Code of Conduct

The Sauk Rapids-Rice Public Schools Superintendent and Leadership Team built a Strategic Plan which focuses on six key commitments and includes a plan and timeline for what the district wants to achieve by the fall of 2028. 

Each year, the Superintendent and Leadership Team will develop a District Operational Plan that prioritizes the work in order to achieve our goals for the fall of 2028. 

#1 Culture of High Quality and Effective Instruction

Rationale: Positive and healthy school cultures and school climates are the foundations of high-quality learning environments and create the conditions for effective teaching and learning. 

Culture: Deeper belief systems and values of our organization. 

Climate: The day-to-day thoughts and feelings of people in our organization.

#2 Partnerships and Collaboration

Rationale: In order for Sauk Rapids-Rice Public Schools to be highly effective and continuously improve, perspectives from all stakeholders (i.e., educators, support staff, students, families,  community members, and partners) should be leveraged. When stakeholders are involved in student learning and well-being, student success is promoted.  Mutually beneficial partnerships provide opportunities for students and staff to gain different experiences and additional resources that will support academic and professional growth. 

#3 Student and Staff Well-Being

Rationale: Physical, social, and emotional health in schools is necessary to support the academic  success of each student. It also supports the professional growth and well-being of staff.  Keeping staff and students physically, socially, and emotionally healthy allows them to thrive in an encouraging environment.

#4 High Student Achievement

Rationale: When Sauk Rapids-Rice Public Schools provides the framework to empower students to own their learning, it allows for students to explore strengths and interests while building skills needed to find success.

#5 Stewardship of Resources

Rationale: When resources are used in a responsible way, it strategically maximizes the investment in the decisions that are made. Maximizing resources effectively promotes greater overall transparency and accountability with staff and the public as well as fostering a culture of responsibility.

#6 Equitable Education

Rationale: Serving all students means all students. Each and every student deserves an outstanding experience.

Students who attend Sauk Rapids-Rice Public Schools have various rights and opportunities. Students also have responsibilities to teachers, other staff and fellow students. Students have other rights guaranteed by the Constitution and by state and local laws. The rights and responsibilities in this Code of Conduct are not all inclusive and do not cover every situation that may arise. The table below describes student rights, opportunities, and responsibilities in Sauk Rapids-Rice Public Schools. 

Sauk Rapids-Rice Public Schools believe in effective partnerships between students, staff, families and community members to create a climate that is inclusive, safe, caring and stimulating, and promotes shared responsibility for performance and innovation.  

In order to support our school climate initiatives, Sauk Rapids-Rice Public Schools use evidence-based strategies to support positive student development. Some of these strategies include Positive Behavior Interventions and Supports (PBIS), Social Emotional Learning Competencies 
(SEL), Conscious Discipline, the Pyramid Model for Promoting Social Emotional Competencies in Young Children, and Restorative Practices. Sauk Rapids-Rice Schools uses a Multi-Tiered System of Support (MTSS) for academics and behavior. Tier 1 academic and behavioral instruction is provided to all students. Tiers 2 and 3 focus on supports and opportunities for students struggling or in need of extension academically or behaviorally.  

A safe and positive learning environment is essential. Knowing and complying with the district’s expectations and procedures will support students in making positive choices. When students are disruptive or act inappropriately, they will be held accountable for their actions. When students do not follow the rules, school staff are expected to respond appropriately and consistently.

Refer to the Student Handbook of your child(ren)’s school for information beyond the SRR Code of Conduct:

• Early Childhood Parent Handbook for Parent/Child Classes
• Mississippi Heights Elementary School Student Handbook
• Pleasantview Elementary School Student Handbook
• Rice Elementary School Student Handbook
• SRR Middle School Student Handbook
• SRR High School Student Handbook

This section of the Code of Conduct identifies the five levels of behavior infractions with examples of supports, interventions and responses. These guidelines describe the various actions that may be taken when a behavior infraction occurs. Interventions and responses will be used within the general guidelines of the five levels of the behavior matrix. Level one is the least severe and level five is the most severe. The format of this section includes the behavior infractions, their definitions and the levels of each behavior. The dots in the matrix denote the level of behavior infractions but do not indicate which response will be taken at the administrative level. There shall be a logical relationship between the severity and frequency of the behavior infraction, the age of the student and the administrative action. School administrators will inform the parent/guardian of any student whose behavior is in serious conflict with established rules and procedures. Students and their families are responsible for working collaboratively with school staff to support the rules and procedures outlined in this Code of Conduct.

