Glossary of Behavioral Responses
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This glossary includes a list of responses that can be employed to teach behavior as well as to respond to and address behaviors with students and stakeholders.
Behavior Contract: Correcting inappropriate or disruptive student behavior through a formal or informal plan designed by school faculty/staff, with student input where appropriate, to offer positive behavioral interventions, strategies, and supports.
Behavior Modification Plan: A behavioral intervention that encourages a collaborative approach to promoting systematic behavioral success for children and young adults using self-monitoring with a match component (i.e. self and match). Students receive reinforcement for exhibiting positive behaviors and/or recognizing their exhibition of an undesirable behavior.
Check-in with School/Resource Counselor: Student is prompted by school faculty/staff to have a regular check-in with a school counselor, resource teacher, school psychologist, school social worker, or coach who has a relationship with the student.
Classroom-Based Responses: Prompting students to reflect on their behavior using classroom strategies, such as time-out, teacher-student conference, reflection chair, redirection (i.e., role play), seat change, parent outreach, loss of classroom privilege, or apology letter.
Class Meeting: Bringing together students, school faculty/staff, and others involved in a conflict to discuss the topic, resolve issues, and propose solutions (i.e., Morning Meetings).
Conference with School Resource Officer: In instances where there is a violation of the Code of Student Conduct, the School Resource Officer may be utilized to participate in a restorative conversation with the student.
Community Building: Student will engage in activities with faculty/staff and peers that promote the district shared values.
Community Service: Students participate in an activity that serves and benefits the community (i.e., working at a soup kitchen, cleaning up public spaces, in school or elsewhere, or helping at a facility for the elderly).
Conflict Resolution (School-based or Outside-facilitated): Using strategies to assist students in taking responsibility for resolving conflicts peacefully. Students, parents/guardians, teachers, school faculty/staff, and/or principals engage in activities that promote problem-solving skills and techniques, such as conflict and anger management, active listening, and effective communication.
Detention: Student reports to a designated classroom before school, during lunch, during a free period, after school, or on the weekend for a set period of time. Schools should strive to notify parents/guardians before students serve detention. Time spent during detention may focus on reflection, goal setting and planning, and academic work.
Drug and Alcohol Assessment and Rehabilitation: Students may be referred to an outside agency, which may conduct a drug and/or alcohol assessment. Rehabilitation may be recommended by the outside agency based on assessment results.
Expulsion: The exclusion of the student from the student’s regular school program for 45 school days or longer, with notice to the parent/guardian, which may occur only under the following circumstances:
- The superintendent of schools’ designee has determined that the student’s return to school prior to the completion of the expulsion period poses an imminent threat of serious harm to other students or faculty/staff;
- The superintendent of schools’ designee limits the duration of the exclusion to the shortest period practicable; and
- The school system provides the excluded student with comparable educational services and appropriate behavioral support services to promote successful return to the student’s regular academic program.
Functional Behavioral Assessment: A Functional Behavioral Assessment (FBA) gathers information about a student’s inappropriate or disruptive behavioral patterns and determines approaches that school faculty/staff should take to correct or manage that behavior. The information is then used to develop a Behavioral Intervention Plan for the student. Using an FBA, a school faculty/staff team and the student’s parent/guardian develop appropriate behavioral goals and interventions to prevent and respond to the problem behavior, and strategies to teach replacement or alternative behavior.
In-School Intervention: Removing a student within the school building from their regular education program, but the student is still afforded the opportunity to continue to:
- appropriately progress in the general curriculum;
- receive the special education and related services specified in the student’s IEP if the student is a student with a disability in accordance with the law;
- receive instruction commensurate with the program afforded to the student in the regular classroom; and
- participate with peers as they would in their current education program to the extent appropriate.
Loss of School Privileges: Based on the context and behavior tier, the student may lose the privilege of participating in or attending school-sponsored activities or events. This may include revoking a student’s privilege to participate in extracurricular activities, including sports and clubs, or revoking a student’s privilege to participate in school events or activities, such as attending a field trip or participating in a school dance.
Mentoring Program (Informal and/or preventative school-based): Pairing students with mentors (i.e., counselor, teacher, staff member, fellow student, or community member) who can help cultivate their personal, academic, social, and emotional development.
Modified Grading: Modified grading may occur in instances of academic dishonesty. Students may complete an alternative assignment or assessment for partial credit.
Parent Contact: Informing parents/guardians of their children’s behavior and, in the context of discipline, seeking their assistance in correcting inappropriate or disruptive behavior.
Parent/Guardian and Student/Teacher Conference: Involving students, parents/guardians, teachers, school staff, and/or principals in discussion about the student’s behavior and potential solutions that address social, emotional, academic, and personal issues related to the behavior.
Peer Mediation: Employing a form of conflict resolution in which students work with their peers to address and develop solutions to conflicts.
