Code of Conduct
Maintaining a safe, productive environment inside our schools and classrooms is a priority at Cincinnati Public Schools so that our students will learn, grow in character and maturity, and graduate ready for success. This Code of Conduct applies to all CPS students in Kindergarten through 12th grade.
- Students must follow the districtwide Code of Conduct before, during and after school.
- The Code is in effect inside school buildings, on school grounds and at school-related activities.
- Students also must follow these rules on the yellow buses or vans, or Metro buses, that bring them to school, take them home and transport them to school-related activities.
- Student discipline rules noted in CPS' Code of Conduct apply during extended school closures.
- This Code of Conduct and CPS' discipline procedures are based on Ohio law and CPS Board policies.
Download and read the revised CPS' Student Code Of Conduct here or review below: Code of Conduct 2024-25
Students and parents/guardians should read and understand this Code of Conduct to help model positive behavior for their children and prevent behavioral problems that could lead to disciplinary action. Questions or concerns about this Code of Conduct? Contact the school's principal or the CPS Customer Care Center: (513) 363-0123.
Code of Conduct Parent/Guardian Acknowledgment Form
- Searches of Students and Property
- Restorative Practices and the Code of Conduct
- Working with Families to Keep Students in School and Engaged in Learning
- CPS Promise Center
- Emergency Removal and Permanent Expulsion From School
- Discipline for Young Students
Searches of Students and Property
Students will be subject to searches by metal detectors and/or by hand on a random basis or with reasonable suspicion by district administrators or security personnel. The district may search the following:
- a student’s outer clothing, pockets, book bags or other property
- a student’s locker
- a vehicle driven to school by a student
Students have no expectation of privacy in cell phones or other electronic devices brought to school. If there is reasonable suspicion that a search will reveal a violation of school rules, cell phones and other electronic devices may be confiscated and searched by administration or designee, including searching calls, emails, contacts, texts, and other communications or Internet access.
Restorative Practices and the Code of Conduct
Restorative Practices are designed to increase students’ belonging in school communities and explicitly teach strategies to build empathy and make amends when necessary. When schools are engaged in restorative practices, student selection of interventions to repair harm to the relationship, property or person will be considered as part of the consequence of behavior.
If a student is unwilling to repair the harm through restorative practices, appropriate consequences for their behavior will be provided. The team may also consider interventions for the student to increase their sense of community and their development of social awareness. If the student is unwilling to repair harm, the student’s willingness will not be judged as an inherent fault of the student but instead as an avenue to continue to increase the sense of community for the student.
The language and categories within the Student Support Guide are predicated on the belief that schools should be supportive environments that will engage our children in the process of learning while maintaining open, collaborative and inclusive communication practices with students and families.
Working with Families to Keep Students in School and Engaged in Learning
What Families Can Expect
Steps Following Student Misbehavior
If the principal finds that a student has engaged in a behavioral infraction, the principal or another school administrator will:
- Investigate the incident, including meeting with the student, teacher(s) and others involved to seek an explanation for the situation.
- Notify the family if a corrective strategy is used.
- Send a letter to the family if the corrective strategy is an assignment to the Promise Center. (See CPS’s Promise Center below.)
Actions Families Can Take
Caregivers and families serve as integral partners in the school’s response to student misconduct. CPS educators will collaborate with parents/caregivers proactively to establish strong relationships and positive behavior supports. If school discipline becomes necessary, parents/ caregivers are welcome and encouraged to participate in the disciplinary process and may:
- Ask for a meeting with the principal to discuss the decision and to request information about the investigation or the appeal process.
- Appeal an assignment to the Promise Center in less than 10 days by writing a letter or email to the district’s Hearing Officer stating the reason for the appeal.
- Appeal an assignment to the Promise Center for more than 10 days/expulsion by writing a letter or email to the district’s Hearing Officer stating the reason for the appeal. The letter or email will be forwarded to the Superintendent or designee, who will make final decisions.
on removals.
When writing an appeal, include the name of the student, name of parent or guardian, name of the student’s school, and phone number(s) where caregiver or guardian can be reached.
Appeals may be sent by email to the Hearing Officer: HearingAppeal@cps-k12.org
Or, mail or deliver an appeal letter to the Hearing Officer at the CPS Jacobs Center, (site of the Promise Center Program), 5425 Winton Ridge Lane, Cincinnati, OH 45232 (Winton Terrace).
A response will be sent via letter or email within 72 hours.
