Secondary BehaviorAl Learning Guide www.HuntsvilleCitySchools.org 200 White Street • Huntsville, AL 35801 • 256-428-6800
SecondaryBehaviorAlLearning Guide
www.HuntsvilleCitySchools.org 200 White Street • Huntsville, AL 35801 • 256-428-6800
www.HuntsvilleCitySchools.org
200 White Street • Huntsville, AL 35801 • 256-428-6800HCS 053 0728
Introduction ................................................................................................1
Purpose of the Behavioral Learning Guide ................................................1
Creating a Positive School Climate ..........................................................2
A Shift in Practice......................................................................................2
The Behavior Learning Guide: A Response to Research..........................3National and Local Data..........................................................................................3Importance of Data ..................................................................................................4
Supporting Our Teachers: Linking our Teachers to Resources ................5
Positive Behavior Intervention and Supports ............................................5Elements of PBIS ....................................................................................................5Positive Relationships................................................................................................7Effective Classroom Practices ..............................................................................7
Proactive Measures for Creating a Positiveand Engaging Classroom Climate ........................................................8
Progressive Intervention & Discipline ......................................................11Determining Intervention(s) and/or Disciplinary Consequences ................12Defining the Response Levels ..............................................................................12Progressing from Response Level 1 to Response Level 2..............................13Progressing from Response Level 2 to Response Level 3 ............................14Progressing from Response Level 3 to Response Level 4 ............................14
Problem Solving and Assessment ............................................................15
Office Disciplinary Referral Procedure ..................................................16
Other District Resources ........................................................................17New District-Wide Tool: Behavioral Learning Network................................17New District-Wide Tool: Restorative Practices................................................17
Huntsville City SChoolsSecondary Behavioral Learning Guide
Table of Contents
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The Three Keys to Managing Student Behavior: Response Strategies, Disciplinary Consequences, and Interventions....................................18
Response Strategies ................................................................................18
Disciplinary Consequences ......................................................................21
Intervention..............................................................................................24
Surrender for Safety................................................................................26
Behavioral Learning Teacher and Administrator Menu ..........................27
Behavioral Learning Matrix ....................................................................28Academic Dishonesty ............................................................................................28Alcohol, Drugs, Inhalants, and Tobacco ............................................................28Arson, Fire Setting, Explosives, and Bomb Threats ....................................30Bullying, Harassment and Threats ......................................................................31Disruptive and Uncooperative Behavior ..........................................................32Explicit, Lewd, Obscene or Sexual Materials and Associated Actions ..34Failure to Follow Bus, Field Trip, or Extracurricular Rules..........................35Failure to Respect Property of Others ............................................................35Gambling ..................................................................................................................36Inappropriate Clothing ..........................................................................................36Inappropriate Language ........................................................................................37Inappropriate Physical Contact and Aggression ............................................38Inappropriate Touching and Sexual Conduct ..................................................38Inappropriate Use of Technology ........................................................................39Recordings & Transmissions ..................................................................................41Use/Possession/Distribution of Unauthorized Items ....................................41Weapons/Firearms ................................................................................................41
Glossary of Terms....................................................................................43
Appendix A: Dress Code........................................................................45
Appendix B: Suspension Procedures......................................................47
Appendix C: Expulsion Procedures........................................................48
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IntroductionCreating a positive school climate and culture starts in the classroom. Classroom managementis integral to this process. The leaders of Huntsville City Schools believe that the procedurescontained in this document will better support our staff and our students in creating a positiveschool climate and culture in each of our schools.
Huntsville City Schools strives to continuously improve in every area. The Behavioral LearningGuides are no exception. As we implement this document, we anticipate that we will receivefeedback from parents/guardians, students, teachers, and administrators. As we receive feedback,we will make edits to this document to address issues raised by the feedback. As such, yourengagement is critical to the success and future improvement of this document.
Purpose of the Behavioral Learning GuideThe Behavioral Learning Guide includes proactive and responsive strategies for teachers, staff,and school leaders. It also provides guidelines for progressive, supportive Interventions andDisciplinary Consequences to address a broad range of student behavior. It is designed toaccomplish the following purposes:
• To outline the rights and responsibilities related to student behavior of all stakeholders,including students, parents/guardians, teachers, staff, school leaders, central office staff andthe Board of Education, recognizing that all stakeholders have a collective responsibilityto support positive student behavior;
• To assure that adults will teach, model and reinforce the skills necessary for all studentsto meet HCS’ behavioral expectations;
• To provide clear and explicit, age-appropriate expectations for student behavior;
• To identify behaviors that are inappropriate at school and school-sponsored events;
• To equip teachers, staff, and school leaders with a range of reasonable, proportionaland consistently applied Interventions and Disciplinary Consequences to respond toinappropriate behavior and to support positive behavioral changes in students;
• To ensure students are treated fairly and without unlawful discrimination;
• To establish a partnership with parents/guardians because they are essential to thebehavioral and academic success of students.
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Creating a Positive School ClimateAll faculty, staff and school administrators are committed to inspiring, developing andengaging every student to become career and/or college ready. To support this commitment,District leaders are working with faculty, staff, and school administrators to create a positiveschool climate and culture in each school. A positive school culture is one in which students,parents/guardians, and staff work together respectfully to maintain a positive, orderly, andsafe learning environment focused on both teacher and student led learning. A positive schoolclimate is only possible when faculty, staff, and school leaders teach expected behaviors andconsequences for misbehaviors to all students and provide support and interventions toaddress the causes of inappropriate behavior.
After teaching and modeling for students these behavioral expectations, school staff mustadminister the disciplinary process in a fair and consistent manner. The disciplinary processshould include opportunities for school staff to provide students with corrective feedback abouttheir behavior and, where appropriate, for students and families to participate in restorativepractices. Creating a positive school climate and culture in each school will require the combinedefforts of students, parents/guardians, faculty, staff, school leaders, district leaders, and thewider community. To foster these efforts, it is important that school personnel work to developrelationships with students and their families. Building and maintaining positive relationshipswith families ensures that there is a combined effort in creating positive school climates in everyschool. This combined effort is best for our students because our schools perform best whenall students act as leaders, and everyone, including parents/guardians and staff, works togetherand respects each other’s role in preparing students for college and careers.
A Shift in PracticeThis document is designed to reflect our mission to inspire, develop and engage all studentsin becoming career and college ready; creative problem-solvers; active citizens; and life-longlearners in a globally connected society. To meet our mission, we will hold all students to thesame high expectations, but provide different kinds of support to students, based on theirspecific needs, to meet those expectations. Our expectation is that every student will graduateand will leave HCS as problem-solvers, critical thinkers, and life-long learners in order to besuccessful in our globally connected society. We know that we need to provide teacherscomprehensive supports so that they can adopt new practices to support students.
This document contains new procedures and tools designed to support teachers with keeping allstudents engaged in learning and reducing disparities in Disciplinary Consequences and academicperformance. Unlike prior codes of student conduct, this document is a guide, and not a rigidcode/zero-tolerance policy. This document explains the role of the parents/guardians, students,and staff. It incorporates, in a user-friendly way, our Strategic Plan, and states our philosophy,core values, model of student behavior, rights and responsibilities of students, various levelsof supports, and procedures for using corrective strategies.
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The Behavior Learning Guide: A Response to ResearchNational and Local Data
National research on school discipline reveals disturbing findings concerning more traditionalapproaches to school discipline:
• African-American students were disproportionately likely to be removed fromthe classroom for disciplinary reasons;
• Students with particular educational disabilities were disproportionately likelyto be removed from the classroom for disciplinary reasons; and
• Students who were suspended and/or expelled, particularly those who were repeatedlydisciplined, were more likely to be held back a grade or to drop out than were studentsnot involved in the disciplinary system.
HCS’ discipline and academic data reflects the same disparities found nationally. Consider thefollowing examples from page 7 of the Court’s April 21, 2015 Memorandum Opinion in the matterof Hereford and the United States v. the Huntsville City Board of Education:
• During the 2013-14 school year, African-American students tended to receive, on average,more serious consequences for similar behaviors to white students.