Unless otherwise noted, these policies apply to student behavior infractions occurring on any property owned or controlled by Sauk Rapids-Rice Public Schools, occurring in connection with any activity sponsored by or associated with Sauk Rapids-Rice Public Schools or off school premises to the extent that it substantially and materially disrupts student learning or the school environment.

Alphabetical Listing of Behaviors	1	2	3	4	5
ACADEMIC DISHONESTY – AC0/AC1
Submitting another person’s work as your own, or allowing another person to use your work, including, but not limited to, cheating on a school assignment, plagiarism or using electronic devices or other technology to accomplish this end	⬤	⬤	⬤	⬤
ALCOHOL – AL1
Possessing, using, distributing, or being under the influence of alcohol			⬤	⬤	⬤
ARSON – AR1
The willful or malicious burning of school property				⬤	⬤
ASSAULT-SEXUAL – AX1
Exhibiting conduct of a sexual or indecent nature toward another person that is accompanied by actual or threatened physical force or that induces fear, shame or mental suffering and can include the touching of another’s intimate parts, or forcing a person to touch any person’s intimate parts				⬤	⬤
ASSAULT-PHYSICAL – AP1
An act done with intent to cause fear in another of immediate bodily harm or death; or the intentional infliction of, or attempt to inflict, bodily harm upon another; the threat to do bodily harm to another with present ability to carry out the threat				⬤	⬤
BOMB THREAT – BT1
Any implied or active threat regarding incendiary or explosive devices to cause property damage or injuries, whether or not such a device actually exists				⬤	⬤
BULLYING – BL1
Repeated behavior by an individual or group that is intended to cause the victim, or would cause a reasonable person of the same age as the victim, to feel frightened, threatened, intimidated, humiliated, shamed, disgraced, ostracized or physically abused. Bullying can take place in several forms including, but not limited to, written, verbal or nonverbal threats or intimidating or threatening gestures			⬤	⬤	⬤
CYBER-BULLYING – CB1
Bullying using technology or other electronic communication, including, but not limited to, transferring a sign, signal, writing, image, sound, or data, including posting on a social network Internet website or forum, transmitted through a computer, cell phone or other electronic device			⬤	⬤	⬤
DISRUPTIVE – DF0/DF1
Failure to follow staff directions or talking back, or a behavior that disrupts the learning environment	⬤	⬤	⬤
DRESS CODE VIOLATION – DC0
Wearing clothing that does not fit within the dress code guidelines practiced by the school/district	⬤	⬤
DRUGS, ILLEGAL – DI1
Using, possessing, or intending to sell a narcotic, drug or controlled substance, including, but not limited to, inhalants, marijuana and cocaine, drug paraphernalia and look-alike drugs and synthetics
Paraphernalia: Possessing any device used to consume drugs, including but not limited to, pipes, needles, clips, papers, pods, vapes, and any other containers or materials related to drugs or drug use			⬤	⬤	⬤
Prescription: Possessing, except as prescribed by a physician and approved by a school nurse, or distributing prescription drugs			⬤	⬤	⬤
Use/Possession: Possessing, using, distributing, or being under the influence of narcotics, drugs or other controlled substances or look alike substances			⬤	⬤	⬤
ELOPEMENT – EL0/EL1
A student leaving an assigned area without permission from a or knowledge of staff, often to escape and/or avoid a school-related situation or task.	⬤	⬤	⬤
FORGERY – FO0
Signing someone else’s name without their permission or knowledge	⬤	⬤
GAMBLING – GA0
Playing a game of chance for stakes	⬤	⬤
GANG ACTIVITY
Student misconduct that meets all of the following criteria: Belonging to or associating with a group of three or more people who band together under a common identifying symbol, sign, or name, and, while under the supervision of ISD 47 personnel, participating in a violation listed in this handbook to further an implicit or explicit goal of the gang/group  NOTE: Gang activity is documented in conjunction with a primary behavior infraction
HARASSMENT
Exhibiting unwelcome discriminatory behavior that has the purpose or effect of creating an environment that is intimidating, hostile or offensive with respect to that individual
Disability Harassment – HD1: Unwelcome discriminatory behavior based upon disability			⬤	⬤	⬤
Ethnicity/National Origin Harassment – HE1: Unwelcome discriminatory behavior based upon ethnicity			⬤	⬤	⬤
Gender/Sexual Harassment – HG1: Unwelcome discriminatory behavior based upon gender or gender identity and/or sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature			⬤	⬤	⬤
Harassment Other – HO1: Unwelcome discriminatory behavior based upon familial status, public assistance status and/or age			⬤	⬤	⬤
Racial Harassment – HC1: Unwelcome discriminatory behavior based upon race or color			⬤	⬤	⬤
Religious Harassment – HR1: Unwelcome discriminatory behavior based upon religion or creed			⬤	⬤	⬤
Sexual Orientation Harassment – HS1: Unwelcome discriminatory behavior based upon sexual orientation			⬤	⬤	⬤
HAZING – HZ1
