Burlington School District

Behavior/Discipline Matrix

Burlington School District has adopted a district-wide behavior matrix.  This is a living document and is subject to published changes.  Please contact your principal with any questions or concerns.

Discipline Overview: Offenses/Definitions

The Student Code of Conduct has been written to illustrate that there are levels of responses within Class I, II, III, and IV offenses. Below is an overview of each class. The following sections further define the offenses, intervention and responses.

Class I offenses include a wide range of behaviors that disrupt the learning environment. The classroom teacher is the first level of intervention to correct Class I behaviors. In most cases, response strategies used by the teacher will be sufficient to bring the student’s behavior to an acceptable level. For Class I behaviors, a short-term or long-term out of school suspension will not be assigned for any grade level.

Class II offenses are behaviors that tend to seriously disrupt the learning environment. A Class II offense may warrant an office referral. Administrative responses may include a menu of in school interventions as well as short term suspension depending on the severity of the incident. A long-term suspension or an expulsion will not be assigned as a response in Class II.

Class III offenses are behaviors that may seriously jeopardize school order and security. School officials will treat these behaviors very seriously. Accordingly, the responses in Class III may include, but are not limited to, short-term and/or long-term suspension.

Class IV offenses are behaviors considered criminal acts that seriously jeopardize school order and security.

Class III or IV offenses are behaviors that will require a reentry plan to be created before the student returns from long term suspension or expulsion, so that strategies can be implemented immediately upon the student’s return to school. This can include mediation or additional strategies to restore the relationships.

Class I, II, III offenses may be escalated to a higher class under administrator’s discretion after consideration of all other variables.

 

It is the responsibility of the school administrator to ensure that resolutions follow the correlating policies. Board policy takes precedence over the discipline matrix.

 

Support Team Members:  Core members are Principal, Counselor, Classroom Teacher & one  Team Teacher.  Additional members assigned on a case-by-case basis.

Factors Considered with Suspension/Expulsion

The Principal shall consider the following factors in determining whether to suspend or expel a student:

  1. the student’s age;
  2. the student’s disciplinary history;
  3. the student’s eligibility as a student with a disability;
  4. the seriousness of the violation committed by the student;
  5. the threat posed to any student or staff; and
  6. the likelihood that a lesser intervention would properly address the violation.

For a student in preschool, kindergarten, first grade, or second grade, the Principal also shall determine that failure to remove the student from the school building through suspension and/or  expulsion would create a safety threat that otherwise cannot be addressed, and shall document any alternative behavioral and disciplinary interventions that it employs before suspending or expelling the student.

 

Class I Definitions, Explanations and Resolutions

Definitions and Explanations

  1. Academic Dishonesty/Cheating/Forgery: Academic dishonesty through cheating, copying, forging signature of teacher and/or parent, plagiarizing, or altering records, or assisting another in such actions. Board Policy JICDA
  2. Disrespect/Use of Profanity: Use of negative language/profanity that disrupts others in the learning community. This behavior includes written, oral, electronic, and any remark or expression, including obscene gestures, which is offensive in violation of school standards but that is not directed at an individual. Board Policy JICA
  3. Dress Code: Students must abide by the board approved dress code policy, Board Policy JICA.
  4. Excessive Tardiness: Repeated reporting to assigned class(es) after tardy bell rings without acceptable excuse. More than 4 (four) tardies, late arrivals to school, and/or leaving before the end of class in one class period; to be monitored by classroom teacher.  Board Policy JHB
  5. Improper Display of Affection: Improper touching, hugging, kissing and/or engaging in inappropriate social behavior. Board Policy JICA
  6. Inappropriate Computer/Internet Misuse: Accessing, communicating or creating inappropriate and/or profane information that interferes with the student’s participation in the classroom. Board Policy JS
  7. Possession of Educational Nuisance: Devices that impede or interrupt the educational process including, but not limited to, cell phones, smartwatches, video games, playing or trading cards, other non approved electronic devices, skateboards and any social media devices. Board Policy JICJ
  8. Violation of General School Rules and/or School Disruption: The failure to comply with or follow established procedures or intentional acts, behaviors, or conduct in the classroom, school building, buses and/or on any school district property or at a school-sponsored activity, which disrupts the orderly education process for the student and/or students near or in proximity. To include minor scuffles not involving injury or disruptive behavior which may involve pushing, hitting, kicking, shoving, or other actions. Board Policy JICDA

Resolutions

Class I offenses include a wide range of behaviors that disrupt the learning environment. The classroom teacher is the first level of intervention to address Class I behaviors. In most cases, response strategies used by the teacher will be sufficient to bring the student’s behavior to an acceptable level. For Class I behaviors, a short-term or long-term out of school suspension will not be assigned for any grade level.

