Code of Conduct

Educator Rights and Responsibilities

Educators are entitled to a professional environment that supports their ability to teach effectively, grow professionally, and advocate for learners. These rights and responsibilities ensure educators are equipped to support learners and families, while also fostering their own growth and contributing to a positive school culture.

Rights:

Collaboration and Advocacy

• Collaborate with families to support student learning and well-being

• Advocate for learner needs and encourage family involvement in their child’s education

• Participate in school decisions that impact learner success and family engagement initiatives

Access to Information and Support

• Receive relevant student and family information necessary for supporting learners effectively

• Access guidance and support from administrators, counselors, social workers, or legal experts when addressing concerns or navigating reporting processes Professional Growth and Development

Professional Growth and Development

• Receive ongoing training and professional development opportunities related to learners’ behavioral success Safe Work Environment

Safe Work Environment

• Work in a physically and emotionally safe environment free from harassment or discrimination

• Work in a welcoming environment that respects the variety of backgrounds and perspectives of educators, learners, and families

Supportive and Respectful School Climate

• Work in a school climate that promotes collaboration, trust, mutual respect, and personal wellbeing among educators, learners, families, and the community

• Address concerns about school culture, climate, and safety with administration or relevant authorities

Responsibilities:

Communication and Engagement

• Regularly communicate with learners, families, and colleagues about course objectives, grading policies, expectations, and learner progress using accessible methods that respect a variety of cultural and linguistic backgrounds

• Create opportunities for families to actively participate in decision-making processes and ensure they understand district expectations for fostering a welcoming and safe learning environment

• Maintain professional boundaries while engaging with learners and families to ensure healthy relationships based on mutual respect

• Initiate communication with colleagues to ensure learners receive appropriate supports in their least restrictive environment

Inclusion

• Recognize, affirm, and incorporate the cultural and linguistic variety of backgrounds and perspectives of learners and their families by ensuring fair access to district expectations for fostering a welcoming, safe, respectful, and engaging learning environment.

Social-Emotional and Academic Support 

• Build relationships with learners to support their social-emotional well-being and academic growth

• Provide appropriate interventions for academic or behavioral challenges while maintaining confidentiality in compliance with legal standards

Conflict Resolution

• Manage conflicts professionally and respectfully to encourage problem-solving while upholding the dignity of all involved

Safety and Reporting

• Intervene promptly in situations involving discrimination, bullying, harassment, self-harm, suicidal ideation, or severe emotional distress to protect the physical and emotional well-being of learners

• Address concerns about school culture, climate, and safety with administration or relevant authorities

• Fulfill legal obligations to report suspected child abuse or neglect to the appropriate authorities

Professional Development

• Actively participate in professional development to enhance teaching practices, cultural competence, leadership skills, and strategies for supporting diverse learners

Policy Implementation

• Consistently enforce district rules and policies with fairness while collecting and analyzing data to refine instructional practices and improve school climate

• Implement Positive Behavior Support Plans (PBSPs), 504 Plans, IEPs, or other assigned interventions as needed to support learner access

School-Wide Contributions

• Contribute to initiatives that promote positive behaviors and ensure adequate supervision throughout school areas

Parents/Caregivers Rights and Responsibilities

Parents/Caregivers play a vital role in supporting their child’s academic, social, and emotional success. The rights and responsibilities outlined below apply to all families, regardless of legal status. If parents/caregivers have any questions or need assistance in advocating for their child, they are encouraged to seek support.

Rights:

Access to Education and Information

• Enroll their child in school based on district zoning decisions
• Request and receive timely access to their child's educational records
• Receive clear information about district policies, procedures, and incidents related to their child's education and safety in accessible formats and preferred languages
• Access resources and services for learners with disabilities and English learners

Respect and Inclusion

• Expect their child to be valued and respected by educators and administrators
• Be treated courteously, fairly, and respectfully by all school staff
• Be notified promptly about significant behavioral infractions or disciplinary actions involving their child

Active Participation

• Be equal partners in their child's education, and actively involved in academic, social, attendance, or behavioral matters
• Collaborate with educators to address challenges and improve their child's progress through counseling, supportive programs, academic initiative, or external referrals 

Communication Rights

• Receive written and oral communication in their preferred language, including translations for documents (e.g. report cards, progress reports)
• Be informed about due process procedures for disciplinary matters, including conferences and appeals

Advocacy and Accountability

• File complaints regarding violations or misapplications of school policies
• Participate in decision-making processes that impact learner success or family engagement initiatives

Responsibilities:

Understanding Policies and Expectations

• Be familiar with district policies, administrative regulations, and the Code of Conduct
• Discuss expected behaviors with their learner as outlined in the Code of Conduct and encourage adherence to school rules and procedures

Communication and Updates

• Provide updated contact information and promptly report changes in address to the school office
• Inform the school of their child’s absences, including reasons, as soon as possible or by the end of the day
• Communicate concerns to school officials respectfully and access information about their child’s academic progress, behavior, and school policies through conferences, reports, or online platforms

Support for Academic Success 

• Make every effort to ensure their child attends school regularly and on time
• Encourage active participation in school activities, completion of homework and assignments, and seeking help when needed to support learning

Promoting Social-Emotional Growth

• Support their child’s social-emotional development by fostering confidence, respect for others, and a positive attitude toward learning
• Partner with educators to address academic, attendance, social, behavioral, or other challenges

Advocacy and Equal Access

• Teach their child all individuals have the right to attend school and be treated with respect and dignity regardless of race, ethnicity, religion, disability, sexual orientation, gender identity, or other characteristics
• Communicate any need for restricted access to their child’s records with updated legal documentation

Respectful Engagement

• Be respectful and courteous to educators, other parents/caregivers, and learners in all communications (e.g. email, phone calls, social media) and interactions on school premise

Administrator Responsibilities

Building administrators are central to the enforcement of the Code of Conduct, ensuring fairness, consistency, and adherence to district policies. As educators themselves, administrators share all the rights and responsibilities outlined for educators, and their additional duties build upon this foundation. They are responsible for maintaining a safe and respectful learning environment by addressing behavioral issues and fostering collaboration between families and school staff. Administrators oversee the implementation of disciplinary measures, distinguish between minor and serious infractions, and ensure learners’ rights to due process. Through their leadership, they model desirable standards of behavior and work to create a school climate rooted in mutual respect, fairness, and accountability. The responsibilities described here are in addition to, not in lieu of, those expected of all educators.

