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strategies as described earlier in this document. The delivery of disciplinary responses should only serve 4 key
functions:
• preventing a negative behavior from being rewarded,
• preventing a problem behavior from escalating,
• preventing a problem behavior from significantly interrupting instruction; and
• preventing physical and/ or social emotional harm to others.
LEVELED ADMINISTRATIVE RESPONSES TO STUDENT BEHAVIOR (SBAR)
Administrators and leadership teams should engage in a data driven decision-making process to determine
appropriate responses for behaviors at all levels. Consequent actions or responses to behavior should always be
addressed with instruction and intervention. Instruction should focus on helping students develop social
emotional competencies needed to change their behavior.
All referrals to an administrator should include communication with the family. Family involvement is critical to
addressing student behavior.
Level 1 responses are intended to prevent further behavioral issues while keeping the student in school.
• Re-teaching or modeling of desired behavior
• Loss of school privileges
• Recognize/Reward appropriate behavior
• Confiscation of item or device by the
• Written reflection or letter of apology
administration
• Peer Mediation or conflict resolution
• Administrator /Teacher /Parent/Guardian
• Behavior progress chart
conference
• Community service ( appropriate to correct the
• Detention (before school, at lunch, afterschool)
behavior)
• Administrator/Student conference and/or
• Restitution
Administrator /Student/Teacher conference
• Seat change
LEVEL 2 RESPONSES
Administrative responses and interventions at this level are designed to prevent further behavior issues and keep
the student in school. Depending upon the severity of the behavior, short-term removal of the student from the
classroom may b appropriate.
• Student conference
• Administrator /Teacher /Counselor /Student
conference (includes re-teaching of expected
behavior)
• Administrator /Teacher /Parent/Guardian
conference
• Check-In/Check-Out (CICO)
• Mediation or conflict resolution
• Detention (before school, at lunch, after school)
• Restitution
• Confiscation
• Written reflection or letter of apology
• Referral to support services (e.g., School
Counselor, Behavior Interventionist, Mentor
Program(s), and Student Success Team (SST),
Changing and Modifying Perceptions (CAMPJ
incidents involving drugs and alcohol)
• Referral to Individualized Education Plan (IEP)
Team
• Community service (appropriate to correct the
behavior)
• Referral for community-based services
• Temporary loss of privileges
• In-school suspension with behavioral
interventions and/or restorative practices (1-2
school days) (excludes violations of BAP4, BAPS,
BSOJS, BS0/6, and BSC24)
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