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June 10, 2026

Grades K-5 Expectations

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We ensure a positive and effective learning culture through setting clear and concise expectations for scholar conduct, utilizing research-based interventions and strategies to support scholar growth and prioritize building positive relationships to foster community and an equitable sense of belonging for all scholars.

We understand, however, that there are times when behavior is exhibited in a manner which disrupts the learning environment, and the appropriate discipline response is required.

Level 1 BehaviorsLevel 1 Response
These behaviors include those scholar behaviors which are generally described as mildly disruptive, committed without malice, not purposely disrespectful, but which disrupt the orderly educational process in the classroom or on school grounds. 
This level includes (but is not limited to) the following:
  • Disruptive behavior
  • Failure to carry out directions, follow classroom or school guidelines
  • Falsifying information (signing homework and so on)
  • Improper dress (bare feet, wearing hats, immodest dress, sagging pants, inappropriate logos/advertisements/language on apparel and so on), Dress Code Violation
  • Inappropriate internet or computer use, including (but not limited to): accessing inappropriate sites, publishing or producing material not related to a school or class assignment, creating inoffensive but inappropriate images on the scholar’s screen or the screens of others
  • Posting/distributing or possessing unauthorized materials
  • Unacceptable physical contact (kissing, rough play and so on)
  • Unauthorized use of an electronic device (first offense)
All Level I Behaviors are resolved on the spot in the classroom, hall, lunchroom, playground and other school areas by attending staff. Parent/ Guardian contact shall be made at the discretion of the teacher or Principal. Continued Level I Behaviors may be treated as Level II Behaviors following Parent/Guardian contact and Teacher-Principal agreement. 
Note: Documentation is not required and is at the teacher’s discretion unless Level I Behaviors are moved to a Level II. Scholars who demonstrate repeated Level I Behaviors may also be re-taught the Positive Behavioral Interventions and Supports (PBIS) expectations, receive targeted instruction in social skills, or given a Functional Behavior Assessment.


Level 2 BehaviorsLevel 2 Response
These behaviors include those scholar behaviors which are generally described as deliberate and which disrupt the orderly educational process in the classroom or on school grounds. 
This level includes (but is not limited to) the following:
  • Continuation of unmodified Level I Behaviors
  • Cheating (obtaining information in violation of classroom rules, altering grades and so on)
  • Creating or displaying profane, obscene, indecent, immoral, or offensive language, gestures, or materials (using racial or ethnic slurs, biased language, illustrations or behavior and so on)
  • Disrespect for rightful authority
  • Failure to cooperate with school personnel (leaving the classroom or grounds without permission and so on)
  • Harassment or verbal abuse of other scholars (creating a hostile environment)
  • Hitting, pushing or intentionally hurting other scholars
  • Inappropriate internet or computer use, including (but not limited to): generating an expense of up to fifty dollars ($50), publishing offensive material on the internet or the GRPS internal network, creating offensive images or defamation of an individual or group
  • Throwing objects (snowballs, stones, food and so on)
Disciplinary action for Level II Behaviors may include the following: 
First Occurrence
  1. Teacher completes Conduct Report or Office Discipline Referral (ODR).
  2. Scholar writes, dictates or discusses a Corrective Plan.
  3. Copies of Conduct Report and Corrective Plan are sent to Parent/Guardian.
  4. Teacher or Principal may contact Parent/Guardian. 
Second Occurrence
  1. Teacher completes Conduct Report or Office Discipline Referral (ODR).
  2. Scholar writes, dictates or discusses a Corrective Plan.
  3. Scholar could receive a Time-Out period.
  4. Copies of Conduct Report and Corrective Plan are sent to Parent/Guardian.
  5. It is essential that teacher or Principal contact Parent/Guardian. 
Third Occurrence
  1. Teacher completes Conduct Report.
  2. Scholar writes, dictates or discusses a Corrective Plan.
  3. Scholar could receive a Time-Out period.
  4. Copies of Conduct Report and Corrective Plan are sent to Parent/Guardian.
  5. Teacher-Scholar-Parent/Guardian-Administrator Conference is recommended and scheduled immediately. A Contract is optional at this meeting. Parent/Guardian is informed of Fourth Violation consequences should violations continue to occur. Parent(s)/Guardian(s) who do not attend the conference shall be notified, in writing, of potential Fourth Violation consequences. 
Fourth Occurrence
  1. Principal completes Suspension Notice.
  2. Principal contacts Parent/Guardian (phone call or home-call/visit) regarding suspension before it is implemented.
  3. Out-of-school/program Suspension is implemented. Length of suspension generally not to exceed three (3) school days but is at the discretion of the Principal. Severe circumstances may warrant suspension for a longer period of time but is not to exceed five (5) school days. A scholar suspended from school is not allowed to attend school or any school-related activity for the period of the suspension. The scholar shall be assigned homework during the period of suspension for completion and submission to the classroom teacher on the day of readmission.
  4. Parent/Guardian-Scholar-Principal Conference is required with each Out-of-school/program Suspension. 
Notes: A scholar returning from Out-of-school/program Suspension and repeating the same or similar behavior may go to a level I, II or III Response at the discretion of the Principal. Scholars who demonstrate repeated Level II Behaviors may also be re-taught the Positive Behavioral Interventions and Supports (PBIS) expectations, receive targeted instruction in social skills, or given a functional behavior assessment.