Preschool

First Incident

  • Redirection
  • Reteaching of expectations
  • Modeling of desired behavior
  • Use of Visuals

Second Incident

  • Peer model
  • Consult with Colleagues
  • Parent/Guardian Contact

Subsequent Incidents

  • Change in environment (special seating, teacher proximity, removal of triggers, use of a break system, buddy room)

Grades K-4

First Incident

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation
  • Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)
  • Possible notification home

Second Incident

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation
  • Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)
  • Teacher communication with parents

Third Incident

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation
  • Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)
  • Office referral to see principal
  • Parent phone call with principal and student

Subsequent Incidents

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation
  • Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)
  • Escalating consequences to include community service and/or detention
  • Referral to Student Support Team
  • Individual or Small Group Counseling
  • Possible escalation to Class II offense regarding Defiance or Gross Disrespect

 

Grades 5-8

First Incident

  • Redirection (Social Contract Reminder)
  • Reteach/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation in the Infinite Campus Contact Log
  • Menu of middle school consequence–fill out Behavior Think Sheet, write and deliver an apology, lose lunch with peers, loss of participation points, community service, assigned seating, assigned to buddy classroom)
  • Possible notification home

Second Incident

  • Conference with Student, Parent/Guardian
  • Individual or Small Group Counseling
  • Detention
  • Subsequent Incidents
  • Referral to Student Support Team
  • Office Referral

Grades 9-12

First Incident

  • Redirection (Social Contract Reminder)
  • Reteaching of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Modeling of desired behavior
  • Teacher conference with student
  • Parent/Guardian Contact

Second Incident

  • Conference with Student, Parent/Guardian
  • Individual or Small Group Counseling
  • Detention
  • Student spends extra time in classroom where harm occurred to repair the relationship(s) with staff/students

Subsequent Incidents

  • Referral to internal support team
  • Office Referral
  • Possible escalation to Class II offense regarding Defiance or Gross Disrespect

 

Class II Definitions, Explanations and Resolutions

Class II offenses are behaviors that tend to seriously disrupt the learning environment and/or while on the bus. A Class II offense may warrant an office referral. Administrative responses may include a menu of in school interventions as well as an out of school short-term suspension depending on the severity of the incident. A long-term suspension or an expulsion will not be assigned as a response in Class II.

Class II Definitions and Explanations

  1. Contributing to or Inciting a Disruptive situation: The intentional promotion or advocacy of student misconduct by any student, for any purpose; including loud conversations and shouting on the bus or behavior which interferes with the learning of others in a classroom or in the learning environment. Board Policy JICDA Board Policy JKBA-R
  2. Defamation: False or unprivileged statements or representations about an individual or identified group of individuals that harm the reputation of the person or the group by demeaning him, her, or them, or deterring others from associating or dealing with the individual group. Board Policy JICDA
  3. Defiance of Authority/Gross Disrespect: The refusal to comply with a reasonable request or directive from school personnel that disrupts the orderly process of instruction or any act of gross disrespect, including profanity, directed at school personnel. Board Policy JICDA Board Policy JKBA-R
  4. Gambling: The participation on school property in games of chance with the express purpose of exchanging money or tangible barter that disrupts the orderly process of instruction.Board Policy JICDA
  5. Gross Disruptive Behavior: Scuffles involving injury or disruptive behavior which may involve pushing, hitting, kicking, shoving, or other actions that interfere with the educational environment. Board Policy JKBA/ Board Policy JICDA
  6. Misuse/Use of Technology Devices: The willful or intentional misuse of any technological equipment such as cellular phones, computers, video equipment or other audio-visual equipment that results in classroom disruption. Possession or use of any electronic device, carried, worn, or transported by a student to receive or communicate messages that is not authorized by the local Board of Education. Board Policy JS.

