Discipline Framework

Definitions, Rights and Responsibilities, and Related Board Policies

Law Enforcement Consultation Required
 

Definitions, Rights and Responsibilities, and Related Board Policies

• Assault is defined as intentionally, knowingly, or recklessly causing physical injury to another.
• Students have the right to attend school in an environment where acts of aggression and violence of any kind do not occur.
• Relevant board policies: JFC, JFCM, JF/JFA, JGDA, JFCP

Definitions, Rights and Responsibilities, and Related Board Policies

• Harassment, intimidation, or bullying means any act that substantially interferes with a student’s educational benefits, opportunities, or performance by harming property, knowingly placing a student in fear of harm, or creating a hostile learning environment.
• Students have the right to a safe, positive, and productive learning environment.
• Students have the right to attend school without fear of physical harm or fear of damage to personal property.
• Relevant board policies: JFCF, JFCF-AR

Definitions, Rights and Responsibilities, and Related Board Policies

• School buses are considered extensions of the school environment and, therefore, the same behavioral expectations that apply at school apply on the bus. 
• Students have the right to bus transportation if they live more than 1 mile from their neighborhood school.
• Students have the responsibility to respect the authority of the bus driver while maintaining safe, kind, and responsible bus behavior.  A clear list of students responsibilities are in
• Oregon Administrative Rule 581-053-0010, titled: Rules Governing Pupils Riding School Buses and School Activity Vehicles.
• Relevant board policies: EEACC, EEA, EEACC-AR

Definitions, Rights and Responsibilities, and Related Board Policies

• Campus mobility violations include situations in which a student leaves campus during the school day without authorized permission.
• Students have the right to be released from campus with parent and/or administrative permission.
• Students have the responsibility to remain on school grounds during school hours except when released with permission or for school-sponsored programs. Specific regulations considering campus mobility will be determined by school administration as age-appropriate.  
• Relevant board policies: JEDB

Definitions, Rights and Responsibilities, and Related Board Policies

• “Cyberbullying” is the use of any electronic communication device to harass, intimidate, bully, or otherwise intend to harm another individual. Cyberbullying also includes using electronic communication to substantially disrupt the educational environment.
• Students have the right to a safe, positive, and productive learning environment.
• Students have the right to attend school without fear of physical harm or fear of damage to personal property.
• Relevant board policies: JFCF

Law Enforcement Consultation Required

Definitions, Rights and Responsibilities, and Related Board Policies

• Dating violence is defined as a pattern of behavior in which a person uses or threatens to use physical, mental, or emotional abuse to control another person who is in a dating relationship with the person, or behavior by which a person uses or threatens to use sexual violence against another person who is in a dating relationship.
• Students have the right to a safe, positive, and productive learning environment.
• Students have the responsibility to report unsafe situations to school administrators or other staff.
• Relevant board policies: JBN/GBA, JBN/GBA-AR, JFCF

Definitions, Rights and Responsibilities, and Related Board Policies

• Defiance of authority is described as the unwillingness to comply with fair, consistent, and appropriate requests made by school staff.
• Students have the right to a productive learning environment, structured by district rules and prescribed course of study.
• Students have the responsibility to display orderly behavior at school and while on the way to or from school, respecting the authority of district staff.
• Relevant board policies: JFC

Definitions, Rights and Responsibilities, and Related Board Policies

• Disruptions to the school environment are behaviors, either verbal or nonverbal, that interfere with the ability of teachers to teach and students to learn.
• Students have the right to express themselves fairly, responsibly, and in a way that supports the educational process.
• Students have the right to attend school free of major disruptions to the educational environment.
• Students have the responsibility to contribute to a productive learning environment.
• Relevant board policies: IB, JFC, JG

Definitions, Rights and Responsibilities, and Related Board Policies

• Encouraging violence is defined as encouraging a peer to engage in a violent act either orally, through writing, or via social media posts.
• Students have the right to attend school in an environment where fighting and/or physical violence do not occur.
• Students have the right to attend school without fear of physical harm.
• Relevant board policies: JFC, JFCF, JFCM, JFCP

Definitions, Rights and Responsibilities, and Related Board Policies

• Fighting is defined as mutually engaging in physical violence with others with the intent to injure or cause harm.
• Students have the right to attend school in an environment where fighting, acts of aggression, and acts of violence do not occur.
• Relevant board policies: JFC, JFCF, JFCM, JFCP

