Skip to content

Harry Hoag Code of Conduct

Updated June 7, 2023

Mission Statement

The Fort Plain Central School District will provide each student with the opportunity to develop intellectually, socially, emotionally and physically in a safe, orderly and positive environment.

Our goal is to prepare every student for success beyond graduation.


Welcome to the Harry Hoag School! Faculty and staff want your child’s time here to be educationally profitable as well as enjoyable. Schools are successful when they help children grow academically, socially, and emotionally. For this to happen, it is imperative that we have a safe environment that is supportive and conducive to growth. By setting forth clear social and behavioral expectations and directly teaching students about those expectations, it is our goal to create this atmosphere for learning.

Student rights

The Fort Plain Central School District is committed to promoting a safe, healthy, orderly, and civil school environment. Students have the right to expect a school in which they have the opportunity to study and learn to the best of their ability. In accordance with the Dignity for All Students Act, Education Law, Article 2, the Fort Plain School District will strive to create an
environment free of discrimination and harassment and will foster civility in our schools for students, staff, and visitors. If your child has a lost item, please have them check the lost and found, the Kiosk, and/or the Main Office.

Student property

A student’s personal property is his/her own. Students are discouraged from bringing to school valuables such as jewelry, electronic items, and valuable clothing, which could be stolen or damaged. Bringing money to school other than that necessary for lunch or other school-related activities is discouraged. If a student brings valuable personal items to school, they are solely responsible for their property, even if that valuable is placed in a hallway or gym locker.

Definition of discipline

Unfortunately, “discipline” commonly is defined by procedures that focus on control with punishment consequences. This traditional discipline perspective is incomplete without attention to the development and support of pro-social behavior and enhancement of pro-social behavior. Therefore, a useful definition of discipline is “the steps or actions teachers, administrators, parents, and students follow to promote a positive change in behavior which
supports academic success.”

Proactive approach to school-wide conduct support

Schools that implement school-wide systems of positive behavior support focus on taking a team-based system approach and teaching appropriate behavior to all students in the school.

Schools that have been successful in building school-wide systems develop procedures to accomplish the following:

  • Behavioral expectations are defined. A small number of clearly defined behavioral expectations are defined in positive, simple rules. Examples are: Be Respectful, Be Responsible, Be Safe.
  • Behavioral expectations are taught. The behavioral expectations are taught to all students in the building and are taught in real contexts. The goals of teaching are to take broad expectations (like Be Respectful), and provide specific behavioral examples (In class: being respectful means raising your hand when you want to speak or get help. In the hall: being respectful means using a person’s name when you talk to him or her). Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Behavioral expectations are taught using the same teaching formats applied to other curricula. All students at Harry Hoag receive Character Education as part of our general education program using evidenced-based curricular materials.
  • Appropriate behaviors are acknowledged. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis. We recognize students in a variety of ways such as Morning Program Stars.
  • Misconduct is corrected proactively. When students violate behavioral expectations, clear procedures are needed for providing information to them that their behavior was unacceptable and for preventing that unacceptable behavior from resulting in inadvertent rewards. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified.
  • Program evaluations and adaptations are made by a team. School-wide systems of behavior support involve on-going modifications and adaptation. Successful schools establish a simple, efficient strategy for continually assessing if they are being successful and a decision-making process that allows adaptation to behavioral challenges. We have created the School Based Intervention Team (SBIT) to provide additional individualized support to students who do not meet grade level expectations for behavior and/or academic performance.
  • Administrative support is ongoing. School-wide behavior support includes the active involvement of all administrators.

Student management system

Students may receive a written referral through the student management system (eSchool) at any point in time if they engage in prohibited conduct. The referral will be sent to the building principal for review and evaluation. Additional support and/or consequences may be invoked depending on the nature of the infraction.

For students who struggle to follow basic school rules, teachers will first try to manage the situation through regular classroom management. If the student does not respond to general classroom support, the teacher will make a referral to the School Based Intervention Team (SBIT) for more intensive behavioral support. The team can create behavior plans specifically adapted to meet the personal needs of the student. If the student is still not responding after an intervention is put in place, he/she may receive a log-in which will require administrative support and may include some type of disciplinary consequence such as revocation of privileges, detention, and/or suspension.

Students who commit major discipline infractions, such as physical aggression towards others, swearing at a staff member, threatening a peer or staff member, or the destruction of school property will be sent to the Main Office immediately to be addressed by an administrator. If there is a risk to safety, an immediate threat assessment will be conducted by school personnel.

