Quick Guide to S-3: Student Conduct and Discipline
TABLE OF CONTENTS IEPs and 504s Students with identified disabilities
Fighting, assault, and other instances of a student harming another individual Possession and/or distribution of drugs, alcohol, tobacco, vapes, and paraphernalia
Violent Behaviors
Substances
Weapons
Posession of real or look-alike weapons
Threats to commit a violent act and/or harm an individual
Threats Behavior Matrix Repeated Behaviors
Possible responses to minor, moderate, and serious behavior infractions
Students who violate S-3 multiple times in one school or calendar year
Investigations & Discipline
Suspensions and Searches
ESI
Emergency Safety Interventions
Elementary Considerations
Recess and after school detention
Documentation
PowerSchool Incidents and Log Entries
Students with Disabilities Requirements 1. Applies to students with IEPs and 504s
2. Contact the student’s Special Education file holder before applying discipline 3. Students being referred to district-level safe schools meetings must receive a manifestation determination meeting 4.Students approaching 10 total days of suspension in one school year must receive a manifestation determination meeting
Best Practices
Communicate with your Special Education consultant regarding any students with IEPs who are facing suspension and/or serious discipline Consider a student’s IEP/504 needs during your investigation, they may need: Extended time to answer questions Support writing a statement Clarification of rules and consequences Extra time to calm down or process Whenever possible, allow a trusted adult to support the student through this process Consider how this student’s disabilities may have impacted their decision-
making during the incident you are addressing Would the student benefit from a FBA/BIP?
Parent
Admin
SpEd file holder
“Disciplinary removals are not generally effective at changing a student’s behavior, and so they should not be a substitute for an evidence-based behavior intervention.”
Student
Trusted adult
Teacher
SpEd Consultant
LRBI, p. 66
Violent Behaviors
Considerations
1.Did anyone require medical care? 2.Was a weapon involved? 3.Was the violence related to another violation of S-3?
If you answered YES to any of the above, you should consult with the Safe Schools Specialist regarding a district-level referral; otherwise you should apply appropriate school-level discipline.
Focus on safety first, provide aide or contact a nurse if needed
Trust but verify! Check cameras Interview witnesses and friends Talk to parents Find the root cause of the issue and identify ways to address it non- violently
Interview students once they’re calm and can think clearly
Ask if they feel the conflict is resolved
Ask them to consider how they might repair the harm
Possible Interventions
Develop a safety plan for the student’s return to school Refer to a school counselor to process emotions Place student on your SSC agenda
Refer to a school counselor for a reparative meeting Insight: Guiding Good Choices for 4th -8th graders Refer to a school social worker for longer-term support Promising Youth Project for 6th -12th graders (gang-prevention/intervention) Peer Court for students who are not gang-involved 3rd Millennium self-paced course: Respect and Resolve (secondary) 3rd Millennium self-paced course: Conflict-Wise (secondary)
Drugs and Alcohol
For all substances other than tobacco
1. You must suspend for at least 1 day 2. You must report the offense to your SRO 3. Dispose of all illegal or hazardous materials with guidance from your SRO
Age Considerations Violations by students in grades K-3 must be reported to DCFS
4-6 grade
7-12 grade
1st offense
1. Suspend 1 day 2. Refer to SSC
1. Suspend 1-3 days 2. Refer to SSC
2nd within a calendar year
1. Suspend 1-3 days 2. Refer to counselor
1. Suspend 1-5 days 2. Must complete Insight
3rd within a calendar year
1. Suspend 10 days 2. Refer to district-level
1. Suspend 1-5 days 2. Must complete Insight
Other Interventions: 1. Under the Influence 2. Marijuana 101 3. Other substances
Sale or distribution: 1.Suspend 10 days 2.Refer to district-level
Tobacco
Handling e-cigarettes or vapes
1.You must confiscate the item 2.These items cannot be returned to a student or parent 3.The item must be disposed of in a secure hazardous waste container
Age Considerations Violations by students in grades K-3 must be reported to parents
4-6 grade
7-12 grade
1st offense
1. May suspend 1 day 2. Refer to SSC
1. Refer to SSC
2nd within a calendar year
1. May suspend 1 day 2. Refer to counselor
1. May suspend 1-3 days 2. Must complete program
3rd within a calendar year
1. May suspend 1-5 days 2. Refer to tobacco cessation
1. May suspend 1-3 days 2. Must complete SLCSD program
SLCSD Intervention Program Options: Nicotine 101 Insight My life, my quit
Tobacco Cessation Support: Quit Line: 1-800-QUIT-NOW Way to Quit Tobacco Free: 1-877-220-3466 Tobacco Free Resources
Weapons
Considerations 1. Did students see the weapon? 2. Was the weapon used to threaten or intimidate others?