• During the same school year, African-American students were two times more likely toreceive out-of-school suspension for similar behavior relative to white students whotended to receive a consequence such as in-school suspension, detention, or letter home.
We are not satisfied with the above statistics, and we know that we can improve. In addition to thelocal and national statistics listed above, there are other important instructional reasons for makingchanges to the discipline process, such as increasing instructional time for all students. Therefore,this document provides a comprehensive approach to supporting student behavior. It is focusedon: keeping all students engaged in learning; reducing disparities in Disciplinary Consequencesand academic performance; and increasing the amount of instruction time for all students.
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Importance of DataIn the past, schools collected student disciplinary data, but the method for collecting datamade it difficult to track the Disciplinary Consequences for behavior and Interventions providedto a student engaging in inappropriate behavior. In order to support school personnel with theimplementation of Positive Behavior Interventions and Supports (“PBIS”), HCS administration iscurrently developing a user-friendly, computer application (the “Behavioral Learning Software”)for school personnel to use for the collection of data about student behavior.1 The BehavioralLearning Software is expected to be ready for District-wide implementation at the start of the2016-2017 school year.
The Behavioral Learning Software will serve as a tool for helping teachers and principals track dataon a student’s good behavior and teacher and administrator Response Strategies, DisciplinaryConsequences, and Interventions. This will allow the Behavioral Learning Software to track whichactions are effective in shaping each child’s behavior, and this data will help school-level personnelrespond to a student’s behavioral needs. For example, once implemented, school personnel willuse the Behavioral Learning Software to collect student behavior data including the Interventionsthat proved most effective for helping a given student. Information about a student’s identified needsand successful Interventions will be made available to the student’s next teacher(s), so the newteacher(s) may continue these Interventions for the student as needed. To ensure that each studenthas a clean slate for each school year, the school-based Problem Solving Teams will ensure thatonly the information necessary to support any student is shared with the student’s new teachers.
One of the fundamental reasons for the development of the Behavioral Learning Guides is theneed for fair, consistently-applied consequences and necessary supports for students. Toensure this consistency, the District will randomly sample the disciplinary data collected ateach District school, using both the Behavioral Learning Software and other District-developedforms. The District will address any disparities that are presented by this random sampling.
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1 The District will comply with the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g, as it pertainsto the collection and disclosure of student disciplinary records through the Behavioral Learning SoftwareDRA.
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Supporting Our Teachers:Linking our Teachers to Resources
This document contains a significant amount of guidance for classroom teachers around expectationsfor classroom management and how to respond to student behavior. To ensure that our teachershave the tools necessary to meet the District’s expectations about classroom management andstudent behavior, the District will work during the 2016-17 school year to hyperlink this documentto District resources. These resources will support teachers on issues pertinent to classroommanagement and engaging instruction. Each of these resource hyperlinks will provide teacherswith content-specific supports such as videos, other websites, example documents or copies ofprofessional development materials. For example, one hyperlink could provide teachers withresources related to the implementation of Positive Behavior Interventions and Supports (“PBIS”).The District has made these available for all teachers to review as needed, and the District willupdate these resources as new resources are identified.
During the 2016-17 school year, this document will be periodically updated with new hyperlinks,and these hyperlinks will be identified by their blue text. When viewing this document electronically,teachers can click these blue words and their browser will be opened to the resource related tothat word.
Positive Behavior Intervention and SupportsAll schools in the Huntsville City School System are expected to create positive learning environmentswhere all students can experience academic, behavioral and social emotional growth. The structureused to create this environment is called Positive Behavior Intervention and Supports (“PBIS”).
Elements of PBISAt the heart of the PBIS system are five (5) critical elements that contribute to making our schoolspositive places where children love to learn and teachers love to teach:
1. Behavior ExpectationsStudents must be provided clear and consistent expectations for their behavior reflectingthe following district-wide expectations:
Be Respectful• Treat others the way you wish to be treated • Take care of private and public property• Solve problems peacefully• Respect the right of others to be different from you and think differently than you
Be Responsible• Take ownership of your actions• Be on time and ready to learn• Follow classroom and school rules • Do/Produce your own work • Be an active learner
Be Safe• Behave in ways that make school a positive place• Report bullying, harassment or unsafe incidents • Refuse to spread rumors or gossip• Find trusted adults who can mentor and support you
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2. Teaching Appropriate BehaviorSchools must be intentional about teaching students what is expected of them at all gradelevels and in all school settings. Faculty and staff will not only teach students the behaviorsexpected of them but will also model the expected behaviors on a daily basis as well. Thisrequires teaching behavior at the start of each school year and throughout the year, as needed.
3. Celebrating Positive BehaviorWhen students meet the behavior expectations set for them, it is important to acknowledgetheir efforts and let them know why they are being acknowledged. Recognition of studentachievement is important in the area of behavioral growth just as it is in the area of academicgrowth.
4. Responding to BehaviorWhen students do not meet the behavior expectations set for them, staff should use ResponseStrategies to stop the behavior and allow the student to regain self-control. School personnelmay also provide a Disciplinary Consequence that allows the student an opportunity to repairthe harm resulting from his or her behavior while maintaining the safety of the learningenvironment and the school community. School personnel may also provide Interventionsas needed to help a student from repeating an undesirable behavior or to help studentswho are victims of or witnesses to certain types of incidents.
When students demonstrate a pattern of behavior or more significant behaviors, schoolpersonnel must examine the underlying cause(s) of the behavior and provide the studentwith an Intervention. Interventions address the underlying cause of behavior which mayinclude unmet needs, lagging skills, ineffective instructional strategies, or environmentalfactors. When an exclusionary Disciplinary Consequence is used (i.e. in-school suspension,out-of-school suspension), school personnel must pair it with one or more Interventions. Ingeneral, and in response to student infractions that do not involve acts of violence or seriousor repeated behaviors, documented Interventions should be used before an exclusionaryDisciplinary Consequence. When the exclusionary Discipline Consequence does not lead toimproved student behavior, school personnel and parents/guardians should work togetherto understand the root causes of the behavior and treat each incident of behavior as anopportunity to intervene responsibly in the life of a student and help the student to becomea college and career ready adult.
5. Use of DataTo be effective, schools implementing PBIS must systematically collect data about studentbehavior and use it to guide the teaching and support that takes place at the student level,the classroom level and the school level. School personnel must examine data on a regularbasis to make sure that behavior practices are being implemented in ways that lead topositive and equitable outcomes for all students. As explained above, the Behavioral LearningSoftware is designed to help teachers and school administrators with this process. TheBehavioral Learning Software is currently being developed for implementation District-wideby the start of the 2016-2017 school year.
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Positive RelationshipsResearch shows that positive relationships help children learn. Students are more likely to succeedwhen they feel connected to others in their school and classroom community and are less likelyto behave in ways that disrupt the school environment.2 School personnel will use skills andstrategies to build positive relationships with students such as:
• Know your students’ strengths, personal struggles and cultural identities
• Communicate and model understanding and empathy
• Structure tasks for student success
• Reinforce behavior in a positive manner
• Use factual, objective language to define expectations and address behavior
• Ask open-ended questions
• Stay calm in tense situations
• Remain neutral whenever possible
• Model reciprocal respect whenever possible
• Engage the parent/guardian in your thinking about how to bring the best out of the student
• Repair broken relationships
Effective Classroom PracticesFoundational to supporting positive behavior in all students is the use of effective, culturally-relevantinstruction. Research shows that there is a strong link between effective teaching practices andstudent engagement. Effective instruction is central to HCS’ purpose and is an integral factor ineffective classroom management and in creating a positive learning climate that fosters social andemotional growth and academic achievement. In many cases, effective classroom managementpractices will reduce the occurrence of behaviors that require Intervention and DisciplinaryConsequences. The Response Strategies detailed in this document on page 18 are driven byeffective classroom management strategies.
When positive relationships and the use of effective classroom management strategies areinsufficient to address inappropriate student behavior, the use of Disciplinary Consequencesand more intensive Interventions may be used as described in this document on pages 21-25.
