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Behavior Incident Framework

Student Rights & Responsibilities Handbook

TTSD School Board Work Session

October 16, 2023

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Background and Context

A comprehensive review of the Student Rights and Responsibilities Handbook began during the 2022-23 school year and a new handbook was anticipated for the 2024-25 school year.
Stakeholder feedback is important and necessary.
The proposed framework for responding to incidents is ONE part of the Student Rights & Responsibilities Handbook.
The proposed framework will specify a range of responses to various behavioral incidents.

Aligns with policy JBC/GBB- Bias Incidents and Hate Speech

Our goal today is to share a portion of the framework in order to collect feedback and guidance.

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Behavioral Incident Categories that will be Addressed

Academic dishonesty
Inappropriate and Vulgar Language
Student Dress/Grooming
Bus Transportation Violations
Motor Vehicle Use
Tardiness
Skipping
Campus Mobility
Hate Speech
Defiance of Authority
Gangs/Secret Societies
Theft
Gambling
Disruptions to School Environment
Inciting Violence
Recording Acts of Violence/Posting to Social Media

Hazing
Technology Violations
Sharing of intimate materials
Harassment
Dating Violence
Cyberbullying
Retaliation
Physical Altercation/Assault
Fighting
Tobacco, Vaping
Alcohol, Marijuana and Other Drugs (Possession, Under the Influence, Sharing, Distribution)
Vandalism
Firesetting and Fire-play
Threats of Violence
Weapons (Firearms, Deadly and Dangerous Weapons

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Behavior Incident Example

Defining the behavior
Student rights and responsibilities pertaining to behavior
Relevant board policies: XXX, YYY, ZZZ

Student Grade Level	Minor/Initial	Moderate/Repeated	Severe/Persistent
Elementary
Secondary

1

2

4

3

2

3

2

1

3

4

3

Level 1:Classroom Intervention

1

Level 2: Office Managed Support (minimized loss of instructional time + behavior instruction/repair to impacted relationships)

2

Level 3: Loss of Instructional Time for In- School Support (ISS + behavior instruction/repair to impacted relationships)

3

Level 4: Out of School Suspension (OSS + behavior instruction/ repair to impacted relationships)

4

5

Long Term Suspension/Expulsion

4

5

2

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Escalating Levels of Response

Level 1:Classroom Intervention

1

Level 2: Office Managed Support (minimized loss of instructional time + behavior instruction/ repair to impacted relationships)

2

Level 3: Loss of Instructional Time for In- School Support (ISS + behavior instruction/repair to impacted relationships)

3

Level 4: Out of School Suspension (OSS + behavior instruction/ repair to impacted relationships)

4

5

Long Term Suspension/Expulsion

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1

A Level 1 response to unexpected behaviors focuses on teaching and re-teaching expectations aligned to classroom and school-wide community agreements. The classroom interventions listed are examples elements of teaching, accountability, solutions and healing (EASH) as indicated in the adjacent table. This may include but is not limited to:

Education and Engagement (Support originators in understanding the impact of their behavior on the community)
Possible Responses: Re-teach and pre-correct expectations Positive reinforcement Parent contact/conference	Proactive circles Teacher/student conference Social/emotional check-ins Collaborative problem solving
Accountability (Originators articulate their understanding of the impact of their behavior on others given time and space.)
Possible Responses: Time for reflection (written or verbal) Visit to buddy room	Loss of lunch/recess privileges (opportunity for practice/reflection)
Solutions (Actions that support the safety and wellbeing of the school community and reduce the likelihood of recurrence.)
Possible responses: Use of proximity Change of seating assignment Confiscation of disruptive devices	Use of de-escalation strategies Shorten, simplify tasks Check for understanding
Healing (Implementing actions that work to re-establish safety and inclusion for both originators and victims.)
Possible responses: Conferences Counselor Supports	Peer mediation Victim support plan

The strategies and interventions included in Level 1 are handled in the classroom by teachers, and aim to teach and/or reteach classroom expectations so students can learn and demonstrate safe and respectful behavior. Teachers are encouraged to try a variety of teaching and classroom management strategies, which might include re-teaching expected behaviors, confiscation of disruptive devices, or peer mediation handled within the classroom. Level 1 behaviors are handled through effective classroom management and do not remove students from the classroom environment.

Note that in level 1, and all of the other 4 levels incorporate elements of our EASH Framework as part of the

Provide Education/Engagement
Hold the originator accountable
Create solutions that support the safety and wellbeing of the school community and reduce the likelihood of recurrence
Identify avenues for healing

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2

Level 2 response to undesired behaviors include school administrators using elements of teaching, accountability, solutions and healing (EASH) when addressing behaviors. The table below identifies sample strategies intended to support the four steps of the EASH Process.

