student behaviors covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

student behaviors

covered by the SCC

This section identiﬁes the speciﬁc inappropriate behaviors for which students

will receive interventions and/or consequences. The behaviors are listed in

six dierent groups, according to the degree of disruption to the learning

environment.

• Group 1 lists behaviors that are inappropriate.

• Group 2 lists behaviors that disrupt.

• Group 3 lists behaviors that seriously disrupt.

• Group 4 lists behaviors that very seriously disrupt.

• Group 5 lists behaviors that most seriously disrupt.

• Group 6 lists behaviors that are illegal and most seriously disrupt.

SPECIAL NOTES:

Individual School Rules and Academic Progress

Individual schools may develop school rules that are consistent with this SCC

and may address inappropriate student behaviors not speciﬁcally included

in this SCC. However, poor academic achievement is not an inappropriate

behavior. The SCC and school rules may not be used to discipline students

for poor academic progress or failure to complete in-class and homework

assignments. Instead, struggling students should be considered for academic

or behavioral interventions to help them improve. Also, students must not be

disciplined for the parents/guardians’ refusal to consent to the administration

of medication.

Cellular Phones and Other Information Technology Devices

A principal may allow students to possess cellular phones or other information

technology devices by creating a school policy identifying when the items

may be authorized, used, and how they must be kept. A principal may also

prohibit cellular phones and other information technology devices but allow

individual students to possess them for any good cause after considering a

written request from a parent/guardian. If a principal denies a parent/guardian’s

These include, but are not limited to: computers, cellular phones used to exchange or access information, pagers, and personal

digital assistants or handheld devices, that are used to access the internet, electronic mail or other information sites and that

may or may not be physically connected to the network infrastructure.

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

request, the parent may appeal to the Network Chief or their designee. Unless

approved by the principal, cellular phones and other information technology

devices are not allowed at school.

Network Privileges and Access

A principal may request that a student’s access or privileges to the CPS network

be temporarily restricted, in whole or in part, as a result of SCC violations that

create an unsafe learning environment or if they prevent other students from

accessing their learning. These restrictions to the CPS network should not be

indeﬁnite and should be restored as soon as possible once appropriate plans

are in place to ensure ongoing safety and access for all students to the greatest

extent possible.

School Dress Codes and Uniform Policies

Local School Councils may adopt a dress code policy that forbids students

from wearing certain items or a uniform policy that requires students to wear

a speciﬁc uniform. Dress codes and uniform policies should be gender-neutral

and cannot prohibit hairstyles or head coverings historically associated with

race, ethnicity, religion or hair texture, including, but not limited to, protective

hairstyles such as braids, locks, and twists. Students who fail to follow a

school’s dress code or uniform policy may be given detentions or excluded

from extracurricular activities, but may not be barred from attending class. A

student may receive additional consequences for violating a school’s dress

code or uniform policy if the student’s dress disrupts or may disrupt the

educational process. For example, a student may receive a consequence for

wearing clothing or accessories that display gang aliation. Students enrolled in

Military Academies or JROTC Programs are subject to the uniform requirements,

interventions, and consequences of their speciﬁc program.

Bias-based/Discriminatory Behavior

The Illinois General Assembly has found that a safe and civil school environment

is necessary for students to learn and achieve. Bias-based behaviors, including

racism and all forms of discrimination on the basis of actual or perceived

membership of a protected category, are directly contrary to this and can cause

physical, psychological, and emotional harm to students and interferes with

their ability to learn and participate in school activities. Chicago Public Schools

acknowledges its historic role in the systemic marginalization of individuals most

impacted by racism, bias, and oppression. We seek to understand, disrupt, and

dismantle patterns and structures of institutional bias and racism (conscious

or unconscious) that create disparities or perpetuate achievement dierences

The CPS network means systems, computer resources, and infrastructure used to transmit, store, and review data or communicate

over an electronic medium and includes, but is not limited to, the E-mail system(s), collaboration systems, databases, hardware,

telecommunication devices, information systems, internet service, distance learning tools, the CPS intranet system or CPS mainframe

systems, whether owned or contracted by the Board or otherwise used for school purposes. Students are subject to the requirements

in the Policy on Student Acceptable Use of the CPS Network (http://policy.cps.edu/download.aspx?ID=203).

Chicago Public Schools

Student Rights & Responsibilities

among students and sta. School administrators and designees should refer

to the Addressing Bullying and Bias-based Behavior Policy included in this

handbook for instructions on addressing all allegations of bullying or Bias-

based behaviors by students. In the event that an investigation substantiates

an allegation of Bias-based behavior, school administrators or designees should

assign relevant SCC codes, restorative interventions, applicable consequences,

and seek to identify and disrupt the systems and structures in our schools that

allow discrimination to occur.

Military and JROTC Programs

Board-designated military academies and other JROTC programs may enforce

standards of conduct and interventions or consequences that are consistent

with the military nature of those schools and programs, in addition to the

standards of conduct and intervention or consequences described in this SCC.