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2 Blum, Robert. “A Case for School Connectedness,” Educational Leadership, April 2005
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Planning
1. Professional Knowledge
1.1 Addresses appropriate curriculum and technology standards andintegrates key content elements.
1.2 Develops and facilitates students’ use of higher-level thinking skillsin instruction.
1.3 Demonstrates accurate, deep, and current knowledge of subject matter.1.4 Exhibits culturally responsive pedagogical skills relevant to the subject
area(s) taught and best practices based on current research.1.5 Bases instruction on goals that reflect high expectations for all students
and a clear understanding of curriculum.
2. Instructional Planning
2.1 Analyzes and uses student learning data to inform planning.2.2 Develops plans that are clear, logical, sequential, and integrated across
the curriculum (e.g., long-term goals, lesson plans, syllabi, state andlocal school district curricula and standards).
2.3 Plans instruction effectively for content mastery, pacing, and transitions.2.4 Plans for instruction to meet the needs of all students.
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Proactive Measures for Creating a Positiveand Engaging Classroom Climate
Many of the procedures and structures in the Behavioral Learning Guide are responsive in nature.The responsive aspects are designed to help teachers and administrators support students so thatthey may regain self-control after behaving inappropriately. The following table is designed to helpteachers proactively support students so that they will be less likely to behave inappropriately.Foundational to supporting positive behavior in all students is the use of effective, culturallyrelevant instruction and classroom practices. We know that students learn best and behave bestwhen they are deeply engaged in learning, and when they are experiencing instruction that tapson different modalities of learning. How the teacher paces the lesson, how much the teacher asksthe students to engage, how much fun and curiosity the teacher brings to the academic tasks, andhow much the teacher ensures that every student is engaging with the material matter tremendously.
The following chart contains a list of example effective classroom practices meant to supportteachers in creating a positive school climate.
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Instructional Delivery
3. Instructional Strategies
3.1 Engages students in active learning that maintains interest and buildsupon students’ existing knowledge and skills.
3.2 Reinforces learning goals consistently throughout the lesson.3.3 Uses a variety of research-based instructional strategies/resources
and appropriate instructional technology to enhance learning for allstudents.
3.4 Engages students in authentic learning by providing real-life examplesand interdisciplinary connections.
4. Differentiated Instruction
4.1 Differentiates the instructional content, process, product, and learningenvironment to meet individual developmental needs.
4.2 Provides remediation, enrichment, and acceleration to further studentunderstanding of content.
4.3 Uses flexible grouping strategies to encourage appropriate peerinteraction to accommodate learning needs/goals.
4.4 Uses diagnostic, formative, and summative assessment data to informinstructional modifications for individual students.
Assessment of and for Learning
5. Assessment Strategies
5.1 Aligns student assessment with the established curriculum andbenchmarks.
5.2 Varies and modifies assessments to determine individual studentneeds and progress; adjusting instruction as appropriate.
5.3 Uses formal and informal assessments for diagnostic, formative, andsummative purposes.
5.4 Uses grading practices that report final mastery related to contentgoals and objectives.
5.5 Collaborates with others to develop common assessments, whenappropriate.
6. Assessment Uses
6.1 Uses diagnostic assessment data to develop learning goals for students,to differentiate instruction, and to document learning.
6.2 Uses assessment tools for both formative and summative purposesto inform, guide, and adjust instruction.
6.3 Systematically analyzes and uses data to measure student progress,to design appropriate interventions, and to inform long- and short-term instructional decisions.
6.4 Shares accurate results of student progress with students, parents,and key school personnel.
6.5 Provides constructive and frequent feedback to students on theirprogress toward their learning goals.
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Learning Environment
7. Positive Learning Environment
7.1 Establishes clear expectations for classroom rules, routines, andprocedures and enforces them persistently and appropriately.
7.2 Models caring, fairness, respect, and enthusiasm for learning.7.3 Promotes respect for and understanding of students’ diversity, including —
but not limited to — race, color, religion, sex, national origin, or disability.7.4 Creates a warm, attractive, inviting, and supportive classroom
environment.7.5 Arranges the classroom materials and resources to facilitate group
and individual activities.
8. Academically Challenging Environment
8.1 Maximizes instructional time.8.2 Encourages productivity by providing students with appropriately
challenging and culturally relevant content and assignments.8.3 Communicates high expectations for student learning.8.4 Provides academic rigor, encourages critical and creative thinking
and inspires students to achieve goals.
Professionalism/Communication
9. Professionalism
9.1 Carries out duties in accordance with federal and state laws, Code ofEthics, and establish state and school board policies, regulations andpractices.
9.2 Maintains professional demeanor and behavior (e.g., appearance,punctuality, and attendance).
9.3 Respects and maintains confidentiality.9.4 Evaluates and identifies areas of personal strengths and weaknesses
related to professional skills and their impact on student learning,including setting goals for improvement.
9.5 Participates in ongoing professional growth activities based on identifiedareas for improvement (e.g., mentoring, peer coaching, and professionallearning communities) and incorporates learning into culturallyresponsive classroom activities.
10. Communication
10.1 Collaborates and networks with colleagues and community to reacheducational decisions that enhance and promote student learning atoptimal levels.
10.2 Uses correct vocabulary, grammar, and appropriate forms of oral andwritten communication.
10.3 Adheres to school and district policies regarding communication ofstudent information.
10.4 Listens and responds with cultural awareness, empathy, andunderstanding to the voice and opinions of stakeholders (parents,community, students, and colleagues).
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Progressive Intervention & DisciplineHCS has adopted a progressive approach to responding to student behavior. HCS will respond toand provide Disciplinary Consequences only for conduct occurring on school property or at schoolactivities, except that HCS may respond to a student’s behavior where there is an identifiableserious threat of physical harm to HCS, HCS student(s) or HCS employee(s). Using this approach,school personnel make every reasonable effort to correct inappropriate student behavior usinglogical, progressive Disciplinary Consequences and Interventions. Significant DisciplinaryConsequences, such as out-of-school suspension and expulsion, are used for the most serioussituations or as a last resort in a set of progressive consequences. When an exclusionaryDisciplinary Consequence is used (i.e. in-school suspension, out-of-school suspension), it mustbe paired with one or more Interventions.
In a progressive approach to Interventions and Disciplinary Consequences, students must haveopportunities to learn from mistakes. This means that students will receive progressive DisciplinaryConsequences paired with supports designed to change their behavior over time. This processensures that a teacher’s responses to inappropriate behavior are as much a part of the learningenvironment as teaching academic subjects. When a specific student behavior does not changeusing the lowest identified level of Disciplinary Consequence and/or Intervention, or the behaviorincreases in frequency, intensity, or duration, the next level of Disciplinary Consequence and/orIntervention is used in most cases. The progressive approach does not apply to most expellableoffenses because those offenses usually threaten school safety.
School personnel will ensure that all Disciplinary Consequences and Interventions are selected,implemented, and assessed to help students do the following:
• Understand why the behavior is unacceptable and the harm it has caused
• Take responsibility for their actions
• Understand what they could have done differently in the same situation
• Learn social strategies and skills to use in the future
• Understand the progression of more serious consequences if the behavior reoccurs
Inappropriate behavior may be symptomatic of underlying problems that students are experiencing.It is critical that all school personnel be sensitive to issues that may influence student behaviorand respond in ways that are supportive of student needs. The Disciplinary Consequences andInterventions described in this document should be carefully matched to the needs of the studentand the overall context of the situation.
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Determining Intervention(s) and/or Disciplinary ConsequencesThe Behavioral Learning Menu on page 27 is provided to guide staff and administrator decisionsabout how to respond to inappropriate student behavior. It is critical that the following factorsbe considered prior to determining the appropriate response:
• Student’s age, maturity and understanding of the impact of his or her behavior
• Student’s willingness to repair the harm caused by the behavior
• Student’s disciplinary record including the nature of prior behavior, the number ofprior instances of behavior, the Interventions and consequences applied, etc.
