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Spencerport Central School District

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Code of Conduct

Code of Conduct cover showing students arriving to school

Code of Conduct 2025-26

The intent of the Code of Conduct is to promote responsible behavior, which will lead to the greatest success for all learners in the school community. To achieve this goal, all members of the community are expected to learn and exhibit the following characteristics.

• Responsible Behavior
• Mutual Respect
• Personal Dignity
• Personal Excellence

The code of conduct, which a district committee reviews annually, applies to at any school function, on or off school property including on the school bus.

A public hearing is normally held in May to present edits for the upcoming school year, and obtain community feedback. The Board of Education then considers its adoption during its meeting in June.

PBIS – a definition

Positive Behavior Interventions and Support program or PBIS is a schoolwide systems of support that utilizes proactive strategies for defining, teaching, and supporting appropriate student behaviors to improve community wellbeing and to create a safe and supportive learning environment. PBIS is interrelated to the Code of Conduct and existing discipline systems by not only focusing on how to stop problem behavior, but by creating an environment that teaches and nurtures positive behavior. PBIS also supports the Dignity for All Students Act.

PBIS purposes

The purposes of PBIS are to:

  1. Promote a positive and caring school environment where students are taught, practice and receive feedback from school staff regarding the expectations of the school.
  2. Intervene with students who experience behavioral difficulties by assessing data reasons for behavior and planning for behavioral change.
  3. Provide for wrap-around teams and partnerships with parent, school and community for behavioral change of students experiencing severe behavioral problems.
  4. Utilize data to design goals and outcomes.


PBIS strategic objectives

Each student will:

  • Demonstrate an understanding of school-wide behavior expectations.
  • Contribute positively to the school climate.
  • Have frequent opportunities to be recognized for positive behavior.
  • Recognize that he/she is a valued member of the school community.

More About PBIS

Schoolwide Positive Behavioral Interventions & Supports

  • Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

  • In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes (academic and behavioral) supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effective support implementation of these practices.

    A diagram illustrates the 4 PBIS elements: Systems, Data, and Practices, with questions around each.


    These four elements are guided by six important principles:

    • Develop a continuum of scientifically based behavior and academic interventions and supports
    • Use data to make decisions and solve problems
    • Arrange the environment to prevent the development and occurrence of problem behavior
    • Teach and encourage prosocial skills and behaviors
    • Implement evidence-based behavioral practices with fidelity and accountability
    • Screen universally and monitor student performance & progress continuously

  • Schools that establish systems with the capacity to implement schoolwide PBIS with integrity and durability have teaching and learning environments that are

    • Less reactive, aversive, dangerous, and exclusionary, and
    • More engaging, responsive, preventive, and productive
    • Address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior),
    • Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
    • Most importantly, maximize academic engagement and achievement for all students.

    A colorful diagram illustrates the components of School-Wide PBIS, including teaching, data-based decision making, and prevention.

  • SWPBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).

    Continuum of School-Wide Positive Behavior Interventions and Support

    A pyramid diagram illustrates three levels of prevention: primary, secondary, and tertiary.

Code of Conduct handbook

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Abridged Code of Conduct pamphlet

Abridged Code of Conduct pamphlet

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