HU-MS2 Key Policies – Howard Middle School

I. Introduction and Core Principles

The Howard University Middle School (HUMS) operates under a comprehensive set of policies designed to foster a structured and supportive educational environment. These policies are intended to address conduct that could disrupt school activities, undermine its educational mission, or infringe upon the rights of others. A foundational expectation for students is that their behavior, particularly when in school uniform, should consistently “reflect the core principles of the Howard University Middle School.”

II. Discipline Policy and Behavioral Guidance (Code of Conduct)

HUMS employs a tiered behavioral guidance system to address student conduct, escalating interventions based on the severity and persistence of the behavior. This system applies both on and off school grounds, including school-sponsored activities and transportation, when misconduct affects school order or the welfare of others, “including but not limited to bullying and cyberbullying.”

A. Behavioral Tiers and Responses:

Tier 1: Minor Infractions (No Prior Incidents)
Focus: Teacher interventions aimed at correcting behavior through teaching and classroom management.
Possible Interventions/Consequences: Parent contact, verbal redirection, student reflection/apology, seat change, parent/guardian conference, review of expected behavior, teacher/student conference.
Quote: “Appropriate when the behavior is a minor infraction and the student has had no prior incidents.”
Tier 2: Continued Negative Influence
Focus: Administrator interventions stressing the negative impact of behavior while keeping the student in school. Involves support staff and aims to engage the student’s support system.
Possible Interventions/Consequences: All Tier 1 interventions, plus loss of privileges, behavior contracts, detention (with consent), conflict resolution, student discussion with administrator, work projects, mentoring, substance abuse counseling referral, de-escalation strategies (e.g., mindfulness, peace corner), restorative approaches/circles.
Mandatory Referral Note: “If the student has had two or more Tier 1 or 2 behaviors, the teacher/school staff is required to make a mandatory referral to the Student Support Team or if the student has a 504 or IEP, the student’s 504 team or IEP team must be notified and included in the behavioral interventions.”
Tier 3: Negative Impact on School Community / Escalating Behavior
Focus: Administrator and disciplinary responses for behaviors disrupting the academic environment or causing harm.
Possible Interventions/Consequences: All Tier 1 & 2 interventions, plus temporary removal from classroom, referral to community organizations (e.g., outside counseling), grade reduction for academic dishonesty, on-site short-term suspension (1-5 days).
Mandatory Referral Note: Similar to Tier 2, if a student has two or more Tier 2 or 3 behaviors, a mandatory referral to the Student Support Team or 504/IEP team is required.
Tier 4: Serious Disruption of Educational Process
Focus: Administrator and disciplinary responses for behaviors causing serious disruption, property destruction, or harm. Can include off-site suspension.
Possible Interventions/Consequences: All Tier 1, 2 & 3 interventions, plus off-site short-term suspension (1-10 days, not for unexcused tardiness/absence).
Mandatory Referral Note: Similar to Tiers 2 and 3, if a student has two or more Tier 2, 3 or 4 behaviors, a mandatory referral to the Student Support Team or 504/IEP team is required.
Tier 5: Imminent Threat / Chronic & Extreme Disruption / Illegal Acts
Focus: Removal from the school environment due to severity. Prioritizes school safety.
Possible Interventions/Consequences: All Tier 1-4 interventions, plus expulsion.
Quote: “This includes acts that are illegal, cause significant disruption to the school operation, or cause substantial harm to self or others.”

B. Suspension Limitations:

For grades 6-8, the maximum out-of-school suspension for an individual incident is 10 consecutive days.
The maximum cumulative out-of-school suspension days during an academic year is 20 days.
Tier I and Tier II behaviors do not permit suspension. Tier III may result in 1-5 days in-school suspension, Tier IV in 1-10 days out-of-school suspension, and Tier V in a recommendation for expulsion.
If suspensions exceed 20 days, the Executive Director must provide written justification to the student and parent.

C. Specific Infractions and Tier Alignment:

The policy details a comprehensive list of infractions categorized by tier, indicating the starting point for disciplinary action. Notable examples include:

Absences/Tardiness (201): Range from Tier 1 (tardies, unexcused absence) to Tier 4 (habitual truancy leading to potential unenrollment or referral to CFSA/Court Social Services).
Academic Dishonesty (202): Cheating/plagiarizing (Tier 1-2); misusing virtual accounts (Tier 2-5, Police Informed).
Technology Misuse (401): Unauthorized use of devices (Tier 1-3); cyber-harassing (Tier 2-4); using HUMS network in non-sanctioned manner (Tier 2-5, Police Informed).
Threatening/Attacks/Fighting (402, 501, 502): Range from Tier 2 (threatening language) to Tier 5 (physical injury, electronic devices inciting disturbance), with police involvement for higher tiers.
Controlled Substances (605): Under the influence (Tier 2-3); possession (Tier 3-4); distribution/selling (Tier 3-5, Police Informed).
Dangerous Objects/Weapons (606): Possession of dangerous objects (Tier 2-5, Police Informed). Mandatory referral to police for guns, with expulsion for no less than one year.
Sexually Based Infractions (701): Sexual harassment (Tier 2-4); sexual activity/misconduct (Tier 3-5, Police Informed); forced sexual act (Tier 5, Police Informed).
Bullying/Cyberbullying (801): Tier 2-4, Police Informed.