• Nature, severity and scope of the behavior
• Circumstances and context in which the behavior occurred including the impacton the learning environment
• Student's Individualized Education Plan (IEP) or 504 Plan, if applicable
The Behavior Learning Matrix identifies levels of possible responses to inappropriate studentbehavior (Response Levels). Each behavior is assigned to one or more Response Levels. Schoolpersonnel will use the Response Levels identified for each behavior. At the Day-to-Day, In-ClassResponse Level, teachers will keep informal documentation of student behaviors (Class Dojo,calendars, call/conference logs, journals/think sheets). For behaviors requiring Response Level1 or greater, the student behavior will be documented in our new Behavioral Learning Software.
Defining the Response LevelsDay-to-Day Responses to student behavior are teacher responses in the classroom that addressminor inappropriate behaviors as part of the learning environment. Level 1 Responses to studentbehavior are also teacher responses but are more intensive and often involve pairing with anIntervention to support the student. Level 1 Responses may include support from additionalpersonnel and might be provided in the classroom, outside the classroom, or in another environment.Examples of Level 1 Responses include taking a break in class (“TAB in”) or out of class (“TAB out”),counselor support and a parent or guardian contact. All Level 1 Responses should be documentedusing HCS’ Behavioral Learning Software.
Level 2, 3, and 4 Responses to student behavior are all school administrator responses. Level 2Responses include in-school Disciplinary Consequences, and if a student requires multiple Level2 Responses, he or she may be subject to out-of-school suspension. Level 3 Responses includeout-of-school suspension as a Disciplinary Consequence, and Level 4 Responses include thepossibility of expulsion from school. Level 2, 3, and 4 Disciplinary Consequences must be pairedwith an Intervention.
If the behavior is assigned two or more Response Levels, the lowest level is used first except forthose behaviors assigned both to Day-to-Day and Level 1 Responses. For example, if a student isbeing mildly disruptive, the teacher may be able to correct the student’s behavior using a Day-to-Day Response. If, however, the student’s disruptive behavior is more severe, the teacher mayuse a Level 1 Response to correct the student’s behavior even if the teacher has not previouslyattempted a Day-to-Day Response. For behaviors that are assigned Response Levels 1 and 2,school personnel must first use a Level 1 Response to address the behavior before using a Level2 Response.
Progressive responses are confined to the current school year. At the beginning of each new schoolyear, every student begins with a clean slate and responses to inappropriate and disruptivebehavior should be the lowest assigned Response Level for a first occurrence.
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Progressing from Response Level 1 to Response Level 2For behaviors assigned Level 1 and 2 Responses, such as classroom disruptions, the teacher mustfirst take steps to respond to the student’s behavior (Level 1 Response) before seeking adminis-trative support (Level 2 Response). For these behaviors, a teacher should not refer the student tothe office (using an Office Disciplinary Referral) until the teacher has responded to the student’sbehavior with appropriate, progressive Disciplinary Consequences and an Intervention. If, after this,the student’s behavior continues or intensifies, the teacher should follow the Office DisciplinaryReferral Procedure on page 16.
An example of a progressive approach to student behavior is provided below.
Sample of Progressive Responses to Student Behavior:
1. First occurrence of the behavior – silent warning• The silent warning should be a symbol that the teacher has previously taught the class.
• This may look like a tap on the student’s desk or a particular hand sign.
• The purpose of this warning is to redirect the student without further disruptingthe rest of the class.
2. Second occurrence of the behavior – have the student write out the problem• The teacher provides the student with a piece of paper and instructs the student to explain
why the student is behaving in a way that fails to meet expectations. The teacher mayask guiding questions (e.g., “What is getting in the way of your completing your classwork?What can you do to get back on track?”).
• This written explanation will often reveal the problem that is driving the student toa particular behavior.
• This is a Level 1 Response and should be documented using the District’s BehavioralLearning Software.
3. Third occurrence of the behavior – communication with the student’s parent/guardian• The call should be the same day as the student’s behavior if at all possible.
• The teacher should focus on seeking support of the family in addressing thestudent’s behavior.
• The teacher should keep a call log in order to track the calls made and the resultsof those calls.
• This is a Level 1 Response and should be documented using the District’s BehavioralLearning Software.
• In addition to the call to the student’s parent/guardian, the teacher should select anappropriate Intervention to meet the student’s need and track this using the BehavioralLearning Software.
4. Fourth occurrence of the behavior – refer the student to the office• Follow the Office Disciplinary Referral Procedure on page 16.
PLEASE NOTE: The process listed above is not intended to be a rigid requirement for everyteacher at every school. Depending on the situation, it may be appropriate for teachers totake fewer steps or to take more steps before referring the student to the office. The exampleabove is merely a sample of a progressive approach to responding to a student’s behavior. Whatmatters in any progressive response to a student’s behavior is that the sequence of responses
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includes, at a certain point, an Intervention that looks at the reason for the behavior and why thenormal sequence of classroom responses is not working. It is also important to note that theseresponses are most effective when they are understood by all students in a class as norms, andwhen students have had opportunity to practice them as individuals and as a class.
Progressing from Response Level 2 to Response Level 3For behaviors assigned Response Levels 2 and 3, such as possession of alcohol or marijuanain an amount for personal use, the school administrator must first use a Level 2 Response tothe behavior. Such a response will usually include an in-school Disciplinary Consequence, likeassignment to an in-house learning center, paired with an intensive Intervention. The schooladministrator should not assign the student to out-of-school suspension until he or she hasresponded to the student’s behavior with an in-school Disciplinary Consequence and Intervention.
If the student is referred to the office for the same behavior after the administrator has tried aLevel 2 Response, including at least one Intervention, the administrator should determinewhether the Intervention is an effective one. If the administrator finds that the Intervention hasbeen ineffective, the administrator may repeat the in-school Disciplinary Consequence andbegin a new Intervention. The administrator should work with the Problem Solving Team todetermine if an Intervention has been effective or if the student needs a higher level of support.If the administrator and the Problem Solving Team determine that the student needs a higherlevel of Intervention, the administrator may use a Level 3 Response. Level 3 Reponses includeout-of-school Disciplinary Consequences paired with the highest level of Intervention, includingpotentially seeking District support from the Behavioral Learning Network.
Progressing from Response Level 3 to Response Level 4For behaviors assigned Response Levels 3 and 4, such as tampering with the District’s computernetwork, the school administrator must first use a Level 3 Response to the behavior. Such a responseusually includes an out-of-school Disciplinary Consequence, like assignment of out-of-schoolsuspension, paired with the highest level of Intervention, including potentially seeking supportfrom the Behavioral Learning Network. The school administrator should not refer the studentfor expulsion until he or she has responded to the student’s behavior with an out-of-schoolDisciplinary Consequence and an intensive Intervention.
If the student is referred to the office for the same behavior after the administrator has tried aLevel 3 Response, including at least one Intervention, the administrator should determine whetherthe Intervention in place is an effective one. If the administrator finds that the Intervention has beenineffective, the administrator may repeat the out-of-school Disciplinary Consequence and begina new Intervention. If, however, the administrator finds that the behavior is not one that cannotbe responded to with an Intervention, the administrator may respond with a Level 4 Response,including recommendation for expulsion.
If the highest response level assigned to a particular behavior is Level 3, the school administratorshould make every effort to respond to the student’s behavior using out-of-school DisciplinaryConsequences paired with the most intensive Interventions, including potentially seeking supportfrom the Behavioral Learning Network. If, however, a student repeats behaviors that requiredLevel 3 Responses, the school administrator may consult with the Department of BehavioralLearning about the possibility of responding to the student’s behavior with a Level 4 Response.
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Problem Solving and AssessmentWhen students demonstrate a pattern of inappropriate behavior or more significant singleinstances of inappropriate behaviors, it is necessary to examine the underlying causes(s) ofthe behavior and the context in which it occurs. In these cases, school staff should use problemsolving and assessment approaches, described below, to determine a set of progressive responsesto the students’ behaviors. This approach includes a referral to the school’s Problem Solving Team.
