Student Behavior and Outcomes

  • Every student is an individual and therefore all actions are viewed individually, within the scope of established consequences, with the discretion to assign appropriate discipline as necessary. To ensure adherence to expectations, a school-wide discipline plan has been established.

    Capuchino High School’s progressive and restorative discipline plan is based on:

    • The degree of the infraction committed by the student.
    • Previous conduct of the student.
    • Restoring harm and a sense of community

    Tier 1 Instruction Behavior Flow Chart

    Unacceptable behavior will be remedied through progressive discipline that becomes more rigorous as the behavior of the student becomes more serious and/or frequent.

    Once the student has progressed through the classroom discipline plan and continues to exhibit unacceptable behavior, he or she will be referred to the counselor, dean, and/or assistant principal.  The student will be dealt with based on the seriousness of the offense and his or her previous conduct. Please see the Progressive Behavior Flowchart that helps guide our discipline process. The chart is subject to updates as we continue to reflect on our practices. Infractions and misconduct are divided into three levels, each level having its own set of consequences.  These levels will be used as guidelines by the administration in applying appropriate disciplinary consequences to students choosing to violate classroom and/or school rules.  (Please note the administration reserves the right to use discretion when assigning appropriate disciplinary measures).  

Disciplinary Levels Table
  • Interventions

    San Mateo Union High School District has a bold, common district goal to reduce suspensions and expulsions throughout the district and to decrease disproportionality as it relates to discipline procedures. District Goal # 2, as outlined by Superintendent Kevin Skelly,  “to examine, analyze and improve our student support systems to meet the changing social-emotional health needs of our students with a reduction target of 20% decline in suspensions and expulsions as well as the expansion of restorative justice practices.”

    Restorative Justice Practices

    The fundamental premise of Restorative Justice Practices (RJP) is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when people in positions of authority do things with them, rather than to them or for them.” There are two RJP tiers – “The Circle” which is the first step intervention piece and “The Conference” which aims to repair harm done, teach accountability for offenses and make commitment to actions that help both individuals and our community thrive.

    The Circle

    The restorative circle structure establishes equality, safety, trust, responsibility, facilitation, ownership and community connections, as well as building a strong and supportive relationship among students and teachers in the classroom, improving academic performance, problem solving, reducing bullying and conflict. It gives students a chance to tell their stories and to participate in the classroom setting in a way that is very different from the traditional classroom structure.


    The Restorative Conference

    The first step of conferencing is the pre-conference. The pre-conference is conducted by an RJP facilitator.  The offender(s) and victim(s) are interviewed separately in the pre-conference to establish criteria for a successful conference.  The offender/offenders must admit to wrongdoing before the conference can be held.  If all parties are in agreement the RJP conference is conducted.  The goal of this conference is to repair the harm that has been done and to move forward without shame.  There is an intended script that is strictly followed by the facilitator. At the end of the conference all parties come to an agreement and a contract is signed by all participants.  Follow-up check-ins as needed. This intervention is used within the discipline process.

    Academic Honesty

    At CHS we place great value on personal integrity and academic honesty. The administration, faculty, and staff strongly believe that integrity must be a significant component in the academic success of our students; therefore, we promote academic honesty by fostering the traits outlined in the IB Learner Profile and in particular the following:

    Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

    Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

    Approaches to Learning:

    • Self-management
    • Social 
    • Communication
    • Thinking
    • Research

    Levels of Academic Misconduct

    Misconduct is gaining advantage dishonestly. Multiple incidents over the course of a student’s high school experience may increase the level of consequences. 

    Level I violations include, but are not limited to:

    • Looking at, or allowing someone else to look at your own or another’s paper during an exam, test, or quiz
    • Using unauthorized “cheat” notes, including notes on a cell phone, desk or person
    • Communicating or sharing unauthorized information with another student during an exam, test, or quiz
    • Copying homework or class work assigned to be done independently, or allowing someone else to copy your own or another’s work, including computer-generated information and programs
    • Copying or closely paraphrasing sentences, phrases, passages, visuals, or other components from an un-cited source for a paper, or for research, including work submitted through turnitin.com.
    • Submitting falsified information for assessments
    • Submitting translations from internet translation programs
    • Giving or receiving test information to or from students in other periods of the same teacher or same course

    NOTE:  Since individual teachers have differing expectations for homework (for instance, some teachers encourage students to work together, while others may expect students to complete assignments independently at home), it is the responsibility of teachers to clarify their expectations to students. We also expect where clarifications are needed students will seek out their teachers. 