Responsibilities: 

Leadership and Decision-Making

• Make the education and well-being of learners the fundamental value in all decisions
• Implement district policies, administrative regulations, and local, state, and national laws with fairness and fidelity 
• Pursue corrective measures for policies or regulations that conflict with sound educational goals or the best interests of learners

Ethical Conduct

• Act with honesty, integrity, transparency, and accountability in all professional duties
• Treat all stakeholders (learners, families, and staff) with courtesy, fairness, and respect

Equity and Inclusion

• Provide educational services in a nondiscriminatory manner while fostering a welcoming environment that values the variety of backgrounds and perspectives among learners, staff, and families
• Protect the civil-rights of all individuals and promote fairness, social justice, and community values

Safety and Well-Being

• Take reasonable action to protect learners and staff from conditions harmful to health or safety
• Create an atmosphere conducive to learning by addressing issues related to school climate or culture promptly

Collaboration and Communication

• Partner with families, staff, and community stakeholders to support learner success through transparent communication and shared decision-making processes
• Provide clear guidance on policies affecting learner’s education or safety while maintaining confidentiality where appropriate

Superintendent Responsibilities

Superintendents play a key role in enforcing the Code of Conduct by overseeing its implementation, monitoring adherence, and addressing violations promptly and fairly. The Superintendent or designee ensures the following components are addressed:

Responsibilities: 

Policy Implementation and Oversight

• Ensure consistent implementation of the district’s Code of Conduct across all schools and departments
• Monitor adherence to policies related to learner behavior, safety, culture, and climate, taking corrective actions as necessary

Leadership and Accountability

• Provide leadership in fostering a safe, respectful, and inclusive learning environment that aligns with the Code of Conduct
• Hold all educators and administrators accountable for enforcing the Code of Conduct with fairness and fidelity
• Support resource mapping to maximize impact of available staff, programs, and initiatives across the district

Communication and Transparency 

• Communicate district expectations regarding the Code of Conduct to staff, learners, and families in accessible formats and languages
• Report on compliance with the Code of Conduct to the school board through regular updates, data analysis, and incident reviews

Professional Development

• Facilitate training for staff on the principles and application of the Code of Conduct, including strategies for equitable enforcement and conflict resolution

Equity and Inclusivity

• Promote fair and consistent treatment of all learners by addressing systemic biases or practices that conflict with the Code of Conduct’s goals

Incident Response

• Oversee investigations into significant violations of the Code of Conduct, ensuring due process for all parties envolved

The district-wide behavioral expectations for learners and adults are to be respectful, responsible, and safe in all school environments and settings. The following behavior matrices reflect the expected behaviors in the different school environments. These are explicitly taught and reinforced through the schoolwide systems. The matrices are intended to provide guidance for daily procedures and practices to maintain order, efficiency, and continuity amongst our schools.

Overview of Positive Behavior Interventions and Supports (PBIS) and Integration of Mental Health Supports

West Fargo Public Schools is committed to helping every learner succeed by providing personalized support matched to individual needs. We use a Multi-Tiered System of Supports (MTSS), a comprehensive framework that addresses students’ academic, social, emotional, and behavioral development. Through MTSS, students receive targeted interventions and resources based on their unique strengths and challenges, ensuring the right support at the right time. Our approach integrates Positive Behavioral Interventions and Supports (PBIS) and coordinated mental health services within the MTSS framework. PBIS establishes a proactive foundation for teaching and reinforcing positive behaviors, setting consistent expectations, recognizing positive actions, and constructively addressing challenges. This approach helps reduce disruptions and supports a positive, safe school climate for all learners. By embedding mental health services within MTSS, we address both behavioral and emotional needs comprehensively. Schools use data-driven decision-making to identify early warning signs and provide timely interventions. We collaborate with outside agencies and maintain in-house providers to ensure all students, including those who are under- or uninsured, have access to the support they need to be successful learners. This integrated approach leads to improved academic achievement, increased engagement and attendance, (The Connection between School Mental Health & Academic Achievement) and reduced discipline referrals (Weist et al., 2022). By focusing on the whole child, West Fargo Public Schools creates a positive, inclusive school culture where every learner can thrive.

Monitoring with the Tiered Fidelity Inventory (TFI)

To ensure fidelity in implementing PBIS at all three tiers, West Fargo Public Schools uses the Tiered Fidelity Inventory (TFI). The TFI is a reliable tool that helps school teams assess how well core features of PBIS are being applied. It guides action planning by identifying areas of strength and improvement, ensuring interventions are consistently implemented across buildings. Schools regularly use the TFI to monitor progress, aiming for at least 70% fidelity on annual assessments. For more information on this tool, visit the PBISApps website.

Tier One: ALL learners are taught school-wide expectations

Tier Two: SOME learners receive additional interventions, often provided in small groups

Tier Three: A FEW learners receive intensive individualized support

Overview of Social-Emotional Learning and Profile of a Graduate

Social Emotional Learning (SEL) is a cornerstone of West Fargo Public School’s prevention and intervention efforts, enhancing learner success by fostering focus, motivation, and perseverance through challenges. SEL equips learners with vital social skills such as communication, teamwork, empathy, resilience, and responsible decision-making—tools essential for academic achievement and lifelong success. By integrating SEL into the curriculum, the district creates a supportive school environment that reduces behavioral issues and promotes emotional wellbeing.

West Fargo Public Schools utilizes the CASEL (Collaborative for Academic, Social, and Emotional Learning) Framework to guide SEL implementation. This evidence-based framework focuses on five core competencies:

1. Self-Awareness: Learners recognize emotions, thoughts, and values while understanding their impact on behavior. This builds confidence and optimism through accurate self-assessment.
2. Self-Management: Learners develop skills to manage emotions, handle stress, set goals, and maintain focus (key elements for perseverance and accountability).
3. Social Awareness: Learners foster empathy and respect for different viewpoints and experiences while recognizing resources within their school and community.
4. Relationship Skills: Learners communicate effectively, listen actively, work as teams, and resolve conflicts to help learners build healthy relationships and contribute to a positive school climate.
5. Responsible Decision-Making: Learners make ethical choices by evaluating consequences, considering others’ well-being, and applying critical thinking to challenges.

These competencies align seamlessly with West Fargo Public School’s Profile of a Graduate dispositions - collaboration, resilience, compassion, critical thinking, communication, creativity, reflection, and responsibility. Together, they prepare learners to become adaptable, thoughtful individuals ready for success in school, careers, and life.

At every grade level, SEL instruction is integrated into the curriculum through structured lessons taught by counselors and educators, reinforcing these skills through alignment with Profile of a Graduate dispositions. This systemic approach ensures SEL is consistently embedded in learners’ educational experiences, equipping them with essential life skills to thrive academically and personally. See the ND essential skills website for additional information.

Trauma-Sensitive Practices

West Fargo Public Schools (WFPS) is dedicated to creating a safe, supportive, and inclusive learning environment by implementing trauma-sensitive practices throughout our schools. We recognize that Adverse Childhood Experiences (ACEs) and other forms of trauma can significantly impact a learner’s behavior, learning, and overall well-being. All WFPS educators receive TraumaSensitive Schools training, equipping them with the knowledge and skills to understand the impact of trauma and respond effectively. This training is one of the many integrated student supports outlined on the North Dakota Department of Public Instruction website that works to improve students' academic outcomes by systematically supporting their academic and nonacademic needs.

Understanding the Connection Between Trauma and Behavior

Learners who have experienced trauma may exhibit a range of behaviors that can be misinterpreted as intentional misbehavior. ACEs are potentially traumatic events that occur during childhood and may impact long-term health and well-being. These events can include emotional, physical, or sexual abuse; emotional or physical neglect; household violence; substance abuse in the household; household mental illness; parental separation or divorce; or incarceration of a household member (Glossary of Student Mental Wellness Concepts, 2021).

Trauma can be broadly defined as an event, series of events, or set of circumstances an individual perceives as physically or emotionally harmful or life-threatening. These experiences often have lasting adverse effects on a person’s functioning and overall well-being - impacting their mental, physical, social, emotional, or spiritual health. It is estimated at 20% of North Dakota children have experienced at least two potentially traumatic events in their lifetime (Johns Hopkins Bloomberg School of Public Health, 2021).