Students enrolled in a military academy who repeatedly engage in acts of gross

misconduct or insubordination (student act that deﬁes a lawful and appropriate

direct order of a superior ranked ocer, sta member or another student), or who

repeatedly fail or refuse to wear the required military uniform, may be subject

to administrative transfer by the military academy principal to another school

(or in the case of a JROTC program, dismissal from the program). Prior to an

administrative transfer, a conference must be held with the parents/guardians,

student, military academy principal, and a designee of the Chief Executive

Ocer. Students who have been transferred for administrative reasons from any

military academy must be accepted by their attendance area school. Students

who have been given an administrative transfer to another Chicago public school

or expelled from the Chicago Public Schools lose all rank and privileges at the

JROTC military academies and must reapply to the JROTC program and the

military academies for enrollment. Upon their child’s enrollment at a military

academy, parents/guardians shall be informed of the uniform policy, expectations

of the military academy, and the administrative transfer policy, and shall indicate

by signature their agreement to adhere to the terms of these policies.

First Amendment Consideration

Consistent with students' First Amendment rights, the Board enacted its Final

Comprehensive Non-Discrimination, Sexual Harassment, Sexual Misconduct,

and Retaliation Policy which enforces federally mandated protections, including

those under Title VI and Title IX.

Dating Violence and Domestic Violence Statement

Any school employee who is notiﬁed by a parent, guardian or student, or

who suspects, that a student has been the victim of dating

violence shall immediately report that information to the principal/designee.

Dating violence is deﬁned as violent, controlling, or intimidating behavior that

an individual uses against a current or former dating partner. It can include

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

emotional, physical and sexual abuse, stalking, yelling, harassing, threatening,

name-calling, threats of suicide, obsessive phone calling or text messaging,

extreme jealousy and possessiveness. Domestic Violence is deﬁned as: a

felony or misdemeanor crime of violence committed by a current or former

spouse or intimate partner of the complainant; by a person with whom the

complainant shares a child in common; by a person who is cohabitating with,

or has cohabitated with, the complainant as a spouse or intimate partner; by

a person similarly situated to a spouse of the complainant under the domestic

or family violence laws of Illinois; by any other person against an adult or youth

complainant who is protected from that person’s acts under the domestic or

family violence laws of Illinois. To categorize an incident as Domestic Violence,

the relationship between the respondent and the complainant must be more than

just two people living together as roommates. The people cohabitating must be

current or former spouses or have an intimate relationship.

These allegations or suspicions should be reported to the Oce of Student

Protections and Title IX immediately. The principal shall ensure that the student

victim of dating violence or domestic violence receives appropriate support

services in accordance with the Board’s Policy on Domestic Violence, Dating

Violence and Court Orders of Protection, Restraint or No Contact (http://policy.

cps.edu/download.aspx?ID=43).

SCC and Other Laws, Policies, Rules, and Contracts

The inappropriate behaviors and range of possible consequences and

interventions listed in this policy are consistent with the Illinois School Code,

Board Rules and Policies, negotiated agreements, and all other applicable state

and federal laws.

The SCC applies to CPS contract and performance schools.

CPS charter schools are exempt from local school board policies under Illinois

law (105 ILCS 5/27A). Charter schools may choose to adopt the SCC or establish

their own discipline policies. Charter schools are not exempt from federal and

most state laws, the Individuals with Disabilities Education Act (IDEA) or from

federal and state regulations as they pertain to discipline of students with

disabilities/impairments. If a charter school establishes its own discipline policy,

it must incorporate language from and comply with the guidelines for suspension

and expulsion of students with disabilities/impairments outlined in this policy.

Charter schools must also comply with policies and procedures established by

the Oce of Diverse Learner Supports and Services for the discipline of students

with disabilities. Students expelled from charter schools should contact the

Department of Student Adjudication at (773) 553-2249 for assistance.

Corporal punishment is expressly prohibited. Chicago Board of Education

Rule 6-21 states: “No employee of the Board of Education may inﬂict corporal

punishment of any kind upon persons attending the public schools of the City of

Chicago.”

Chicago Public Schools

Student Rights & Responsibilities

Group 1 – Inappropriate Behaviors

INAPPROPRIATE BEHAVIOR AVAILABLE INTERVENTIONS AND CONSEQUENCES

1-1 Running and/or making excessive noise in the hall or building

1-2 Leaving the classroom without permission

1-3 Engaging in any behavior that is disruptive to the orderly process of

classroom instruction

1-4 Loitering, or occupying an unauthorized place in the school or on school grounds

1-5 Failing to attend class without a valid excuse

1-6 Persistent tardiness to school or class (3 or more incidents per semester)

1-7 Use of the CPS network for the purpose of accessing non-educational materials,

such as games and other inappropriate materials

1-8 Unauthorized use or possession of cellular telephones or other information

technology devices

• Documented Teacher, Student, Parent/Guardian, and/or

Administrator Conference focused on expectation violated,

cause of behavior, and strategy to prevent recurrence

• Recommended instructive, corrective, or restorative response

(see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

Students may be temporarily suspended from some or all CPS network privileges for improper use of the CPS network when it has been established that the behavior has resulted in an unsafe

learning environment or if other students’ access to learning has been interrupted. CPS network privileges will be restored as soon as possible once appropriate plans are in place to ensure ongoing

safety and access for all students to the greatest extent possible.