Any activity expected of someone joining or participating in a group that humiliates, degrades, abuses, or endangers them, regardless of a person’s willingness to participate.			⬤	⬤	⬤
INAPPROPRIATE LANGUAGE – IL0/IL1
Use of language (verbal and nonverbal) that is offensive to others, including but not limited to, profanity, obscenities, or any language that is disruptive to the learning environment; discriminatory language will be considered harassment	⬤	⬤	⬤
LEFT GROUNDS – LG1
Leaving building/grounds without permission and returning during the day, including, but not limited to, student leaving campus to eat lunch and returning			⬤	⬤
MAJOR SCHOOL DISRUPTION – MD1
Substantial non-compliance, failure to follow directions, and interruption of learning for self or others			⬤	⬤	⬤
OVER-THE-COUNTER MEDICATIONS (Non-Perscription) – OM0/OM1
Except as excluded by policy, possessing non-prescription medications or supplements while on school property
Possessing or using over-the-counter medications or supplements without permission		⬤	⬤
Selling or distributing over-the-counter medications or supplements			⬤	⬤	⬤
PARKING VIOLATION – PV0
Parking in an unauthorized area on school property or parking without a permit or permission		⬤
PHYSICAL AGGRESSION – PA1
An intentional act of physical aggression toward staff or students with intent to harm			⬤	⬤	⬤
PHYSICAL CONTACT – PC0/PC1
An act of physical contact toward students including rough housing, horseplay, public displays of affection and sexual acts	⬤	⬤	⬤	⬤
PROPERTY MISUSE – PM0/PM1
Using an item or piece of equipment in a manner for which it was not intended, including but not limited to, damaging school property or the property of others	⬤	⬤	⬤
RECKLESS DRIVING – RD1
Driving on district property in such a manner to endanger persons or property	⬤	⬤
TEASING – TE0
A single occurrence of teasing or name calling with or without the intent to injure, degrade, disgrace or intimidate other individuals	⬤	⬤
TECHNOLOGY MISUSE – TV0/TV1
Engaging in inappropriate use of a personal device, camera, computer or other electronic device; discriminatory use will be considered harassment	⬤	⬤	⬤	⬤
THEFT—TH0/TH1
Intentionally using, taking or possessing another’s property without permission/authorization or with the intent to deprive the owner of their property including, but not limited to school supplies, food, clothing, electronics, etc.	⬤	⬤	⬤	⬤
THREAT/INTIMIDATION – TI0/TI1
Conveying an intent to cause harm or violence through an oral, written, or physical threat, sign or act		⬤	⬤	⬤	⬤
TOBACCO and TOBACCO-RELATED DEVICES – TB1
Possessing, using , or intending to sell or distribute a tobacco-based look-alike product or tobacco-related device, including, but not limited to, electronic cigarettes, packaging, storage, juice, pods, containers or possession of tobacco-related products such as a lighter or matches			⬤	⬤
TRESPASSING – TP0/TP1
Being absent from class or school without a lawful excuse
Skipping Class– SC0/SC1 Being absent from class without teacher authorization (i.e., student is in the building/on school grounds but not attending class)	⬤	⬤	⬤
Tardiness– TA0/TA1 Arriving late to class or to school	⬤	⬤	⬤
Unexcused Absence – TR0/TR1 Being absent from class or school without authorization (i.e., exceeding allowed number of absences, leaving school grounds without permission)		⬤	⬤
Chronic Truancy – TR0/TR1 Continuing unauthorized absences  NOTE: Incidents of chronic truancy are referred to the County Truancy Intervention Specialist and necessitate the filing of a truancy petition/educational neglect with the County Attorney		⬤	⬤
VANDALISM – VN0/VN1
Deliberate destruction of or damage to district or private property	⬤	⬤	⬤	⬤	⬤
VERBAL ABUSE – VB0/VB1
The act of forcefully criticizing, insulting, or denouncing another person. Characterized by underlying anger and hostility, it is a destructive and disrespectful form of communication intended to harm the self-concept of the other person and produce negative emotions	⬤	⬤	⬤	⬤
VERBAL AGGRESSION – VA0/VA1
Inappropriately using words directed toward another person, including but not limited to name-calling, profanity or other types of inappropriate terms to provoke conflict or physical harm	⬤	⬤	⬤	⬤
WEAPON—WE1
Any firearm, whether loaded or unloaded, any device or instrument designed as a weapon or through its use capable of threatening or producing great bodily harm or death, or any device or instrument that is used to threaten or cause bodily harm or death and combustible or flammable liquids. For more detail, click this link: District Policy 501, Weapons
Firearm: Possessing or using a device designed to be used as a weapon, from which is expelled a projectile by the force of explosion or force of combustion					⬤
Other Weapon or Object, Not a Firearm: Possessing or using any device or instrument—including any non-conventional weapon—that, in the manner it is used or intended to be used, is calculated or likely to produce bodily harm or substantial bodily harm, or fear of any degree of bodily harm. (Other weapons include knives with blades under 2.5 inches, fake knives, look alike weapons, ammunition, fireworks, etc.)		⬤	⬤	⬤
WORK REFUSAL—WR0/WR1
Refusal to engage in assignments and/or activities. Continued refusal will result in progressive intervention	⬤	⬤	⬤