It's essential to understand these experiences can manifest in various ways, including:

• Difficulty regulating emotions
• Increased anxiety or fear
• Aggression or impulsivity
• Withdrawal or difficulty forming relationships
• Increased absences/poor school attendance
• Challenges with attention and focus

Application in the Code of Conduct

Trauma-informed practices are embedded into the Code of Conduct to ensure disciplinary responses are fair, restorative, and supportive of learner growth:

Behavioral Responses Aligned with Trauma-Informed Principles:

• Address misbehavior with empathy and understanding, focusing on repairing harm rather than punitive measures
• Use restorative Circles to rebuild relationships after conflict
• Implement Social Emotional Learning (SEL) activities to teach emotional regulation skills
• Develop proactive support plans (e.g. positive behavior support plans) that provide individualized interventions aligned to the learner’s needs

Collaboration with Families:

• Actively partner with families to support learner’s behavioral needs, recognizing that family engagement is critical for addressing underlying challenges

Screening for Barriers to Buffers:

• Educators assess for obstacles that prevent learners from accessing protective factors, such as lack of nurturing relationships or needed mental health support, and work to address these gaps

Support for Learners Experiencing Mental Health Crises:

• While WFPS strives to provide robust supports within the school setting, learners experiencing immediate mental health crises may display behaviors that include safety concerns requiring more intensive supports. In such cases, WFPS will work with families to explore alternative placements or therapeutic programs to ensure the safety of the learner and others until the crisis subsides

Professional Development for Staff:

• All staff receive training in trauma-sensitive practices to ensure consistent, effective application across classrooms and school settings

By integrating trauma-sensitive practices into its Code of Conduct, West Fargo Public Schools ensures disciplinary policies promote safety, fairness, and well-being for every learner

Restorative Practices

West Fargo Public Schools (WFPS) supports Restorative Practices as a foundational philosophy for learner behavior and discipline. Rooted in the belief that strong relationships, a sense of belonging, and opportunities to repair harm contribute to a safe and supportive school environment, Restorative Practices offer a proactive and learner-centered approach. Rather than focusing solely on punishment, these approaches seek to address the root causes of behavior, promote accountability, and encourage personal growth. Central to this approach is the belief that learners thrive in environments where they feel respected, valued, and connected to those around them.

Key beliefs guiding this work include:

• Relationships are essential to learning and behavior

• Accountability means recognizing the impact of one’s actions and working to repair harm

• Every member of the school community deserves a voice and an opportunity to be heard

• Discipline should be constructive and educational, not solely punitive • Restoring relationships strengthens both individuals and the broader school community

Schools across the district are incorporating strategies such as Circles, peer mediation, and restorative conversations. While the ways in which these practices are applied may look different from one setting to another, the district remains committed to deepening its use of restorative approaches and aligning efforts with this shared vision. (Restorative Practices: Explained)

Considerations for Learners with DisabilitiesGeneral Guidelines

1. Administrators have the authority to discipline all learners, including learners who have a disability or suspected disability.

2. Learners with IEPs or 504 plans have legal protections that must be followed.

3. Considerations may apply to learners on an IEP or 504 plan when the behavior is a manifestation of the learner’s disability. The learner Code of Conduct applies to all learners, including learners who have an Individualized Education Plan (IEP) or 504 Plan.

The district will implement its Code of Conduct with regard to all learners, subject to and in compliance with the federal and state law pertaining to learners with disabilities. For learners whose misbehavior was a direct and substantial relationship to the learner's disability, schools should consider what accommodations or adjustments may be needed to address the learner's behavior within their IEP, behavior support plan, etc. Learners with IEPs and 504 plans are subject to the school district's adopted discipline policies as long as the procedures are not abused or applied in a discriminatory manner. In the case of suspension, learners with an IEP or 504 plan are afforded procedural safeguards to maintain their access to free and appropriate public education.

Additional Provisions

North Dakota state law requires additional provisions be made for discipline of learners who have been found by a special education or 504 evaluation team to have special needs and whose program or accommodations/services are described in an IEP or Section 504 plan, or when there is a suspected disability. The following additional requirements apply to the discipline of special needs learners:

1. Learners requiring individualized programming in Social Emotional Learning (SEL) will have programming designed to support adherence to the Code of Conduct while preventing discrimination. These protections also extend to learners undergoing initial evaluations for special education or Section 504 services due to suspected disabilities.

2. School administrators must notify the Case Manager or 504 Coordinator of any suspendable offense involving a learner with an IEP/504 Plan, and records of such notices will be maintained. Suspended learners retain the right to make up tests, assignments, and other work necessary for academic progress during their suspension period.

Manifestation Determination Review (MDR)

Disciplinary procedures that result in a learner's change in educational placement must be in accordance with the procedural safeguards afforded to learners with disabilities by IDEA and Section 504. A learner’s IEP or 504 team will review the behavior which resulted in suspension to determine if the behavior had a direct and substantial relationship to the learner’s disability, this is the Manifestation Determination Review process.

An MDR is required when disciplinary action may result in:

• A suspension of more than ten school days within one school year; or

• A series of suspensions that form a pattern

During the MDR meeting, relevant members of the learner’s IEP or 504 team, along with parents/caregivers, will review information to determine:

• Whether the behavior was directly and substantially related to the learner’s disability; or

• Whether the behavior resulted from the school’s failure to implement the IEP/504 Plan

Outcomes of an MDR may include:

• Modifications to the existing IEP/504 Plan; • Additional assessments, such as psychological evaluations or Functional Behavioral Assessments (FBA), if needed;

• Adjustments to disciplinary actions based on findings

For more information about the procedural safeguards afforded to learners under the Individuals with Disabilities in Education Act (IDEA), please click the link: IDEA Procedural Safeguards. For details about the procedural safeguards provided to learners served under Section 504 of the Rehabilitation Act of 1973, please click the link: 504 Procedural Safeguards

Title IX Considerations of Disability or Suspected Disability

Title IX protections apply equally to learners with disabilities or suspected disabilities. The district adheres to Title IX policies while remaining compliant with federal and state laws regarding learners with disabilities. For details about the Title IX policy and procedures, please visit the following website: WFPS Title IX Regulation.

Partnership with West Fargo Police Department

In 2005, West Fargo Public Schools and the West Fargo Police Department launched the School Resource Officer (SRO) program to enhance safety and foster positive relationships within schools. Currently, nine SROs serve the district: three officers serving elementary schools, and one officer at each middle and high school.

SROs are trained through the National Association of School Resource Officers (NASRO) and follow the triad concept, which divides their responsibilities into three roles:

1. Law Enforcement Officer: Ensuring school safety and responding to incidents

2. Educator: Providing law-related education to learners, parents, and staff

3. Informal Counselor: Offering guidance based on their training and experiences

The program’s goals include creating safe learning environments, providing resources to staff, fostering positive relationships with youth, and addressing issues affecting learners to help them reach their full potential. This partnership exemplifies the commitment to protecting learners while promoting trust and collaboration between law enforcement and schools.

Certain behaviors may result in referrals to SROs for further action beyond disciplinary consequences taken by the school. These include illegal activities such as assaults, possession of drugs or other contraband, or violations of compulsory attendance laws (e.g. chronic truancy). SROs collaborate with school administrators to address these incidents appropriately while ensuring a safe environment for all learners. At all times, SROs are enforcement officers regarding criminal matters only and are not school disciplinarians and should not assume this role.

