LEVELS OF RESPONSES AND INTERVENTIONS LEVEL 1 EXAMPLES OF CLASSROOM, SUPPORT, AND TEACHER-LED RESPONSES Ts ahf ee seenrvei sr po on nms ee ns ta. rTe edaecshi eg rnse da rteo et ne ca oc hu raapgpe rdo tpor ii amt ep lbeemheanv ti oar vsaor it ehtayt ot hf et esatcuhdi enng t as nadr ec lraessspr eocotmf u lma anndacgaenml ee na rt ns tar na dt e cgoi enst.r iWb uhteent o a ac hp apnr og ep rt ihaet ec, ot ne ad ci thi oe rnss mt haayt ec on ng at rgieb ut ht ee tsot ut dh ee nstt’ us ds eunptp’ so irnt as py ps treomp rti oa teenos ru dr ei ssruucpctei vs es f bu el hl eaavrinoirn. gTahneds ec or en ss pi sot ne ns ec sy sohf or ue lsdp ob ne suesseadnidn a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encst ei os n( /e a. gp. ovleorgbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Detention • Restorative practices • Conflict resolution • Ptealreepnhto/ngeu,aer-dmiaaniloourttreexatc)h (contact parent/guardian via • Referral to appropriate substance abuse counseling service • Referral to health/mental health services • Informal and/or preventative school-based mentoring LEVEL 2 EXAMPLES OF TEACHER-LED AND/OR ADMINISTRATIVE SUPPORTED RESPONSES Ts ahf eeseenrveisr po on nmsee ns ta. rMe ad ne syi go nf et hdetsoe treeascphoanps pe sr oepnrgi aa gt ee bt he eh as vt ui odre snot ’ st hsautptphoe rst t suydset ne mt s aa rned raersep de cetsfiuglnaenddt oc aanl t leera cr on nadni dt i oc on ns ttrhi abtu t e t o a cs eo vnet rr ii bt yu taen tdoatchkensotwu dl eedngt i’ sn gi npaoptpernot pi arli ai mt epol irc da ti si or nu sp tf iovre f bu et uhraev ihoarr. mT, hwe hs ei l er eksepeopni snegs t ahiems tt uo dceonr tr ei nc tsbc eh ho ao vl . i oTrhbeys es trreessps oi nngs ei tss s h o u l d be used in a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encst ei os n( /e a. gp. ovleorgbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Behavioral contract • Conflict resolution • cCohuenc ks e-ilno rw/sitthu dscehnot oaldvi so r • Detention • Tmeimn.)porary removal from class (<30 • Pc oa nr ef enrte/ng cuea r( dwi iat nh at enadc shteurd) e n t • Informal and/or preventative school-based mentoring • Functional Behavioral Assessment/Behavioral Intervention Plan • Referral to appropriate substance abuse counseling service • Referral to health/mental health services • Referral to student services team • Restorative practices • Loss of privileges • Restitution LEVEL 3 EXAMPLES OF ADMINISTRATIVE SUPPORTED AND REMOVAL RESPONSES Ts thuedseenrt e’ ss pi noanpspersoepnrgi aatgee ot rh ed isstruudpet ni vt e’ s bs euhpapvoi rotr s. yTsht eems e troe se pn os un rs ee ss ua icmc e tsos fcuol rl reeacrtnbi negh aa vnido rt ob ay l st et rr ecsos ni ndgi tiitosnsse tvhear ti tcyoannt rdi b u t e t o t h e as cc hk on oo lwsluesdpgei nn gs i po on tseonrt iianl- ismc hpol ioclaitni ot enrsvfeonrt fi ou nt usr. eShuac rhma , rwe mh i ol ev satl i sl lhkoeuel pd i bn eg ltihme i st et uddaesnmt iunc shc ahso op lr. a Tc thi ceasbe l ree, swpiot hnos eust mu nadyeirnmv oi nl vi negi ni t-s ability to adequately address the behavior. These responses should be used in a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encst ei os n( /e a. gp. ovleorgbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Behavioral contract • Conflict resolution • cCohuenc ks e-ilno rw/sitthu dscehnot oaldvi so r • Detention • Tmeimn.)porary removal from class (<30 • Pc oa nr ef enrte/ng cuea r( dwi iat nh aa nd dmsi tnui sdter na tt o r ) • Informal/preventative/formal mentoring • Functional Behavioral Assessment/Behavioral Intervention Plan • Referral to appropriate substance abuse counseling service • Referral to health/mental health services • Referral to student services team • Restorative practices • Loss of privileges • Restitution • In-school intervention • In-school suspension LEVEL 4 EXAMPLES OF ADMINISTRATIVE SUPPORTED AND SHORT-TERM OUT-OF-SCHOOL EXCLUSIONARY RESPONSES Tb ehhe as ev iroers opro np os et es natdi adlriems sp sl iecraitoi ou ns sb feohra fvui tour rwe hhial er mk e, ae ps itnugd et hnet ms t ua yd ebnet rienma osvcehdo of rl o. mW ht heen sncehcoeoslsea nr yv ,i rdounemt oe nt ht . e Tnhaet us er er eosf pt oh ne s e s gprraodmuoatteedsaffaesthyioonf .the school community by addressing self-destructive and dangerous behavior and should be used in a • Pc oa nr ef enrte/ng cuea r( dwi iat nh aa nd dmsi tnui sdter na tt o r ) • Loss of privileges • Restitution • In-school suspension • Referral to student services team • Formal mentoring program • Restorative practices • Short-term out-of-school suspension (1-3 days) • Temporary removal from class (<30 min.) • Functional Behavioral Assessment/Behavioral Intervention Plan
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