Definitions, Rights and Responsibilities, and Related Board Policies

• Firesetting and/or fireplay are defined as unauthorized use or the threat to use fire tools or ignition sources (a form of heat used to start fire).
• Students have the right to attend school without the actions of others impacting their personal safety.
• Students have the responsibility not to possess fire tools (matches, lighters, fireworks, or other items that create a flame or spark.
• Relevant board policies: JFC, JG

Definitions, Rights and Responsibilities, and Related Board Policies

• Secret societies, gangs, hate groups and similar organizations or groups that advocate hatred, discrimination, or violence are prohibited by ORS 339.885. Likewise, the activities of such groups and their members are prohibited, including, but not limited to: the congregation of members, the solicitation or recruitment of members, the possession of group paraphernalia and materials, writing or displaying gang graffiti, the intimidation of others, the advocacy of discrimination, and any other behavior which the school administration finds disruptive such as the wearing of gang colors, insignia, weaponed attire, and the use of language, codes, or gestures that provoke violence or seek to advocate the purpose and objectives of such groups.
• Students have the right to a safe, welcoming school environment.
• Students have the responsibility to build social connections with peers that encourage kindness and belonging.
• Relevant board policies: GBB/JBC, GBB/JBC-AR, ACB, ACB-AR, AC, AC-AR, IB

Definitions, Rights and Responsibilities, and Related Board Policies

• Bias incident means a person’s hostile expression of animus toward another person, relating to the other person’s perceived race, color, religion, gender identity, sexual orientation, disability, or national origin.
• Students have the right to an educational experience free from discrimination or harassment based on perceived race, color, religion, gender identity, sexual orientation, disability, or national origin.
• Students have the right to attend school without fear of physical harm.
• Relevant board policies: JBC/GBB, JCB/GBB-AR, ACB, ACB-AR(1)

Definitions, Rights and Responsibilities, and Related Board Policies

• “Hazing” includes, but is not limited to, any act that recklessly or intentionally endangers the mental health, physical health, or safety of a student for the purpose of initiation or as a condition or precondition of attaining membership in, or affiliation with, any district-sponsored activity.
• Students have the right to a safe, positive and productive learning environment.
• Students have the right to attend school without fear of physical harm or fear of damage to personal property.
• Relevant board policies: JFCF, JFCF-AR

Definitions, Rights and Responsibilities, and Related Board Policies

• Inappropriate language is defined as that which is vulgar, lewd, indecent, or offensive in addition to that which is hateful to others in regards to race, religion, national origin, sex, marital status, age, sexual orientation, or disability.
• Students have the right to express their opinions in an appropriate and respectful manner and to attend school in an atmosphere free of verbal assaults, privacy invasion, assaults, profanities, obscenities (as outlined in Oregon Revised Statutes), ridicule, or threats of physical harm. 
• Students have the responsibility to refrain from using ‘and to report’ speech that is vulgar, lewd, offensive, or hateful.
• Relevant board policies: JBC/GBB, JBC/GBB-AR, IB, JFCF, JBN/GBA, JBN/GBA-AR, ABC/AR

Definitions, Rights and Responsibilities, and Related Board Policies

• Students have the right to drive licensed motor vehicles to and from school, subject to availability of parking.
• Students who drive vehicles on school campuses have the responsibility to follow all traffic laws as well as to abide by parking regulations as developed by school administration, registering vehicles appropriately.
• Violations of traffic laws and/or parking regulations on TTSD’s campuses may result in loss of driving and parking privileges on district property as well as possible referrals to local law enforcement.
• Relevant board policies: JHFD

Definitions, Rights and Responsibilities, and Related Board Policies

• Physical aggression is defined as making contact with another with the intent to cause minor harm.
• Students have the right to attend school in an environment where acts of physical aggression of any kind do not occur.
• Relevant board policies: JFC, JFCM, JF/JFA, JGDA, JFCP

Definitions, Rights and Responsibilities, and Related Board Policies

• A physical altercation is defined as making contact with another and causing harm without intent to cause harm.
• Students have the right to attend school without fear of physical harm.
• Relevant board policies: JFC, JFCF, JFCM