 

Intervention Processes
All intervention actions will be processed pursuant to Sauk Rapids-Rice Public Schools discipline policies, the requirements of the Minnesota Pupil Fair Dismissal Act and other applicable law.

• School staff will first use non-exclusionary practices, unless the student may create an immediate danger to self and/or property. Minnesota Statute 121A.45, subdivision 1.
• School staff will use support, responses and interventions in the Code of Conduct to respond to behavior infractions. •    Juvenile or criminal proceedings or consequences against the student do not preclude the school district from disciplining the student for violations of the Rights and Responsibilities Handbook or for other misconduct.
• Any student who violates a policy that has a potential consequence of suspension from school for more than one school day shall have an informal conference with a school administrator.
• f a student’s total days of removal from school exceeds ten (10) cumulative days in a school year, the school district shall make reasonable attempts to convene a meeting with the student and the student’s parent or guardian before subsequently removing the student from school.
• All students who violate a policy or rule that has the potential consequence of expulsion or exclusion will be given the opportunity to have a hearing in accordance with Minnesota law.
• See the Minnesota State High School League Official Handbook to determine the impact of administrative actions on student eligibility and participation in Minnesota State High School League activities.

Alternative Educational Services Procedures

When students are removed from class because of a behavior infraction, school staff must provide missed assignments and the opportunity to make up those assignments in a reasonable amount of time without penalty. * Students with Individualized Education Programs (IEPs) and 504 Plans have additional protections.

If a student is suspended for more than five (5) school days, the student is entitled to alternative educational services that will allow the student to progress toward meeting graduation requirements and the suspending administrator must provide the superintendent with a reason for the longer suspension. Generally, Sauk Rapids-Rice Public Schools provides alternative educational services according to the following schedule:

Length of Suspension	Services Provided	School Administrator or Designee Responsibility	Parent/Guardian Responsibility
Up to five (5) school days	Current classroom work and homework will be made available, if possible	Arrange for collection of classroom work and homework from teachers	Pick up classroom work and homework from school or arrange to have it mailed to home  Return completed work upon student’s return to school
Six (6) to ten (10) school days*	Current classroom work and homework will be made available no later than the sixth school day of suspension	Arrange for collection of classroom work and homework from teachers	Pick up classroom work and homework from school or arrange to have it mailed to home Return completed work to school administrator
Up to 15 school days (only pending expulsion, consideration of administrative transfer, or when student constitutes a substantial and immediate danger)*	Alternative education services must be arranged to begin no later than the 11th school day	Arrange for alternative education services as soon as a determination has been made to refer student for expulsion or transfer	Assist school administrator in establishing a schedule for the delivery of alternative education services

 

This schedule does not preclude school administrators from providing different alternative educational services that allow the student to progress toward meeting graduation requirements. Each suspension action will include a readmission plan. The readmission plan shall include, where appropriate, a provision for implementing alternative educational services upon readmission and may not be used to extend the current suspension.