If you answered YES to any of the above, you should consult with the Safe Schools Specialist; otherwise you should apply appropriate school-level discipline. All gun violations must be referred to the Safe Schools Specialist
Determine the reason for having a weapon
Conduct a CSTAG
Protection
Attack
Intimidation
Carelessness
Were they threatened? Do they need a safety plan?
Who are they targeting and why?
Verify that they had the weapon for a harmless reason
Are they scared or do they want to be scary?
Possible Interventions
Provide Firearm safety resources to family Provide Suicide prevention resources to family Develop a safety plan for the student’s return to school Include a stipulation for searches Consider limiting student’s use of a backpack, etc. Refer to a school counselor to process emotions Place student on your SSC agenda Insight: Guiding Good Choices for 4th -8th graders Refer to a school social worker for longer-term support Promising Youth for 6th -12th graders Peer Court for students who are not gang-involved 3rd Millennium self-paced course: Respect and Resolve 3rd Millennium self-paced course: Conflict-Wise
Investigate!
Check cameras Interview witnesses and friends Talk to parents Find the root cause of the issue and identify ways to address it non- violently
Threats to others
Start with CSTAG 1. Determine type of threat (transient, substantive) 2. Attempt to resolve threat 3. All substantive threats should be reported to your Area Director and the Safe Schools Specialist
Possible Interventions
Develop a safety plan for the student’s return to school Include a stipulation for searches Consider limiting student’s use of a backpack, etc. Refer to a school counselor to process emotions Place student on your SSC agenda Insight: Guiding Good Choices for 4th -8th graders Refer to a school social worker for longer- term support Promising Youth for 6th -12th graders Peer Court for students who are not gang- involved 3rd Millennium self-paced course: Respect and Resolve 3rd Millennium self-paced course: Conflict-Wise Provide Firearm safety resources to family
Remember! A threat is an attempt to solve a problem
A student making a threat is waving a red flag indicating that they have have a problem they cannot solve.
Threat assessment teams are problem solvers!
Supports for the target of a threat Inform targets and their parents of unresolved threats Offer supportive measures such as counseling and a safety plan Do NOT force targets to participate in restorative meetings
Student Behavior Matrix
Pages 4-7 of S-3 provide descriptions of the range of behaviors and continuum of disciplinary procedures for common behavioral infractions. These are guidelines to help support restorative practices.