    7. Tobacco Possession/Use: Having/using any form of tobacco on one’s person, in one’s pockets, bags, car, and/or locker, on school property or at school-sponsored event(s).  This includes any nicotine delivery device (vapes/chewing tobacco/SNUS).  Board Policy JFCG/Board Policy JICG Board Policy ADC Board Policy JICDA

    • Tobacco Use: Smoking, chewing, or otherwise using tobacco. The use in any manner, in any form or manner of tobacco products while in or upon school premises and a minimum of 200 ft away from any school facility, including, but not limited to smoking, chewing, or inhaling tobacco.
    • Possession of Incendiary Devices: The possession of any combustible or explosive substance or device(s) including fireworks, matches and lighters are forbidden. Board Policy JICDA
  7. Skipping Class/Excessive Tardiness: The unauthorized absence from a scheduled class or after school detention, without obtaining consent of the proper school authority. More than 8 (eight) tardies, late arrivals to school, and/or leaving before the end of class in any class period; to be monitored by the front office. Board Policy JHB
  8. Stealing/ Petty Theft: The unlawful taking or disposition of property of another with intent to deprive the person of the property, without threat, violence or bodily harm. Receiving stolen property or possession of stolen property is included in this offense. Board Policy JICDA
  9. Truancy: Violation of state, school district relating to attendance. The unauthorized absence from school, without obtaining consent of the proper school authority. Board Policy JHB
  10. Unsafe Conditions: Intentionally creating unsafe conditions that put the health and safety of students, staff and other community members at risk while on school property, during school functions, or at school sponsored activities. Board Policy JICDA

Class II Resolutions

Class II offenses are behaviors that seriously disrupt the learning environment, including extracurricular activities and while on any district property.

A Class II offense may warrant an office referral. Administrative responses may include a menu of in-school interventions.

Preschool

First Incident

  • Safe space/calm spot
  • Triage with student with focus on finding out the reason behind the behavior and collaborative problem solving
  • Reteaching of expectations
  • Increase rate of acknowledgement, reinforcement, positive feedback, etc.
  • Subsequent Incidents
  • Collaboration with Parents
  • Consult with Colleagues
  • Refer to Student Support Team

 Grades K-4

First Incident

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation
  • A combination of 1-3 logical elementary consequences depending on the severity of the offense (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, removal of triggers, use of a break system, buddy room, detention)
  • Teacher communication with parents

Second Incident

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)
  • Teacher conference with student and complete building documentation
  • A combination of 1-3 logical elementary consequences depending on the severity of the offense (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, removal of triggers, use of a break system, buddy room, detention)
  • Teacher communication with parents
  • Teacher communication with principal

Subsequent Incidents

  • Redirection (Social Contract Reminder)
  • Reteaching/Model of expectations
  • Office referral to see principal
  • Parent phone call with principal and student
  • Administrator will complete behavior documentation in SIS system
  • Administrator determined consequence may include community service, detention, loss of privileges, short term in-school suspension/out of school suspension and any combination of the logical elementary consequences previously listed

Grades 5-12

First Incident

  • Teacher Conference with Student
  • Reteaching of Classroom Expectations
  • Collaboration with Parents
  • Detention

Second Incident

  • Teacher Conference with Student and Parent/Guardian
  • Reteaching of Expectations
  • Detention
  • Referral to Student Support Team

Third Incident

  • Teacher Conference with Student and Parent/Guardian
  • Loss of a Privilege
  • Follow up with Student Support Team and/or additional community resources
  • Subsequent Incidents
  • Office Referral
  • Short term ISS

 

 

 

Class III Definitions, Explanations and Resolutions

Class III offenses are behaviors that may seriously jeopardize school order and security. School officials will treat these behaviors very seriously. Accordingly, the responses in Class III may include but are not limited to, short-term and/or long-term suspension.