Problem Solving Teams (PST)
Defining the Problem Solving TeamThe PST is an interdisciplinary team of adults, led by the school principal or his/her designee,that uses the problem solving process to serve two primary functions: (1) analyze data toselect and evaluate academic, social emotional, and behavioral Interventions and (2) addressthe needs of individuals students who are not making expected academic or disciplinaryprogress. PST members use assessments to determine whether students have underlyingissues that contribute to the behaviors. Parents/Guardians are notified when a teacher refersa student to the PST process.
Problem Solving Team Screening ProcessThe PST process is reserved for those students who need a team-based support approach.The PST approach is most effective when it is implemented early enough to be effective. Ifa teacher or administrator determines that a student’s behavior is repeated or significant, theteacher should work with the PST to develop research-based Interventions and individualizedResponse Strategies that address the student’s behavior for the teacher to use in supportingthat student. The PST will work to develop resources, such as a Behavioral Intervention Plan,to help the student.
Functional Behavioral Assessment (FBA) A FBA is a formal assessment of a student's behavior focused on identifying the purposebehind the student's behavior. A FBA is used to better understand why a student behavedinappropriately.
Mental Health ReferralFor students with immediate mental health needs, a referral may be made to the district’smental health provider. The program works with school staff to provide proactive strategiesand professional development to support the student. This program partners with familiesto connect the student with needed resources in the school and surrounding community.
Alternative School ProgramAlternative school programs are intensive programs that use specialized environments,curricula, and instruction to support behavioral, social-emotional, and academic growthfor general education students. Generally, alternative programs provide instruction insmaller environments that limit distractions and with lower student-to-staff ratios, whichallows for greater individualization.
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Office Disciplinary Referral ProcedureThe Behavioral Learning Software helps school personnel track responses to student disciplineelectronically. Additionally, Office Disciplinary Referrals will be made through the BehavioralLearning Software using the procedures set out below. There are two different times that areappropriate for a teacher to complete an Office Disciplinary Referral: when a teacher responds toa student’s behavior using multiple Level 1 Responses without success or when a Level 2, 3, or 4Response is appropriate.
For Referrals Following Repeated Level 1 Responses• Behaviors assigned to the Day-to-Day and Level 1 Responses should be addressed by
teachers in the classroom and should not result in an Office Disciplinary Referral uponthe first occurrence of the behavior.
• If a student repeats behaviors that are assigned Day-to-Day and Level 1 Responses, theteacher should respond with the progressive Disciplinary Consequences and Interventionsset out in the Behavioral Learning Menu and Matrix, on pages 27-42, and should documenteach Level 1 Response (including the Disciplinary Consequence and Interventions) inthe Behavioral Learning Software.
– If the student continues to repeat his or her behavior, the teacher or administratorshould determine whether the prior Level 1 Responses to the student’s behaviorand/or the student’s particular needs warrant involvement of the Problem Solving Team.If so, then the teacher or administrator should begin the PST process for the student.
• If the student’s repeated behavior is assigned to a Level 2 Response and the teacherbelieves that administrative support is necessary, the teacher should complete anOffice Disciplinary Referral using the Behavioral Learning Software.
• When an administrator receives an Office Disciplinary Referral, the administratorwill check the teacher’s prior documentation.
• If the teacher has properly documented his or her Level 1 Responses and an Intervention,the administrator must determine which Level 2 Disciplinary Consequence andIntervention are appropriate.
For Referrals for Level 2, 3, or 4 Responses• If the student’s behavior has been assigned a Level 2, 3, or 4 Response as the lowest
response level, the classroom teacher has to make a determination: does the student’sbehavior create a threat to school or class safety?
– If the student’s behavior does not create a threat to school safety, the teacher shouldcomplete an Office Disciplinary Referral using the Behavioral Learning Software andshould contact the administrator for support.
– If the student’s behavior creates a threat to school safety, the teacher shouldimmediately contact the school administrator and the Campus Security Officer. Ifnecessary, a teacher or the responding administrator and Campus Security Officermay also contact a School Resource Officer, if available at the school. The SchoolResource Officer (“SRO”), who is a sworn police officer, will refrain from being involvedin the enforcement of disciplinary rules that do not constitute violations of law orinvolve issues of school safety. School principals will ensure that non-criminal andnon-safety related student situations remain the responsibility of school staff andnot the SRO. Once the threat to school safety is over, the teacher should completean Office Disciplinary Referral using the Behavioral Learning Software.
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Other District Resources The District has many resources to support its school personnel and is working to add newresources designed to help create a positive learning environment for each student. Examplesof these new resources are the Behavioral Learning Network and Restorative Practices, whichare discussed below.
New District-Wide Tool: Behavioral Learning NetworkThe Behavioral Learning Network (“BLN”) consists of adults who possess expertise in educationalinstruction, drug and alcohol abuse counseling, psychology and student mental health, social work,student behavior, and other disciplines related to the support of students. The BLN will work withschool-based Problem Solving Teams and administrators to develop and deliver support resourcesto the students with the greatest needs in each school. Referral to the BLN will be a Level 3 orLevel 4 administrative Intervention.
New District-Wide Tool: Restorative PracticesRestorative practices mend the relationship between the student and his or her learning environmentand can serve as Interventions or be used in addition to or in lieu of other Disciplinary Consequences.These practices may include educators and/or other students.
Restorative ActionAn activity that helps students think about his or her actions, why they might have donewhat they did, and how they can "make things right." This might include developing andimplementing a "Fix-It Plan" or completing a service project related to their mistake.
Restorative ConversationStudent is supported in reflecting on his or her behavior and developing and implementing areflection plan using four key questions: What happened? Who do you think has been affected?What needs to happen to make things right? How can we be sure this won't happen again?
Responsive CirclesResponsive Circles may be used to address challenges that arise by encouraging jointaccountability and empowering students to set or reset positive classroom norms. Studentstypically sit in a circle and everyone has the opportunity to voice their perspective. Afacilitator asks a series of questions, such as the Restorative Conversation questions above,to guide the discussion.
Restorative ConferencesConferences may be held for more serious incidents. During the conference, participants(including, but not limited to, a facilitator, the student, a parent or guardian, the student’ssupport network, any individuals negatively impacted by the student’s actions) have anopportunity to voice their perspectives and the facilitator asks a series of questions toguide the exchange among the participants. The participants jointly develop a plan torepair the harm and prevent future incidents.
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The Three Keys to Managing Student Behavior:Response Strategies, Disciplinary Consequences, and Interventions
The Behavioral Learning Guide is designed around three main actions for addressingintentional3 inappropriate student behaviors: Response Strategies; Disciplinary Consequences;and Interventions, which are described in more detail below. As you read about each, keepthe following general timeline in mind as it will help you better understand how each of thethree actions should be used:
1. First, a student begins to act inappropriately.
2. Second, the student’s teacher uses a Response Strategy to help the student regainself-control and to stop the inappropriate behavior.
3. Third, if appropriate, the student’s teacher may select a Disciplinary Consequenceto help support the student in repairing the harm he or she caused with theirinappropriate behavior; and
4. Fourth, if the inappropriate behavior is repetitive or severe or the teacher determinesfor another reason that an Intervention may be beneficial, the student’s teacher willimplement an Intervention to help shape the student’s behavior. Most Interventions aremeant to be done over a period of time and should not be considered immediate fixes to astudent’s behavioral issues. However, certain Interventions may also be used to proactivelyaddress and/or prevent inappropriate behavior at any level. Level 2, 3, and 4 DisciplinaryConsequences must be paired with an Intervention.
Additionally, although the strategies listed below are primarily focused on correcting the inappropriateactions of a particular student and offering that student support, teachers and administratorsshould also take steps to support students who are the victims of inappropriate behavior. In fact,new initiatives, like the Restorative Practices discussed on page 17, are focused on repairing theharm that the victims of inappropriate behaviors have suffered.
Response StrategiesResponse Strategies are actions used in the moment that behavior is occurring or directly followingthe behavior. The goal of these strategies is to stop the behavior while providing an opportunityfor the student to regain self-control in a way that maintains his or her dignity. Sometimes ResponseStrategies are used quickly and occur with minimal disruption to the learning environment. Moreserious behaviors may require the support of administrative team members inside or outside theclassroom. Considerations in determining an appropriate Response Strategy include the behaviorthat is being demonstrated and which strategy is most likely to support the student to re-engagein learning. The following list defines examples of Response Strategies used in Huntsville CitySchools to support student behavior (the options below are not listed in any particular ordernor is this an exhaustive list):
RedirectionRedirection indicates to the student that he or she is not adhering to behavior expectations.