III. Attendance Policy

HUMS emphasizes the critical importance of consistent and punctual attendance, stating that “Students who are not in school consistently and on time miss valuable instruction and the opportunity to progress to their fullest potential.”

A. Requirements and Excused Absences:

Students are expected to be present every day, arrive on time, and remain until dismissal.
Parents/guardians must submit written documentation to excuse an absence within 5 days of the student’s return; otherwise, it becomes unexcused.
Excused Absences include: Student illness (doctor’s note after 3 days), quarantine, death in the family, judiciary proceedings, religious holidays, temporary school closing, DC government transportation failure, medical/dental appointments (doctor’s note required), military deployment visits, other extenuating circumstances at principal’s discretion, and out-of-school suspensions.

B. Truancy Consequences and Due Process:

Accumulation of unexcused absences leads to escalating interventions and potential legal consequences:

1 unexcused absence: Personal contact with parent.
5 unexcused absences (within marking period): Referral to school-based student support team; action plan developed.
5 Cumulative Absences: Parent notification; mandatory parent conference to develop immediate intervention plan.
10 Cumulative Absences: Parent notification; mandatory parent conference to develop immediate intervention plan; failing grade(s) in relevant courses.
10 unexcused absences (school year): Plan for immediate truancy intervention to School Administrator, including community-based services.
10 unexcused absences (age 5-13): Referral to Child and Family Services (CFSA) for educational neglect investigation.
15 Cumulative Absences: Mandatory Home Visit.
15 unexcused absences (age 14-17): Referral to Court Social Services Division for Persons In Need of Supervision (PINS) investigation and Office of the Attorney General Juvenile Division for PINS investigation.
20 consecutive unexcused absences: School may recommend student be dropped from enrollment.
Due process procedures exist for truancy cases, allowing for file reviews and hearings with a school attendance panel for both up to and greater than 10 unexcused absences.

IV. Technology and Electronic Device Policies

HUMS provides technology for educational purposes and has strict guidelines for its use.

A. Authorized Electronic Device Policy (Cell Phones):

Students are generally prohibited from possessing cell phones or other electronic devices on school property unless part of an IEP/504 plan or with written principal permission.
Consequences for violation:1st Offense: Confiscation, parent pick-up, possible conference.
2nd Offense: Confiscation, parent pick-up, loss of cell phone privilege for the remainder of the school year, and other disciplinary action.
The school is not responsible for lost, stolen, or damaged electronic devices.

B. Acceptable Use Policy (AUP) – Technology:

Technology access is for “educational purposes only, not for public access service, a public forum, commercial use or for political lobbying.”
Students are responsible for appropriate behavior on school networks; misuse is a privilege violation and can lead to revocation of access.
Prohibited Actions (examples): Accessing networks outside of school without supervision, revealing personal information online, meeting online contacts in person, using profane language, transmitting inappropriate messages/images, online game playing/gambling (unless curriculum-related and supervised), accessing chat rooms/social networking sites (unless supervised and coursework-related), spreading viruses, engaging in illegal/criminal acts, installing unauthorized software, personal financial gain, reading/modifying other students’ files, sharing passwords, logging in with others’ accounts, modifying equipment.
Violations can result in parent notification, loss of network/access privileges, legal action, and severe school disciplinary action.

C. Student Email and Electronic Collaboration:

Students are prohibited from using school systems to violate laws, engage in harmful/deceptive/abusive content, jeopardize account security, obtain others’ passwords, violate network security, run “spam” processes, “crawl/scrape” content, copy significant content, or reverse engineer services.
Strict rules against using unauthorized login credentials and sharing passwords.
Expectation to “Communicate only in ways that are kind and respectful” and report threatening materials.
Prohibited from using resources for criminal acts, unapproved business, or creating/transmitting content that violates the code of conduct (e.g., pornographic, threatening, discriminatory).