Class III Definitions and Explanations

1. Bullying: Defined as the use of coercion or intimidation to obtain control over another person or to cause physical, mental, or emotional harm to another person. Bullying can occur through written, verbal, or electronically transmitted expressions (i.e., cyberbullying) or by means of a physical act or gesture. Bullying is prohibited against any student for any reason, including but not limited to any such behavior that is directed toward a student on the basis of their academic performance or any basis protected by federal and state law, including disability, race, creed, color, sex, sexual orientation, gender identity, gender expression, marital status, national origin, religion, ancestry, or the need for special education services, whether such characteristic(s) is actual or perceived. Board Policy JICDE/Board Policy JICDD

2. Stealing/Gross Theft: The unlawful taking or disposition of property of another with intent to deprive the person of the property, without threat, violence or bodily harm. Receiving stolen property or possession of stolen property is included in this offense. Board Policy JICDA

3. Bus – Creating Unsafe Conditions and/or Property Damage:   Board Policy JICC-R

  • Extending hands, heads or objects from the bus.
  • Failure to Remain Seated on the Bus: Failure to remain seated at all times except when entering or leaving the bus.
  • Obscene Language or Gestures on the Bus
  • Tampering with Bus Operating Equipment: Tampering with any of the operating equipment including sitting in the driver’s seat or opening the emergency door.
  • Throwing Objects from or within the Bus
  • Verbal Abuse towards the Bus Driver: The use of language or action which includes the use of profane, vulgar, or insulting remarks, gestures, or a statement that is intended to berate the bus driver.
  • Creating/attempting to create any hazard or damage to the bus.

4. Destructive Device: Possession or handling of an item that looks like or could be considered a weapon (i.e. kitchen, camping, household tools or toy look alike). Possession of a Destructive Device: use or handling of a destructive device on school property or school sponsored event. Use of Destructive Device: Attempted use or use of a destructive device, an instrument or object designed to inflict harm on other persons. Board Policy JKD/JKE-E

6. Tobacco Solicitation/Sale: Selling or purchasing tobacco products, including but not limited to cigarettes, chewing tobacco in or upon school premises.

7. Extortion: The process of obtaining property from another, with or without that person’s consent, by a wrongful use of force, fear, or threat.  Board Policy JICDA Board Policy JICDD

8. Assault: Intentionally and knowingly committing a provoked physical attack on another student/staff member. Minor physical contact, such as pushing or shoving, does not constitute assault Board Policy JICDA Board Policy JICDD

9. Fighting: The willful engagement of two or more students in physical combat; this includes while on the school bus. Board Policy JICDA Board Policy JICDD           

10. Gang Related Activity: The presence of gangs and gang-related activities, which threaten the safety, or well-being of persons or property on school grounds or at school activities are prohibited. Disciplinary action can be taken against any student wearing, carrying, or displaying gang paraphernalia, or exhibiting behavior or gestures, which symbolize gang membership or causing and/or participating in gang related activities. Board Policy JICF Board Policy JICF-R

11. Graffiti: Individual/School Property: Deface any portion of the interior or exterior of school property or personal property, including the furnishings and equipment housed within or upon the school property. Board Policy JICDA Board Policy JICDD

12. Harassment: Harassment is a type of discriminatory conduct directed at an individual because of his or her race, color, ethnicity, national origin, sex/gender, religion, disability or other classification protected by law. Harassment covers a wide range of behaviors of an offensive nature that are sufficiently severe or persistent to interfere with or limit the ability of a student to participate in or benefit from the services, activities or programs of the school or that otherwise create a hostile academic environment. Harassment can include physical contact and verbal or written communications. Board Policy JBB Board Policy JICDA Board Policy JICDD

13. Inciting to Fight: The intentional promotion and/or recording by electronic device by a student to engage another student in a physical conflict, continuous harassment, disruption, or to engage and/or promote other students to engage in a physical conflict or disruption for any purpose or behavior which interferes with the learning of others in a classroom or other learning environment. Board Policy JICDA

14. Intimidation/Threatening of Staff or Student: Physical, verbal, written or electronic action which immediately creates fear of harm, without displaying a weapon and without subjecting the person to actual physical attack, or the doing of any act which creates a well-founded fear within the student or school employee. Board Policy JICDA Board Policy JICDD