Definitions, Rights and Responsibilities, and Related Board Policies

• Recording an act of violence is defined as using an electronic device to capture an act of violence in school or on school grounds. Posting is defined as posting to social media or sharing via text message or messaging app the said act of violence.
• Using an electronic device to record a physical altercation, act of physical aggression, fight, or assault in school or on school grounds in order to document an infraction may be acceptable only if the recording is not later posted on social media. Posting such a recording to social media, or sharing via text message or messaging app, is considered an act requiring disciplinary action when such a posting is anticipated to result or does result in a substantial disruption to the educational environment.
• Students have the right to attend school without fear of harm.
• Students have the responsibility to respect other students’ rights to privacy.
• Relevant board policies: JF, JFC, JFCF, JFCM, JFCP

Definitions, Rights and Responsibilities, and Related Board Policies

• Retaliation involves harassment or intimidation towards a person reporting an unsafe situation or participating in an investigation of an unsafe situation.
• Students have the right to a safe, positive, and productive learning environment.
• Students have the responsibility to report unsafe situations to school administrators or other staff.
• Relevant board policies: JFCF

Law Enforcement Consultation Required

Definitions, Rights and Responsibilities, and Related Board Policies

• Sexual harassment is defined as the demand of sexual favors for benefits; unwelcome conduct of a sexual nature that is physical, verbal, or nonverbal; sexual contact without consent; physical contact or graffiti of a sexual nature; displaying or distributing sexually explicit drawings or images; obscene jokes; touching oneself or talking about sexual behaviors in front of others; or spreading rumors about or rating others in regards to appearance, sexual activity, or performance.
• Students have the right to an environment free of sexual harassment. 
• Students have the responsibility to express affection for friends and staff in an appropriate manner.
• Relevant board policies: JBA/GBN

Definitions, Rights and Responsibilities, and Related Board Policies

• Skipping is defined as intentionally missing class time without permission, likely during a school day in which other classes have been attended.
• Students have the right to be released from campus with written parent and/or administrative permission on file.
• Students have the responsibility to remain on campus and attend assigned classes as scheduled.
• Relevant board policies: JEA, JED, JEDB, IKAD

Definitions, Rights and Responsibilities, and Related Board Policies

• Students and parents/caregivers have the right to determine what clothing is appropriate for school.  
• Students have the responsibility to wear clothing that covers private areas and undergarments so as to prevent disruption to learning.
• Clothing may not emphasize or advertise alcohol, drugs, nicotine, vaping, or profanity.
• Clothing may not display intimidating, violent, derogatory, discriminatory, or sexually suggestive words or pictures.
• Students must wear clothing including both a shirt with pants or skirt, or the equivalent (ex: dress, leggings, shorts) and footwear.
• If a staff member believes a student to be in violation of these expectations, they may be asked to change or modify their attire.

Law Enforcement Consultation Required

Student Grade Level	Minor/Initial	Moderate/Repeated	Severe/Persistent
6-12	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2

Definitions, Rights and Responsibilities, and Related Board Policies

• Distribution is defined as delivering nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, or other illegal drugs or look-alikes in exchange for money, goods or services. 
• Students have the right to attend school free of nicotine, alcohol and illegal drugs.
• Students have the right to be able to take medically necessary prescriptions at school according to the District’s medication policy.
• Students have the responsibility to keep nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, and/or other illegal drugs, including look-alikes, off of TTSD property. 
• Relevant board policies: JFCG, JFCH, JFCI

Law Enforcement Consultation Required

Student Grade Level	Minor/Initial	Moderate/Repeated	Severe/Persistent
6-12	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2

Definitions, Rights and Responsibilities, and Related Board Policies

• Possession is defined as having nicotine, alcohol, marijuana, substance paraphernalia, prescription medication, over-the-counter medication, or other illegal drugs or look-alikes on your person or under your control (e.g., locker, car, purse, etc.) without being under the influence of said items.  
• Students have the right to attend school free of nicotine, alcohol, and illegal drugs.
• Students have the right to be able to take medically necessary prescriptions at school according to the District’s medication policy.
• Students have the responsibility to keep nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, and/or other illegal drugs, including look-alikes, off of TTSD property. 
• Relevant board policies: JFCG, JFCH, JFCI

Law Enforcement Consultation Required

Student Grade Level	Minor/Initial	Moderate/Repeated	Severe/Persistent
6-12	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2