Level 3 BehaviorsLevel 3 Response
These scholar behaviors clearly disrupt the orderly educational process in the classroom or on school grounds. In many cases, these behaviors are illegal. This level includes (but is not limited to) the following:
  • Continuation of unmodified Level I and Level II Behaviors
  • Arson (Public Act)
  • Bomb threat or similar threat directed against a school building, school property or school-related event (Pubic Act)
  • Bullying and verbal threat to scholar
  • Criminal Sexual Conduct (CSC) (Public Act)
  • Extortion or robbery
  • False activation of a fire alarm
  • Gambling (playing games for money and so on)
  • Gross Indecency/Indecent Exposure
  • Inappropriate internet or computer use, including (but not limited to): generating an expense over fifty dollars ($50), modifying GRPS programmatic files or web pages without authorization, creating a web page without authorization, using another person’s password or account, unauthorized disclosure of test questions, sexual harassment, spreading confidential information, causing a computer or network to crash, creating a computer virus or other form of computer disruption, theft of software, vandalizing software or hardware, intimidating others or using internet to post threats or harass scholars or staff
  • Physical aggression toward staff
  • Physical aggression toward student
  • Possession, concealment, threat, attempted use or use of a weapon or look-alike weapon including (but not limited to): knife with a blade three (3) inches or less in length, box cutter, straight-edge razor, pepper spray, chemical mace, OC spray, bb gun (air soft gun and so on)
  • Possession of a firearm (Public Act)
  • Possession or distribution of pornographic material as defined by the Supreme Court
  • Possession or lighting of fireworks (gas-ejecting device, and so on)
  • Possession, delivery, sale or use of alcohol or illegal dangerous drugs, drug paraphernalia or other substances masquerading as illegal controlled drugs (including synthetic drugs)
  • Racial or ethnic harassment (creating a hostile environment)
  • Serious fight
  • Sexual misconduct, harassment or inappropriate sexual activity (creating a hostile environment)
  • Smoking, possession or use of chewing tobacco or other tobacco products
  • Theft
  • Threat with a dangerous weapon (Public Act)
  • Unauthorized possession, use, delivery, sale of prescribed drug or other intoxicant, lawful or unlawful
  • Unauthorized use of an electronic device (repeated offense)
  • Vandalism, destruction of property or graffiti 
  • Verbal assault of staff/verbal threat of serious bodily injury to staff
Disciplinary action for Level III Behaviors may include the following:
  • Continued use of interventions, SEL strategies and other alternatives to suspension
  • Short-term Suspension (10 School Days or Less)
  • Recommendation for Long-Term Suspension (more than 10 school days) *As determined by the Office of Community & Student Services
  • Recommendation for Expulsion *As determined by the Office of Community & Student Services
  • Police Contact 
Note: Scholars who demonstrate repeated Level III behaviors may also be re-taught the Positive Behavioral Interventions and Supports (PBIS) expectations, receive targeted instruction in social skills, or given a Functional Behavior Assessment.

Expectations for Scholar Conduct

The scholar code of conduct outlined in this handbook applies before, during, and after school when scholars are: 

  1. In school buildings or are on any school premises 
  2. At any school-sponsored activity, regardless of location 
  3. Walking to or from school or a school-sponsored activity 
  4. Traveling on school buses, other related vehicles, or any other vehicle used to transport scholars to and from school or a school sponsored activity 
  5. Using school telecommunications networks, accounts or any other District service 
  6. Conducting themselves inappropriately and their presence may disrupt an orderly school environment and the educational process 
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