15. Leaving School without Permission: The leaving of school grounds during the designated school day without first obtaining permission of the principal or principal’s designated representative. (Parents, for just cause, must give permission for their child to leave school grounds.) Board Policy JHB  Board Policy JICDA Board Policy JH

16. Setting Off Falsely or Misuse of Disaster Alarm or Equipment: The intentional activation of false fire alarm or like warning devices (AED)., misuse of 911, discharging a fire extinguisher  Board Policy JICDA Board Policy JICDD

17. Sexual Harrassment (Title IX): The board of education is committed to providing a positive and productive learning and working environment, free from discrimination on the basis of sex/gender, including sexual harassment. Harassment based on gender identity or gender expression is expressly prohibited as outlined in this policy. Sexual harassment is unwelcome sexual advances, requests for sexual favors and other inappropriate oral, written or physical conduct of a sexual nature when made by a member of the school staff to a student or when made by any student to another student when: (1) submission to such conduct is made, explicitly or implicitly, a term or condition of the individual’s education; (2) submission to or rejection of such conduct by an individual is used as the basis for academic decisions affecting that individual; or (3) such conduct has the purpose or effect of interfering with an individual’s academic or professional performance or creating an intimidating, hostile or offensive academic environment. Sexual harassment may result from verbal or physical conduct or written or graphic material. Sexual harassment may include, but is not limited to: verbal harassment or abuse; pressure for sexual activity; repeated remarks to a person, with sexual or demeaning implication; unwelcome touching; or suggesting or demanding sexual involvement accompanied by implied or explicit threats concerning a student’s grades, participation in extra-curricular activities, etc. Board Policy JBB Board Policy JICDD Board Policy JICDA

18. Sexual Misconduct: Actual or simulated conduct including but not limited to, fondling, touching, indecent exposure, or the engagement in any sexual act on school property, during school functions, or at school sponsored activities. Board Policy JICDA Board Policy JKBA-R

19. Stalking: Engaging in a course of conduct targeted at a specific person which would cause the targeted person to fear for their safety, or the safety of a member of the person’s immediate family. Board Policy JICDE Board Policy JICDD Board Policy JICDA

20. Trespassing: Unauthorized presence on school property after being warned to leave or not to appear on the property including, but not limited to, while on suspension or after school hours. Board Policy JICDA

21. Vandalism-School Property: The willful or malicious destruction of any school district property. Vandalism includes the destruction of any portion of the interior or exterior of school property, including the furnishings and equipment housed within or upon the school property. Board Policy JICDA Board Policy JICDD Board Policy JKBA-R

22. Vandalism-Personal: Willful destruction or defacement of an individual’s property or property belonging to a group other than the school district. Board Policy JICDA Board Policy JICDD Board Policy JKBA-R

 

Class III Resolutions

Class III offenses are behaviors that seriously jeopardize school order and security, including extracurricular activities and while on any district property. The following responses should be implemented through a progressive disciplinary approach following a thorough investigation. Parent/Guardian contact is mandatory.

These behaviors shall be treated seriously by school officials. Accordingly, the responses in Class III may include, but are not limited to, short-term and/or long-term suspension.

Class III offenses are behaviors that require a reentry plan be created before the student returns from long term suspension or expulsion so that strategies can be implemented immediately upon the student’s return to school. This can include mediation or additional strategies to restore relationships.

 

Preschool

First Incident

  • De-escalation
  • Conflict Resolution
  • Safe Space
  • Parent/Guardian Conference within 48 hours
  • Counseling Support
  • Referral to Student Support Team

Subsequent Incident

  • De-Escalation/Conflict Resolution/Safe Space
  • Parent/Guardian Conference within 48 hours
  • Individual or Small Group Counseling
  • Meeting with Student Support Team
  • Support from Director of Early Childhood for Additional Interventions as Needed

Grades K-4

First Incident

  • Staff Documentation of Situation in Writing
  • Conference with Student and Parent/Guardian and Administrator
  • Individual Counseling Support
  • Referral to Student Support Team
  • Any combination of the logical elementary consequences including lost recess, walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, removal of triggers, use of a break system, buddy room
  • Detention or In-School Suspension/Out of School Suspension of One Half to Two Full Days
  • Administrator will complete behavior documentation in SIS system

