooperate with local child protective services workers who wish to
conduct interviews of students on school property relating to allegations of suspected child
abuse, and/or neglect, or custody investigations.
All requests by child protective services to interview a student on school property shall be
made directly to building principal or his or her designee. The principal or his or her designee
shall set the time and place of the interview. The principal or designee shall decide if it is
necessary and appropriate for a school official to be present during the interview, depending on
the age of the student being interviewed and the nature of the allegations. If the nature of the
allegations is such that it may be necessary for the student to remove any of his or her clothing in
order for the child protective services worker to verify the allegations, the school nurse or other
district medical personnel must be present during that portion of the interview. No student may
be required or requested to remove his or her clothing in front of a child protective services
worker or school district official (other than school physician or nurse) of the opposite sex.
A child protective services worker may not remove a student from school property without a
court order, unless the worker reasonably believes that the student is in imminent danger to his/her
life or health if not he or she were not removed from school before a court order can reasonably be
obtained. If the worker believes the student would be subject to danger of abuse, the worker may
remove the student without a court order and without the parent’s consent, but must inform the
Superintendent or his or her designee.
XIII.
VISITORS TO THE SCHOOLS
The Board of Education and staff of the school district welcome members of the
community and other interested persons to the schools. Whenever possible, visitors are required
to schedule their visits.
The Board wishes to foster a positive climate where members of the community have the
opportunity to observe the hard work and accomplishments of the students, teachers and other
125
staff. Since schools are a place of work and learning, however, certain limits must be set for
such visits. The Principal or his or her designee is responsible for all persons in the building and
on the grounds. For these reasons, the following rules apply to visitors to the schools:
1.
Anyone who is not a regular staff member or student of the school will be
considered a visitor.
2.
All visitors must register with the principal’s office (or front desk for the district
office) immediately upon entering the building. Where entry by other doors is
possible, visitors shall be directed by signs and staff to the principal’s office.
From there, visitors will be required to sign the visitor’s register, will be issued a
“visitors” badge, and escorted to the person they wish to visit. Upon the
conclusion of the visits, visitors must sign out in the principal’s office, return the
badge and promptly leave the building.
3.
Visitors attending school functions that are open to the public, such as parentteacher organization meetings or public gatherings, are not required to register.
4.
Parents or citizens who wish to observe a classroom while school is in session are
required to arrange such visits in advance with the classroom teacher(s), so that
class disruption is kept to a minimum.
5.
Teachers are expected not to take class time to discuss individual matters with
visitors.
6.
Any unauthorized person on school property will be reported to the principal or
his or her designee. Unauthorized persons will be asked to leave. The police may
be called if the situation warrants.
7.
All visitors are expected to abide by the rules for public conduct on school
property contained in this code of conduct (see section XIV. Public Conduct on
School Property).
XIV. PUBLIC CONDUCT ON SCHOOL PROPERTY
A.
Statement of Purpose
1.
It is the purpose of these rules to provide a peaceful, orderly, and safe
environment in which learning and teaching may take place, and in which
different points of view may be expressed and explored, without disruption
and abuse of the rights of others. Nothing in these rules is intended to limit or
restrict the freedom of speech nor peaceful assembly.
These rules and regulations, and the penalties and remedies imposed
hereunder, shall not preclude resort to any applicable federal, state, or local
law or ordinance, or to other rules and regulations of the district, and shall not
126
be deemed to limit the right of the board, or of any person, to take such
additional or other legal action as may seem appropriate or necessary to
maintain public order and to protect legal rights.
2.
B.
Application of Rules. These rules and regulations shall govern the conduct of
students, teachers, and other staff members and employees, as well as visitors and
other licensees and invitees, and all other persons, whether or not their presence is
authorized, upon district property, including school buses, and also upon or with
respect to any other premises or property under the control of the district used in its
teaching, research, administrative, service, cultural, recreational, athletic, and other
programs and activities.
Prohibited Conduct. No person, either singly or in concert with others, shall:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Willfully cause physical injury to any other person, nor threaten to do so, for
any reason, including compelling or inducing another person to refrain from
any act which he/she has a lawful right to do or to do any act which he/she has
a lawful right not to do;
Physically restrain or detain any other person, nor remove such person from
any place where he/she is authorized to remain;
Willfully damage or destroy property of the district or property under its
jurisdiction, nor remove or use such property without authorization;
Intentionally damage or destroy the personal property of a student, teacher,
administrator, other district employee or any person lawfully on school
property, including graffiti or arson.
Without permission, express or implied, enter into any private office of an
administrative officer, member of the faculty, staff member, or member of the
board of education;
Enter upon and remain in any building or facility for any purpose other than
its authorized uses or in such manner as to obstruct its authorized use by
others;
Without authorization, remain in any building or facility after it is normally
closed;
Loiter on or about school property.