Typical response to prohibited conduct

  • Parent notification of the infraction by a teacher and/or administrator.
  • Classroom level consequences may be applied.
  • Action will be recorded in eSchool either in the Teacher Journal or as an official log-in depending on the severity of the infraction.
  • Privileges may be revoked (examples could include but are not limited to: ability to attend a school event or participate in recess.)
  • Possible referral to the School Based Intervention Team for more intensive behavior support.
  • Possible referral to school based or outside counseling.
  • Possible referral to community based social-emotional support systems such as SPOA or the Home Run Program.
  • An in- or out-of-school suspension may be applied by an administrator.
  • Parent(s) may be required to attend a mandatory meeting before consequences will be lifted to enhance developing a plan of support that promotes safety and academic success.

Student responsibilities

Students and staff share the responsibility to maintain a climate within the school that is conducive to effective learning. No student has the right to interfere with the educational opportunity of other students. Students are expected to follow the school wide rules and policy.

Parent responsibilities

Connections between home and school are important. Wellness begins in the home between parent and child, and continues in the school with the relationship between the teacher, student and administration. Each has a mutual responsibility for the maintenance of academic, social and emotional support. Parents are expected to notify school personnel about any concerns
related to student conduct.

Universal Harry Hoag School Rules

Be Safe

Follow all directions provided by staff. School rules keep us safe!

Be Respectful

All school community members (adults and students) will show respect and dignity for themselves and others, regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or sex. This will strengthen student confidence and promote learning in accordance with the Dignity for All
Students Act.

Be Responsible

Take responsibility for your actions and always be prepared for your academic day.

  • Students will show respect to staff and peers.
  • Students will be prepared for class with required materials.
  • Students will follow the Dress Code.
  • Students may not be in the building before or after school unless under the supervision of a staff member.
  • Students are prohibited from possessing weapons of any kind while on school property.
  • Students are expected to follow policies adopted by the Board of Education. A copy is available in the Principal’s office.
  • Students are expected to adhere to all policies as well as laws of the Federal, State and Local Government.

    Prohibited Conduct:

    • Lying
    • Cheating
    • Stealing
    • Use of physical aggression
    • Bullying and Cyberbullying
    • Insubordination
    • Use of profane language, threatening statements or gestures
    • Harassment of others
    • Causing disruption to the learning environment
    • Causing property damage
    • Leaving supervised areas without adult permission (elopement)
    • Use of personal cell phones during the instructional day
    • Possession or use of hazardous or dangerous materials
    • Possession or use of weapons
    • Possession or use of illegal substances (alcohol, vaping, cigarettes, etc.)

    Dress Code

    All students are expected to take pride in their personal appearance. They should be clean, neat and dressed in the proper clothing for the season.

    • Hats will not be worn in the building during the school day or at indoor activities unless special circumstances are provided.
    • Sunglasses are not to be worn in the building during the school day.
    • All pants, shorts, and skirts must be worn at the waist or hips with no undergarments visible.
    • Clothing with tears or holes that expose undergarments is not acceptable.
    • Students’ shirts should come to their pants.
    • No shoes that are a safety hazard (for example you will need to wear sneakers for PE).
    • Skirts and shorts need to be an appropriate length.
    • Clothing or accessories that promote the use of weapons, tobacco, drugs, alcohol and/or bigotry will not be allowed.
    • Clothing may not include words or symbols that are disruptive, vulgar, obscene, or discriminatory to any one person.

    Use of electronic devices

    The following electronic devices may not be used on school grounds during the instructional day (7:50 a.m.-2:30 p.m.): cell phones, MP3 players, iPods, laser pointers, e-readers, tablets, and video game players. The Fort Plain School District will not be held responsible for the loss, theft or destruction of any electronic device. If a student needs to call home during school hours for any
    reason, he/she may use the phone in the Main Office.

    Students who violate the Technology User Agreement may lose the privilege of using a school issued device. In addition, if they engage in prohibited conduct related to the use of technology and damage to the device occurs, he/she may be billed for the cost associated with the repairs.

    *On occasion, a personal device may be used pending a staff member has directed the student to do so. Prior approval is required.


    In an effort to maintain a safe and orderly environment on the school bus for all students, the following behavioral plan has been instituted. This plan was developed with the understanding that riding the bus is a privilege and therefore is subject to forfeiture in the event of habitually inappropriate behavior.

    Expectations for riders:

    • I agree to ride the bus safely.
    • I agree to follow all bus rules and be responsible.
      I agree to treat the bus, the driver, the bus aide and all passengers with respect.

    The following will occur when students receive a bus discipline referral:

    • 1st log-in: warning letter/call home.
    • 2nd log-in: intervention – assigned seat, etc. and call home.
    • 3rd log-in: one-day suspension from bus.
    • 4th log-in: three-day suspension from bus.
    • 5th log-in: long-term suspension from bus.

    *Severe Clause: Students may be suspended immediately from the bus for severe infractions for a period of time to be determined by the school administrator.

    Every student is expected to review the Ride with Pride Behavior Contract and return a signed copy indicating acknowledgement and understanding of our transportation expectations. If your child is suspended from the bus, you are responsible to provide transportation to and from school.