Recommend for Further Action: Recommending a student to a school administrator(s) for long-term suspension, expulsion, referral to alternative education, or contact with law enforcement.
Referral to Alternative Education: Recommending a student to a school administrator(s) for placement in an alternative program.
Referral to Community-Based Organizations Including Student Assistance Programming: In consultation with principal or designee, referring students for a variety of services, including afterschool programming, individual or group counseling, leadership development, and conflict resolution.
Referral to Health/Mental Health Services: In consultation with principal or designee, referring students to school-based or community-based health and mental health clinics or other social services for the purpose of providing counseling and assessments to students in need. Students are encouraged to privately share issues or concerns that lead to inappropriate or disruptive behavior or negatively affect academic success, and discuss goals and learn techniques that help them overcome personal challenges.
Referral to Student Support Team: In consultation with principal or designee, bringing together a student support team that may include school counselors, student personnel workers, teachers, principals, social workers, health services, mental health clinicians, school psychologists, and external agency representatives under a case manager to help develop prevention and intervention techniques and alternative strategies designed to improve student outcomes.
Removal from Extracurricular Activities/Loss of Privileges: In consultation with principal or designee, revoking a student’s privilege to participate in extra-curricular activities, including sports and clubs, or revoking a student’s privilege to participate in school events or activities, such as attending a field trip or participating in a school dance. If the behavior warrants this consequence, any monies paid by the student for the missed activity should be refunded, if possible.
Restitution: Requiring a student to compensate others for any loss, damage, or injury that has resulted because of a student’s behavior. Compensation may be made monetarily or by a student’s assignment to a school work project, or both. If a student violates a state or local law or regulation, and during or as a result of the commission of that violation damaged, destroyed, or substantially decreased the value of school property or property of another that was on school property at the time, the principal shall require the student or the student’s parent/guardian to make restitution after a conference on the matter with the student, the student’s parent/guardian, and other appropriate individuals. Monetary restitution shall not exceed $2,500 or the fair market value of the property, whichever is less.
Restorative Circles: A restorative circle is an approach to repairing harm that has been done within a community. Participants in a restorative circle are encouraged to be open and honest about their perspectives regarding a conflict, how they have been harmed, and how they think others might have been harmed. Participants also work together to come up with ways to fix the harm that was done and restore relationships. People external to the group who support someone in the group may also be included.
Restorative Practices (Classroom-based or Specialist-facilitated): Restorative practices are used proactively and responsively to build and maintain a positive school climate and establish a structured approach to teaching appropriate social skills. Restorative practices employ interventions, responses, and practices designed to identify and address the harm caused by an incident, including harm to a person, and to develop a plan for the student who caused the harm to repair it and make things right.
Special Learning Assignment: An assignment or project where students reflect upon their behavior. The assignment may be research-based and will explore the impact the behavior may have on the student, their family, and members of the school community. The project will also focus on how to repair the potential harm caused by the student’s actions.
Student Attendance Improvement Plan (SAIP): A conference with the student, parent/guardian, and school-based team will occur when the child's absences and reasons for the absences are examined in order to improve attendance with or without additional services. The SAIP includes accessing academic and social/health supports from the school and community organizations, an outline of family/parent and student responsibilities, and levels of performance monitoring that include rewards and consequences.
Student Assistance Program (SAP) Referral: Student Assistance Program (SAP) is a systematic team process used to mobilize school resources to remove barriers to learning. SAP is designed to assist in identifying issues including alcohol, tobacco, other drugs, and mental health issues that pose a barrier to a student’s success. The primary goal of the Student Assistance Program is to help students overcome these barriers so that they may achieve, advance, and remain in school.
Suspension (Out-of-School): The removal of a student from school for up to ten (10) school days for disciplinary reasons by the principal with notice to the parent/guardian. A restorative meeting is held with the student, parent/guardian, and the student’s applicable school-based team upon the student’s return to school.
Suspension (In-School): The removal of the student within the school building from the student’s current education program for up to ten (10) school days for disciplinary reasons by the school principal with notice to the parent/guardian. Restorative meetings is scheduled with the student and the student’s school-based team during the duration of the in-school suspension.
Temporary Removal from Class: Removing students within the school building from their regular education program for up to, but not more than, one class period.
Threat Assessment: The School Threat Assessment Team will convene when student behavior indicates a potential threat to the safety of the student, other students, school employees, school facilities, the community and others. The threat assessment team will determine the level of threat and determine the response based on school board policy and applicable law. (For additional information, please refer to Board Policy No. 236.1 Threat Assessment.)
Written Reflection: Students will compose a written reflection that focuses on the behavior they exhibited, along with the impact it had on members of the school community. The reflection will focus on how to repair the potential harm caused by the student’s actions.