The school administrator is responsible for ensuring that the school attempts to provide required alternative educational services. Families also have the responsibilities set forth above. Parents who have concerns about the school’s compliance with these procedures should contact the school administrator or superintendent promptly.

Students with a Section 504 Plan

Students covered by Section 504 of the Rehabilitation Act of 1973 may be disciplined for behavior related to their disabilities, unless the discipline would result in a significant change of placement. A qualified student with a disability may not be suspended for more than ten cumulative school days without a manifestation determination conducted by the student’s 504 team.

Students with an Individualized Education Program (IEP)

When a student with a disability is dismissed for more than ten (10) days in a school year, is being considered for a 45-day unilateral placement, or before initiating any expulsion or exclusion, relevant members of the child’s IEP team and the child’s parent shall, consistent with federal law, conduct a manifestation determination meeting. That meeting must occur as soon as possible, but no more than ten days after the sixth consecutive day of suspension or when the tenth cumulative day of suspension has elapsed. The team will determine if the behavior is related to the student’s disability. The team may need to conduct a Functional Behavior Assessment and write a behavior intervention plan to support the student at school.

A dismissal for one (1) school day or less is a day of suspension if the student with a disability does not receive regular or special education instruction during that dismissal period. A student with a disability shall be provided alternative educational services to the extent a suspension exceeds five (5) consecutive school days.

Consistent with federal law, before initiating an expulsion or exclusion, the district, relevant members of the student’s IEP team, and the student’s parent shall determine whether the student’s behavior was caused by or had a direct and substantial relationship to the student’s disability and whether the student’s conduct was a direct result of a failure to implement the student’s IEP. When a student with a disability who has an IEP is excluded or expelled for misbehavior that is not a manifestation of the student’s disability, the district shall continue to provide special education and related services during the exclusion or expulsion. Minnesota Statute 121A.43 

	IEP Team Meeting Required	Manifestation Determination Required	Functional Behavioral Assessment Plan Required	Alternative Education Services Required
Student removed for one school day or less	No*	No*	No*	No*
Student suspended for less than five consecutive school days	No*	No*	No*	No*
Student suspended for six OR MORE consecutive school days	Yes	Yes	No*	Yes
Student removed for 10 days in a school year	Yes	Yes	Yes	Yes, access to FAPE required
Student placed on in-school suspension	No*	No*	No*	No*
Student suspended from the bus	IEP specific***	IEP specific***	IEP specific***	IEP specific***
Parent requests a manifestation determination following any removal for disciplinary reasons.	Yes	Yes	No*	No*

 

*Unless the student has been removed 11 or more cumulative days in a school year. Minnesota Statute 121A.43(a).

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

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

Academic Dishonesty 
Submitting another person’s work as your own, including but not limited to cheating on a school assignment, plagiarism or using electronic devices or other technology to accomplish this end

Active Supervision 
A proactive approach for monitoring students in a given area by scanning, moving and interacting with students while providing positive feedback and effective error correction

Alcohol 
Any liquid containing any amount of alcohol, including but not limited to non-alcoholic beer, wine, or spirits.

• Possessing, distributing or selling alcohol
• Being under the influence of alcohol

Arson 
The willful or malicious burning of school property

Assault-Physical 
An act done with intent to cause fear in another of immediate bodily harm or death; or the intentional infliction of, or attempt to inflict, bodily harm upon another

Assault-Sexual 
Exhibiting conduct of a sexual or indecent nature toward another person that is accompanied by actual or threatened physical force or that induces fear, shame or mental suffering

Bomb Threat 
Threatening to detonate an incendiary or explosive device to cause property damage or injuries, whether or not such a device actually exists

Bullying 
Repeated behavior by an individual or group that is intended to cause the victim, or would cause a reasonable person of the same age as the victim, to feel frightened, threatened, intimidated, humiliated, shamed, disgraced, ostracized or physically abused. Bullying can take place in several forms including, but not limited to, written, verbal or nonverbal threats or intimidating or threatening gestures

Community Service 
Unpaid service for the benefit of the public that is performed by a student or students in lieu of, or in addition to, formal intervention