Chicago Public Schools

Student Rights & Responsibilities

Group 2 – Disruptive Behaviors

DISRUPTIVE BEHAVIOR

AVAILABLE INTERVENTIONS AND CONSEQUENCES

(Whenever possible, interventions and consequences that do

not exclude the student from their regular educational schedule

should be attempted ﬁrst.)

2-1 Posting or distributing unauthorized written materials on school grounds

2-2 Leaving the school without permission

2-3 Interfering with school authorities and programs through walkouts or sit-ins

2-4 Initiating or participating in any unacceptable minor physical actions

2-5 Failing to abide by school rules and regulations not otherwise listed in the SCC

2-6 Exhibiting or publishing any profane, obscene, indecent, immoral, libelous, or

oensive materials, or using such language or gestures

2-7 Possession (physical control over, such as contained in clothing, lockers, or bags)

and/or use of tobacco or nicotine products, matches, or cigarette lighters, including

vaporizer devices that contain nicotine products or vaporizer components that do

not contain substances

2-8 Disregard for the instructions or direction of school personnel causing interruption

to other students’ participation in school activities

2-9 Failing to provide proper identiﬁcation

2-10 Unauthorized use of school parking lots or other areas

2-11 Use of the CPS network for the purposes of distributing or downloading

non-educational material

• Documented Teacher, Student, Parent/Guardian, and/or

Administrator Conference focused on expectation violated,

cause of behavior, and strategy to prevent recurrence

• Recommended instructive, corrective, or restorative response

(see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

Students may be temporarily suspended from some or all CPS network privileges for improper use of the CPS network when it has been established that the behavior has resulted in an unsafe

learning environment or if other students’ access to learning has been interrupted. CPS network privileges will be restored as soon as possible once appropriate plans are in place to ensure

ongoing safety and access for all students to the greatest extent possible.

DISRUPTIVE BEHAVIOR

AVAILABLE INTERVENTIONS AND CONSEQUENCES

(Whenever possible, interventions and consequences that do

not exclude the student from their regular educational schedule

should be attempted ﬁrst.)

2-1 Posting or distributing unauthorized written materials on school grounds

2-2 Leaving the school without permission

2-3 Interfering with school authorities and programs through walkouts or sit-ins

2-4 Initiating or participating in any unacceptable minor physical actions

2-5 Failing to abide by school rules and regulations not otherwise listed in the SCC

2-6 Exhibiting or publishing any profane, obscene, indecent, immoral, libelous, or

oensive materials, or using such language or gestures

2-7 Possession (physical control over, such as contained in clothing, lockers, or bags)

and/or use of tobacco or nicotine products, matches, or cigarette lighters, including

vaporizer devices that contain nicotine products or vaporizer components that do

not contain substances

2-8 Disregard for the instructions or direction of school personnel causing interruption

to other students’ participation in school activities

2-9 Failing to provide proper identiﬁcation

2-10 Unauthorized use of school parking lots or other areas

2-11 Use of the CPS network for the purposes of distributing or downloading

non-educational material

• Documented Teacher, Student, Parent/Guardian, and/or

Administrator Conference focused on expectation violated,

cause of behavior, and strategy to prevent recurrence

• Recommended instructive, corrective, or restorative response

(see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

Chicago Public Schools

Student Rights & Responsibilities

Group 3 – Seriously Disruptive Behaviors

SERIOUSLY DISRUPTIVE BEHAVIOR

AVAILABLE INTERVENTIONS AND CONSEQUENCES

(Whenever possible, interventions and consequences that

do not exclude the student from their regular educational

schedule should be attempted ﬁrst.)

3-1 Disruptive behavior on the school bus

*3-2 Gambling – participating in games of chance or skill for money or things of value

3-3 Fighting

– physical contact between two people with intent to harm, but no injuries result

3-4 Use of Bias-based or discriminatory language, gestures, slurs, or other behaviors

involving race, color, national origin, immigration status, sex, gender, sexual

orientation, age, religion, gender identity, gender expression, disability or other

protected categories. For bias-based behavior, see the Addressing Bullying and Bias-

based Behavior policy before assigning an intervention or consequence.

8 9

3-5 Second or more documented violation of a Group 1 or 2 behavior category

3-6 Any behavior not otherwise listed in Groups 1 through 3 of this SCC that seriously

disrupts the educational process

*3-7 Forgery – false and fraudulent making or altering of a document or the use of

such a document

3-8 Plagiarizing, cheating and/or copying the work of another student or other source

3-9 Overt display of gang aliation

3-10 Bullying behaviors – conduct directed towards a student, or retaliation against

another person for reporting non-sexual conduct that can be reasonably predicted

to cause fear of physical or mental harm, harm to property, and/or interfere with

student’s ability to participate in school or school activities (see Addressing Bullying

and Bias-based Behavior Policy for full deﬁnition before assigning an intervention or

consequence)

• Documented Teacher, Student, Parent/Guardian, and

Administrator conference focused on expectation violated,

cause of behavior, and strategy to prevent recurrence

• Recommended instructive, corrective, or restorative

response (see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

• Skill-building in-school suspension up to three days

ADDITIONAL CONSEQUENCES AVAILABLE FOR REPEATED

GROUP 3 INAPPROPRIATE BEHAVIOR

• Skill-building in-school suspension, out-of-school

suspension, or combination in-school and out-of-school

suspension up to three days

- Out-of-school and in-school suspensions assigned

to repeated 3-06 behavior must be approved by the

Network Chief or designee. For District schools that do

not have Network oversight, approvals must be made by

the Oce of Network Support.