Education (Support originators in understanding the impact of their behavior on the community)
Possible Responses: Administrator/student conference Parent/administrator contact/conference	Lessons in empathy/perspective taking Interaction with educational resources Reflective questioning
Accountability (Originators articulate their understanding of the impact of their behavior on others given time and space.)
Possible Responses: Reflection (written or verbal) Behavior contract aligned to school-wide expectations	Loss of lunch/recess privileges for learning and reflection Assignment of before/after school time for learning and reflection
Solutions (Actions that support the safety and wellbeing of the school community and reduce the likelihood of recurrence.)
Possible responses: Community service Restitution Check-in/check-out program enrollment Additional opportunities for reteaching Loss of bus riding privileges	Development of a support plan Change in class schedule/seating Reassignment of desired activities Staff mentorship Assigned seating Confiscation of disruptive devices
Healing (Implementing actions that work to re-establish safety and inclusion for both originators and victims.)
Possible responses: Meeting with involved parties Counselor Supports	Peer mediation Victim support plan

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3

A Level 3 response is led and coordinated by school administrators to support students with education, accountability, solutions and healing (EASH) including the time removed from class. See the adjacent table for lists of sample processes and interventions. This may include but is not limited to:

Education (Support originators in understanding the impact of their behavior on the community)
Possible Responses: Administrator/student conference Parent/administrator contact/conference	Lessons in empathy/perspective taking Interaction with educational resources Reflective questioning
Accountability (Originators articulate their understanding of the impact of their behavior on others given time and space.)
Possible Responses: Reflection (written or verbal) Behavior contract aligned to school-wide expectations Use of affective questioning	Loss of lunch/recess privileges for learning and reflection Assignment of before/after school time for learning and reflection Loss of instructional time to support education and reflection (in-school suspension)
Solutions (Actions that support the safety and wellbeing of the school community and reduce the likelihood of recurrence.)
Possible responses: Community service Restitution Check-in/check-out program enrollment Re-entry meeting/conference	Development of a support plan w/functional behavior assessment Change in class schedule/seating Reassignment of desired activities Staff mentorship Confiscation of disruptive devices
Healing (Implementing actions that work to re-establish safety and inclusion for both originators and victims.)
Possible responses: Meeting with involved parties Counselor Supports	Peer mediation Victim support plan

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4

A Level 4 response includes temporary removal from the school environment in order to ensure safety planning for students and/or staff. Duration of removal will be limited to the least amount of time necessary to adequately address the harm caused and to engage in plans to restore the community, ensuring safety of victims.. School administrators use elements of teaching, accountability, solutions and healing (EASH) when addressing behaviors. This may include but is not limited to:

Education (Support originators in understanding the impact of their behavior on the community)
Possible Responses: Administrator/student conference Parent/administrator contact/conference	Lessons in empathy/perspective taking Interaction with educational resources Reflective questioning
Accountability (Originators articulate their understanding of the impact of their behavior on others given time and space.)
Possible Responses: Reflection (written or verbal) Behavior contract aligned to school-wide expectations	Loss of lunch/recess privileges for learning and reflection Assignment of before/after school time for learning and reflection Temporary removal from school
Solutions (Actions that support the safety and wellbeing of the school community and reduce the likelihood of recurrence.)
Possible responses: Community service Restitution Check-in/check-out program enrollment Re-entry meeting/conference	Development of a support plan w/functional behavior assessment Change in class schedule/seating Reassignment of desired activities Staff mentorship Referral to law enforcement Confiscation of disruptive devices
Healing (Implementing actions that work to re-establish safety and inclusion for both originators and victims.)
Possible responses: Meeting with involved parties Counselor Supports	Peer mediation Victim support plan

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5

A Level 5 response involves a potential long term removal from the current school environment. In some cases, individualized plans may be created and supported that increase supervision and restriction to support students in meeting school expectations. The decision for removal from school and the duration of a potential removal are determined in consultation between school and district administrators. This may include but is not limited to:

Education (Support originators in understanding the impact of their behavior on the community)
Possible Responses: Administrator/student conference Parent/administrator contact/conference	Lessons in empathy/perspective taking Interaction with educational resources Reflective questioning
Accountability (Originators articulate their understanding of the impact of their behavior on others given time and space.)
Possible Responses: Long term removal from school (greater than 10 days) Reflection (written or verbal) Behavior contract aligned to school-wide expectations Use of affective questioning	Loss of lunch/recess privileges for learning and reflection Assignment of before/after school time for learning and reflection Intensive supervision and restriction
Solutions (Actions that support the safety and wellbeing of the school community and reduce the likelihood of recurrence.)
Possible responses: Change in school placement Community service Restitution	Development of a support plan Referral to law enforcement
Healing (Implementing actions that work to re-establish safety and inclusion for both originators and victims.)
Possible responses: Meeting with involved parties Counselor Supports	Peer mediation Victim support plan

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Physical Altercation/Assault

A physical altercation is defined as a student making contact with another and causing harm without intent to cause harm. Assault is defined as attacking another with intent to cause harm.
Students have the right to attend school in an environment where fighting or physical violence of any kind does not occur.
Students have the right to attend school without fear of physical harm.
Relevant board policies: JFC, JFCF, JFCM

Student Grade Level	Minor/Initial	Moderate/Repeated	Severe/Persistent
Elementary
Secondary

Level 1 :Classroom Intervention

1

Level 2 : Office Managed Support (minimized loss of instructional time + behavior instruction/repair to impacted relationships)

2

Level 3 : Loss of Instructional Time for In- School Support (ISS + behavior instruction/repair to impacted relationships)

3

Level 4 : Out of School Suspension (OSS + behavior instruction/repair to impacted relationships)

4

5

Long Term Suspension/Expulsion

2

3

4

3

4

5

1

2