Cyber-Bullying 
Bullying using technology or other electronic communication, including, but not limited to, transferring a sign, signal, writing, image, sound, or data, including posting on a social network Internet website or forum, transmitted through a computer, cell phone or other electronic device

Dress Code Violation 
Wearing clothing that does not fit within the dress code guidelines practiced by the school/district

Disruptive 
A failure to follow staff directions, talking back, or a behavior that disrupts the learning environment Drugs, Illegal, Using, possessing, or intending to sell a narcotic, drug or controlled substance, including, but not limited to, inhalants, marijuana and cocaine, drug paraphernalia and look-alike drugs and synthetics

• Paraphernalia: Possessing any device used to consume drugs, including but not limited to pipes, needles, clips, papers, pods, vapes, and any other containers or materials related to drugs 
• Prescription: Possessing, except as prescribed by a physician and approved by a school nurse, or distribution of prescription drugs Use/Possession: Possessing, using, distributing, under the influence of narcotics, drugs or other controlled substances or look alike substances 

Elopement 
A student leaving an assigned area without permission from or knowledge of staff, often to escape and/or avoid a school-related situation or task

Forgery 
Signing someone else’s name without their permission or knowledge

Free Appropriate Public Education (FAPE) 
An educational right of children with disabilities guaranteed by federal law

Functional Behavioral Assessment 
A process for gathering information to understand the structure and function of a student’s behavior(s) in order to develop an effective and efficient behavioral support plan that teaches and encourages alternative behaviors

Gambling 
Playing of a game of chance for stakes

Gang Activity 
Student misconduct that meets all of the following criteria: Belonging to or associating with a group of three or more people who band together under a common identifying symbol, sign, or name, and, while under the supervision of District 47 personnel, participating in a violation listed in this handbook to further an implicit or explicit goal of the gang/group NOTE: Gang activity is documented in conjunction with a primary behavior infraction

Harassment 
Exhibiting unwelcome discriminatory behavior that has the purpose or effect of creating an environment that is intimidating, hostile or offensive with respect to that individual (Protected Class)

• Disability Harassment: Unwelcome discriminatory behavior based upon disability
• Ethnicity/National Origin Harassment: Unwelcome discriminatory behavior based upon ethnicity
• Gender/Sexual Harassment: Unwelcome discriminatory behavior based upon gender or gender identity and/or sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature
• Harassment Other: Unwelcome discriminatory behavior based upon familial status, public assistance status, and/or age
• Racial Harassment: Unwelcome discriminatory behavior based upon race or color
• Religious Harassment: Unwelcome discriminatory behavior based upon religion or creed
• Sexual Orientation Harassment: Unwelcome discriminatory behavior based upon sexual orientation

Hazing
Any activity expected of someone joining or participating in a group that humiliates, degrades, abuses, or endangers them, regardless of a person’s willingness to participate

Inappropriate Language 
Use of language that is offensive to others, including but not limited to, profanity, obscenities, or any language that is disruptive to the learning environment

Left Grounds 
Leaving building/grounds without permission and returning during the day, including but not limited to student leaving closed campus to eat lunch and returning

Major School Disruption 
Substantial non-compliance, failure to follow directions, and interruption of learning for self or others

Manifestation Determination 
A process to determine if a student’s behavior infraction was or was not a manifestation of the student’s disability

Notice of Procedural Safeguards 
A document describing the rights of a parent of a child with a disability and the procedures that safeguard those rights under state and federal special education law

Parking Violation 
Parking in an unauthorized area on school property or parking without a permit or permission

Peer Mediation 
A process that empowers students to learn to resolve disputes with one another

Physical Aggression 
An intentional act of physical aggression toward staff or students with intent to harm

Physical Contact 
An act of physical contact toward students including rough housing, horseplay, public displays of affection and sexual acts

Property Misuse 
Using an item or piece of equipment in a manner for which it was not intended, including but not limited to, damaging or destructing school property or the property of others

Reasonable Person 
A hypothetical, ordinary individual who exercises average care, skill, and judgment

Reckless Driving 
Driving on district property in such a manner to endanger person or property

Restorative Circle 
A community process for supporting those in conflict through a structured meeting that holds individuals accountable for their actions and addresses the needs of those who have been harmed

Restorative Practices 
Interventions to hold students accountable for harm and teach them the skills of pro-social behaviors in the context of community and relationships