Refuse to leave any building or facility after being required to do so by an
authorized administrative officer or authorized staff member;
Distribute or wear materials on school grounds or at school functions that are
obscene, advocate illegal action, appear libelous, obstruct the rights of others,
or are disruptive to the school program;
Intimidate, harass or discriminate against any person on the basis of race,
color, creed, weight, national origin, ethnic group, religion, religious practice,
age, gender (including gender identity and expression), sexual orientation or
disability;
Obstruct the free movement of persons and vehicles in any place to which
these rules apply;
Violate the traffic laws, parking regulations or other restrictions on vehicles;
or interfere with the ingress and egress of school buses;
127
14.
15.
16.
17.
18.
19.
20.
21.
C.
Use school facilities without permission.
Deliberately disrupt or prevent the peaceful and orderly conduct of classes,
lectures, meetings, or other activities of the district, including extracurricular
and athletic activities, Board of Education meetings, committee meetings, etc.,
or deliberately interfere with the freedom of any person to express his/her
views, including invited speakers;
Knowingly have in his/her possession upon any premise to which these rules
apply any rifle, shotgun, pistol, revolver, or other firearm or weapon, or
ammunition or explosives, without the written authorization of the
superintendent of schools (except in the case of on-duty law enforcement
officers), whether or not a license to possess the same has been issued to such
person;
Possess, consume, sell, offer, manufacture, distribute or exchange alcoholic
beverages, controlled or illegal substances or any synthetic versions (whether
or not specifically illegal or labeled for human consumption), or Drug Related
Paraphernalia, or be under the influence of either on school property or at a
school function.
Use any tobacco product (including but not limited to cigarettes, cigars,
chewing tobacco), or electronic cigarette on school property or at school
functions.
Gamble on school property or at school functions.
Violate any federal or state statute, local ordinance or Board policy while on
school property or while at a school function.
Willfully incite others to commit any of the acts herein prohibited with
specific intent to procure them to do so.
Enforcement Program
1.
2.
3.
The superintendent of schools shall be responsible for the enforcement of
these rules, and he/she shall designate the other administrative officers who
are authorized to take action in accordance with these rules when required or
appropriate to carry them into effect.
It is not intended by any provisions herein to curtail the right of students,
parents, teachers, or staff to be heard upon any matter affecting them in their
relations with the district. In the case of any apparent violation of these rules
by such persons, which, in the judgment of the superintendent of schools or
his/her designee, does not pose any immediate threat of injury to person or
property, such officer may make reasonable effort to learn the cause of the
conduct in question and to persuade those engaged therein to desist and to
resort to permissible methods for the resolution of any issues which may be
presented. In doing so, such officer shall warn such persons of the
consequences of persistence in the prohibited conduct, including their ejection
from any premises of the district where their continued presence and conduct
is in violation of these rules.
In any case where violation of these rules does not cease after such warning
and in other cases of willful violation of these rules, the superintendent of
128
4.
D.
XV.
schools or his/her designee shall cause the ejection of the violator from any
premises which he/she occupies in such violation and shall initiate
disciplinary action as hereinafter provided.
The superintendent of schools or his/her designee may apply to the public
authorities for any aid which he/she deems necessary in causing the ejection
of any violator of these rules, and he/she may request district counsel to apply
to any court of appropriate jurisdiction for an injunction to restrain the
violation or threatened violation of these rules.
Penalties. A person who shall violate any of the provisions of these rules shall:
1.
If he/she is a licensee or invitee, have his/her authorization to remain upon
district property or other property withdrawn and shall be directed to leave the
premises. In the event of his/her failure or refusal to do so, he/she shall be
subject to ejection.
2.
If he/she is a trespasser or visitor without specific license or invitation, be
subject to ejection.
3.
If he/she is a student, be subject to such disciplinary action as the facts of the
case may warrant, including expulsion, suspension, probation, loss of
privileges, restriction of activities, restitution, reprimand, or warning, such
disciplinary action to be taken pursuant to the terms and procedures of the
Education Law and such other laws as may apply.
4.
If he/she is a teacher or other staff member having a probationary or
permanent appointment, be guilty of misconduct and be subject to dismissal or
termination of his/her employment or such lesser disciplinary action as the
facts may warrant, pursuant to the terms and procedures of the Education Law
and such other laws as may apply.
5.
If he/she is a staff member in the classified service of the civil service,
described in Section 75 of the Civil Service Law, be guilty of misconduct, and
be subject to dismissal or termination of his/her employment or such lesser
disciplinary action as the facts may warrant, pursuant to the terms and
procedures of the Civil Service Law and such other laws as may apply.