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

*Behaviors marked with an asterisks indicates that the misconduct may be a violation of the law.

In addition to other disciplinary actions, a student who engages in disruptive behavior on the school bus may be subject to suspension from bus service for a period to be determined by the school principal with review

by the Chief Executive Ocer or designee.

It is not an act of misconduct to defend oneself as provided by the law.

Behaviors targeted at sex, gender, sexual orientation, gender identity, gender expression must be reported to the Oce of Student Protections and Title IX. A full deﬁnition of protected categories can be found in the Addressing Bullying

and Bias-based Behavior Policy.

Harassment based on race, color, national origin or immigration status, sex, gender, sexual orientation, age, religion, gender identity, gender expression or disability, directed to Covered Individual adults must be reported to the Equal

Opportunity Compliance Oce (EOCO).

For example, a student’s ﬁrst time failing to provide proper identiﬁcation would be recorded as a 2-9 behavior category and available consequences would include skill-building in-school suspension up to three days. A student’s second

time failing to provide proper identiﬁcation would be recorded as a 3-5 behavior category and available consequences would include skill-building in-school suspension up to three days. A student’s third time failing to provide proper

identiﬁcation would be recorded as a 3-5 behavior category, repeated Group 3 inappropriate behavior, and available consequences would include skill-building in-school suspension, out-of-school suspension, or combination in-school

and out-of-school suspension up to three days.

A gang is any ongoing organization or group of three or more persons having as one of its primary activities the commission of one or more criminal acts, which has an identiﬁable name or identifying sign or symbol, and whose members

individually or collectively engage in or have engaged in a pattern of criminal activity. Gang activity means any act (e.g., recruitment with use of intimidation, tagging or marking, assault, battery, theft, trespassing, or extortion)

performed by a gang member or on behalf of a gang, and intended to further a common criminal objective. An overt display of gang aliation means any act (e.g., wearing clothing or paraphernalia, displaying gang signs, symbols,

and signals) that signiﬁes or exhibits aliation with a gang. Gang activity and overt displays of gang aliation can be implied from the character of the acts and the circumstances surrounding the misconduct. Repeated violations of

Behavior 3-9 of the SCC may result in a referral for an expulsion hearing and should be submitted as Behavior 5-6.

Behaviors targeted at sex, gender, sexual orientation, gender identity, or gender expression must be reported to the Oce of Student Protections and Title IX.

Students may be temporarily suspended from CPS network privileges for improper use of information technology devices when it has been established that the behavior has resulted in an unsafe learning environment or if other

students’ access to learning has been interrupted. CPS network privileges will be restored as soon as possible once appropriate plans are in place to ensure ongoing safety and access for all students to the greatest extent possible.

Behaviors targeted at sex, gender, sexual orientation, gender identity, gender expression or other protected categories must be reported to the Oce of Student Protections and Title IX.

3-11 Use of cellular telephones or other information technology device to harass, incite

violence or interrupt other students’ participation in school activities, including use of

device to record others without permission or unauthorized distribution of recordings

which are not sexual in nature

13 14

3-12 Inappropriately wearing any JROTC or Military Academy Uniform on or o

school grounds

3-13 Use of the CPS network for a seriously disruptive purpose not otherwise

listed in this SCC

- Out-of-school suspensions of three days or less may be

used only if the student’s continuing presence in school

would pose a threat to safety or a disruption to other

students’ learning opportunities

Chicago Public Schools

Student Rights & Responsibilities

Group 4 – Very Seriously Disruptive Behaviors

VERY SERIOUSLY DISRUPTIVE BEHAVIOR

AVAILABLE INTERVENTIONS AND CONSEQUENCES

(Whenever possible, interventions and consequences that do

not exclude the student from their regular educational schedule

should be attempted ﬁrst.)