    Level II violations include, but are not limited to:

    • Submitting papers, projects, or other tasks taken from the internet, other publications, or other students, including papers submitted through turnitin.com
    • Submitting a computer program developed by someone else

    Level III violations include, but are not limited to:

    • Stealing examinations, projects or assignments
    • Distributing unauthorized papers or projects to other students
    • Receiving payment or paying for unauthorized papers or projects
    • Altering grades on a computer database, gradebook, or returned work

    Consequences of Academic Misconduct

    1st Offense at Level I

    1. Student may receive a zero for the assignment, and make-up work may not be allowed.
    2. Teacher notifies parent (via choice of email or phone call)
    3. Teacher notifies administrator via referral
    4. Administrator logs first offense in discipline file and advises students about adhering to the Academic Honesty Policy
    5. Academic Honesty Contract is required
    6. Parent/guardian meeting may be held
    7. Academic support or detentions may be assigned

    2nd Offense at Level I; or, 1st Offense at Level II

    1. Student receives a zero for the assignment; no make-up work is allowed for assignment
    2. Teacher notifies parent (via choice of email, phone call, or mail)
    3. Teacher notifies administrator vial referral
    4. Administrator logs offense in discipline file and assigns possible detention or suspension
    5. Meeting between AP, parent/guardian, and student is arranged
    6. Academic Honesty Contract is required
    7. Possible loss of school privileges (sports, dances, activities; ticket costs not refundable)
    8. Student may become ineligible for California Scholarship Federation or other awards
    9. Detention(s) and/or Saturday School will be assigned

    3rd Offense at Level I; or a combination of a Level I and  Level II offenses; or 1st offense at Level III

    1. Student receives a zero for the assignment, if applicable
    2. Teacher notifies parent (via choice of email, phone call, or mail)
    3. Teacher notifies administrator vial referral
    4. Administrator logs offense in discipline file, and assigns suspension
    5. Meeting between AP, parent/guardian and student is arranged
    6. Academic Honesty Contract is required
    7. Student becomes ineligible for California Scholarship Federation or other awards
    8. Possible loss of school privileges (sports, dances/prom, activities; ticket costs not refundable)

    In severe cases: 

    • Student may be dropped from the course with an “F” 
    • Suspension and cause may be reported to colleges in the student’s record
    • Student may be ineligible to participate in awards and ceremonies, including graduation
    • Where appropriate, Level III violations may also be referred to law enforcement. 

     

    District Intervention and Support Programs

    Alternative to Suspension (ATS)

    The purpose of the Alternative to Suspension Program is to provide an opportunity for students to contemplate, connect, to repair harm and to make positive decisions, reducing the time out of the classroom and focusing on increasing student academic success. Through this proactive intervention, students will be given tools to reduce negative behaviors by utilizing the Restorative Justice Practices Philosophy.

    Suspended students engage in structured, therapeutic time during suspension to address underlying causes of suspension and increase engagement in school upon reentry. Students who receive 1-3 day suspensions are eligible for this On-Campus Suspension Program by referral by a school dean or site administrator. At the discretion of the dean or site administrator, students may serve the first day of suspension at home and then opt to attend the On-Campus Suspension program for one day in lieu of serving the remainder of the suspension. A licensed MFT facilitates the program in collaboration with a SMUHSD PPS credentialed certificated staff member. The program operates during regular school hours (8am-3pm) on the campus of the Adult School, 789 Poplar Street, San Mateo.

    Substance Use Program (SUP)

    This program is designed to help students turn their suspension into an opportunity for learning and growth. This six-week program will help students have an in-depth understanding of the dangers of drug/alcohol/substance use, increase self-awareness and emotional control, optimize decision-making skills, and develop better communication skills. This program may be used in-lieu of other discipline such as suspension and/or expulsion from school.

    Vape Awareness, Prevention, and Education (VAPE)

    This program is designed to help your student turn their suspension into an opportunity for learning and growth. This two-week program will help students have an in-depth understanding of the dangers of vaping, increase self-awareness and emotional control, optimize decision-making skills, and develop better communication skills. This program may be used in-lieu of other discipline such as suspension and/or expulsion from school.

    Recycling and Litter Control

    Capuchino High School believes it is everyone’s responsibility for maintaining a clean school. Students should dispose of trash and garbage in the proper receptacle. Students should also recycle bottles, cans, and paper products in Green Waste Bins. There are receptacles in classrooms and throughout campus. Failure to clean up personal litter may result in detention/campus cleanup.

    Search of Students and Properties

    Board Policy 5145.12 School officials may search any individual student, his/her property, or district property under his/her control when there is a reasonable suspicion that the search will uncover evidence that he/she is violating the law, Board policy, administrative regulation, or other rules of the district or the school. Reasonable suspicion shall be based on specific and objective facts that the search will produce evidence related to the alleged violation. The types of student property that may be searched by school officials include, but are not limited to, lockers, desks, purses, backpacks, student vehicles parked on district property, cellular phones, or other electronic communication devices.

District Student Behavior and Outcomes

  • SMUHSD Suspension and Alternatives to Suspension for Ed. Code Violations 

    Suspension from school means removal of a student from ongoing instruction for adjustment purposes. A principal or the principal’s designee may suspend a pupil from the school (not more than five consecutive school days) for any of the reasons in the Educational Code, Section 48900, upon a first offense if the principal or designee determines that the pupil violated Educational Code 48900, or that pupil’s presence causes a danger to persons or property, or threatens to disrupt the educational process. A student may be suspended or expelled for any of the acts listed below if the act is related to a school activity or occurs during school attendance occurring at any District school under the jurisdiction of the Superintendent or principal or within any other school District, including but not limited to the following circumstances: 

    1. While on school grounds; 
    2. While going to or coming from school; 
    3. During the lunch period, whether on or off the school campus; 
    4. During, going to, or coming from a school-sponsored activity; and/or 
    5. With a nexis or connection to the campus with impact on the school campus.

Suspensions

Suspensions

Alternatives to Suspension and Education Code related

Alternatives to Suspension and Education Code Related