Second Incident

  • Staff Documentation of Situation in Writing
  • Conference with Student and Parent/Guardian and Administrator
  • Individual Counseling Support
  • Follow Up with Student Support Team
  • Any combination of the logical elementary consequences including lost recess, walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, removal of triggers, use of a break system, buddy room
  • Detention or In-School Suspension/Out of School Suspension of One to Three Full Days
  • Administrator will complete behavior documentation in SIS system

Subsequent Incidents

  • Staff Documentation of Situation in Writing
  • Conference with Student and Parent/Guardian and Administrator
  • Individual Counseling Support
  • Follow Up with Student Support Team
  • Any combination of the logical elementary consequences including lost recess, walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, removal of triggers, use of a break system, buddy room
  • Restriction of School Sponsored Events
  • In-School Suspension/Out of School Suspension – Days depending on severity)
  • Administrator will complete behavior documentation in SIS system

Grades 5-12

First Incident

  • Conference with Student and Parent/Guardian , Teacher, and Administrator
  • Individual Counseling Support
  • Referral to support team
  • Restriction of School-Sponsored Events
  • Short-term and/or long-term suspension

Second Incident

  • Conference with Student and Parent/Guardian, Teacher, and Administrator
  • Individual or Small Group Counseling
  • Follow Up with Student Support Team
  • Restriction of School-Sponsored Events
  • OSS (Days depending on severity)
  • Reentry plan

Subsequent Incidents

  • In School Conference with Student and Parent/Guardian, Teacher, and Administrator
  • Individual or Small Group Counseling
  • Follow Up with Student Support Team
  • Restriction of School-Sponsored Events
  • OSS Long term suspension (10+ days)
  • Reentry plan

Class IV Definitions, Explanations and Resolutions

Class IV offenses are behaviors considered criminal acts that seriously jeopardize school order and security. The establishment of interventions is not required when the offense falls under Class IV.

Class IV Definitions and Explanations

1. Arson/Fire: To unlawfully and intentionally damage or attempt to damage any school or personal property by fire or incendiary device. Firecrackers, fireworks, and trash can fire would be included in this category if they were contributing factors to a damaging fire. Board Policy JKD/JKE-E

2. Detonation of Incendiary or Explosive Device: The intentional damaging of a building, injury to persons, or the disruption caused either in the building or on school grounds, by the use of any combustible or explosive substances or devices.   Board Policy JKD/JKE-E

  • Use of Fireworks or Explosives, Sale, Distribution: This includes but not limited to firecrackers, smoke bombs, flares.

3. False Reports/Bomb or School Threats: Any threat (verbal, written, or electronic) by a person to bomb or use substances or devices for the purpose of exploding, burning, causing damage to a school building or school property, or to harm students or staff. The conveyance of threats or false information concerning the placement of explosive or destructive substances, initiating a report, warning of a fire, or other catastrophe without cause.  This includes Swatting (the action or practice of making a prank call to emergency services in the attempt to bring about the dispatch of a large number of armed police officers to a particular address).Board Policy JICDA

4. Firearm/Weapon: Board Policy JKD/JKE-E

  • Possession of a Firearm: A student shall not possess, handle or transmit any object that can reasonably be considered a firearm on the school grounds or off the school grounds at a school activity, function or event.
  • Possession of a Weapon: use or handling of a weapon on school property or school sponsored event.
  • Use of Weapon: Attempted use or use of weapon or an instrument or object designed to inflict harm on other persons.

5. Physical Abuse towards the Bus Driver: Intentionally causing bodily harm to a bus driver on school property or school sponsored event. Board Policy JICC

6. Drug Possession/Use: Having/using any form of controlled substances include but are not limited to narcotic drugs, hallucinogenic or mind-altering drugs or substances, amphetamines, barbiturates, stimulants, depressants, marijuana, anabolic steroids, any other controlled substances as defined in law, or any prescription or nonprescription drug, medication, vitamin or other chemical substances not taken in accordance with the Board’s policy and regulations on administering medications.  Board Policy JICH

7. Physical Assault/Battery: Intentionally and knowingly committing an unprovoked physical attack on another student. Minor physical contact, such as pushing or shoving, does not constitute assault.  Board Policy JICDA