*4-1 False activation of a ﬁre alarm that does not cause a school facility to be

evacuated or does not cause emergency services to be notiﬁed

*4-2 Extortion – obtaining money or information from another by coercion

or intimidation

*4-3 An attempt or reasonable threat to inﬂict injury on someone with a show of force

that would cause the victim to expect an immediate unwanted bodily contact

without permission or legal justiﬁcation

*4-4 Willful or malicious destruction or defacing of the property of others or damage to

property at a cost less than $500

*4-5 Unwanted bodily contact with another person without legal justiﬁcation or aiding

or abetting in the commission of this behavior which does not result in a physical

injury

*4-6 Fighting

– physical contact between more than two people with intent to harm,

or physical contact between two people with intent to harm that results in injury

*4-7 Theft (unauthorized control over the physical property of another) or possession

(physical control over, such as contained in clothing, lockers or bags) of stolen

property that costs less than $150

*4-8 Possession, use, sale, or distribution of ﬁreworks

4-9 Any behavior not otherwise listed in Groups 1 through 4 of this SCC that very

seriously disrupts the educational process

4-10 [this code intentionally left blank]

• Documented Teacher, Student, Parent/Guardian, and

Administrator conference focused on expectation violated,

cause of behavior, and strategy to prevent recurrence

• Recommended instructive, corrective, or restorative response

(see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

• Skill-building in-school suspension, out-of-school suspension,

or combination in-school and out-of-school suspension up to

three days

- Out-of-school and in-school suspensions assigned to

4-9 behavior must be approved by the Network Chief or

designee. For District schools that do not have Network

oversight, approvals must be made by the Oce of

Network Support.

- Out-of-school suspensions of three days or less may be

used only if the student’s continuing presence in school

would pose a threat to safety or a disruption to other

students’ learning opportunities

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

* Behaviors marked with an asterisk indicates that the misconduct may be a violation of the law.

This infraction may be violated without actually touching, striking or injuring the another person.

It is not an act of misconduct to defend oneself as provided by the law.

Students may be temporarily suspended from some or all CPS network privileges for improper use of information technology devices when it has been established that the behavior has resulted

in an unsafe learning environment or if other students’ access to learning has been interrupted. CPS network privileges will be restored as soon as possible once appropriate plans are in place to

ensure ongoing safety and access for all students to the greatest extent possible.

Second or repeated violations of Behavior 4-13 may result in a request for an expulsion hearing and must be submitted as Behavior 5-11.

Consider referring students who violate 4-14 for a substance abuse prevention program or counseling.

Behaviors targeted at sex, gender, sexual orientation, gender identity, gender expression or other protected categories must be reported to the Oce of Student Protections and Title IX.

*4-11 Trespassing on CPS property – entering CPS property when previously prohibited

or remaining on school grounds after receiving a request to depart

*4-12 Knowingly or intentionally using the CPS network or information technology

devices to spread viruses to the CPS network

4-13 Possession of any dangerous object as deﬁned by this SCC, ﬁrst documented

behavior (see Reference Guide)

*4-14 Use or possession of alcohol, drugs, controlled substances, “look-alikes” of such

substances, contraband (including all devices that contain substances for the

purposes of intoxication or any unknown substances), or use of any other substance

for the purpose of intoxication in or before school or a school-related function

4-15 Initiating or participating in inappropriate physical contact with school personnel,

such as pushing school personnel out of the way in order to physically ﬁght with

another student, with no intent to harm school personnel

4-16 Voluntary sex acts or voluntary sexual conversations between students that occur

on CPS property or during CPS-sponsored activities. This includes any voluntary

action that includes genital contact, including fondling, digital penetration, sexual

intercourse, oral sex, or sending sexually explicit messages or emails

Chicago Public Schools

Student Rights & Responsibilities

MOST SERIOUSLY DISRUPTIVE BEHAVIOR AVAILABLE INTERVENTIONS AND CONSEQUENCES

*5-1 An attempt or reasonable threat to inﬂict injury on someone with a show of force that

would cause the victim to expect an immediate unwanted bodily contact without

permission or legal justiﬁcation committed with a deadly weapon by a person who

conceals their identity, or against school personnel

*5-2 Knowingly and without authority entering or remaining in a building or vehicle with

intent to commit a felony or theft therein

*5-3 Theft (obtaining or exerting unauthorized control over) or possession (physical control

over, including in clothing, lockers, or bags) of stolen property that costs more than $150

*5-4 Use of intimidation, credible threats of violence, coercion, stalking, or persistent severe

discrimination, Bias-based behavior, bullying and/or dating violence or domestic

violence.

Intimidation is behavior that prevents or discourages another student from

exercising their right to education, or using force against students, school personnel and

school visitors, including severe acts of retaliation for reporting non-sexual behavior that

includes intimidation, credible threats of violence, coercion, stalking, or persistent severe

discrimination, Bias-based behavioror, or bullying. For severe Bias-based behavior or

bullying, see the Addressing Bullying and Bias-based Behavior Policy before assigning an

intervention or consequence.

5-5 [this code intentionally left blank]

*5-6 Gang activity or overt displays of gang aliation

*5-7 Inappropriate sexual conduct, including unwelcome sexual contact, indecent exposure,

and creating and/or transmitting sexually suggestive images and recordings through any

device or medium

*5-8 Engaging in or attempting any allegedly illegal behavior which interferes with the school’s

educational process and is not otherwise listed in Group 5 or 6

• Documented Teacher, Student, Parent/Guardian, and

Administrator conference focused on expectation

violated, cause of behavior, and strategy to prevent

recurrence

• Recommended instructive, corrective, or restorative

response (see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or

Saturday

• Request for assignment to an intervention program by

the Chief Executive Ocer or designee

• Skill-Building in-school suspension, out-of-school

suspension, or combination in-school and out-of-

school suspension for up to ﬁve days. When the

suspension is assigned, create a plan for preventing

future behavior incidents, restoring relationships, and

addressing student needs.

