Interventions and Consequences
Student Support and Behavior Intervention Handbook
Early Childhood and Preschool Students
School staff members shall ensure that all procedures and consequences meet the developmental stages of the Early Childhood student. Keep in mind that behaviors that seem inappropriate for older students may be expected behavior for preschool-age students. The school administration and staff should consult and collaborate with the Early Childhood Office in the development and administration of interventions and consequences. When behaviors require additional support, a collaborative team that includes both parent/guardian and school-based support will develop an individualized behavior support plan. School-based support may include the instructional coach, ECE resource teacher, mental health practitioner, and/or school counselor. For students with more intensive needs, collaboration will occur with district and external behavioral health partners. Consultation with the Early Childhood compliance specialist must occur when an out-of-school placement is being considered. Approval is required from the Early Childhood director and assistant superintendent for out-of-school placement of an Early Childhood student.
Interventions and Consequences for Early Childhood & Preschool
Mild—Classroom Level | |
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Level | Student displays only minor inappropriate behaviors, which are developmentally expected and should be viewed as learning opportunities rather than inappropriate behavior. Thus, staff should approach these situations as teaching opportunities rather than something that requires a reprimand. Examples of minor inappropriate behavior include yelling, peer conflict, delaying or refusing to follow directions, inability to accept feedback, crying, pouting, or whining. Students at Level 1 are typically responsive to the universal strategies that should be in place in all classrooms and implemented regularly by all teachers in all settings. This includes behavior expectations that are taught directly to all children through discussion, modeling, and role-play. Communicate with children at eye level, and reference behavior expectations when providing specific acknowledgment for desirable behavior and when correcting inappropriate behavior. |
Moderate—Classroom/Administrator Level | |
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Level | Student displays moderate inappropriate behavior that requires official documentation. Examples of Level 2 behaviors include repeated failure to follow directions; elopement attempt; or biting, kicking, or striking a student or staff member with minimal to no physical harm. Level 2 behaviors must be documented on a Student Disciplinary Form and submitted to the office for administrative approval and documentation in Infinite Campus. Some Level 2 behaviors may require administrative intervention. Parent contact must be made, either by the referring teacher/staff or by the administrator. The administrator will document and communicate administrative intervention provided with the staff member submitting the Student Disciplinary Referral Form. Documentation will be sent home by the office to the parent/guardian via the bus monitor and/or email within 24 hours and preferably on the day of the behavior. |
Severe—Administrator Level | |
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Level | Student displays serious inappropriate behavior that requires immediate administrative intervention and written documentation. Examples of Level 3 behaviors that result in moderate to significant injury to students or staff include intentionally throwing items aimed at students or adults, intentionally striking students or adults, and self-harm. All Level 3 behaviors require administrative intervention. Parent contact must be made by the administrator immediately regarding the consequence and restraint (if applicable). Documentation will be sent home by the office to the parent/guardian via the bus monitor and/or email within 24 hours and preferably on the day of the behavior. |
The use of corporal punishment as defined in Board Policy 09.433 and 704 KAR 7:170 is prohibited in the district. |
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Interventions and Consequences for Students K–12
Level | Level 1 behaviors represent minor disruptions to the classroom environment. Examples of Level 1 behaviors could be, but are not limited to, being out of one’s seat, talking out in class, leaving the classroom without permission, or dress code or device violations. Typically, these are not referred to an administrator until the classroom-level interventions are not correcting the behavior. With Level 1 behaviors, the goal is to correct the behavior while limiting time missed from class. Repeated inappropriate behavior requires a parent/teacher conference, a conference with the counselor, and/or a conference with an administrator. Staff should use consequences in a graduated fashion. |
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Level | Level 2 behaviors represent acts whose frequency or seriousness disrupt the classroom environment of the school. Examples of Level 2 behaviors could be, but are not limited to, horseplay, nonattendance to class, leaving school grounds, or using profane or vulgar language. These violations always result in the involvement of school administration. With Level 2 behaviors, the goal is to correct the behavior by stressing its seriousness while keeping the student in school. Staff should use consequences in a graduated fashion. |
Level | Level 3 behaviors represent acts against a person(s) or property that indirectly endanger the health or safety of others in the school. Examples of Level 3 behaviors could be, but are not limited to, fighting, harassment, or possession of drugs or alcohol. These behaviors may result in the short-term removal of the student from the classroom environment because of the severe nature of the behavior. Consequence options may include combinations of interventions and consequences. Staff should use consequences in a graduated fashion. Out-of-school suspensions should include a conference with the parent and student the morning the student returns to school at the end of the suspension. |
Level | Level 4 behaviors represent acts against a person(s) or property that may directly or indirectly endanger the health or safety of others. Examples of Level 4 behaviors could be, but are not limited to, assault, possession of a dangerous instrument, or terroristic threatening. These behaviors always result in administrative action, possible notification of appropriate law enforcement authorities, and immediate removal of the student from school. The school will make a recommendation to the Office of Student Relations for an administrative hearing to determine next steps. In the case of Level 4 violations, consequence options at the school level are limited due to the seriousness of the violation and the direct or indirect endangerment to the health and safety of others. In violations involving safety, the School Safety Team should be consulted to complete the Threat Assessment process and develop relevant safety plans. |
The use of corporal punishment as defined in Board Policy 09.433 and 704 KAR 7:170 is prohibited in the district. | |
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In accordance with KRS.158.150, a student who has been removed from the same classroom three times within a 30-day period shall be considered chronically disruptive and may be suspended and no other basis for suspension is necessary. In an instance where a removal is for a Level 1 or Level 2 behavior, the principal shall consult with the zone assistant superintendent prior to imposing an out-of-school suspension. |