Examples of strategies include:
• Verbal redirection or correction – A statement telling the student what is an acceptablebehavior. The teacher does not specifically point out the inappropriate behavior andwhat not to do. Instead, the teacher focuses on the desirable behavior from anotherstudent who is exhibiting the positive behavior.
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3 The Behavioral Learning Guide is not intended to address accidental student behavior, and there are usually no Disciplinary Consequences for accidents.
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• Problem-solving with a student about his or her behavior – The teacher works to establish awarm personal relationship with the student, to deal with present behavior in a non-con-frontational way, and to have the student commit to a plan for future appropriate behaviors.
• Increasing teacher proximity to the student – The teacher puts him or herself closerto students who are showing signs of getting off task. If a teacher knows from priorexperience that a particular group of students is likely to disrupt class, the teachercan stand or sit close to them while leading an activity or giving directions. This willusually quell a fair amount of the unwanted behavior.
• Using factual, objective language to define expectations and address behavior.
• Changing student seating – Within the classroom, the teacher will move the studentto a location that will assist in the correction of the behavior.
• Reinforcing positive student behavior – The teacher will praise and reward desired behavior,which increases the likelihood of the student repeating the behavior in the future.
• Re-teaching behavior expectations – The teacher identifies and redefines expectations. Theteacher monitors whether students are meeting expectations, and then acknowledges andencourages expected behavior. The teacher must teach both expected words and actions.
Take a Break (TAB) In TAB In provides an opportunity for students to correct their behavior and is available for allstudents. This involves students moving to a designated space within the classroom wherethey quietly pull themselves together and then rejoin their classmates.
Take a Break (TAB) Out TAB Out provides an opportunity for students to correct their behavior in a new environment.Students move to another teacher's classroom, with the receiving teacher’s permission,where they pull themselves together and reflect on their behavior. Once this is completed,students return to their classroom and are welcomed back by the teacher. Upon the student'sreturn to the classroom, at an appropriate time, the teacher talks with the student about thebehavior. Student will be supervised during TAB Out.
Concerns for Student WelfareOften educators will find themselves concerned about a student’s welfare or observeuncharacteristic behavioral changes. These behaviors may affect the learning environmentor escalate into crisis situations.4
Examples of uncharacteristic behaviors include: • Exhibits erratic or sudden changes in classroom performance• Exhibits uncharacteristic behavioral, mood, attitude or appearance changes• Is uncharacteristically inattentive, unresponsive, angry, argumentative or aggressive
When confronted with these issues, please refer to Problem Solving and Assessment sectionon page 15.
Conflict ResolutionConflict resolution involves allowing both parties to express their points of view and interestsand provides ways to find acceptable solutions. Conflict resolutions provide educatorswith the necessary tools to teach students how to resolve conflict in nonviolent ways.5
This can be and should also be used as a proactive strategy to address potential conflictsbefore they occur.
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4 Borrowed from Western Michigan Student Affairs found at https://wmich.edu/studentaffairs/concern5 Borrowed from “Conflict Resolution at School & On the Playground” found at http://cncr.rutgers.edu/conflict-resolution-at-school-on-the-playground/#more-34
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De-escalation TechniquesDe-escalation is appropriate when a potentially volatile confrontation threatens to eruptbetween individuals on the spot. This includes the avoidance of power struggles betweenstudent and teacher.
Examples of strategies include:6
Proximity When facing an upset person, it is almost always better to be farther awaythan too close.
Pace When we get nervous we tend to rush our responses or think too deeply.Be conscious of when your anxiety level is heightened and slow downwhen required and speed up when necessary.
Purpose Anything you say and do during tense situations may communicate a real orimagined meaning to the upset person. Act and speak with purpose.
Process Know your students. Stay flexible and adjust your responses and behaviorto the situation without allowing yourself to get caught up in the processof de-escalation.
Plan Whenever possible, think through anticipated difficult sessions andmeetings. Imagine as many “what ifs” as you can and develop plansof how you will respond.
Practice Practice how you will be with that challenging person. Remember, perfectpractice makes perfect.
Presentation Give prior thought to the form and style of how you will present upsettinginformation. Some people need to receive bad news alone. Others need tohave visible support when dealing with stressful situations. Acknowledgethe student’s point of view.
Persuasion In order to be persuasive it is important that you have accurate andrelevant information about the upset persons’ issues. Do your homework.
Pre-empt Sometimes you have an idea as to the other person’s agenda. If you thinkthat what you have discovered is a major issue, present your solutionsearly on to prevent the individual from beginning to escalate.
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6 Borrowed from “Ten Ps of De-escalation” found at http://www.pmtassociates.net/Top_10_Deescalation_Tips.html
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Disciplinary ConsequencesDisciplinary Consequence is defined as an action that supports a student in repairing harmresulting from his or her behavior and any necessary action to maintain the safety of the schoolcommunity. Many Disciplinary Consequences may be more punitive in nature than ResponseStrategies or Interventions, but punishment is not the sole focus of Disciplinary Consequences.Disciplinary Consequences do not necessarily have to result in a loss of instructional time.
The following list defines examples of Disciplinary Consequences used in HCS (the options beloware not listed in any particular order):
Verbal WarningThe classroom teacher reminds a student what he/she is expected to do.
Student ConferenceThis is a private, brief, non-confrontational conversation with student. The following isrecommended when conducting such a conference:7
• The teacher describes the student’s behavior and explains why it is presentinga problem in class.
• The teacher asks open-ended questions to fully understand what factors arecontributing to the problem behavior.
• Teacher and student discuss solutions to the problem behavior and agree to a plan.
• If appropriate, the teacher concludes by reminding the student of the DisciplinaryConsequences that will occur if the problem continues.
• The student completes a problem solving worksheet before rejoining the classroomlesson with student and teacher signoff.
DetentionDetention may be assigned before school, after school, or during lunch. This does notinclude a loss of instructional time.
Silent LunchA student eats his or her lunch silently. The student may be required to have lunch inanother location such as the teacher’s classroom.
Loss of PrivilegesSchool personnel assign a logical consequence that requires the student to lose a privilege(such as free seating at lunch or special events like pep rallies or ball games) or use ofspecified educational materials (such as markers, scissors, or laptop). This may also bean appropriate Response Strategy and not merely a Disciplinary Consequence.
ConfiscationTeacher/administrator may secure possession of personal items (including cell phones andelectronic devices) that interfere with educational process, cause significant disruptions,or has the potential to threaten the safety of others. In certain circumstances, confiscationmay also be an appropriate Response Strategy and not merely a Disciplinary Consequence.
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7 This was borrowed and adapted from http://www.interventioncentral.org/blog/behavior/how-handle-common-classroom-problem-behaviors-using-behavior-management-menu
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Parent/Guardian Contact The teacher contacts the parent/guardian to inform them of the student’s behavioral issues.This is a less severe consequence than a Parent/Guardian Conference and could be accom-plished by any of the following:
• Note/Behavior Checklist
• Email/Text (Regarding behavior, emails should only request a phone or face-to-faceconference with the parent/guardian.)
• Phone call (The teacher should leave a message for the parent/guardian to contactthe teacher or actually talk with the parent/guardian.)
Parent/Guardian Conference Parents/guardians, school personnel and the student sit down together to discuss thestudent's behavior and identify potential solutions to address the cause of the behavior.
Student Led Parent/Guardian Conference Same as a parent/guardian conference except that the student is responsible for leading themeeting. This allows the student to share his/her strengths and areas in need of improvement.
RestitutionRestitution is the restoration or replacement of lost, damaged or stolen property ofHuntsville City Schools.8 This does not apply to personal property of educators and students.