Definitions, Rights and Responsibilities, and Related Board Policies

• Shared use is defined as providing nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, or other illegal drugs or look-alikes to peers intended for use together in a shared space.
• Students have the right to attend school free of nicotine, alcohol, and illegal drugs.
• Students have the right to be able to take medically necessary prescriptions at school according to the District’s medication policy.
• Students have the responsibility to keep nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, and/or other illegal drugs, including look-alikes, off of TTSD property. 
• Relevant board policies: JFCG, JFCH, JFCI

Law Enforcement Consultation Required

Student Grade Level	Minor/Initial	Moderate/Repeated	Severe/Persistent
6-12	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2	For more details see Substance Violation Responses 1-2

Definitions, Rights and Responsibilities, and Related Board Policies

• Use/Under the Influence is defined as students being present on school grounds while under the influence of nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, or other illegal drugs or look-alikes, regardless of where the use took place.
• Students have the right to attend school free of nicotine, alcohol and illegal drugs.
• Students have the right to be able to take medically necessary prescriptions at school according to the District’s medication policy.
• Students have the responsibility to keep nicotine, alcohol, marijuana, prescription medication, over-the-counter medication, and/or other illegal drugs, including look-alikes, off of TTSD property. 
• Relevant board policies: JFCG, JFCH, JFCI

Definitions, Rights and Responsibilities, and Related Board Policies

• Tardiness is defined as showing up to class after a class has begun according to the school’s established bell schedule.
• Students have the responsibility to be on time, observing policies governing absences, late arrivals, or early dismissals.
• Relevant board policies: JEA, JED, JEDB

Definitions, Rights and Responsibilities, and Related Board Policies

• Technology violations are those that utilize technology in a way that disrupts or interferes with the educational process. It is the student’s responsibility to ensure all personal electronics (e.g., cell phones, earbuds/headphones, smart watches, gaming devices, etc.) do not disrupt the learning atmosphere. The bullets below outline our expectations regarding personal electronics and acknowledge the differing levels of maturity and age among students:
  • Grades K-8: Students are expected to power off and keep their personal electronics, including cell phones, stored away from the time they enter the school building until they leave school at the end of the instructional day.
  • Grades 9-12: Personal electronics, including cell phones, must be turned off and stored away at the start of each class period, and must stay out of reach for the entirety of the class period. This applies to classrooms and all other school areas, including hallways and bathrooms. High school students may use their personal electronics and cell phones before and after school, during passing periods, and lunch breaks.
• Filming and sharing videos or photos on social media or with peers can cause harm. Students that engage in this behavior will be expected to work with school staff to heal and repair the harm done. They may also face disciplinary actions and continued education and support.
• Students have the right to access school-distributed technology devices for educational purposes using the district network.
• Students have the responsibility to use district technology for educational purposes only.
• Students should never make false emergency reports, such as false 911 calls.
• Relevant board policies: IIBGA-AR

Definitions, Rights and Responsibilities, and Related Board Policies

• Students have the right to attend school without fear of physical harm or fear of damage to personal property.
• Students have the responsibility to respect the property of others, including property belonging to students, staff, the school District, and the community.  
• Students should respect copyright laws, both printed and electronic.
• Students have the responsibility to take precautions for the protection of their personal property, and to inform authorities of known thefts. 
• TTSD is not responsible for any property that is lost, mislaid, stolen, damaged, or destroyed.
• Relevant board policies: JFC, JG

Law Enforcement Consultation Required

Definitions, Rights and Responsibilities, and Related Board Policies

• Threats of violence are statements, drawings, or actions that share the intention of causing harm or damage to self, others, or TTSD property.
• Students have the right to attend school in an environment without threats of violence.
• Students have the responsibility to report potentially harmful or threatening situations to school or district staff.
• Relevant board policies: JFC, JFCF, JFCM