At West Fargo Public Schools, discipline is viewed as a teachable opportunity that fosters personal growth and accountability. Our approach prioritizes progressive discipline, which focuses on incremental interventions to address behavior while promoting pro-social skills and responsibility.

The delivery of disciplinary sanctions should only serve four key functions to prevent:

• Negative behavior from being rewarded

• A problem behavior from escalating

• A problem behavior from significantly interrupting instruction

• Physical and/or social-emotional harm to others

Key Principles of Effective Discipline

• Clear, fair, and timely responses

• Logical, consistent, and developmentally appropriate consequences

• A balance of prevention, intervention, and accountability

• Active involvement of parents/caregivers in the process

• Recognition of individual learner needs and circumstances

• A commitment to keeping learners engaged in their education

• Restorative approaches that focus on learning, not punishment

• School-based solutions before exclusionary measures are considered

• Equitable practices to reduce disparities in discipline

• Ongoing collaboration with educators, families, and the community

• Transparent policies and accessible communication with families

• Regular evaluation of discipline policies for fairness and effectiveness

Learners are guided to prevent recurring negative behavior through the following strategies:

• Understand why their behavior was inappropriate and its impact

• Identify alternative, positive responses in similar situations

• Take responsibility for their actions and make amends

• Learn and practice skills for future success

• Recognize the consequences of continued misconduct

By implementing these principles, West Fargo Public Schools strive to create a safe, supportive, and inclusive learning environment for all students.

When determining disciplinary responses, West Fargo Public Schools evaluates the totality of circumstances to ensure interventions are fair, developmentally appropriate, and effective.

The following factors must be considered:

Individual Factors:

• Age, maturity, skill level, and cultural background

• Disciplinary history, including past interventions and responses

• Response to previous interventions

Behavioral Factors:

• Nature, severity, and scope of behavior

• Frequency, duration, and context of the incident

• Administrator judgment of intent vs outcome of behavior

• Number of individuals involved

• Harm caused and steps for accountability/restoration

Support Factors:

• Social-emotional needs of all parties involved

• Learner’s IEP, behavior support plan, and/or 504 plan, if applicable

• Any other extenuating circumstances

Disciplinary decisions aim to balance accountability, student learning, and school safety, prioritizing restorative approaches and supportive interventions before exclusionary measures.

School-Based Discipline Responses

School-based discipline responses are administered at the building level and require no additional permission from the district.

There are three types of response strategies:

1. Administrative Strategies are statutory, rule-based, or contract-based interventions done “to” the offender, such as detention. Other examples include:

• Loss of privileges

• Removal from class/time-out

• Behavior contract

• Schedule change

2. Restorative/Supportive Approaches are problem-solving interventions done “with” and “by” the offender. They focus on the harm caused and how it will be repaired. Examples may include:

• Family group conference

• Victim-offender mediation

• Educator/learner conference

• Restitution/Community service

• Written apology

• Reflective essay

3. Systems Interventions are structured, skill-based supports designed to address underlying behavioral needs and promote long-term positive outcomes. These interventions are not reactive or isolated responses to individual incidents; instead, they are proactively developed as part of the school’s comprehensive behavior support framework. They require collaboration among the school team and often involve adjustments in adult behavior and systems around the learner to achieve meaningful change. Because these interventions are embedded within the larger building system, they must be planned, implemented, and monitored in advance to ensure consistency and effectiveness. Examples include:

• Participation in counseling

• Check in/check out

• Social skills, conflict resolution, or other group skills training

• Functional Behavioral Assessment (FBA) and Positive Behavior Support Plan

Additional non-disciplinary interventions may also be implemented to support the learner after a behavioral incident (e.g. referral to MTSS team, threat assessment). These interventions may serve as standalone or supplemental procedures depending on the circumstances surrounding the behavioral incident. By utilizing the school's broader behavior support systems rather than developing interventions on a case-by-case basis, educators can ensure interventions are consistent, data-driven, and sustainable over time. This provides learners with predictable opportunities for growth while supporting staff in implementing effective strategies.

Teacher Removal from Class

A learner’s behavior can affect an educator’s ability to teach and can make it difficult for other students in the classroom to learn. In most instances the classroom teacher can control a learner’s behavior and maintain or restore control over the classroom by using strong classroom management techniques. These techniques may include practices that involve the teacher directing a learner to briefly leave the classroom or take a break in a specified area to give the learner an opportunity to regain his/her composure and self-control in an alternative setting. Such practices do not constitute exclusionary disciplinary removal for purposes of this Code.

These removals may not supersede existing team-generated plans to support learner behavior, such as safety plans or positive behavior support plans, which may specify time spent outside of the classroom for challenging behavior. Additionally, removals may not be related to attendance.

Elementary Removals of Disruptive Learners (K-5th grade)

At the elementary level, a teacher may remove a learner for a length of time appropriate to the infraction. This may include sending a learner to a buddy room, visible hallway spot, or request support from a team member to find an alternate learning space. Any removal longer than 30 minutes or for purposes other than emotional regulation will require collaborative discussion with the building principal.

Secondary Removals of Disruptive Learners (6th-12th grade)

At the secondary level, the teacher may remove the learner from class for the remainder of the period during which the disruptive incident occurred. Learners removed from class will spend time in a supervised space with access to academic tasks. Learners will have the opportunity to make up missed work. The principal or the principal’s designee may overturn the removal of the learner from class if the principal finds any one of the following:

• Charges against the learner are not supported by evidence

• Learner’s removal is otherwise in violation of law or the district’s Code of Conduct

• The conduct warrants suspension from school and a suspension will be imposed

Detention

Detention, used in WFPS secondary schools, is the requirement where a learner is required to remain in a designated area, such as a classroom or detention room, during non-instructional times (e.g. after school, during lunch) as a consequence of violating school rules or policies. Detention may only be assigned by a school administrator.

In some cases, learners may complete alternative assignments or work in lieu of remaining in the designated area. This may include performing community service (e.g. cleaning) or attending tutoring sessions. Any arrangement must be approved by the school administrator and the staff member overseeing the alternative assignment.

Detention takes precedence over all after-school or extracurricular activities. Learners will be permitted to attend after-school or extracurricular activities only after their detention obligation is completed.

Exclusionary discipline responses are defined as instances when a learner is removed from the instructional setting for a determined period of time due to a behavior incident. These include suspension and expulsion.

West Fargo Public Schools is committed to maintaining a safe and supportive learning environment where all learners can thrive. While our approach emphasizes progressive discipline and restorative practices, there are circumstances in which exclusionary discipline, such as suspension or expulsion, is necessary to ensure school safety and uphold the integrity of the learning environment. The Discipline Checklist included in the Appendices of the Code of Conduct supports the consistent implementation of exclusionary practices across the district. Information on WFPS’ policies and procedures related to exclusionary discipline responses can be found at the following link (Suspension and Expulsion).

In accordance with North Dakota Century Code (NDCC) §§ 15.1-19.09 and 15.1-19-10, suspension or expulsion may be warranted in cases involving:

• Willful disobedience or open defiance of school authority
• Physical violence or threats that endanger the safety of others
• Possession of weapons, drugs, or other dangerous items on school property
• Substantial and material disruption to the educational process

These measures are applied only when necessary and in compliance with state law, ensuring due process and consideration of individual circumstances. Whenever possible, interventions and supports are provided to help learners successfully reintegrate into the school community.