Range of Behaviors
Minor
Moderate
Serious
Generally handled at the classroom-level
Generally handled at the school-level
Generally handled at the district-level
Examples:
Examples:
Examples:
Disrespect Inappropriate use of phones Disruption Tardies
Mutual combat Gambling Trespassing Drugs
Weapons Aggravated Assault Drug Distribution
Typical Response Options
Phone call home Seat change Time out
All minor supports plus Behavior contract In-school suspension Out-of-school
All moderate supports plus
Long-term out-of- school suspension
Verbal warning Office referral Detention Reflection worksheet Redirection Re-teach expectations Loss of setting privileges PBIS Use of sensory aids Increase structured routines Structures breaks Referral to SSC
suspension Peer Court Loss of extra
Alternative placement RESET
curricular privileges Assign to small group skills instruction Change in schedule Loss of bus privileges Loss of computer access Behavior tracker Check-in/check-out Formal behavior plan BIT referral
Multiple Violations
Requirements A student who continues to engage in bullying or harassing behavior may be referred to a district-level safe school if the behavior continues despite documented implementation of lower-level interventions and discipline 1. Must have been discussed at SSC at least once 2. Must have received interventions for at least 4 weeks 3.Must have tried at least two different tier 2 or 3 interventions a.Interventions should be done consistently b.Data should show be available to show effect on student behavior
It’s not the harshness of the consequence that makes it effective, it’s the certainty of its implementation. When we react to the same behaviors in predictable and consistent ways, those interventions will be more effective and we are more likely to see a decrease in behaviors that students can control.
Common Tier 3 Interventions Social Worker Peer Court Promising Youth Project Behavior Plan
Tier 3: Intensive, Individualized
Common Tier 2 Interventions Tracker Skills-building group (Voices) 2x10 with trusted adult Check and Connect
Tier 2: Targeted Discuss student at SSC Assign to supports, track progress, ensure fidelity
Common Tier 1 Supports PBIS SEL taught 40 min per week Welcoming routines Clearly posted and taught rules
Tier 1: Universal Support Strong classroom management and systems Engaging strategies Culturally-sustaining practices Optimistic Closures
Notice of Habitually Disruptive Behaviors A student may be issued a Notice of Disruptive Student Behavior if they have engaged in disruptive behavior that does NOT result in a suspension three times during one school year; or resulted in suspension once during a school year.
Requirements
1. Must be at least 9 years old 2. Notice may only be issued by a school administrator 3. Notice must be mailed by certified mail or hand delivered to parent(s) 4.Documentation of the notice must be entered into log entries in PowerSchool
Notice is not disciplinary, just requires parent to meet with school
Student should be discussed at next SSC meeting
Additional incidents may result in a Habitual Disruptive Student Notice
Student should be referred to BIT for additional support
Requires that the school share steps to address the student’s misbehavior with the parents within 5 days of notice
Not sure what do do? Discuss the student during Behavior Brainstorm session with the Behavior Specialist team Assign student to complete appropriate 3 Millennium or Insight course(s) rd Consider referring the student to outside intervention programming: Promising Youth Peer Court Youth Services (through Dept. of Health and Human Services) Offer parent support resources
Suspensions
Requirements 1.Parents must be given written notice of all suspensions a.This can be provided via email, USPS, or hand delivered 2.All suspensions must be documented in PS Incidents 3.Out-of-school suspensions must be coded ‘S’ and in-school-suspensions must be coded ‘I’ in a student’s attendance 4.Suspended students are prohibited from being on campus, riding district transportation, or attending school sponsored events during the period of their suspension
Best Practices
Suspensions should provide time to develop a plan to support students’ needs; suspension does NOT change a student’s behavior or abilities. Work with a student’s counselor when making disciplinary decisions. A re-entry meeting should be held for every student returning from a suspension; during this meeting schools should: Review the expectations and interventions in place Check in with the student and parent(s) to ensure they understand the expectations of return Consider supports for the student that may include academic and social skill building Identify a staff member to serve as an adult advocate for the student
How can we prevent it from happening again?
What issues will this student face upon return?
What supports can we provide to this student?
What caused the issue?
