Code of Conduct Review Process

  • Code of Conduct

    The 2021-2022 Code of Conduct was approved by the Pittsford Schools' Board of Education on March 1, 2022 after a multi-phase, comprehensive review and update process carried out by a committee of  PCSD stakeholder groups who hold a natural interest in the Code of Conduct, including PCSD administrators, staff, students, community partners, and PTSA parents/guardians. The goal of the committee was to offer short-term revisions and longer-term recommendations to the Board of Education, with a focus on building the Code of Conduct’s policies around racial issues, inclusive culture and climate, restorative practices, discipline processes, vaping and alcohol investigations. Comprehensive training for all staff based on the updated Code of Conduct began during the 2021-22 school year and is ongoing.

    During Phase I, changes were initiated and new language was added outlining the connection of the Code of Conduct to the District’s commitment to Social Emotional Learning and to employing restorative practices. These additions align with the Mission, Vision and Values of PCSD. Other work completed during Phase I included a review of the Code of Conduct by Superintendent Pero’s Student Advisory Council and the beginning of the development of anti-slur language to be incorporated into the Code of Conduct and other policies.

    Phase II, which took place during the summer of 2019, included a more expansive review of the Code of Conduct. The goal of this work was to develop updates to the Code of Conduct, with more guidance for students, staff and parents/guardians. Ongoing updates were posted on the District’s web news home page and the Code of Conduct page, and were shared via PCSD’s Twitter and Facebook accounts. The Code of Conduct is approved annually by the Board of Education, even as work continues.

    Phase III took place throughout the 2019-20 school year and involved a deeper and more comprehensive review of the Code of Conduct as well as benchmarking like districts and a more detailed look at language and guidance to address high priority issues. Phase III also resulted in training and communication plans. During this phase, final recommendations were presented to the Board of Education for review and approval.

    The District engaged two partner agencies to support the committee’s work on the Code of Conduct review: Partners in Restorative Initiatives and The Children’s Institute (PIRI). These partners bring valuable expertise in restorative practices and Social Emotional Learning (SEL) to the review process. They facilitate community circles at committee meetings and assist the Director of Student Services with facilitation and document development.

    Each meeting uses community building (restorative) approaches to discuss and facilitate activities to move toward concrete objectives. The meetings open and close with a circle, and meetings take a strengths/asset-based perspective and provide opportunities to focus on what is working as well as potential growth areas. Draft recommendations are presented to the Superintendent and Board of Education in the fall. Progress notes and updates are shared on the District website following each meeting.

    The Code of Conduct is reviewed and approved on an annual basis.