Law Enforcement Consultation Required

Definitions, Rights and Responsibilities, and Related Board Policies

• Weapons include “dangerous weapons,” defined as any weapon, device, instrument, material, or substance, which under the circumstances in which it is used, attempted to be used, or threatened to be used, is readily capable of causing death or serious physical injury.
• Weapons include  “deadly weapons,” defined as any instrument, article, or substance specifically designed for and presently capable of causing death or serious physical injury.
• Weapons may also include, but not be limited to, knives, metal knuckles, straight razors, noxious or irritating gasses, poisons, unlawful drugs, or other items fashioned with the intent to use, sell, harm, threaten, or harass students, staff members, parents, and/or community members.
• Students have the responsibility to not bring, possess, conceal, or use dangerous or deadly weapons on or at any property.
• No person shall possess, use, or distribute any object, device, or instrument having the appearance of a weapon (AKA “look-alike) and such objects, devices, or instruments shall be treated as weapons including, but not limited to, weapons listed above that are broken or nonfunctional, look-alike firearms, toy guns, and any object that is a facsimile of a real weapon. 
• Relevant board policies: JFCJ, JFC

Law Enforcement Consultation Required

Definitions, Rights and Responsibilities, and Related Board Policies

• Students have the responsibility to not bring, possess, conceal or use a firearm on or at any district property.
• Students have the responsibility to report anyone that they have reasonable cause or belief to be in possession of a firearm or destructive device immediately.
• No person shall possess, use or distribute any object, device or instrument having the appearance of a weapon (AKA “look-alike) and such objects, devices or instruments shall be treated as weapons including, but not limited to, weapons listed above which are broken or nonfunctional, look-alike firearms; toy guns; and any object that is a facsimile of a real weapon.
• Relevant board policies: JFCJ, JFC

Definitions, Rights and Responsibilities, and Related Board Policies

• Vandalism is defined as intentionally damaging others’ property, either public or personal.
• Students have the right to attend school without fear of physical harm or fear of damage to personal property.
• Students have the right to attend a school that is clean, safe, well maintained, and in a state of good repair.
• Students have the responsibility to assist in the maintenance of the school and refrain from littering.
• Relevant board policies: JFC, JG, IIBGA, EEACC

Level 1 Responses

Classroom teachers will respond to Level 1 behaviors using one or more of the strategies listed below. The responses focus on teaching and reteaching expectations aligned to classroom and school-wide expectations and community agreements. The strategies listed below are possible responses for Education and Engagement, Accountability, Solutions, and Healing (E.A.S.H.). Note: these responses will typically occur in the classroom setting, but may also occur in non-classroom locations such as cafeteria, hallway, gym, etc.

Education and Engagement

Support originators in understanding the impact of their behavior on the community.

Possible Responses

• Reteach targeted expected behaviors and Social Emotional Learning (SEL) skills 
• Pre-correct targeted expected behaviors and SEL skills
• Increase use of positive reinforcement for expected behaviors
• Family outreach/conference
• Increase use of affective language and/or use of non-verbal hand signals
• Proactive/responsive circles
• Teacher/staff of area where behavior occurred provide regular individual check-ins
• Teach/reteach regulation strategies

Accountability

Originators explain their understanding of the impact of their behavior on others, given time and space, and are held responsible.

Possible Responses

• Time for reflection (written or verbal) to address impact and make plan to fix the problem 
• Collaborative problem solving
• Written warning placed on desk for redirection
• Structured break
• Identification of regulation strategies
• Engagement in the 4-step correction routine
• At elementary, documented within the classroom or with a minor referral
• At secondary, document within the classroom

Solutions

Actions that support the safety and well-being of the school community and originator to reduce the likelihood of recurrence.

Possible Responses

• Intentional use of teacher/staff proximity 
• Change of seating assignment/arrangement 
• Removal of problematic item(s)
• Reteaching in the moment (individual or whole class)
• Redirect to expected/replacement behavior
• Teacher/staff use of de-escalation strategies
• Teacher/staff use of the 4-step correction routine
• Modify tasks to increase student success 
• Family communication plan

Healing

Implementing actions that work to re-establish safety and inclusion for both originators and victims.

Possible Responses

• Repair meeting/conference with individual(s) involved
• Counselor/counseling support visiting classroom/education space (e.g., participate, lead circle, or facilitate activity)
• Buddy/mentorship for student/class
• Peer mediation to support repair conference
• Create and implement a written repair/support plan with individuals affected

Level 2 Responses

Student support staff or school administrators will respond to Level 2 behavior using one or more of the strategies listed below, which are intended to support the four steps of the E.A.S.H. process. In addition to possible Level 1 strategies, Level 2 responses may include:

Education and Engagement

Support originators in understanding the impact of their behavior on the community.