School Resource Officers (SRO) 
Sworn officers of our local police departments who work in partnership with school administrators to provide 
the safest learning environment possible. The SRO’s primary function is law enforcement

Teasing 
A single occurrence of teasing or name calling with or without the intent to injure, degrade, disgrace, or intimidate other individuals

Technology Misuse 
Engaging in inappropriate use of a personal device, camera, computer, or other electronic device 

Theft 
Intentionally using, taking or possessing another’s property without permission or with the intent to deprive the owner of his/ her property

• Minor Theft: Taking or possessing another’s property without permission, including, but not limited to, school supplies, food, etc.
• Major Theft: Unauthorized taking or possessing the property of another, including but not limited to clothing, electronics, etc.

Threat/Intimidation 
Conveying an intent to cause harm or violence through an oral, written, or physical threat, sign or act

Tobacco and Tobacco-Related Devices 
Possessing or using a tobacco-based, look-alike product or tobacco -related device, including, but not limited to, electronic cigarettes or possession of a tobacco-related product such as a lighter, matches, packaging, storage, juice, pods, or containers

Trespassing 
Being on school district property without permission during or after school hours or after being directed to leave, including but not limited to being on district property during a suspension or expulsion

Truancy 
Being absent from attendance at school without a lawful excuse

• Skipping Class—Being absent from class without authorization
• Unexcused Absence—Being absent from school without authorization
• Tardiness—Arriving late to school or to class
• Chronic Truancy—Continuing unauthorized absences to school or to class

NOTE: Incidents of chronic truancy will be referred to the County Truancy Intervention Specialist and may necessitate the filing of a truancy petition/educational neglect with the county attorney.

Vandalism 
Deliberate destruction of or damage to district or private property

Verbal Abuse 
The act of forcefully criticizing, insulting, or denouncing another person. Characterized by underlying anger and hostility, it is a destructive form of communication intended to harm the self-concept of the other person and produce negative emotions

Verbal Aggression 
Inappropriately using words directed toward another person, including but not limited to name-calling, profanity or other types of inappropriate use of words to provoke conflict or harm

Weapon 
Any firearm, whether loaded or unloaded, any device or 
instrument designed as a weapon or through its use capable of threatening or producing great bodily harm or death, or any device or instrument that is used to threaten or cause bodily harm or death and combustible or flammable liquids

• Dangerous Weapon Other Than A Firearm Possessing or using:
  • Any device or instrument designed as a weapon and capable of producing death or great bodily harm
  • Any device modified so that it may be used as a weapon and capable of producing death or great bodily harm
  • Any combustible or flammable liquid or other device or instrumentality that, in the manner it is used or intended to be used, is calculated or likely to produce death or great bodily harm
  • Any fire that is used to produce death or great bodily harm
  • Any knife with a blade equal to or greater than 2.5 inches in length
  • Any replica firearm, BB gun, or pellet gun
• Firearm – Possessing or using a device designed to be used as a weapon, from which is expelled a projectile by the force of explosion or force of combustion.
• Other Weapon or Object, not a Firearm– Possessing or using any device or instrument—including any non-conventional weapon—that, in the manner it is used or intended to be used, is calculated or likely to produce bodily harm or substantial bodily harm, or fear of any degree of bodily harm. (Other weapons include knives with blades under 2.5 inches, fake knives, look alike weapons, ammunition, etc.)

Work Refusal 
Refusal to engage in assignments and/or activities. Continued refusal will result in progressive intervention

Sauk Rapids-Rice School District does not discriminate on the basis of an individual’s protected class such as race, creed, sex, marital status, national origin, age, color, religion, ancestry, status with regard to public assistance, sexual or affectional orientation, familial status or disability. Inquiries regarding our non-discrimination policies should be directed as follows:

To report discrimination, harassment or other violations:

• of employees - contact Human Resources at 320-253-4703
• of students - first contact the administrator of the school/program, if unresolved, call 320-253-4703 to report discrimination, including Title IX (sex discrimination) violations or violations of student human rights

Students with Disabilities Sauk Rapids-Rice School District Resources 

• Student Services/Special Education/504 Coordinator 320-253-4703

Non-Sauk Rapids-Rice School Resources

• MDE (Minnesota Department of Education): 651-582-5200
• PACER (Parent Advocacy Coalition for Education Rights): 952-838-9000