8. Robbery: The taking of or attempting to take anything of value that is owned by another organization and/ or individual, under confrontational circumstances, by force, or threat of force or violence and/or by putting the victim in fear. Board Policy JICDA

9. Sexual Assault: Engagement in sexual activity or behavior. Forced sexual contact or contact with a person. Board Policy JICDA

10. Solicitation/Sale of Weapon: Sale or purchase of an instrument or object designed to inflict harm on other persons. Board Policy JICDA

11. Solicitation/Sale/Dispersal of Drugs

  • Illicit (Illegal) Drug Possession: The possession, use of (smoking, snorting, injecting, ingesting) or intent to sell an illegal drug(s) or controlled substance(s) including but are not limited to narcotic drugs, hallucinogenic or mind-altering drugs or substances, amphetamines, barbiturates, stimulants, depressants, marijuana, anabolic steroids, any other controlled substances as defined in law, or any prescription or nonprescription drug, medication, vitamin or other chemical substances not taken in accordance with the Board’s policy and regulations on administering medications to students or the Board’s policy on administration of medical marijuana to qualified students in one’s pocket(s), bag(s), car, locker, etc., on school property or at school sponsored event(s). Board Policy JICH Board Policy JICH-R Board Policy JICDA Board Policy JKD-JKE-E

12. Alcohol Possession and Use or Dispersal

  • Use or possession with the intent to sell, or to distribute alcohol or other controlled substances, “look-alikes” for the purpose of intoxication or being under the influence of alcohol. Having alcoholic beverages on one’s person, in one’s pocket(s), bag(s), car, and locker, on or in school property or at school-sponsored event(s). Board Policy JICH Board Policy JICH-R Board Policy JICDA Board Policy JKD-JKE-E

Class IV Resolutions

Class IV offenses are behaviors that seriously jeopardize school order and security and are considered criminal acts, including extracurricular activities and while on any district property.

Class III or IV offenses, are behaviors that will require a reentry plan be created before the student returns from suspension or expulsion so that strategies can be implemented immediately upon the student’s return to school. This can include mediation or additional strategies to restore the relationships.

Preschool

The following responses are required:

All Incidents

  • Consult w/Student Services & Early Childhood
  • Referred for Hearing

1. Parent Contact

  • Multiple Attempts to Systems Contacts throughout the day/s

2. 5-10 day suspension/removal from setting pending investigation/re-entry plan

3. Investigation

  • With all impacted parties
  • Brief records review of IEP, ESL status, support team process/status, Discipline Referrals, Title IX etc.
  • Possible Manifestation

4. Police Report

5.Child Protection Services Report

  • Expulsion if appropriate
  • Re-Entry plan following an Expulsion or following the 10 day ISS/OSS.
  • Development of support team plan for academic/behavior concerns

Grades K-4

The following responses are required:

All Incidents

  • Referred for Hearing

1. Parent Contact

  • Multiple Attempts to Systems Contacts throughout the day/s

2. 3-10-day ISS/OSS suspension

3. Investigation

  • With all impacted parties
  • Brief records review of IEP, ESL status, support team process/status, Discipline Referrals, Title IX, etc.
  • Possible Manifestation

4. Police Report

5. Child Protection Services Report

  • Based upon hearing result, expulsion if appropriate
  • Re-Entry plan following an Expulsion or following the 10 day ISS/OSS.
  • Development of support team plan for academic/behavior concerns

Grades 5-12

The following responses are required:

All Incidents

  • Referred for Hearing

1. Parent Contact

  • Multiple Attempts to Systems Contacts throughout the day/s

 2. 3-10-day ISS/OSS suspension

3. Investigation

  • With all impacted parties
  • Brief records review of IEP, ESL status, support team process/status, Discipline Referrals, Title IX, etc.
  • Possible Manifestation (Example: Police Involvement)

4. Police Report

5. Child Protection Services Report

  • Based upon hearing result, expulsion if appropriate
  • Re-Entry plan following an Expulsion or following the 10 day ISS/OSS.
  • Development of support team plan for academic/behavior concerns

 

