Rochester City School Board Policy Manual
1400
LEVELS OF INTERVENTIONS AND DISCIPLINARY RESPONSES Universal Prevention for All Students. District staff takes a whole school approach to promoting positive behavior. Social-emotional learning is integrated into a culturally responsive curriculum that engages students. School staff meet regularly to maintain a comprehensive student support system that includes guidance services, social-emotional learning opportunities, student engagement opportunities and prevention and intervention behavioral supports that encourage and motivate pro-social student behavior and positive connection to the school community. Restorative circles and other restorative practices are used regularly to build relationships, establish understanding and trust and create community. The school has a system in place for early identification of students in need of intervention and/or support services.
Intentional Parent Engagement. District staff and school staff will engage parents at all levels.
KEY: USE LOWEST LEVEL INDICATED FIRST
Type of Intervention
Guidance Interventions*
Disciplinary Responses
• Reminders and redirection • Verbal correction • Role play • Modeling & practicing • Parent or guardian contact • Written reflection • Written apology • Staff/Student Agreement
• Seat change • Daily progress sheet on behavior • Teacher/student conference • Buddy teacher system • Teacher/parent conference • Academic check-in
Classroom Interventions and Responses. These interventions aim to teach correct and alternative behavior so students can learn and demonstrate safe and respectful behavior. Teachers are encouraged to try a variety of teaching and classroom management strategies. Teachers should use these disciplinary responses in a graduated fashion. Student Support Team Interventions. These interventions often involve support staff, both school based and within the broader community, and aim to engage the student’s support system to ensure successful learning and consistency of interventions, and change the conditions that contribute to the student’s inappropriate or disruptive behavior. Staff should use these disciplinary responses in a graduated fashion. Intensive Support Staff and Administrative Interventions and Responses. These interventions can involve the school administration and aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school. Staff should use these disciplinary responses in a graduated fashion. Suspension and Referral Interventions and Responses. These interventions may involve the short-term removal of a student from the school environment because of the severity of the behavior. The duration of the short-term suspension, if issued, is to be limited as much as practicable while adequately addressing the behavior. Staff should use these disciplinary responses in a graduated fashion. Extended Suspension and Referral Responses. These interventions involve the removal of a student from the school environment because of the severity of the behavior. They may involve the placement of the student in a safe environment that provides additional structure to address behavior. These interventions focus on monitoring the safety of the school community and ending self-destructive and dangerous behavior. Staff should use these disciplinary responses in a graduated fashion.
• In-class time out • Loss of classroom privileges • Detention
• Any of the above interventions • Parent accompanies student to reengagement meeting • Referral to building-wide support location • Referral to after-school program • Referral to Student Support Team • Referral to mentoring program • Referral to school-based health or mental health clinic • Referral to community-based organization • Referral to substance abuse treatment services • Change in schedule or class if applicable • Functional Behavioral Assessment and creation of a Behavior Intervention Plan • Referral to CSE or 504 team. • Peer mediation • Restorative approaches, including community service or restitution • Conflict resolution • Community mediation • Community conferencing • Multi-Tiered System of Support Team
• Any of the above consequences • Reprimand by appropriate administrator • Loss of school privilege • Detention • Classroom removal (up to ½ day)
• Any of the above consequences • Short-term suspension (one to five days)
• Any of the above consequences • Long term suspension
*The list of guidance interventions is not all-inclusive. Other options that support students in the classroom and in the school without removing them from the school environment may be considered and used.
June 26, 2025
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