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. r Te edaecshi ge nr se da rteo et ne ac co hu raapgperdo tpor iiamt ep lbeemh ea nv it oar vs ao r ti he tayt ot hf et esat uc hdienngt sa na dr ec rl ae ss spreocot fmu l ma na nd acgaenml eeanrt ns at rnadt ecgoi ne ts r. i bWuht ee nt o a ac hp apnr og ep rt ihaet ec, ot ne ad ci thi oe rnss mt haayt ec on ng at rgi eb ut ht ee tsot ut hd ee ns tt ’us dseunptp’ soirnt aspyps rt eomp r ti ao t ee nosrudr ies sr uu pc ct ievses fbuel hl ea avri on ri n. gT ah ne sdecroensspi sotnesnecsysohforuel sdpboen us es se da ni nd a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encstei os n( e/ .agp. ov el or gbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Detention • Restorative practices • Conflict resolution • Ptealreepnhto/ngeu,aer-dmiaaniloourtrteexatc)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 ee seenrvei sr po on nms ee ns ta. r Me da en syi gonf et hd etsoe t reeascphoanpspe rs oepnrgi aa tgee bt eh he asvt iuodresnot ’tshsaut pt hp eo rstt us yd setnetms aarnedr ea sr ep edcet sf ui gl naendd tcoa anl tl ee ar rcno na nd di t icoonnst rt hi baut t e t o a cs eo vnet rr ii bt yu at en dt oatchken sotwu dl eedngti’ ns gi npaoptpe rnot pi arli ai mt epol irc adti isor nu sp tf oi vref ub teuhraev hi oarr. mT, hwehs ei l er eksepeopni ns eg st ha iems ttuodceonrtr ienc ts cbheohoalv. i oT rh eb syesrt er es spsoi nn sgeist ss h o u l d be used in a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encstei os n( e/ .agp. ov el or gbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Behavioral contract • Conflict resolution • cCohuenc ks e-ilno rw/sitthu dscehnot oadl v is or • Detention • Tmeimn.)porary removal from class (<30 • cPoa nr ef enrte/ng cuea r( dwi iat nh at en adcsht eurd) 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. yTs ht eems e troe es pn os un rs ee ss ua ci mc e tsos fcuol rl re eacr tn bi negh aa vn ido rt ob ay l tset rr ecsosni ndgi t ii tosnsse tvhearti tcyo annt rdi b u t e t o t h e as cc hk on oo lws luesdpgei nn gs i op no ts eonrt ii anl- si mc hpol oi clai tni ot enrsv feonrt ifount us .r eS hu ca hr ma , rwe mh iol ev as lt isl hl ko euel dp ibneg l ti mh ei tset du da es nmt ui nc hs cahsoporl a. cTt hi ceasbel er ,ews pi tohnosuets umnadye ri nmvionlivneg i int 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 encstei os n( e/ .agp. ov el or gbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Behavioral contract • Conflict resolution • cCohuenc ks e-ilno rw/sitthu dscehnot oadl v is or • Detention • Tmeimn.)porary removal from class (<30 • Pc oanr ef enrte/ngcuea (r wd iiat nh aa dn md si nt ui sdt er antto 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 iroersopro pn os et es natdi adlriems sp lsiec raitoi ouns sb feohrafvui tourr we hh ai lremk ,eae ps ti un dg et nh te ms tauyd be ne tr ienmaosvcehdoforlo. mWthheens cnhe oc eo sl seanrvyi,r do un emteontth. eTnhaetsuerreeos pf tohnes e s pgrraodmuoatteedsaffaesthyioonf .the school community by addressing self-destructive and dangerous behavior and should be used in a • Pc oanr ef enrte/ngcuea (r wd iiat nh aa dn md si nt ui sdt er antto 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
RkJQdWJsaXNoZXIy MzAyOTQ3Nw==