K-4 Discipline Matrix Resolutions Summary

Class

1st Incident

2nd Incident

3rd Incident

Subsequent Incidences

Class I – Cheating, profanity, disrespect, dress code, violation of basic school rules

Redirection (Social Contract Reminder)

Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)

Teacher conference with student and complete building documentation

Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)

Possible notification home

Redirection (Social Contract Reminder)

Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)

Teacher conference with student and complete building documentation

Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)

Teacher communication with parents

 

Redirection (Social Contract Reminder)

Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)

Teacher conference with student and complete building documentation

Logical elementary consequence (time on wall at recess (not to exceed 5 min), walking the gravel at recess, writing and delivering an apology, lose lunch with peers, community service, loss of choice time, special seating, teacher proximity, loss of item, removal of triggers, use of a break system, buddy room)

Office Referral

Parent phone call with principal and student

Redirection (Social Contract Reminder)

Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)

Teacher conference with student and complete building documentation

Logical elementary consequence

Escalating consequences to include community service and/or detention

Referral to Student Support Team

Individual or Small Group Counseling

Possible escalation to Class II offense regarding Defiance or Gross Disrespect

Class II – Disrupting the  learning environment, gross disrespect or defiance, scuffles involving injury, intentional misuse of technology, possession of combustible devices, skipping class, excessive tardies, petty theft, creating unsafe conditions

Redirection (Social Contract Reminder)

Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)

Teacher conference with student and complete building documentation

A combination of 1-3 logical elementary consequences depending on the severity of the offense Teacher communication with parents

Redirection (Social Contract Reminder)

Reteaching/Model of expectations (CKH Four Questions for Misbehavior or Disrespect)

Teacher conference with student and complete building documentation

A combination of 1-3 logical elementary consequences depending on the severity of the offense

Teacher communication with parents

Teacher communication with principal

 

Redirection (Social Contract Reminder)

Reteaching/Model of expectations

Office referral to see principal

Parent phone call with principal and student

Administrator will complete behavior documentation in SIS system

Administrator determined consequence may include community service, detention, loss of privileges, short term in-school suspension/out of school suspension and any combination of the logical elementary consequences

Class III – Bullying, gross theft, creating unsafe conditions on the bus, destructive device (items that could be considered a weapon), tobacco possession/use, extortion, assault, fighting, gang related activity, graffiti, harassment, inciting to fight, threatening staff or students, leaving school without permission, setting false alarms, sexual harassment,  sexual misconduct, stalking, trespassing, vandalism of school or personal property

First Incident

Staff Documentation of Situation in Writing

Conference with Student and Parent/Guardian and Administrator

Individual Counseling Support

Referral to Student Support Team

Any combination of the logical elementary consequences

Detention or In-School Suspension/Out of School Suspension of One Half to Three Full Days

Administrator will complete behavior documentation in SIS system

 

Staff Documentation of Situation in Writing

Conference with Student and Parent/Guardian and Administrator

Individual Counseling Support

Follow Up with Student Support Team

Any combination of the logical elementary consequences

Detention or In-School Suspension/Out of School Suspension of One to Three Full Days

Administrator will complete behavior documentation in SIS system

 

Staff Documentation of Situation in Writing

Conference with Student and Parent/Guardian and Administrator

Individual Counseling Support

Follow Up with Student Support Team

Any combination of the logical elementary consequences

Restriction of School Sponsored Events

In-School Suspension/Out of School Suspension – Days depending on severity)

Administrator will complete behavior documentation in SIS system

Class IV – Arson, detonation of device, false reports of school threats, firearm/weapons, kidnapping, physical abuse of bus driver, drug possession/use, physical assault/battery, robbery, sexual assault, solicitation/sale of weapon, solicitation/sale of drugs, alcohol possession/use/dispeersal

Parent contact

3-10-day ISS/OSS suspension

Investigation With all impacted parties

Brief records review of IEP, ESL status, support team process/status, Discipline Referrals, Title IX, etc.

Possible Manifestation

Police Report

Child Protection Services Report

Based upon hearing result, expulsion if appropriate

Re-Entry plan following an Expulsion or following the 10 day ISS/OSS.

Development of support team plan for academic/behavior concerns

 

 

 

 

 Behavior Flow Chart–Secondary–See Link

 

 

 

 

 

 

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