- Out-of-school suspensions of three days or less may

be used only if the student’s continuing presence in

school would pose a threat to safety or a disruption

to other students’ learning opportunities

Group 5 – Most Seriously Disruptive Behaviors

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

MOST SERIOUSLY DISRUPTIVE BEHAVIOR AVAILABLE INTERVENTIONS AND CONSEQUENCES

*5-1 An attempt or reasonable threat to inﬂict injury on someone with a show of force that

would cause the victim to expect an immediate unwanted bodily contact without

permission or legal justiﬁcation committed with a deadly weapon by a person who

conceals their identity, or against school personnel

*5-2 Knowingly and without authority entering or remaining in a building or vehicle with

intent to commit a felony or theft therein

*5-3 Theft (obtaining or exerting unauthorized control over) or possession (physical control

over, including in clothing, lockers, or bags) of stolen property that costs more than $150

*5-4 Use of intimidation, credible threats of violence, coercion, stalking, or persistent severe

discrimination, Bias-based behavior, bullying and/or dating violence or domestic

violence.

Intimidation is behavior that prevents or discourages another student from

exercising their right to education, or using force against students, school personnel and

school visitors, including severe acts of retaliation for reporting non-sexual behavior that

includes intimidation, credible threats of violence, coercion, stalking, or persistent severe

discrimination, Bias-based behavioror, or bullying. For severe Bias-based behavior or

bullying, see the Addressing Bullying and Bias-based Behavior Policy before assigning an

intervention or consequence.

5-5 [this code intentionally left blank]

*5-6 Gang activity or overt displays of gang aliation

*5-7 Inappropriate sexual conduct, including unwelcome sexual contact, indecent exposure,

and creating and/or transmitting sexually suggestive images and recordings through any

device or medium

*5-8 Engaging in or attempting any allegedly illegal behavior which interferes with the school’s

educational process and is not otherwise listed in Group 5 or 6

• Documented Teacher, Student, Parent/Guardian, and

Administrator conference focused on expectation

violated, cause of behavior, and strategy to prevent

recurrence

• Recommended instructive, corrective, or restorative

response (see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or

Saturday

• Request for assignment to an intervention program by

the Chief Executive Ocer or designee

• Skill-Building in-school suspension, out-of-school

suspension, or combination in-school and out-of-

school suspension for up to ﬁve days. When the

suspension is assigned, create a plan for preventing

future behavior incidents, restoring relationships, and

addressing student needs.

- Out-of-school suspensions of three days or less may

be used only if the student’s continuing presence in

school would pose a threat to safety or a disruption

to other students’ learning opportunities

*5-9 Persistent or severe acts of sex-based harassment – unwelcome sexual or gender-based

conduct (either physical, verbal, or electronic), or retaliation against any person for having

made a complaint or report of sexual misconduct, which is suciently severe, pervasive,

objectively oensive, and/or persistent pervasive to limit a student’s ability to participate

in or beneﬁt from the educational program or which creates a hostile or abusive school

environment

*5-10 False activation of a ﬁre alarm which causes a school facility to be evacuated or causes

emergency services to be notiﬁed

5-11 Second or repeated violation of Behavior 4-13, possession of any dangerous object as

deﬁned by this SCC

*5-12 Unwanted bodily contact with another person without legal justiﬁcation or aiding or

abetting in the commission of this behavior which results in a physical injury

5-13 [this code intentionally left blank]

- Out-of-school suspensions of longer than three

days may be used only if other appropriate and

available behavioral and disciplinary interventions

have been exhausted and the student’s continuing

presence in school would either (i) pose a threat to

the safety of other students, sta, or members of

the school community or (ii) substantially disrupt,

impede, or interfere with the operation of the

school

- Out-of-school or in-school suspensions assigned

to 5-8 behavior must be approved by the Network

Chief or designee. For District schools that do not

have Network oversight, approvals must be made

by the Oce of Network Support.

* Behaviors marked with an asterisk indicates that the misconduct may be a violation of the law.

This infraction may be violated without actually touching, striking or injuring another person.

See full deﬁnitions of Dating Violence and Domestic violence under Special Notes at the beginning of this section of the policy.

Behaviors targeted at sex, gender, sexual orientation, gender identity, gender expression or other protected categories must be reported to the Oce of Student Protections and Title IX. A full deﬁnition of protected categories can be

found in the Addressing Bullying and Bias-based Behavior Policy.

members individually or collectively engage in or have engaged in a pattern of criminal activity. Gang activity means any act (e.g., recruitment with use of intimidation, tagging or marking, assault, battery, theft, trespassing, or

extortion) performed by a gang member or on behalf of a gang, and intended to further a common criminal objective. An overt display of gang aliation means any act (e.g., wearing clothing or paraphernalia, displaying gang signs,

symbols, and signals) that signiﬁes or exhibits aliation with a gang. Gang activity and overt displays of gang aliation can be implied from the character of the acts and the circumstances surrounding the misconduct. Consider

referring students who commit 5-6 behaviors to a gang intervention program at a community-based organization.