Possible Responses

• Student conference
• Pre-correct targeted expected behaviors and SEL skills
• Family outreach/conference
• Reteach expected behaviors and SEL skills 
• Provide educational activity focused on expected behavior

Accountability

Originators explain their understanding of the impact of their behavior on others, given time and space, and are held responsible.

Possible Responses

• Reflection questioning (written or verbal)
• Behavior contract (with articulated goals) aligned to school-wide expectations
• Structured breaks
• Lunch and/or recess detention
• Alternate recess plan
• After-school detention 
• At elementary, documented with a minor referral or major office discipline referral
• At secondary, documented within the classroom or office discipline referral

Solutions

Actions that support the safety and well-being of the school community and originator to reduce the likelihood of recurrence.

Possible Responses

• Change of seating assignment or arrangement (in-building location or bus)
• Removal of and/or plan for problematic item(s)
• Supervision/Movement Plan 
• No-contact agreement
• Redirect to expected/replacement behavior
• Incentive plan to recognize growth toward desired behavior/skill
• Staff/student mentorship
• Family Communication Plan 
• Change in scheduling

Healing

Implementing actions that work to re-establish safety and inclusion for both originators and victims.

Possible Responses

• Repair meeting/conference with individual(s) involved
• Counselor/counseling support visiting classroom/education space and/or with individuals involved (e.g., participate, lead circle, or facilitate activity)
• Peer mediation to support repair conference
• Create and implement a written repair/support plan with individuals involved and affected

Level 3 Responses

School administrators and student support staff will respond to Level 3 behavior using one or more of the strategies listed below, which may involve the loss of instructional time for in-school suspension. The table identifies recommended strategies and responses intended to support the four steps of the E.A.S.H. process. In addition to possible Level 1 and Level 2 responses, Level 3 responses may include:

Education and Engagement

Support originators in understanding the impact of their behavior on the community.

Possible Responses

• Administrator/student conference
• Family/administrator outreach/conference
• Pre-correct targeted expected behaviors and SEL skills
• Lessons in empathy/perspective taking
• Reteach targeted expected behaviors and SEL skills 
• Participation in education activity focused on expected behavior

Accountability

Originators explain their understanding of the impact of their behavior on others, given time and space, and are held responsible.

Possible Responses

• Reflection questioning (written or verbal)
• Behavior contract (with articulated goals) aligned to school-wide expectations
• Structured break
• Lunch and/or recess detention
• At secondary level, after-school detention
• Bus suspension
• In-school suspension
• Supervision plan (including searches) 
• Suspension from school activities or sports 
• Consultation with law enforcement 
• At elementary/secondary, documented with a major office discipline referral 

Solutions

Actions that support the safety and well-being of the school community and originator to reduce the likelihood of recurrence.

Possible Responses

• Community service
• Restitution
• Referral to school’s Tier 2 team for intervention ideas
• Change in class schedule/seating
• No-contact agreement
• Reassignment of desired activities
• Removal of and/or plan for problematic item(s)
• Staff mentorship
• Safety Plan 
• TTSD Threat Assessment 
• Consultation with law enforcement

Healing

Implementing actions that work to re-establish safety and inclusion for both originators and victims.

Possible Responses

• Repair meeting/conference with individual(s) involved
• School-based counseling support
• School social worker referral
• Peer mediation to support repair conference
• Create and implement a written repair/support plan with individuals involved
• Care Coordination referral and/or referral to outside service
• Administrator, Dean, or Counselor Student Support Specialist visiting classroom/education space and/or with individuals involved (e.g., participate, lead circle, or facilitate activity)

Level 4 Responses

School administration will respond to Level 4 behavior using one or more of the strategies listed below, which include temporary removal from the school environment through out-of-school suspension in order to ensure safety planning for students and/or staff. The 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 ensure safety of victims and repair community. The table below identifies recommended strategies and responses intended to support the four steps of the E.A.S.H. process. In addition to possible Level 1, Level 2, and Level 3 responses, Level 4 responses may include:

Education and Engagement

Support originators in understanding the impact of their behavior on the community.

Possible Responses

• Administrator/student conference
• Family/administrator outreach/conference
• Pre-correct targeted expected behaviors and SEL skills
• Lessons in empathy/perspective taking
• Reteach targeted expected behaviors and SEL skills 
• Participation in education activity focused on expected behavior

Accountability

Originators explain their understanding of the impact of their behavior on others, given time and space, and are held responsible.