No learner may be subject to exclusionary discipline unless:

1. The learner is given oral or written notice of the charges against them;

2. The learner is given an explanation of the evidence against them; and

3. The learner is given an opportunity to present their version of the incident

Additionally, parents/caregivers must be promptly notified by the school administrator when an exclusionary disciplinary response has been issued. If the learner is disciplined for a Level 4 - 6 behavior, the school administrator must provide verbal and written notification to the parents/caregivers of the offense and exclusionary discipline consequence.

Learners who display serious disciplinary problems may have their riding privileges suspended by the building principal. In such cases, the learner’s parents will become responsible for seeing their child gets to and from school safely. See the Transportation Expectations & Guidelines for additional information.

All students who utilize district transportation services are subject to the following rules:

• Obey the bus driver
• Stay in your seat and face forward with legs and arms out of the aisle
• Keep your hands, head, and feet in the bus
• Do not eat or drink on the bus
• Conduct yourselves in a respectful and courteous manner

If Transportation rules listed are not obeyed, the following will be enacted:

• Low-Level offense: Learners who violate low-level rules are subject to in-school consequences determined by the principal at each school - upon three low level offenses, learners may be subject to high-level consequences
• High Level - 1st offense: Learner will be removed from the bus for one week
• High Level - 2nd offense: Learner will be removed from the bus for two weeks
• High Level - 3rd offense: Learner will be removed from the bus for one month
• High Level - 4th offense: Learner will be removed from the bus for the remainder of school year
• Severe Clause: Learners may have their riding privileges suspended for longer durations for severe acts on the bus
• Revoking Clause: A learner may have their bus riding privileges permanently denied for serious actions, or threats that pose a danger to others

If the learner involved receives support from an IEP or 504 plan, the building administrator must notify the case manager.

Learners suspended from school and activities for serious offenses, which may include but are not limited to the selling, use, or possession of alcohol, drugs, tobacco, or other controlled substances or drug paraphernalia; possession of a weapon; or the use of violent behavior may also be suspended from all extracurricular activities for a period of time greater than that imposed for suspension from school. The additional amount of time suspended from extracurricular activities will be determined collaboratively by the activities director, principal, and the coach/advisor (with adherence to relative NDHSAA by-laws and WFPS extracurricular policies).

Any learner found to be in violation of any rules stipulated in the Code of Conduct for extracurricular activities, whether or not such violation occurred on school grounds or at school related activities, may be suspended from all extracurricular activities for a period of time to be determined collaboratively by the activities director, principal, and the coach/advisor.

Learners in activities/extra-curricular activities will be managed by the following staff at each level and subject to the following disciplinary consequence (see the Leveled System of Discipline Response for alignment):

• Level One Infraction: Managed by the coach with reference to sport specific rules and guidance from the Activities’ Director
• Level Two Infraction: Managed by the coach and/or Building Activity Director with reference to sport specific rules. Learner may not participate in any extra-curricular activities while suspended
• Level Three Infraction: Managed by the Building Activity Director with a minimum suspension of one (1) game/contest. Learner may not participate in any extra-curricular activities while suspended
•  Level Four Infraction: Managed by the Building Activity Director with a minimum suspension of two (2) games/contests. Learner may not participate in any extra-curricular activities while suspended
• Level Five Infraction: Managed by the Building Activity Director with a minimum suspension of four (4) games/contests, up to removal from the team. Learner may not participate in any extra-curricular activities while suspended
• Level Six Infraction: Managed by the District Activity Director with a minimum suspension of five (5) games/contests, up to removal from the team. Removal from the team will be the first consideration. Learner may not participate in any extra-curricular activities while suspended

In-school suspension (ISS) is an exclusion from the classroom and allows a learner to remain under the supervision of school staff. Learners participating in in-school suspension will have the opportunity to complete assignments as well as a reflection related to their behavior that prompted the ISS. All schools may not have the staffing to facilitate ISS and therefore this may not always be a disciplinary option.

The key difference between removal from the classroom and in-school suspension (ISS) is the severity, process, and purpose of the disciplinary action.

Removal from the Classroom

• A temporary action where a teacher removes a student from class due to disruptive or inappropriate behavior that interferes with learning
• The learner is typically sent to an administrator or designated space for the remainder of the period
• Removal is often used as an immediate response to an issue but does not necessarily result in further disciplinary action 
• The learner may return to class once the issue is addressed

In-School Suspension (ISS)

• A formal disciplinary action where a learner is assigned to a supervised area outside their regular classroom for a designated period (e.g. a full day or multiple days)
• ISS is typically used for more serious or repeated offenses that require intervention but do not warrant out-of-school suspension
• Learners remain in school but do not attend regular classes; instead, they complete assignments in an alternative setting
• ISS often includes behavioral interventions or restorative practices to address the underlying issues

In short, teacher removal is an immediate, short-term classroom management strategy, while ISS is a structured disciplinary consequence meant to address behavior more formally.

Out-of-School Suspension (OSS) is an exclusion from the school for a designated period of time. Learners participating in OSS will have the opportunity to complete classroom assignments or make up missed work.

Short-Term Suspension: Exclusion from school and/or any school activity or function for a period of one (1) to three (3) days.

Long-Term Suspension: Exclusion from school and/or any school activity or function for a period of four (4) to ten (10) days.

A learner cannot be excluded from school unless there is a documented suspension. Exclusion from school includes sending a learner home early, not allowing a learner to return to the building (in the event they left the building without permission) or requesting a learner to stay home from school for any number of days.

The following guidelines apply to all out-of-school suspensions (OSS):

1.  Counting OSS Days:

• If a learner is removed from school for more than half of the day, the removal counts as the first day of OSS
• If a learner is sent home in the afternoon, it counts as a partial day, which is not included in the total days allowed within the Code but still counts toward the total number of suspension days for the school year

2. Schoolwork During Suspension: If the suspension lasts more than four (4) days, schoolwork must be provided to the learner in advance, and assignments should be completed by reinstatement.

3. Attendance Records: Suspensions are considered excused absences and do not count as “unexcused” in attendance records.

4. Re-Entry Meeting: Re-entry meetings should be scheduled to support learners returning after long-term suspensions. See the “Best Practices to Support Return to School” guide in the appendix for guidance on important topics to cover during this meeting. Parents/caregivers may be invited to this conference to identify ways to support their child’s return to school. However, their attendance cannot be required as a condition for reinstatement. Learners must be allowed to return to school after their suspension ends.

5. Restrictions During OSS: Learners serving OSS cannot come onto school property, participate in extracurricular activities, or attend school-sponsored events. A learner may be considered trespassing if they enter school grounds while serving an OSS.

Expulsion Prevention Meeting

An Expulsion Prevention Meeting provides district administrative support when a learner’s behavior presents a significant safety risk to others or disruption to the learning environment. Expulsion Prevention Meetings are held at the district office and require parent/caregiver and learner attendance. Expulsion Prevention Meetings are designed to ensure due process and minimize exclusionary practices while addressing serious behavioral infractions.

Purpose:

• Provide a structured, fair process to evaluate serious behavioral violations before expulsion is considered
• Focus on interventions and supports to prevent expulsion whenever possible

Expulsion

Expulsion is a disciplinary action that removes a learner from school for up to 12 months due to serious violations of school policies or rules. The process is governed by due process procedures found in North Dakota Century Code to ensure fairness and consistency for the individual learner while maintaining the safety and integrity of the learning environment.