CPS Promise Center
Cincinnati Public Schools provides alternative programs in lieu of out-of-school suspension and out-of-school expulsion. The alternative program is called the Promise Center.
The Promise Center provides an academic and social setting for students who engage in behavior or choices that warrant their removal from their home school. The program focus is designed to ensure that students continue their academic instruction while they are assisted in examining the behaviors that resulted in their placement at the Promise Center and building functionally equivalent replacement behaviors. In addition to meeting academic standards, students are expected to participate in activities that will help them to modify negative behaviors by demonstrating the following:
- Positive Decision Making
- Problem Solving
- Anger Management
- Positive Peer/Adult Relationships
Despite being removed from their home school, students will have the opportunity to continue their education while they examine the causes of their misconduct. The Promise Center’s ultimate mission is to assist students to return to their home schools and become productive, positive members of their school communities. Finally, students will be coached to understand the connection and impact of their behavior to the learning community and community at large, and work on strategies to address any harm caused. The Promise Center is CPS’ commitment to all students.
Promise Center Assignments for Students with Disabilities
All federal and state laws, Board policies and administrative procedures must be followed in recommending assignments to the Promise Center for students with disabilities on Individual Education Plans (IEPs) or Section 504 Plans.
Promise Center Assignments for Ten Days or Less
Cincinnati Public Schools’ Promise Center program addresses the needs of students who exhibit chronic disruptive behavior that interferes with classroom instruction. These students are not a danger to themselves or others; however, their actions violate the district’s Code of Conduct resulting in their removal from their home school for a brief time to focus on building their necessary skills to make better choices in the future as well as create a plan for repairing any harm caused by their behavior.
If a student is assigned to the Promise Center program for ten days or less, the following steps will occur:
- The family will be contacted in person or by telephone before the student is sent home to explain why the student is being assigned to the Promise Center.
- The student will be given a letter explaining the assignment to the Promise Center that will include a description of the offense committed.
- Within 24 hours, a copy of the letter given to the student will be sent to the parent or guardian explaining the reason for the assignment to the Promise Center, the offense(s) the student committed and providing information about the appeal process.
- The student will begin at the Promise Center on the date assigned and is expected to attend daily.
- An adult family member is required to attend an orientation session with the Promise Center.
Promise Center Assignments for More than Ten Days
If a student is involved in a Category II or Category Ill offense with a recommendation to the Promise Center for more than ten days, the following will occur:
- The student will be placed in the Promise Center program while awaiting a hearing with the District’s due process hearing officer.
- The student will be given a letter explaining the offense and the assignment to the Promise Center. The letter will include the date a Hearing Officer will hold the hearing. The student may bring a representative or representatives to this hearing. The representative(s) need not be an attorney.
- During the hearing, the Hearing Officer will review the investigation to determine if an assignment to the Promise Center is warranted. The student, the parent and representative(s) will be given an opportunity to explain.
- At the end of the hearing, the Hearing Officer will decide the corrective strategy to be taken.
- If the student is assigned to the Promise Center program, the student and the family will be given information about the student’s assignment.
- If an adult family member does not attend the hearing, the family will be notified of the Hearing Officer’s decision by telephone and by letter.
- An adult family member is required to attend an orientation session with the Promise Center.
Emergency Removal and Permanent Expulsion From School
Emergency Removal from School
Emergency removal can occur only for the following reasons:
- If the student’s presence in school poses a danger to people or property
- If the student is an ongoing threat of disruption
Emergency removal requires communication between school officials and the student’s family (caregiver or, if necessary, other adult family members). At the time of the removal, the family will be contacted in person or by telephone to explain the reason for the removal and to request a meeting to collaborate on a plan for preventing the behavior from occurring in the future as well as repairing any harm that was caused.
In addition, a letter with the explanation and meeting request will be sent to the family and a copy will be given to the student. To maintain consistency in communication, a districtwide letter will be used.
- A student in grades Preschool – 3 may be removed for the remainder of the school day.
- A student in grades 4 – 12 may be removed for the remainder of the school day and the next school day, and the student may be referred for assignment to the Promise Center.
Permanent Exclusion
The Board may seek the permanent exclusion of a student 16 years of age or older who is convicted in criminal court, found delinquent, or found to have assisted, in connection with any of the following offenses:
- Illegal conveyance or possession of a deadly weapon or dangerous ordinance; carrying a concealed weapon; trafficking in drugs, including possession or sale of a bulk amount of a controlled substance.