    Dignity for All Students Act Statutory Definitions

    School Property means in or within any building, structure, athletic playing field, playground, parking lot, or land contained within the real property boundary line of a public elementary or secondary school; or in or on a school bus.

    School Bus means every motor vehicle owned and operated for the transportation of pupils, children of pupils, teachers, and other persons acting in a supervisory capacity, to or from school or school activities.

    School Function means a school-sponsored extracurricular event or activity.

    Disability means (a) a physical, mental, or medical impairment resulting from anatomical, physiological, genetic, or neurological conditions which prevents the exercise of a normal bodily function or is demonstrable by medically accepted clinical or laboratory diagnostic techniques or (b) a record of such an impairment or (c) a condition regarded by others as such an impairment, provided, however, that in all provisions of this article dealing with employment, their term must be limited to disabilities which, upon the provision of reasonable accommodations, do not prevent the complainant from performing in a reasonable manner the activities involved in the
    job or occupation sought or held.

    Employee means any person receiving compensation from the school district or employee of a contracted service provider or worker placed within the school under a public assistance employment program, pursuant to title nine B of article five of the Social Services Law and consistent with the provisions of such title for the provision of services to such district, its students or employees, directly or through contract, whereby such services performed by such
    person involve direct student contact.

    Sexual Orientation means actual or perceived heterosexuality, homosexuality, or bisexuality.

    Gender means actual or perceived sex and includes a person’s gender identity or expression.

    Bullying vs. Conflict

    Definition of conflict: A struggle for power, property; a strong disagreement between people, groups, etc., that results in often angry arguments; a difference that prevents agreement.

    Definition of bullying: Bullying is an unwanted intentionally aggressive or hurtful behavior that involves a real or perceived imbalance of power. The behavior is repeated, or has the potential to be repeated, over time. The bullying behavior may be based on any characteristic, including, but not limited to, a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sex, sexual orientation, or gender (including gender identity and expression).

    Types of behaviors associated with bullying:

    Examples of bullying behavior may include, but are not limited to:

    • Physical bullying, such as punching, shoving, pushing, choking, hair pulling, beating, biting, or excessive tickling.
    • Verbal bullying, such as hurtful name-calling, teasing, taunting, or threatening.
    • Emotional/social bullying, such as rejecting, intimidating, extorting, defaming, slandering, humiliating, manipulating friendships, isolating, gossiping, excluding, ranking on the basis of race, disability, gender, ethnicity, perceived sexual orientation, etc. This includes asking anyone to abuse, threaten, or intimidate another student on one’s behalf.
    • Cyberbullying occurs when harassment or bullying happens through any form of electronic communication technology. Examples of cyberbullying include hostile or threatening text messages, emails, or posts on social networking sites, as well as inappropriate pictures, videos, or fake profiles.
    • Also, see Sexual Harassment

    All bullying reports will be investigated and could result in a DASA complaint being filed. If founded, consequences will be determined by administration, and all involved parties will be notified. If the bullying is found to be of a serious nature, local law enforcement may also become involved.

    Any student who knowingly makes a false accusation of bullying shall be subject to disciplinary actions by the administrator.

    Peer conflict will be addressed and supported using qualified school personnel. Conflict is different from bullying in that there is often an imbalance of power related to bullying-like behaviors.

    Sexual Harassment

    All persons have the right to be free from sexual harassment; therefore, sexual harassment in any form is strictly forbidden in school, on school grounds, or at school- related activities.

    Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct, or other verbal or physical conduct or communication of a sexual nature when 1.) Submission to that conduct or communication is made a condition of obtaining services; 2.) Used as a factor in decisions affecting one’s education; or 3.) That conduct or communication has the purpose or effect of substantially interfering with an individual’s education, or creating an intimidating, hostile, humiliating, or sexually offensive
    educational environment.

    Sexual harassment is not, by definition, limited to prohibited conduct by a male toward a female. A male, as well as a female, may be the victim of sexual harassment, and a female, as well as a male, may be the harasser. Further, the victim does not have to be of the opposite sex from the harasser. The victim does not have to be the person to whom the unwelcome sexual conduct is

    Examples of sexual harassment may include, but are not limited to:

    • Contact with any sexual part of another’s body (i.e., touching, patting, or pinching.)
    • Touching any nonsexual part of the body (i.e., shoulder, leg, etc.) after that person has indicated that such touching is unwanted.
    • Displaying sexually suggestive pictures or objects.
    • Calling a person a demeaning sexualized term, or making a reference to a person’s physical characteristic when that person has indicated he/she does not wish to be addressed or referred to in that manner.
    • Leering (prolonged staring) at a person’s body.
    • Sexual language or conduct in another’s presence, even if not directed to said individual, once it is known that he/she objects.