Purpose

• Expulsions are reserved for severe misconduct, such as endangering health, safety, or property of others, substantial disobedience, unlawful activity, or possession of weapons
• The goal is to address behavior while ensuring compliance with legal standards and minimizing disruption to the school community

Learners receiving special education services may be placed in an alternate setting (IAES)

Learners receiving special education services may be placed in an alternate setting (IAES)

* Safety planning only

**Family Support Planning

Level One

• Minor Defiance
• Minor Disruption
• Dress Code
• Minor Language
• Minor Physical
• Minor Property
• Minor Technology
• Cell Phone Violation

Level Two

• Academic Dishonesty
• Major Defiance
• Minor Elopement
• Major Language
• Out of Assigned Area
• Major Property
• Major Technology
• Theft (less than $500)

Level Three

• Major Disruption
• Major Elopement
• Harassment
• Use/Possession of Vape/Tobacco
• Major Physical 
• Possession of Contraband (no threat)
• Theft (more than $500)

Level Four

• Assault
• Harassment (physical or recurring)
• Inappropriate Use of an Electronic Device
• Inappropriate use of Emergency Resources
• Mutual Fight
• Property Destruction
• Sexual Misconduct
• Threats/Intimidation
• Use/Possession of Drug or Alcohol

Level Five

• Assault with an Object
• Chronic Misconduct
• Digital Misconduct
• Disorderly Conduct
• Hazing
• Indecent Exposure
• Possession of Weapon (no threat)
• Possession with Intent
• Threatening Behavior
• Use of Incendiary Devices or Explosives
• Vandalism

Level Six

• Causing Serious Bodily Injury
• Group Assault
• Malicious Vandalism
• Sexual Assault
• Use/Possession of a Weapon
• Violent Criminal Offense

Threat Assessments

West Fargo Public Schools is committed to providing a safe and secure learning environment for all learners, staff, and visitors. To this end, the district has established a comprehensive Threat Assessment procedure, designed to address potentially harmful or violent situations proactively. West Fargo Public Schools strictly prohibits violent or threatening behavior, including verbal/written threats, physical assault, weapon possession, vandalism, stalking, gang activity, or terroristic acts. Disciplinary responses prioritize safety while ensuring fair, trauma-informed interventions where appropriate. Threat assessments are integrated into the Code of Conduct as a proactive, context-sensitive approach that mandates collaboration with families and community resources to prioritize safety and support.

Threat Assessment Protocol

1. Initiation:

• A threat assessment is triggered by any report of threatening behavior (oral, written, or digital) perceived as a "true threat" (serious intent to harm)
• Reports must be immediately escalated to the building principal, superintendent, or school resource officer

2. Assessment Criteria:

• Specificity/Context: Detail, timing, and medium of the threat
• Source Identification: Ability to trace anonymous threats, and if identified, evaluate:
• Age, state of mind, peer relationships, domestic circumstances
• Access to weapons and past behavioral patterns
• Disruption: Impact on the educational environment

3. Team Action (administrators, counselors, SROs, school psychologists, social workers):

• Conduct interviews with staff, learners, and parents
• Collaborate with law enforcement if laws are violated or anonymity complicates identification

Disciplinary Consequences

• True Threats: Suspension, expulsion, or alternative placement with supervision
• Violent Acts: Expulsion, legal action, and mandatory counseling referrals **Discipline aligned with IEP/504 Plans and federal protections (IDEA)**

Information gathered during the Threat Assessment process will be treated with confidentiality to the extent possible, consistent with legal requirements and the need to ensure safety. West Fargo Public Schools policy ensures the Code of Conduct balances accountability with learner wellbeing, using threat assessments to distinguish between disciplinary responses and criminal referrals while maintaining a safe, supportive environment.

West Fargo Public Schools ensures fair and transparent disciplinary procedures for suspensions and expulsions, prioritizing due process rights for learners and families. Appeals provide an essential mechanism for addressing potential errors, biases, or procedural violations that may have occurred during the initial disciplinary decision-making. Allowing families to appeal ensures that decisions are reviewed thoroughly, fostering transparency and trust between schools and families. Below is the protocol for addressing appeals:

Suspensions

1. Notification of Suspension

The school will provide verbal and/or written notice (depending on the offense) to parents/caregivers detailing:

• The reason for the suspension
• The specific offense recorded
• The duration of the suspension

2. Filing an Appeal

• Timeline: Parents/caregivers must submit a written appeal within two (2) school days of receiving the suspension notice.
• Submission: Appeals should be directed to the school principal or designated administrator as outlined in the suspension notice.

3. Review of Appeal

• Administrative Review: Upon receiving the appeal, the principal or another designated administrator will review the case, including evidence, witness statements, and any additional information submitted by the parent/caregiver.
• Meeting Opportunity: Parents/caregivers may request a meeting with the administrator to present their concerns and discuss mitigating circumstances or additional evidence.

4. Decision on Appeal

• The administrator will issue a written decision within five (5) school days of receiving the appeal, either upholding, modifying, or overturning the suspension.

5. Further Appeal to District Administration

• If parents/caregivers are dissatisfied with the outcome, they may escalate the appeal to the Superintendent.
• A written request for district-level review must be submitted within ten (10) school days of receiving the school’s decision.

6. Final Decision

• The superintendent or designee will issue a written decision within five (5) school days of receiving the appeal, either upholding, modifying, or overturning the suspension. 

Expulsions

An appeal for an expulsion recommendation typically does not occur prior to the expulsion hearing, as the hearing itself is designed to fulfill due process requirements. During the hearing, families are provided with an opportunity to present evidence, challenge the school’s case, and advocate for alternative resolutions. This ensures the expulsion decision is based on substantial evidence and the learner’s rights are protected before any final action is taken. West Fargo Public Schools provides a clear process for handling appeals of expulsion decisions to ensure fairness and uphold due process rights. The procedure is formally described in policy (Expulsion Regulations) and is as follows:

1. Expulsion Hearing:

Expulsion hearings are conducted by the superintendent or a designated hearing officer. Families are notified in advance of the incident(s), evidence, and hearing details. During the hearing, families have the right to present evidence, call witnesses, and be represented by an advocate or attorney.

2. Appeal to the School Board:

If families disagree with the decision made during the expulsion hearing, they may appeal to the West Fargo School Board. Appeals must be submitted in writing within ten (10) working days of receiving the decision of the hearing panel. The School Board reviews the record of the original hearing but does not accept new evidence.

3. School Board Hearing:

Since expulsion affects a learner’s educational record, appeals before the School Board are held in executive session unless parents sign a waiver under FERPA (Family Educational Rights and Privacy Act).

4. Final Decision:

The School Board issues its decision after reviewing the appeal, either upholding, modifying, or overturning the expulsion. This decision is final within district level processes. Learners with disabilities are entitled to additional due process protections which are outlined in the following regulation: Special Education Expulsion

Dispute Resolution Process

West Fargo Public Schools is dedicated to fostering open communication and collaboration to resolve concerns effectively and equitably. When disputes arise regarding a learner’s experience, academic performance, or other school-related matters, the district provides a clear, step-by-step process to address issues at progressively higher levels of authority. Please note anonymous complaints will be investigated; however, there is no avenue for response or redress with these types of complaints.

Step 1: Contact the Classroom Teacher

The first step in resolving any concern is to reach out to the classroom teacher. Teachers are often best positioned to address issues related to academics, behavior, or classroom dynamics. Parents/caregivers should schedule a meeting or phone call with the teacher to discuss the concern, clarify misunderstandings, and explore potential solutions. Many disputes can be resolved at this level through direct communication and collaboration.