- Aggravated murder, murder, voluntary or involuntary manslaughter, assault, rape, gross sexual imposition or felonious sexual penetration involving a district employee on school grounds or at a school function.
The Superintendent may consider permanent exclusion based on the severity or number of offenses.
Per Ohio law, a student will not be removed from school if the only misbehavior is truancy (not attending school).
Discipline for Young Students
CPS Board Policy No. 5610 prohibits out-of-school suspension or expulsion of students in preschool to third grade, except when required by law. Students in kindergarten to third grade must follow the Code of Conduct. Discipline for misbehavior will follow the Code’s Corrective Strategies.
Mitigating Factors
To maintain a safe, productive environment inside our schools and for all students, administrators will consider a student’s age, disability status, developmental level, and other mitigating factors when issuing consequences. This is in alignment with CPS’ equitable and antiracist practices.
Academic Considerations
While serving an out-of-school suspension, students shall be provided the opportunity to earn equivalent grades and academic credits as other students. They must also be provided the opportunity to make up tests, final examinations, and complete class and homework assignments without penalty while on suspension or within a reasonable time following the completion of the suspension. The intent of this provision is to not doubly punish students with suspensions and academic sanctions, while also providing an opportunity for the student to reintegrate into the educational program of the district following the suspension period.
Category 1 Offenses
Definition
Students will receive consequences and corrective instruction when they commit, attempt to commit, aid or abet the commission of, conspire to commit, or participate in any manner even if not completed in any of these offenses.
In most instances, Category I infractions are corrected by the teacher or supervising adult in the setting where the misbehavior occurs. If a pattern of these offenses persists, consultation to set up a corrective plan may be necessary
- Out of Bounds
- Disobedience
- Disruptive Behavior
- Inappropriate Communication
- False Identification
- Gambling
- Electronic Communication Devices
- Academic Dishonesty
Corrective Strategies
Corrective Strategies for Category 1 Offenses
What's Expected of Students | What Students Should Do | What Students Should Not Do |
---|---|---|
Be Safe | Stay in assigned area | Out of Bounds, Disruptive Behavior |
Be Respectful | Follow directions, obey classroom rules, communicated respectfully | Disobedience, inappropriate communication |
Be Responsible | Tell the truth, do your work, use cell phones only as allowed by district and school rules | Academic dishonesty, gambling, false identification, electronic communication devices |
Consequences: Grades PreK - 12
- Re-teach the behavioral expectations
- Create a behavior contract that includes expected student behaviors, as well as consequences for infractions and incentives for demonstrating expected behaviors
- Require the student to complete a community service task within the school community
- Have the student choose a method of apologizing or making amends to those harmed or offended
- Provide a reflective activity
- Refer to intervention team
- Loss of Privileges
- Office referral for chronic Category I offenses
- Detention, during which the student completes work
- Alternative Learning Center (ALC), during which school work is completed
Category 2 Offenses
Definition
Students will receive consequences and corrective instruction when they commit, attempt to commit, or participate in committing any of these infractions.
In most instances, Category II infractions are corrected by the building principal or another administrator at the building level - who shall choose a corrective strategy in consultation with the teacher or supervising adult. While Restorative Practices will be employed to the greatest extent possible, students may also be subject to suspension or referred to the Promise Center – especially for repeated or egregious Category II behaviors. The time while a student is in an alternative program will be used to plan the corrective instruction and support necessary to change the pattern of behavior.