In-School Learning Center (Level 2 Response)An In-School Learning Center is an alternative classroom placement for students. A studentis removed from the regular classroom environment and assigned to another classroomwhere the student can complete his or her school work under the supervision of schoolpersonnel. While assigned to the In-School Learning Center, the student’s teachers willvisit the student to ensure that he or she can complete his or her school work and toanswer any questions the student may have.
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8 Nothing in the Behavioral Learning Guide prevents an individual from filing a police report or a civil lawsuit as to stolen or damaged property.
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Out-of-School Suspension (Response Levels 3 & 4)For students in 7th through 12th, a Level 3 Response may result in a student being suspendedunless prohibited by IDEA and/or state law.
Upon returning from suspension, students will engage in one or more Interventions, with afocus on Restorative Practices such as Restorative Conferences, to decrease the likelihoodof repetition of behavior. For students under IDEA, it will be recommended that the IEP teammeet to create or revise a behavioral plan.
If the frequency and repetition of behavior resulting in In-School and Out-of-School Suspensioncontinues, the student should be referred to the Problem Solving Team to address behaviorand/or academic needs. When school-based Interventions and behavior plans are not successful,the District Response Team will be notified for the next plan of action.
PLEASE NOTE: While Disciplinary Consequences may be appropriate for students who skip,are tardy to, or are absent from class, administrators should not assign a student Out-of-SchoolSuspension for any such behavior. The District’s mission includes preparing all students tobe college and career ready, and, in order to do so, the District takes steps to keep studentsin class and in school to greatest extent possible. Assigning a student Out-of-School Suspensionas a Disciplinary Consequence for being out of class or away from school is inconsistentwith the District’s mission.
Expulsion from School (Response Level 4) Response Level 4 conduct will result in a student being suspended from school for up to10 days and recommended for expulsion from school unless prohibited by the IDEA and/orstate law. The district's legal authority for expelling a student and the steps to be followedare explained in Board Policy.
All recommendations for expulsion will be reviewed by the Department of Behavioral Learningwho will determine whether or not to approve moving forward with the expulsion process.If approved, the case will go before the district hearing panel as described in Appendix C.The length of the expulsion will be tied to the severity of the offense and will consider factorsincluding, but not limited to, whether another student or individual was harmed, physicallyor otherwise, by the student’s actions. As part of the expulsion process, the student will beinformed of the potential length of the expulsion.
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InterventionInterventions address the underlying cause of behavior including unmet needs, lagging skills,instructional strategies, and the environment. While some Interventions are intended to addressinappropriate behavior that is repetitive or severe, other Interventions may proactively addressand/or prevent inappropriate behavior at any level. The following list defines examples ofInterventions used in HCS to support student behavior (the options below are not listed inany particular order nor is this an exhaustive list):
Replacement Behaviors/Coping StrategiesThese are behaviors that are taught to take the place of behaviors that are inappropriate forthe situation or setting. An example is teaching a student to ask politely to use a classmate'scalculator rather than taking it without permission, or teaching students ways to deflectconflict in specific situations.
Reflection SheetStudents will write exactly what happened in their own words and reflect on how theycould have made different choices that would result in a positive outcome.
Behavioral ContractsBehavior contracts are formal written agreements regarding behavior, which are negotiatedbetween a student and a school staff member, parent/guardian, or other individual.Behavior contracts should, at a minimum, include the following:
• A clear definition of the behavior the student is expected to exhibit• The positive consequences for performing the desired behavior• The negative consequences for not performing the desired behavior• What the student, and each adult involved, is expected to do• A plan for maintaining the desired behavior
Regulation Breaks These proactive breaks may be scheduled for students when there is a pattern of behaviorthat needs to be prevented from recurring. Regulation breaks can take place in a variety oflocations including within the classroom or a safe and private Intervention space.
School-to-Home Communication This protocol is designed to ensure that staff and parents/guardians are "on the samepage" with respect to student behavior at home and at school. The goal is for ongoing,meaningful sharing of information and may include, but is not limited to, a communicationnotebook, daily emails, etc.
PBIS Coupon SystemA PBIS coupon system awards students coupons for expected behaviors: being ontime/punctuality; following directions; completing assignments; helping a peer; etc.Students may redeem the coupons for different options, as determined by the school,such as a positive parent/guardian phone call.
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Mentoring & AdvisingTrained faculty members or others act as advisors and mentor a group of students.The purpose of advisory is to:
• Set goals• Identify and understand the student's concern• Share the adult's concerns about the same issue• Generate solutions• Explore solutions and choose one that is realistic and satisfies both the student
and the adult
School Counseling ServicesCounselors identify and address the harm caused by the behavior of one or more students,and develop a plan to correct the situation. Counselors may also use small group Interventionsto focus on skill development and coping strategies to prevent potential problems. Examplesof skills targeted through group Interventions include managing emotions, coping with stress,problem solving, and communicating effectively.
Behavior Support PlansBehavior Support Plans are developed based on a Functional Behavioral Assessment (FBA).The FBA results are used to develop a plan that establishes proactive and responsiveInterventions. The Plan addresses how the student interacts with the environment andreplaces inappropriate behavior with pro-social behavior.
Restorative Practices Please see page 17.
Behavioral Learning Network InterventionsOn a case-by-case basis and as necessary for students with specialized needs, the BehavioralLearning Network may develop and implement Interventions that are not otherwise containedin the Behavioral Learning Guide.
Before or After School Individualized Intervention and SupportFor students who need additional support, a teacher or administrator can work withthat student before or after school if the student has access to adequate transportation.The teacher can use this time to help the student catch up academically or to work withthe student to improve problem behaviors.
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Surrender for SafetyIn developing this document, District and school-level personnel learned of a policy called“Surrender for Safety” that is used by other school districts around the country. This policyrecognizes that students make mistakes and may unintentionally bring inappropriate itemsto school, but also that students can learn from these mistakes.
If a student voluntarily surrenders possession of a prohibited item to school personnel before beingasked about the item, being discovered to be in possession of the item, or using the item, the studentwill not be subject to the Disciplinary Consequences called for by the Behavioral Learning Matrix.
Prohibited items include any weapon, other than a firearm as defined by federal law, and anyother inappropriate item, other than a controlled substance or illegal drug. Inappropriate itemsinclude, but are not limited to, alcohol or any other inappropriate item/material (i.e., fireworks,smoke bombs, etc.). Using an item includes, but is not limited to, threatening any other studentand/or actually harming another student with a weapon or drinking, ingesting or taking alcohol.
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• Same as above, only more intenseand frequent
• If needed to maintain safety, call forCampus Security Officer (“CSO”)or School Resource Officer (“SRO”),if applicable contact schooladministrator
• In-House Learning Center for up to3 days
• If offense is repeated, out of schoolsuspension for up to 2 days followedby a readmission conference withparent/guardian and student
• Restorative Practices
• Same as above, only more intenseand frequent
• Refer to available services (suchas NOVA or Social Worker)
• Use of Problem Solving Team• Develop Behavior Support Plan• Restorative Practices
• Remind of correct behavior• Redirect• Provide proximity seating• De-escalation
• Verbal warning• Loss of privilege• Student conference• Detention
• Teach a replacement behavior• Create a behavior contract• Provide regulation breaks• Collaborative problem solving
• Same as above, only more intenseor frequent
• Take a Break, in or out of the classroom
• Same as above, only more intenseand frequent
• Confiscation• Detention• Restitution• Restorative Practices• Parent/guardian/family phone call
• Same as above, only more intenseand frequent
• Conference with support staff oradministrator
• Problem-solving conference withparent/guardian and student
• Longer term loss of privilege• Mentoring
• Use of administrator, faculty or staff mentors• Referral to Problem-Solving Team
• Same as above, only more intenseand frequent
• If needed to maintain safety, callfor CSO or SRO, if applicable contactschool administrator
• Out-of-school suspension for up to 5 daysfollowed by a readmission conferencewith parent/guardian and student
• Restorative Practices
• Intervention in Levels 1 and 2• Referral to the Multi-Disciplinary
Team for District-level support• Restorative Practices
• If the repeated behavior is assigned to Level 4, move to a Level 4 Response.• If the behavior is not assigned to Level 4, contact the Department of Behavioral Learning for guidance.