Step 2: Contact the Building Administrator

If the issue remains unresolved after speaking with the classroom teacher, parents or caregivers can escalate their concerns to the building administrator (e.g. principal or assistant principal). The administrator will review the situation, mediate discussions between parties as needed, and work with staff to address the concern. Building administrators are responsible for ensuring school policies are applied consistently and fairly while prioritizing learners’ well-being and success.

Step 3: Contact the Assistant Superintendent

If the concern cannot be resolved at the school level, parents/caregivers may bring the issue to the attention of the Assistant Superintendent. This step involves submitting a written summary of the concern and previous attempts at resolution to ensure all relevant information is available for review. The Assistant Superintendent will investigate the matter further, consult with district staff as needed, and provide guidance or decisions aimed at resolving the issue in alignment with district policies and procedures.

Step 4: File a Formal Complaint

If parents/caregivers are dissatisfied with the resolution provided by the Assistant Superintendent, they may escalate their concerns to the Superintendent of West Fargo Public Schools. The Superintendent serves as the final authority within the district for dispute resolution. Parents/caregivers must submit a formal written request outlining their concerns and previous steps taken using the Patron/Parent Complaint form linked above. The Superintendent will conduct a thorough review of all documentation, consult with relevant parties, and issue a final decision in writing

Learners with Disabilities

West Fargo Public Schools is committed to ensuring learners with disabilities receive fair access to education and appropriate accommodations under Section 504 and the Individuals with Disabilities Education Act (IDEA). If parents/caregivers have concerns about their child’s services, accommodations, or supports, the district provides a clear dispute resolution process to address these issues collaboratively and effectively.

Step 1: Contact the School Team

Parents/caregivers should first reach out to their child’s school team, including the classroom teacher, case manager, or school counselor. This initial conversation allows the team to review the concern, clarify misunderstandings, and adjust if necessary. Most disputes can be resolved at this level through open communication and collaboration.

Step 2: Consider Mediation or Administrator Support

If the issue remains unresolved after speaking with the school team, parents/caregivers can escalate their concerns by seeking mediation or speaking with the school administrator (e.g. principal or assistant principal). The guidance from ND DPI outlines the process by which situations may be resolved. Administrators may refer parents / caregivers back to this guidance for more appropriate and proportionate response.

Step 3: Submit a Formal Complaint

If parents/caregivers are not satisfied with the resolution provided by the school administrator or mediation process, they may file a formal complaint using one of the following forms available on the district website:

• Section 504 Due Process Form: For disputes specifically related to accommodations under Section 504 of the Rehabilitation Act. This form initiates a review by the district 504 Coordinator(s) for additional oversight and investigation.
• Special Education Complaint Form: For concerns related to implementation of IEPs, utilize the state complaint form. The Department of Public Instruction will investigate and issue a decision within 60 days of receiving the complaint. A full overview of the process is detailed on the Special Education Complaint Resolution website.
• Patron/Parent Complaint Form: For broader concerns about district policies, procedures, or practices affecting learners with disabilities. This form allows parents to formally document their concerns for review by district-level administrators.

Step 4: District-Level Review

Upon receiving a formal complaint, district-level administrators will investigate the issue thoroughly. They will review all relevant documentation, conduct interviews if necessary, and provide a written response outlining their findings and proposed resolution.

Additional Options If disputes cannot be resolved through these steps, parents/caregivers may pursue external options such as mediation through state education agencies or filing complaints with federal agencies like the Office for Civil Rights (OCR).

Activities/Co-Curriculars

A positive learner and coach/director experience is the ultimate goal for all co-curricular activities. Communication is critical in fostering this quality experience. If a concern evolves with the learner participant, WFPS recognizes that communication between the coach/director and learner participant is the essential component in the resolution process. Below is the proper communication chain to follow that supports the process of effective communication. These guidelines do not include concerns about the mental, physical, or emotional well-being of the learner. If a parent has a concern about any of those areas, please contact the activities director immediately. The activities director will not discuss any other concern that has not already been discussed between the student and the coach/director.

1. Player makes direct contact with the coach/director.
2. Parent makes direct contact with the coach/director after a minimum of 24 hours have elapsed.
3. Parents make direct contact with the building activities director or principal. Complaint will be directed to administrator that directly oversees the program
4. Parents make direct contact with the district activities director.
5. Parents may submit a complaint form to the Assistant Superintendent of Secondary Schools and follow the process outlined on the form.

In situations requiring a conference between the learner, the parent/guardian and the coach, activities director, principal, or any combination thereof, please follow the procedures below:

1. Allow a minimum of 24 hours following a practice/event to expire prior to contacting the coach/director.

2. Call to set up an appointment to meet with coach/director and student. If desired, the activities director can help facilitate this meeting.

3. Include the activities director and/or principal when necessary.

**In all cases, the meeting requires the presence of the learner.

SPECIAL NOTES: Any correspondence regarding a co-curricular conflict will be passed along to the learner and the coach/director involved – including phone, email, and text communications. West Fargo Public Schools and the activities departments do not guarantee a resolution to all cocurricular concerns.

Non-Discrimination and Anti-Harassment Concerns

West Fargo Public Schools is committed to a discrimination and harassment-free environment. The district prohibits discrimination and harassment based on race, color, religion, sex (including sexual orientation and gender identity), national origin, ancestry, disability, age, or other legally protected status. See the Nondiscrimination & Anti-Harassment Policy for additional details.

Reporting and Investigation:

• Any instance of discrimination or harassment should be reported promptly.
• The district will investigate all complaints thoroughly and impartially.
• Formal and informal complaint procedures are available depending on the nature of the concern. Certain categories of complaints, such as those related to Title IX, disability rights, and mandated reporting obligations, require adherence to specific grievance or investigation procedures as outlined in district policy and applicable laws.

Coordinators:

• The district has designated Title IX, 504/Title II, and Nondiscrimination Coordinators to handle complaints.
• Contact information for the coordinators is available via the district website and in handbooks.

Consequences:

• Violations may result in disciplinary measures, including expulsion for learners or termination of employment for staff.
• Retaliation against anyone reporting or participating in an investigation is prohibited.

Employee Concerns

West Fargo Public Schools maintains a respectful and welcoming workplace. Employees with concerns about discrimination, harassment, or policy violations should first address issues informally with their supervisor. For unresolved or sensitive matters, submit a formal complaint to Human Resources for a confidential, thorough investigation (including interviews and evidence review). Retaliation is prohibited, and disputes are resolved per state/federal laws and district policies. Refer to the employee handbook or HR for guidance.

West Fargo Public Schools (WFPS) ensures the Code of Conduct remains relevant, effective, and aligns with district goals through a structured review process. This process involves the Social Emotional-Behavioral Learning (SEB-L) & Safety Committee and integrates data-driven insights to monitor trends, address gaps, and refine policies. Below is the detailed procedure:

1. Regular Review of Behavioral Incidents

• The SEB-L & Safety Committee will review all behavioral incidents categorized as Level 4 or greater at regular intervals (e.g. quarterly). This includes specific review of behavioral incidents resulting in long-term suspensions (greater than four days), expulsion prevention hearings, and expulsions.