Behaviors targeted at sex, gender, sexual orientation, gender identity, or gender expression must be reported to the Oce of Student Protections and Title IX.

Behaviors targeted at sex, gender, sexual orientation, gender identity, gender expression or other protected categories must be reported to the Oce of Student Protections and Title IX.

It is not an act of misconduct to defend oneself as provided by the law.

Chicago Public Schools

Student Rights & Responsibilities

MOST SERIOUSLY DISRUPTIVE BEHAVIOR AVAILABLE INTERVENTIONS AND CONSEQUENCES

*5-14 Use of any computer, including social media platforms, or use of any information

technology device to threaten, stalk, harass, bully or otherwise intimidate others. Or,

hacking (intentionally gaining access by illegal means or without authorization) into

the CPS network to access student records or other unauthorized information, or to

otherwise circumvent the information security system

29 30

*5-15 Willful or malicious destruction or defacing of property or criminal damage to property

that results in damage exceeding $500 or that is done to personal property belonging to

any school personnel

5-16 [this code intentionally left blank]

5-17 [this code intentionally left blank]

5-18 [this code intentionally left blank]

*5-19 Participating in a large or disorderly group of students using force to cause injury to a

person or property, or persisting in severe disruption after being directed to cease by

school personnel or Police

• The principal may request an expulsion hearing at

their discretion

• For behaviors involving the improper use of the CPS

network or information technology devices, revocation

of network privileges for up to two years

Group 5 – Most Seriously Disruptive Behaviors (cont'd)

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

A student may be disciplined for circumventing the information security system regardless of the student’s intent. Students may be temporarily suspended from some or all CPS network privileges for improper use of information

technology devices when it has been established that the behavior has resulted in an unsafe learning environment or if other students’ access to learning has been interrupted. CPS network privileges will be restored as soon as possible

once appropriate plans are in place to ensure ongoing safety and access for all students to the greatest extent possible.

Behaviors targeted at sex, gender, sexual orientation, gender identity, or gender expression must be reported to the Oce of Student Protections and Title IX.

Chicago Public Schools

Student Rights & Responsibilities

Group 6 – Illegal and Most Seriously Disruptive Behaviors

ILLEGAL AND MOST SERIOUSLY DISRUPTIVE BEHAVIOR AVAILABLE INTERVENTIONS AND CONSEQUENCES

*6-1 Use, possession, and/or concealment of a ﬁrearm

/destructive device or other weapon

or “look-alikes” of weapons as deﬁned in the Reference Guide, or use or intent to use any

other object to inﬂict bodily harm

*6-2 Intentionally causing or attempting to cause all or a portion of the CPS network to

become inoperable

33 34

*6-3 Arson – knowingly damaging, by means of ﬁre or explosive, a building and/or the

personal property of others

*6-4 Bomb threat – false indication that a bomb, or other explosive of any nature, is concealed

in a place that would endanger human life if activated

*6-5 Robbery – taking personal property in the possession of another by use of force or by

threatening the imminent use of force

*6-6 Sale, distribution, or intent to sell or distribute alcohol, illegal drugs, narcotics, controlled

substances, “look-alikes”

of such substances, contraband,

or any other substance

used for the purpose of intoxication

*6-7 Sex acts, and attempted sex acts, that occur without the voluntary participation of one

or more parties, that may involve the use of implicit or implied force. This is unwelcome

touching of the private body parts of another person (buttocks, groin, breasts) for the

purpose of sexual gratiﬁcation, forcibly and/or against the person’s will. This also includes

unwelcome oral, anal or vaginal penetration. Sexual violence occurs when a reasonable

person knew or should have known that the victim did not or could not engage in the sex

act voluntarily

• Documented Teacher, Student, Parent/Guardian, and

Administrator conference focused on expectation

violated, cause of behavior, and strategy to prevent

recurrence

• Recommended instructive, corrective, or restorative

response (see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

• Request for assignment to an intervention program by

the Chief Executive Ocer or designee

• Skill-building in-school suspension, out-of-school

suspension, or combination in-school and out-of-

school suspension for up to ﬁve days.

A student

may be suspended for up to ten days with written

justiﬁcation submitted for approval in the District

student information system. When the suspension is

assigned, create a plan for preventing future behavior

incidents, restoring relationships, and addressing

student needs.