6.
If he/she is a staff member other than one described in Paragraphs (4) and (5),
be subject to dismissal, suspension without pay, censure, or other disciplinary
action, under such laws as may apply.
DISSEMINATION AND REVIEW
A.
Dissemination of Code of Conduct
129
The board will work to ensure that the community is aware of this code of
conduct by:
1.
2.
3.
4.
5.
6.
7.
Providing copies of an age appropriate, written in plain language, summary of
the code to all students at a general assembly held at the beginning of each
school year.
Making copies of the code available to all parents at the beginning of the
school year.
Mailing a summary of the code of conduct written in plain language to all
parents of district students before the beginning of the school year and making
this summary available later upon request.
Posting the complete code of conduct on the district’s website.
Providing all current teachers and other staff members with a copy of the code
and a copy of any amendments to the code as soon as practicable after
adoption.
Providing all new employees with a copy of the current code of conduct when
they are first hired.
Making copies of the code available for review by students, parents and other
community members.
The board will sponsor an in-service education program for all district staff members to
ensure the effective implementation of the code of conduct. The superintendent may solicit the
recommendations of the district staff, particularly teachers and administrators, regarding in
service programs pertaining to the management and discipline of students. On-going professional
development will be included in the district’s professional development plan, as needed.
B.
Review of the Code of Conduct
The board of education will review this code of conduct every year and update it as
necessary. In conducting the review, the board will consider how effective the code’s provisions
have been and whether the code has been applied fairly and consistently.
The board may appoint an advisory committee to assist in reviewing the code and the
district’s response to code of conduct violations. The committee will be made up of
representatives of student, teacher, administrator, and parent organizations, school safety
personnel and other school personnel.
Before adopting any revisions to the code, the board will hold at least one public hearing
at which school personnel, parents, students and any other interested party may participate.
The code of conduct and any amendments to it will be filed with the Commissioner no
later than 30 days after adoption.
Ref:
Education Law §§1708; 2801; 3214
130
8 NYCRR §100.2(l)
Rules of the Board of Regents §19.5
New Jersey v. TLO, 469 U.S. 325 (1985)
Horton v. Goose Creek Independent District, 690 F.2d 470 (1982)
Doe v. Renfrow, 631 F.2d 91, cert. den. 451 US 1022 (1981)
U.S. v. Albarado, 495 F.2d 799 (2d Cir. 1974)
M.M. v. Anker, 477 F. Supp. 837, aff’d. 607 F.2d 589 (2d Cir. 1979)
Bellnier v. Lund, 438 F. Supp. 47 (1977)
In Re Ronald B., 61 A.D.2d 204 (1978)
People v. Haskins, 48 A.D.2d 480 (1975)
People v. Scott D., 34 N.Y.2d 483 (1974)
People v. Overton, 24 N.Y.2d 522 (1967)
Matter of O’Conner v. Bd. of Ed., 65 Misc. 2d 40, 43 (due process)
Appeal of Reeves, 37 EDR 271 (1998) (involuntary transfer)
Appeal of Alexander, 36 EDR 160 (1996) (counseling)
Matter of Troy R., 29 EDR 424 (1990) (automatic penalties)
Appeal of Ward, 27 EDR 217 (1988) (indefinite suspension)
Appeal of Wood, 27 EDR 92 (1987) (suspension beyond school year)
Matter of Clark, 21 EDR 542 (1982) (extracurricular activities)
Matter of Caskey, 21 EDR 138 (1981) (reduction in grade)
Matter of MacWhinnie, 20 EDR 145 (1980) (reduction in grade)
Matter of Labriola, 20 EDR 74 (1980) (excessive penalty)
Matter of Roach, 19 EDR 377 (1980) (transportation; contingent suspensions)
Matter of Caulfield, 18 EDR 574 (1979) (suspension from classes)
Matter of Wright, 18 EDR 432 (1978) (formal due process)
Matter of Macheski, 13 EDR 112 (1973) (suspension by a principal)
Matter of DeVore, 11 EDR 296 (1972) (insufficient basis for discipline)
Matter of Port, 9 EDR 107 (1970) (informal due process)
Opinion of Counsel, 1 EDR 800 (1959)
Opinion of Counsel, 1 EDR 766 (1952)
Adoption date: June 26, 2001
Amended: March 27, 2003; December 4, 2003; September 14, 2004; December 15, 2005; May
18, 2006; June 22, 2006; October 29, 2009; June 20, 2011; June 7, 2012; March 31,
2015
131

2015-16 District Safety Plan - Clarkstown Central School District

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