All suspended students have the right to make up work missed and should not be punished academically for their suspension
Searches
Requirements 1. Searches must be conducted by a school administrator 2. A search is allowed if an administrator has reasonable suspicion and is not excessively intrusive 3. Contact police if you determine there is a serious and immediate threat to the physical safety of students, personnel, or the public 4. Discipline may be brought against a student who fails to comply with a reasonable search request
Personal Property
Person Locker/Desk
Conduct in a private location Two adults must be present and one must be of the same sex as the student being searched Students may be asked to remove hats, coats, shoes, and socks Students may be asked to turn out pockets and roll up sleeves
May be searched at any time, for any reasonable reason Students do not need to be informed that their lockers/desks are being searched Student-owned items found in a locker, desk, or storage area are subject to the guidelines for searches of personal property
Conduct in a private location An objective third party should be present during any search Scope of search must be reasonable (if you suspect a student has a gun, opening their wallet would be inappropriate)
Wear gloves Conduct searches away from other students Have an objective third party observe any search you conduct Best Practices
Emergency Safety Interventions (ESI) What is ESI? Using seclusion or physical restraint when a student presents an immediate/imminent danger of physical violence towards self or others and is likely to cause physical harm. Physical Restraint : A personal restriction that immobilizes or reduces the ability of a student to move their torso, arms, legs, or head freely Seclusionary Time Out : Placing a student in a safe enclosed area that is purposefully isolated from adults and peers and that the student reasonably believes they will be prevented from leaving Physical Escort : Touching or holding the hand, wrist, arm, shoulder, or back for the purpose of guiding a student to another location (this is NOT an ESI)
To protect a person from physical harm
Any ESI is inappropriate if de-escalation strategies are not tried first or if it is done by an adult who has not been formally trained!
To remove a violent student from a situation
To take possession of a weapon or dangerous object
To stop a student from destroying property when physical safety is at risk
Requirements 1. An ESI may only be used to maintain safety; never as punishment 2. Only use an ESI when other options (de-escalation) are not working
3. End an ESI immediately upon a student’s de-escalation 4. Notify parents as soon as possible; within 24 hours max
5. Complete ESI form and submit to the Director of SEL and Prevention Services 6. If any employee is injured during an ESI event, also complete an Injury Report
Best Practices
Everyone working with students who may regularly need an ESI should be Safety Care trained All staff in every school should be trained in de-escalation and trauma-informed practices
Elementary Considerations
After School Detention 1.You may NOT hold elementary students after school for disciplinary purposes. 2.If a student needs to be held after school for health or safety reasons. you must follow the steps below: Recess Restricting daily recess periods will NOT be used as discipline at the elementary level. If you need support finding alternatives to restricting a student’s recess, reach out to a district Behavior Specialist for ideas.
Document in PS
Notification must be made by a licensed staff member
Notify parent before 12:00pm
Restorative Practices Using restorative practices is the most effective way to influence a student’s behavior. Especially in the elementary setting, students need instruction, coaching, and time for reflection in order to build healthy relationships with adults and peers.
Providing opportunities to repair harm These should never be forced or compliance-driven
Misbehavior is an opportunity for learning
Peace Paths Restorative Circles (led by your school counselor) Service Apology notes
Is it an Incident? Incidents are events that must be reported to the state. These are: Suspensions (in and out) District-level violations (victims too) Weapons (even with no discipline) Emergency Safety Interventions Bullying (aggressor and target)
Guidance for writing an Incident:
Use students’ names Avoid story-telling; stick to facts Use this format for titles: “S-3 violation: 2-5 word description”
Example: Simple Assault: Punching another student Alli punched Lisa twice in the head during recess near the basketball court. Both students had been arguing over a video game.
Steps for suspension
Enter an Incident in PowerSchool (How to create a Quick Incident)
Mark student ‘S’ in attendance
Inform teachers so work can be sent home and/or made up
Set up a reentry meeting on the date the student returns
Check-in and follow up several times after the suspension
Quick Incident Templates Below are all Quick Incident Templates available in PowerSchool and guidance on when to use them.