- Out-of-school suspensions of three days or less may

be used only if the student’s continuing presence

in school would pose a threat to school safety or a

disruption to other students’ learning opportunities

student behaviors

covered by the SCC

Chicago Public Schools

Student Rights & Responsibilities

*6-8 Unwanted bodily contact with another person without legal justiﬁcation that causes

great harm, is done with a deadly weapon, is done by a person who conceals their

identity, or the use of physical force against school personnel. This includesor aiding and

abetting in the commission this behavior

*6-9 Murder – killing an individual without legal justiﬁcation

*6-10 Attempted murder – an act that constitutes a substantial step toward intended

commission of murder

*6-11 Kidnapping – secret conﬁnement of another against their will or transportation of

another by force or deceit from one place to another with the intent to secretly conﬁne

*6-12 Theft (obtaining or exerting unauthorized control over) or possession (physical

control over, including in clothing, lockers, or bags) of stolen property that costs

more than $1,000

- Out-of-school suspensions longer than three days

may be used only if other appropriate and available

behavioral and disciplinary interventions have been

exhausted and the student’s continuing presence in

school would either (i) pose a threat to the safety

of other students, sta, or members of the school

community or (ii) substantially disrupt, impede, or

interfere with the operation of the school

• For students in sixth through twelfth grades, or for any

student violating section 6-1, automatic referral to Student

Adjudication Review

• The principal may request an expulsion hearing at

their discretion

• For behaviors involving the improper use of the CPS

network or information technology devices, revocation

of network privileges indeﬁnitely

* Behaviors marked with an asterisk indicates that the misconduct may be a violation of the law.

The term “ﬁrearm/destructive device” as deﬁned in 18 U.S.C. Section 921 includes, but is not limited to, handguns, riﬂes, automatic weapons, bombs, or other incendiary devices and parts thereof.

Weapons include any object that is commonly used to inﬂict bodily harm, and/or an object that is used or intended to be used in a manner that may inﬂict bodily harm, even though its normal use is not as a weapon.

A network is considered inoperable when it is unable to perform at the level of functionality intended by its maintainers.

Students may be temporarily suspended from some or all CPS network privileges for improper use of information technology devices when it has been established that the behavior has resulted in an unsafe learning environment or if

other students’ access to learning has been interrupted. CPS network privileges will be restored as soon as possible once appropriate plans are in place to ensure ongoing safety and access for all students to the greatest extent possible.

“Look-alike” means any substance which by appearance, representation, or manner of distribution would lead a reasonable person to believe that the substance is an illegal drug or other controlled substance.

Contraband means any instrument used to commit a crime or violation, and any other item, when possessing that item violates any applicable law, City ordinance, rule or policy of the Board or any individual school.

It may be assumed that a student in possession of large quantities of alcohol, illegal drugs, narcotics, or controlled substances, or in possession of multiple individually-packaged amounts of alcohol, illegal drugs,

narcotics or controlled substances, intends to sell or deliver these substances. Consider referring students who violate behavior 6-6 for substance abuse prevention program or counseling.

Behaviors targeted at sex, gender, sexual orientation, gender identity, or gender expression must be reported to the Oce of Student Protections and Title IX.

Principals have discretion to suspend a student for fewer than ﬁve days if the student has a disability/impairment, based on the student’s age/grade level, or for other good cause as determined by the principal or designee.

ILLEGAL AND MOST SERIOUSLY DISRUPTIVE BEHAVIOR AVAILABLE INTERVENTIONS AND CONSEQUENCES

*6-1 Use, possession, and/or concealment of a ﬁrearm

/destructive device or other weapon

or “look-alikes” of weapons as deﬁned in the Reference Guide, or use or intent to use any

other object to inﬂict bodily harm

*6-2 Intentionally causing or attempting to cause all or a portion of the CPS network to

become inoperable

33 34

*6-3 Arson – knowingly damaging, by means of ﬁre or explosive, a building and/or the

personal property of others

*6-4 Bomb threat – false indication that a bomb, or other explosive of any nature, is concealed

in a place that would endanger human life if activated

*6-5 Robbery – taking personal property in the possession of another by use of force or by

threatening the imminent use of force

*6-6 Sale, distribution, or intent to sell or distribute alcohol, illegal drugs, narcotics, controlled

substances, “look-alikes”

of such substances, contraband,

or any other substance

used for the purpose of intoxication

*6-7 Sex acts, and attempted sex acts, that occur without the voluntary participation of one

or more parties, that may involve the use of implicit or implied force. This is unwelcome

touching of the private body parts of another person (buttocks, groin, breasts) for the

purpose of sexual gratiﬁcation, forcibly and/or against the person’s will. This also includes

unwelcome oral, anal or vaginal penetration. Sexual violence occurs when a reasonable

person knew or should have known that the victim did not or could not engage in the sex

act voluntarily

• Documented Teacher, Student, Parent/Guardian, and

Administrator conference focused on expectation

violated, cause of behavior, and strategy to prevent

recurrence

• Recommended instructive, corrective, or restorative

response (see Guidelines for Eective Discipline)

• Detention – lunch, before school, after school, or Saturday

• Request for assignment to an intervention program by

the Chief Executive Ocer or designee

• Skill-building in-school suspension, out-of-school

suspension, or combination in-school and out-of-

school suspension for up to ﬁve days.

A student

may be suspended for up to ten days with written

justiﬁcation submitted for approval in the District

student information system. When the suspension is

assigned, create a plan for preventing future behavior

incidents, restoring relationships, and addressing

student needs.

- Out-of-school suspensions of three days or less may

be used only if the student’s continuing presence

in school would pose a threat to school safety or a

disruption to other students’ learning opportunities