Purpose:

• Identify trends in learner behavior
• Assess gaps in WFPS response capabilities and physical intervention/crisis management system
• Evaluate the effectiveness of current interventions and disciplinary practices
• Data Sources: Incident reports, behavioral data, and feedback from school teams

2. Annual Review of District Systems Fidelity

• A comprehensive review of MTSS-SEB systems will be conducted annually, including the resulting impact on disciplinary patterns (District Inventory Link)
  • The TFI measures the fidelity of Positive Behavioral Interventions and Supports (PBIS) implementation across Tier 1, Tier 2, and Tier 3 systems in schools
  • The District Systems Fidelity Inventory guides action planning at the district level to support PBIS implementation at school sites
  • The review will include the identification of areas where disciplinary practices align with or deviate from proactive, restorative approaches
•  This process will include the following:
  • Review of dissemination practices across the district for the Code of Conduct and supporting documents (4.3)
  • Review of discipline policy to enhance effects of fidelity of implementation and fair and consistent outcomes for all learners (4.4)
  • Development of recommendations for professional learning to support onboarding of new educators and continued education for veteran staff (6.1-6.4)
  • Evaluation of outcome data by building, including disciplinary practices, proportion of tier 2 & 3 learners, and success of interventions (8.4-8.9)
• Findings from this review will be shared with building-level MTSS-SEB teams yearly to inform action planning and improve implementation fidelity.

3. SEB-L & Safety Committee Review of the Code of Conduct

• The SEB-L & Safety Committee will conduct a full review of the Code of Conduct every two years or as needed based on emerging trends or legislative / policy changes

Cell Phone Use During School Hours

In accordance with North Dakota state law, all K-12 public schools are required to implement phone-free school policies to support student learning and well-being. This practice is mandated by House Bill 1160, signed into law in 2025, which requires personal electronic communication devices to be securely stowed and inaccessible to students during instructional time (“bell-to-bell”) throughout the school day. For more information, see the Governor’s announcement on the new law (linked here).

To maintain a focused and respectful learning environment, cell phone use is not permitted during school hours. The district follows a “If we see it, we hear it, we take it” approach to enforcement.

Disciplinary responses are as follows:

Elementary Schools

All Offenses: Use of a personal electronic device will result in the device being confiscated.

Middle and High Schools

First Offense: The learner's cell phone will be brought to the office and returned to the student at the end of the school day.

Second Offense: The cell phone will be brought to the office and must be retrieved by a parent/caregiver during office hours.

Third Offense: The same procedure as the second offense applies, with additional interventions as needed. These may include requiring the learner to check in their phone at the beginning of the school day, restricting the learner from bringing the phone to school for a set period (e.g., one week), and/or a parent meeting.

High School Only

Repeated Offenses (three or more in a semester): The incident will be escalated to a Technology Major offense, making the student eligible for suspension.

Unless it is a repeated offense at the high school level, cell phone violations are always considered a Level One Technology Minor. However, if the incident involves defiance or disruption, the discipline response will be based on the more serious defiance/disruption offense, which supersedes the cell phone violation.

Cell phone use during field trips is a school decision. Please refer to your school's procedures for specific guidance. 

This framework is designed to guide school staff in supporting a learner’s successful reintegration into the school community after suspension or expulsion. The goal of this guide is to ensure accountability, repair relationships, and proactively support the learner’s academic and social emotional success post-removal. It is recommended this guide is used for all long-term suspensions, though administrators may utilize parts of this process to support other re-entry transitions (e.g., shorter removals or when plans are adjusted).

Step 1: Conduct a Re-Entry Meeting

• Schedule the meeting with the learner, parents/caregivers, and relevant staff (e.g. teachers, counselors, administrators)
• Discuss the incident that led to suspension or expulsion, focusing on its impact on the school community
• Emphasize accountability by allowing the learner to reflect on their actions and take ownership of their behavior
• Schedule restorative conferencing with affected peers, if the offender and victim are both amenable to going through the process. If unavailable, consider alternate plan for supporting peer relationships
• Collaboratively develop a restitution plan to repair harm (e.g. apologies, community service, or other restorative actions)

Step 2: Refer to MTSS-SEB Team for Additional Support

• Academic Support:
• Provide access to missed coursework and resources to help the learner catch up academically
• Offer tutoring or additional academic assistance if needed
• Behavioral Goals:
• Set clear expectations for behavior moving forward
• Define measurable goals with timelines for accountability
• Social-Emotional Support:
• Refer to social skills group to work on specific competencies (e.g. emotion regulation, self-management, self-awareness, social awareness, relationship skills).
• Connect the learner with counseling or mental health services to address underlying challenges

Step 3: Foster Positive Relationships

• Encourage open communication between the learner and educators to create trust and mutual understanding
• Identify a trusted adult mentor at school who can provide ongoing support and guidance for the learner 
• May use restorative Circles or other activity to rebuild relationships with classmates or staff affected by the incident

Step 4: Monitor Progress with Follow-Up Meetings

• Schedule check-ins to review progress on the restitution plan and behavioral goals (e.g. MTSS-SEB meetings, learner support meetings) as outlined in the re-entry meeting
• Adjust interventions as needed based on feedback from school staff, parents/caregivers or the learner
• Celebrate successes and milestones to reinforce positive behavior and growth

This framework supports a learner’s re-integration to school, promoting accountability, relationship repair, and long-term success in academics and behavior

Disciplinary Checklist (to be used prior to suspensions or expulsions)

Eligibility and Necessity

• Is the offence eligible for suspension or expulsion? 
  • Verify the behavior meets the criteria for suspension or expulsion as outlined in the Code of Conduct
• Would the learner's continuing presence in school cause a threat to school safety or a disruption to other students' learning opportunities?
  • Assess whether the learner's actions pose risks to the physical or emotional safety of others or significantly interfere with the educational environments

Alternatives to Suspension/Expulsion

• Has school staff attempted alternatives to suspension and expulsion?
  • Confirm restorative practices, behavioral interventions, or other supports have been tried before resorting to exclusionary discipline. 

Behavioral History

• Has the learner previously violated the Code of Conduct? 
  • Review the learner's disciplinary history to determine whether this incident reflects a pattern of behavior or is an isolated occurrence. 

Developmental Appropriateness

• Is the disciplinary action appropriate given the learner's developmental level and grade? 
  • Consider whether the proposed action aligns with the learner's age, maturity, and ability to understand their behavior and consequences

Disability Considerations

• Has school staff considered whether the learner has a disability and provided all required procedural protections?
  • Ensure compliance with Section 504, IDEA, and other applicable laws by confirming procedural safeguards (e.g. manifestation determination review) have been provided for learners with disabilities.  

Behavior Intervention and Response (Elementary)

The Behavior Intervention & Response Guide for elementary serves as a quick reference for K-5 educators to support fair and developmentally appropriate consequences for misconduct in light of the learner’s individual circumstances. By viewing learner behavioral mistakes as learning opportunities, this guide promotes the reteaching of skills for our younger learners. This guide serves as a supplement and does not replace the Code of Conduct

Level of Crisis

The Levels of Crisis document outlines a response plan for schools that aligns with WFPS’ Physical Intervention & Crisis Prevention procedures. Each school is required to have a crisis response team made up of staff trained in these procedures.

WFPS acknowledges not all behavioral crises lead to disciplinary action. It is important for all staff to understand their school’s specific process for responding to crises, including knowing which staff members are trained and which are not.

Schools may choose to use the established Levels of Crisis system or develop their own method for identifying and communicating about crises within their building