Term
Example(s)
Non-Example(s)
A student punches another student causing a black eye A student throws a rock at another student, hitting them in the head A student tries to take money from another student, when the victim
Two students are rough- housing and one falls to the ground scraping his elbow Two students fight each other and both have minor scrapes/bruises A student throws a ball to another student and accidentally hits someone else A student is caught with 3 vapes and says they’re for personal use. No evidence to the contrary is found A student buys a vape from another student A student is caught selling candy to their peers A student is found in the hall without a hall pass. They are asked to go back to class and they give the adult a dirty look while heading to class A student is asked to go back to class and instead goes to the counseling center; the counselor verifies that the student needed to meet with them
Aggravated Assault An assault is considered “aggravated” if it Results in injury to another Involved the use of a weapon, or Was committed in
connection with another crime.
refuses, the student punches them in the stomach
A student reports buying a vape from another student and circumstantial evidence supports this A student is caught with a large quantity of drugs packaged for individual sale A student is seen on camera passing a bottle containing alcohol to other students A student is found in the hall during classtime without a hall pass. They are asked to go back to class and respond by telling the adult to “f off” A student is asked to go back to class and instead continues to wander the halls. This is documented on at least 3 different occasions in one year.
Distribution School administration can prove a student shared or sold drugs on campus OR a reasonable person, viewing the evidence, would conclude that the student intended to sell drugs on campus.
Frequent/Flagrant Willful Disobedience Refusal to comply with instructions on three or more separate occasions OR a deliberate, glaring, and often severe refusal to obey.
Quick Incident Templates (cont) Below are all Quick Incident Templates available in PowerSchool and guidance on when to use them.
Term
Example(s)
Non-Example(s)
One student grabs another who fights just long enough to get away. Once the victim is relased, they do not attempt to fight their attacker One student calls another a derogatory term Two students are caught kissing in an empty stairwell Two students are rough- housing and one falls to the ground scraping his elbow Two students fight each other and one throws the
Mutual Combat Two (or more) students
Two students “square up”, one throws the first punch but both participate equally
fight, both participate and neither takes an opportunity to leave the situation.
A student yanks down the pants of another student A G-20 or Title IX finding results in disciplinary action
Sexual Harassment Unwanted sexual conduct that may or may not violate G-20 or Title IX
A student slaps another student A student throws a pencil at another student, hitting them in the head
Simple Assault Physical attacks that do not result in injury may be considered simple assault.
other to the ground breaking the victim’s collarbone
A student is found after drinking an entire bottle of NyQuil A student is caught vaping in the bathroom A student is found with an unopened can of beer
Substance Use or posession of an illegal or controlled substance OR misuse or abuse of over-the-counter medication
A student is found with the correct dosage of a drug they were prescribed A student smells like tobacco or marijuana
Quick Incident Templates (cont) Below are all Quick Incident Templates available in PowerSchool and guidance on when to use them.
Term
Example(s)
Non-Example(s)
A student posts online that they are “coming” for someone and includes a picture of a gun A student tells another student that they will get their dad’s knife and stab them A Highland student is found in West’s cafeteria during lunch A student who is currently suspended comes to a school basketball game A student shows their friends the knife they brought to school for “protection” A student hits another student over the head with their metal water bottle during a fight
A student talks about having guns in their home A student is found in posession of a knife but did not show it to anyone else at school A student threatens to fight another student A student from Highland is at West for an approved activity or class A student who is not enrolled at your school meets their friend on the sidewalk, just off campus A student has a pair of scissors in their backpack for an art project A student is wearing a ring when they get into a fight and the ring cuts the other person
Threatened Use of a Weapon A student is not in possession of a weapon but references using one.
Trespassing A student who is not
enrolled at your school (or suspended) is caught on property without permission
Weapon A student has physical
possession of a real weapon or uses an item as a weapon.
It’s impossible to predict every behavior that will happen in a school. If the above quick templates don’t meet your needs, use the Detailed Incident option in PowerSchool
Reach out to your Safe Schoools team or Area Director with any questions or concerns about S-3 and student behavior We’re here to help!
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