Possible Responses

• Reflection questioning (written or verbal)
• Behavior contract aligned to school-wide expectations
• Restitution 
• Community service
• Bus suspension
• Out-of-school suspension
• Supervision plan (including searches) 
• Suspension from school activities or sports 
• Referral to law enforcement 
• At elementary/secondary level, document with a major office discipline referral

Solutions

Actions that support the safety and well-being of the school community and originator to reduce the likelihood of recurrence.

Possible Responses

• Referral to school’s Tier 2 or 3 Team for intervention ideas
• Development of a behavior support plan with functional behavior assessment
• Change in class schedule/seating
• No-contact agreement 
• Removal of and/or plan for problematic item(s)
• Reassignment of desired activities
• Staff mentorship
• Safety Plan 
• TTSD Threat Assessment
• Referral to law enforcement
• Coordination with social worker

Healing

Implementing actions that work to re-establish safety and inclusion for both originators and victims.

Possible Responses

• Repair meeting/conference with individual(s) involved
• School-based Counseling Support
• Peer mediation to support repair conference
• Referral to outside services 
• Care Coordination referral and/or referral to outside service
• Create and implement a written repair/support plan with individuals involved and affected
• Re-entry meeting/conference
• Administrator, Dean, or Counselor Student Support Specialist  visiting classroom/education space and/or with individuals involved (e.g., participate, lead circle, or facilitate activity)

Level 5 Responses

School and district administrators will respond to Level 5 behavior using one or more of the strategies listed below, which may involve a long-term removal from the current school environment through out-of-school suspension and/or a change of school site. In some cases, individualized plans may be created that increase supervision and limit access to support students in meeting school expectations and ensuring safety of victims and the school community. The decision for long-term removal from the current school environment and/or change of school site is determined in consultation between school administration, district administration, and third-party superintendent designee via the expulsion hearing process. The table below identifies recommended strategies and responses intended to support the four steps of the E.A.S.H. process. In addition to possible Level 1, Level 2,  Level 3, and Level 4 responses, Level 5 may include:

Education and Engagement

Support originators in understanding the impact of their behavior on the community.

Possible Responses

• Administrator/student conference
• Family/administrator outreach/conference
• Lessons in empathy/perspective taking
• Pre-correct targeted expected behaviors and SEL skills 
• Reteach targeted expected behaviors and SEL skills 
• Participation in education activity focused on expected behavior

Accountability

Originators explain their understanding of the impact of their behavior on others, given time and space, and are held responsible.

Possible Responses

• Long-term out-of-school suspension 
• Restitution 
• Community service
• Referral to law enforcement
• Supervision plan (including searches) 
• Suspension from school activities or sports 
• At elementary/secondary, documented with a major office discipline referral

Solutions

Actions that support the safety and well-being of the school community and originator to reduce the likelihood of recurrence.

Possible Responses

• Change in school site
• Referral to school’s Tier 3 team for consideration for interventions 
• No-contact agreement 
• Safety plan
• Development of a behavior support plan with functional behavior assessment
• TTSD Threat Assessment 
• Referral to law enforcement
• At elementary and secondary, documented with a major office discipline referral

Healing

Implementing actions that work to re-establish safety and inclusion for both originators and victims.

Possible Responses

• Repair meeting/conference with individual(s) involved
• School-based Counseling Support
• School social worker referral
• Peer mediation to support repair conference
• Create and implement a written repair/support plan with individuals involved
• Care Coordination referral and/or referral to outside service
• Administrator, Dean, or Counselor Student Support Specialist visiting classroom/education space and/or with individuals involved (e.g., participate, lead circle, or facilitate activity)

• Incidents involving distribution are the same regardless of frequency (e.g., first, second, etc.). *Responses to distribution incidents include: 
  • Confiscation of substances and paraphernalia turned over to School Resource Officer
  • Out-of-school suspension pending convening of school intervention team in order to create or adjust student support plan. This may include more progressive measures including referral to a formal Substance Use Assessment in the community, or a change in school programming, change of school site, or recommendation for expulsion.
• Suspension board policy
• Expulsion board policy

*Second and third incidents are those that occur within 12 months.