D. Student Use of Artificial Intelligence (AI):

HUMS aims to empower students to use AI as a learning tool to expand critical thinking and problem-solving.
AI “is not a tool to substitute students’ participation in the learning process” and requires active student engagement due to its imperfection.
Students must use AI “for educational purposes only, adhering to the highest standards of academic integrity and respect for others.”
Work products must be genuine reflections of student thinking, and all sources, including AI, must be properly credited.
Misuse of AI: Using AI for any purpose other than enhancing learning and understanding under teacher direction is prohibited. This includes “cheating, plagiarism, bullying/cyberbullying, impersonations, creation of materials, or any activities that compromise the safety and privacy of individuals.” Consequences for misuse will follow the Code of Conduct.
The AI usage policy is dynamic and will “continue to evolve as AI technology and use evolves.”

E. Video Conferencing:

Guidelines for online learning environments, requiring “appropriate behavior,” “privacy and security,” appropriate attire/environment, punctual attendance and active participation.
“Recording video conferencing sessions without the explicit permission of all participants is prohibited.”
Misuse of tools will result in disciplinary action.

F. Supervision and Monitoring:

School and Technology Administrators monitor IT resources for security and policy conformity.
Administrators reserve the right to “examine, use, and disclose any data found on the school’s information networks” for health, safety, discipline, or security, and may furnish evidence to law enforcement.
Google Suite in conjunction with Gaggle monitors potentially inappropriate online activities, blocking transmissions and forwarding incidents to Assistant Principals.
All iPad and internet-accessible device use on campus is subject to HUMS’ content filter, which blocks inappropriate websites.

V. Student Services and Resources

HUMS provides various support services and information for students and families.

A. Homeless Children and Youth Program:

Ensures free, appropriate, public educational opportunities for homeless children and youths, providing equal access and opportunities to meet academic standards under the McKinney-Vento Homeless Assistance Act.
Defines “homeless child and youth” broadly to include those lacking fixed, regular, and adequate nighttime residences.
Homeless children can enroll immediately, even if a dispute arises over school selection.
Provides services such as transportation assistance, dispute resolution, emergency enrollment, and staff development.

B. Home and Hospital Instruction Policy:

Supports academic progress and reintegration for students absent for 10 or more consecutive or cumulative school days due to a health condition, with medical certification.
Ensures coordination with special education services, IEPs, or Section 504 plans.

C. Non-Discrimination and Safety Policies:

Notice of Nondiscrimination: HUMS does not discriminate based on race, color, national origin, sex, disability, or age, in accordance with federal laws (Title VI, Title IX, Section 504, ADA, Age Discrimination Act) and the DC Human Rights Act.
School Safety Omnibus Amendment Act of 2018 (SSOAA): Requires policies to prevent and address child sexual abuse by staff and student-on-student sexual harassment, assault, and dating violence. Includes training requirements for staff and information for parents.
Title IX: A federal law prohibiting discrimination on the basis of sex, including sexual harassment. Defines sexual harassment to include “Quid pro quo harassment,” “Unwelcome conduct…so severe, pervasive, and objectively offensive that it effectively denies a person equal educational access,” and “Any instance of sexual assault…dating violence, domestic violence, or stalking.”
Title IX Complaint Procedures: Outlines informal and formal processes for addressing complaints, with an emphasis on prompt and equitable resolution and provision of supportive measures. Formal complaints lead to a thorough, impartial investigation. Informal resolution requires mutual agreement and is not permitted for allegations of employee-on-student sexual harassment.
Prohibition Against Retaliation: HUMS “will not tolerate or permit retaliation against a Complainant who files a complaint pursuant to this policy.”

D. Family Educational Rights and Privacy Act (FERPA):

Affords parents (and eligible students over 18) rights concerning education records, including:
The right to inspect and review records within 45 days of request.
The right to request amendment of inaccurate records.
The right to consent to disclosure of personally identifiable information, with exceptions for legitimate educational interest within the school or for enrollment in other institutions.
Allows for disclosure of “directory information” unless the parent/student opts out in writing.
The right to file a complaint with the U.S. Department of Education.

VI. Governance and Grievance Procedures

A. Admission Preference Policy:

Prioritizes enrollment for siblings of currently enrolled students and children of HUMS staff.

B. Board Policy Statement Regarding Procedures for Board Meetings:

Defines “Regular meeting” and “Special meeting.”
Outlines notification procedures for public meetings, including posting schedules on the school website and providing notice to media/individuals upon written request.

C. Grievance Procedures for Elementary and Secondary Education Act (ESSA):

HUMS has adopted written procedures for “receiving and resolving any complaint alleging violations of the law in administration of programs” under ESSA, specifically for Title I, Part A, and other federal grant programs.
Complaints must be signed, written, allege a specific violation (with facts and citations), and typically pertain to violations within 90 working days.
Complaints are referred to the Office of the Director of Operations and Compliance, with a 60-day time limit for resolution (unless “exceptional circumstances” apply).
Either party has the right to appeal the final resolution to the Office of the State Superintendent of Education.