Applies to: All online classes, meetings, school platforms, and events.
Purpose and Scope
Sunrise Pine School utilizes a supportive and progressive approach to maintain a safe, respectful, and focused learning environment. Our primary goal is to guide and restore rather than penalize. Responses to missteps are scaled based on the nature, frequency, and impact of the behavior. This policy covers conduct in live lessons, learning platforms, email, chats, and all school‑sponsored online spaces.
Accessibility note: If a student has approved accommodations (e.g., camera alternatives, assistive tech), those accommodations will naturally take precedence when documented with the school.
Community Guidelines for Online Conduct
To ensure a positive experience for everyone, we ask that students:
- Join classes punctually, displaying their enrolled first and last name.
- Keep their camera and microphone active to foster a collaborative environment.
- Dress comfortably but appropriately for a school setting and use neutral or school-appropriate virtual backgrounds (e.g., nature, solid colors). Please avoid backgrounds with distracting, overly political, discriminatory, or inappropriate imagery.
- Communicate with peers and teachers respectfully, practicing good digital citizenship and netiquette.
- Use platform tools (chat, annotations, screen share, recordings) as guided by the instructor.
- Try to set up in a workspace free from major background distractions or outside interruptions.
- Consistently follow our Academic Integrity Policy and guidelines regarding AI use.
Note: If technical issues occur (e.g., internet drops, mic breaks), please notify the teacher as soon as possible. Persistent issues may require a quick check-in with a parent or guardian to help resolve.
Progressive Support Model
Our progressive model ensures that our response matches the situation, emphasizing communication and growth.
Level 1 – Gentle Redirect
For minor distractions or off-task moments. The teacher will provide a quick reminder, a private chat message, or a brief clarification of expectations.Level 2 – Documented Check-in and Parent Partnership
If an issue continues or begins to disrupt the class, the teacher will document the instance, perhaps assign a brief reflective task, and reach out to the parent/guardian to partner on a solution.Level 3 – Temporary Adjustments and Planning
For behavior that substantially impacts the learning environment or continues after Level 2 support. Privileges (like chat or screen share) may be temporarily limited, or the student may be asked to step away from the live session. Administration and parents will collaborate on a positive behavior plan.Level 4 – Administrative Review
For serious concerns regarding safety, well-being, or severe academic dishonesty. School leadership will guide a formal review, which may result in further actions, including suspension or an evaluation of continued enrollment, depending on the circumstances.
Note: Teachers and administration may move directly to a higher level of support if a situation involves immediate safety or severe disruption.
Behavior and Response Guide
Rather than listing every possible scenario, the following categories outline our general approach to guiding student behavior:
| Area of Focus | General Examples | Initial Supportive Response | Escalation for Repeated/Severe Issues |
|---|---|---|---|
| Engagement & Tech | Camera/mic off without notice, arriving late, ignoring teacher prompts, off-task browsing. | Gentle reminder; request to verify tech issues or refocus attention. | Parent check-in; potential temporary loss of live-class privileges until a reliable setup is confirmed. |
| Environment & Presentation | Distracting/inappropriate backgrounds, incorrect display names, inappropriate attire, loud background noise. | Request to immediately adjust the background, name, or setting. | Parent support to arrange a better environment; restriction of profile customization tools. |
| Respect & Community | Disrupting class, talking over others, misusing class tools (chat spam, drawing on slides), mild inappropriate language. | Redirect and remind of norms; temporary disabling of specific tools (e.g., chat/annotation). | Removal from the current session for a breather; parent/admin meeting to create a behavior plan. |
| Academic Focus | AI misuse, unauthorized translation tools, academic dishonesty. | Redirect to Academic Integrity Policy; opportunity for a restorative redo (per policy). | Escalated academic consequences; alternate assessment methods. |
| Safety & Severe Disruptions | Harassment, targeted insults, displaying prohibited/dangerous items, bringing uninvited guests to class. | Immediate removal from the live session to ensure community safety; parent notified. | Administrative review (Level 4); required counseling or safety planning; potential suspension. |
Guidelines on Cameras and Microphones
- Active participation via camera and microphone is a core part of our community experience. Unless a student has an approved accommodation or is experiencing an unexpected technical issue, we expect these tools to be utilized.
- We understand that technology isn’t perfect! We just ask that students communicate any issues immediately so we can help troubleshoot. For ongoing tech challenges, we will collaborate with parents to find a lasting solution.
Re‑entry and Restoration
If a student needs to step away from group classes due to a behavioral concern, we want to ensure their return is positive and productive. Before returning, the student (and parent/guardian) may be asked to:
- Participate in a brief welcome-back meeting with the teacher or administration.
- Review shared expectations to ensure everyone is on the same page.
- Complete a short reflective activity regarding the event and future growth.
Collaborative Appeal Process
We value open communication and understand that families may sometimes wish to discuss or appeal a Level 3 or 4 outcome.
Steps for Discussion:
- Teacher Check-in: We encourage families to first reach out to the teacher shortly after the event to discuss the context, gain clarification, and outline a path for improvement.
- Department Head Review: If the situation requires further discussion, families can submit a written request to the department head outlining the events and proposing a resolution.
- Administrative Final Review: If the issue remains unresolved, school leadership (the Principal) is available to review the situation. The Principal’s decision will serve as the final resolution.
What we look for during these conversations:
- A mutual understanding of the event and its impact on the learning community.
- A collaborative action plan for positive change.
- Any helpful context or new information we may have missed.
(Note: Appeals do not necessarily pause safety-related interim measures, which may remain in place while we talk things through.)