- Present without Authorization
- Leaving without Authorization
- Tobacco/Smoking
- Fighting
- Profanity of Obscenity
- Stealing or Possession of Stolen Property
- Gang Activity
- Disorderly Conduct
- Damaging/Destruction of Property
- Fireworks
- Sexual Misconduct
- Bullying - Harassment - Intimidation
- Depictions of Prohibited Conduct
- Counterfeit Currency or Documents
Corrective Strategies
Corrective Strategies for Category 2 Offenses
What's Expected of Students | What Students Should Do | What Students Should Not Do |
---|---|---|
Be Safe | Solve problems peacefully, keeps hands and feet to yourself, respect others' opinions, obey laws regarding smoking for minors | Present without authorizations, leaving without authorization, tobacco/smoking, fighting, gang activity, disorderly conduct |
Be Respectful | Use polite words, consider the feelings of others | Profanity or obscenity, sexual misconduct, bullying/harassment/intimidation, depictions of prohibited conduct |
Be Responsible | Ask before borrowing, take care of school property | Stealing/possession of stolen property, damaging/destruction of property. fireworks, counterfeit currency |
Consequences: Grades PreK - 3
- Conference with student to determine disciplinary consequences
- Parent contact
- Written reflection
- Re-teach (may include role-play)
- Create a behavior contract
- Require the student to complete a community service task
- Have the student choose a method of apologizing or making amends to those harmed or offended
- Refer to intervention team
- Repair of situation
- Arrange linkage with counseling agency
- Create a home/school communication system
- Require daily or weekly check-ins with administrator for a set period of time
- Identify a mentor and establish a schedule of activities related to school performance
- Loss of privileges
- Alternative Learning Center (ALC), during which school work is completed
- Detention, during which the student completes work*
- Removal for remainder of day
*Dependent on school building availability and model
Consequences: Grades 4 - 12
- Conference with student to determine disciplinary consequences
- Parent contact
- Loss of privileges
- Written reflection
- Re-teach (may include role-play)
- Create a behavior contract
- Require the student to complete a community service task
- Have the student choose a method of apologizing or making amends to those harmed or offended
- Refer to intervention team
- Repair of situation
- Arrange linkage with counseling agency
- Create a home/school communication system
- Require daily or weekly check-ins with administrator for a set period of time
- Identify a mentor and establish a schedule of activities related to school performance
- Detention**
- Alternative Learning Center (ALC), during which school work is completed
- Saturday School**
- Out-of-school suspension
- Assignment to the Promise Center
- Recommendation for Expulsion*
- File charges if law is broken
* Recommendation for expulsion may be applied based on the nature of the infraction, multiple infractions or a requirement to administer a certain consequence
**Dependent on school building availability and model
Category 3 Offenses
Definition
Like Category I and II, there is a Menu of Consequences for Category III Infractions. Administrators have the authority to assign consequences that do not result in school removal. An administrator can assign students to the Promise Center as an alternative to suspension or pending an expulsion hearing. The Hearing Officer determines if a student will remain at the Promise Center or be removed as a result of the expulsion hearing. If an administrator determines a criminal offense has been committed, CPS Security Services should be notified. See Board Policy 5610 for further information regarding removal, suspension, expulsion, and permanent exclusion of a student.
- Hazing
- Alcohol and Drugs
- Physical Assault
- Serious Bodily Injury
- Dangerous Weapons
- Firearms
- Firearm Look-Alikes
- False Fire Alarms or Bomb Reports/Tampering with Fire Alarm System
- Sexual Assault
- Sexting
- Stealing by Force or Threat
- Extortion
- Starting a Fire
- Breaking and Entering
Corrective Strategies
Corrective Strategies for Category 3 Offenses
What's Expected of Students | What Students Should Do | What Students Should Not Do |
---|---|---|
Be Safe | Eat and drink healthy foods, ask for help if you are not safe | Alcohol and drugs, hazing, physical assault, serious bodily injury, dangerous weapons, firearms, firearm look-alikes, sexual assault, sexting, starting a fire |
Be Respectful | Accept refusals gracefully, cope with it when the answer is "no" | Extortion |
Be Responsible | Choose the right time to celebrate, stay out of other people's property, obey the laws of the school and neighborhood community | Stealing by force or threat, breaking and entering, false fire alarms or bomb reports/tampering with a fire alarm system |
Consequences: Grades PreK - 3
- Arrange linkage with counseling agency
- Conference with student to determine disciplinary consequences
- Create a home/school communication system
- Have student choose a method of apologizing or making amends to those harmed or offended
- Identify a mentor and establish a schedule of activities related to school performance
- Parent contact
- Refer to Intervention Team
- Repair of situation
- Require the student to complete a community service task
- Alternative Learning Center (ALC), during which school work is completed
- Detention, during which the student completes work*
- Loss of privileges
- Removal for remainder of day
*Dependent on school building availability and mode
Consequences: Grades 4 - 12
- Conference with student to determine disciplinary consequences
- Parent contact
- Require the student to complete a community service task
- Have student choose a method of apologizing or making amends to those harmed or offended
- Repair of situation
- Refer to intervention team
- Arrange linkage with counseling agency
- Create a home/school communication system
- Identify a mentor and establish a schedule of activities related to school performance
- Assignment to the Promise Center
- Possible Out-of-School suspension with recommendation for Expulsion
- File charges if law is broken
*Dependent on school building availability and mode