• Same as Levels 1 and 2, only more intenseand frequent
• If needed to maintain safety, callfor CSO or SRO, if applicable contactschool administrator
• Readmission supports followingexpulsion
• Restorative practices (suchas re-engagement circle) withstudents, parents/guardians, andother support staff
• Mandatory out-of-school 10 dayssuspension and recommendation forexpulsion barring a recognized exception
Documentation: Office Disciplinary Referral (teacher)/ Administrator Documentation
Documentation: No formal documentation necessary. It is a best practice to keep informal documentation.
Documentation: Documentation using the Behavioral Learning Software. No Office Disciplinary Referral.
Documentation: Office Disciplinary Referral (teacher)/ Administrator Documentation
Documentation: Office Disciplinary Referral (teacher)/ Administrator Documentation
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ents
for
a gi
ven
cate
gory
of b
ehav
ior.
As
you
can
see
bel
ow,
ther
e ar
e th
ree
diffe
rent
beh
avio
rs th
at H
CS
expe
cts
of it
s st
uden
tsre
gard
ing
Aca
dem
icD
isho
nest
y.
This
spa
ce d
escr
ibes
stu
den
tb
ehav
ior
that
fails
to
mee
t H
CS’
sex
pec
tati
ons
for
its
stud
ents
. Eac
hce
ll w
ill c
ompl
ete
the
sent
ence
sta
rted
by th
e w
ords
“W
hen
Stu
den
ts F
ail t
oM
eet
Exp
ecta
tion
s b
y:” l
iste
d ab
ove.
For
exam
ple,
the
cell
may
say
“Pla
giar
izin
g, c
omm
ittin
g fo
rger
y, or
chea
ting
on a
min
or a
ssig
nmen
t (i.e
.a
clas
sroo
m w
orks
heet
, a q
uiz,
or o
ther
min
or e
xam
).”
If th
ere
are
dot
s in
eith
er o
fth
ese
two
colu
mns
, th
ete
ach
er s
hou
ld r
esp
ond
to
the
stud
ent’s
beh
avio
rbe
fore
refe
rrin
g th
e st
uden
t to
a sc
hool
ad
min
istr
ator
.
Scho
ol s
taff
shou
ld a
lway
sse
ek to
firs
t use
the
low
est
Res
pon
se L
evel
(th
e d
otfu
rthe
st to
the
left)
whe
nre
spon
din
g to
a s
tud
ent’s
beh
avio
r. A te
ache
r sh
ould
only
use
hig
her l
evel
resp
onse
sif
the
low
er le
vel o
nes
have
faile
d.
This
spac
e co
ntai
ns a
set
of r
ecom
men
ded
teac
her
res
pon
ses
to t
he
stud
ent’s
beh
avio
r. It
also
con
tain
s re
com
men
ded
Dis
cipl
inar
y C
onse
quen
ces
for a
par
ticul
arb
ehav
ior. T
hese
are
not
requ
ired
, but
are
mer
ely
reco
mm
end
atio
ns.
As
a re
min
der
, res
pons
es a
re s
trat
egie
s th
ata
teac
her
may
use
to h
elp
a st
uden
t reg
ain
self-
cont
rol d
urin
g or
imm
edia
tely
afte
r the
stud
ent h
as p
erfo
rmed
an
inap
prop
riat
eb
ehav
ior. A
Dis
cipl
inar
y C
onse
quen
ce, i
fus
ed, i
s us
ually
pai
red
with
a re
spon
se.
If th
ere
are
dots
in th
ese
thre
e co
lum
ns, te
ache
rsan
d o
ther
sch
ool s
taff
shou
ld r
efer
th
est
uden
t to
th
e of
fice
for
adm
inis
trat
orsu
pp
ort.
Like
oth
er s
choo
l sta
ff, a
dm
inis
trat
ors
shou
ldal
way
s se
ek to
firs
t use
the
low
est R
esp
onse
Leve
l (th
e d
ot fu
rthe
st to
the
left)
whe
nre
spon
din
g to
a s
tud
ent’s
beh
avio
r. In
mos
tci
rcum
stan
ces,
an a
dm
inis
trat
or s
houl
d o
nly
use
high
er le
vel r
espo
nses
if th
e lo
wer
leve
lon
es h
ave
faile
d to
hel
p th
e st
uden
t cor
rect
his
or h
er b
ehav
ior.
Th
is s
pac
e d
escr
ibes
a p
arti
cula
r ca
tego
ry o
f b
ehav
iors
, suc
h a
s “A
cad
emic
Dis
hon
esty
.”
Aca
dem
ic D
ish
ones
ty
Alc
ohol
, Dru
gs, I
nhal
ants
, and
Tob
acco
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Act
with
hon
esty
and
inte
grity
•Be
prep
ared
for
clas
sea
ch d
ay
•Tak
e pr
ide
in th
eir
wor
k, e
ffort
s, an
das
sign
men
ts
•Be
law
ab
idin
gci
tizen
s
•Res
pect
the
law
s of
soci
ety
dea
ling
with
the
poss
essi
on, u
se o
rsa
le o
f dru
gs
Plag
iari
zing
, com
mitt
ing
forg
ery,
orch
eatin
g on
a m
inor
ass
ignm
ent (
i.e.
a cl
assr
oom
wor
kshe
et, a
qui
z, or
oth
erm
inor
exa
m)
Plag
iari
zing
, com
mitt
ing
forg
ery,
orch
eatin
g on
a m
ajor
ass
ignm
ent (
i.e.
an e
nd o
f sem
este
r ex
am o
rb
ench
mar
k ex
am)
Tam
peri
ng w
ith o
r ass
istin
g an
othe
r in
tam
peri
ng w
ith th
e sc
hool
dis
tric
t’sco
mpu
ter
netw
ork,
sys
tem
s, ex
ams,
orgr
ades
(i.
e. c
hang
ing
grad
es in
INow
)Th
is in
clud
es “h
acki
ng” a
ny s
choo
l-is
sued
dev
ice
Failu
re to
com
ply
with
HC
S M
edic
atio
nPo
licy
and
Proc
edur
e, w
hich
stu
dent
sm
ust f
ollo
w p
rior
to ta
king
dru
gs o
fan
y ki
nd a
t sch
ool. T
his
prov
isio
nap
plie
s to
ove
r th
e co
unte
r m
edic
ine
•Ret
est w
ith d
iffer
ent v
ersi
on a
nd/o
ral
tern
ate
setti
ng•S
tud
ent C
onfe
renc
e•P
aren
t/G
uard
ian
Con
fere
nce
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Par
ent/
Gua
rdia
n C
onfe
renc
e•I
f ava
ilabl
e at
the
scho
ol, c
onta
ct s
choo
lnu
rse,
oth
erw
ise,
con
tact
sch
ool
adm
inis
trat
or•T
he re
spon
se to
the
first
inci
denc
e of
mos
tb
ehav
iors
und
er th
is s
ectio
n sh
ould
be
atth
e ad
min
istr
ativ
e le
vel.
HCS 053 0728
28
200
Wh
ite
Stre
et •
Hun
tsvi
lle, A
L 3
5801
• 2
56-4
28-6
800
ww
w.H
unts
ville
Cit
ySch
ools
.org
•Ass
ocia
te a
t sch
ool
only
with
peo
ple
who
do
not u
se o
r se
llco
ntro
lled
subs
tanc
es
•Be
awar
e of
item
s in
thei
r po
sses
sion
at a
lltim
es (
lock
er, j
acke
t,ca
r, pu
rse,
etc
.)
Usi
ng o
r po
sses
sing
tob
acco
, nic
otin
ein
hale
r, an
d/o
r e-
ciga
rette
s
Poss
essi
on o
f alc
ohol
ic b
ever
ages
,m
ariju
ana
or s
ynth
etic
dru
gs in
an
amou
nt fo
r pe
rson
al u
se
Bei
ng u
nder
the
influ
ence
of a
nyal
coho
lic b
ever
age,
mar
ijuan
a or
synt
hetic
dru
gs
Hav
ing
poss
essi
on o
f par
aphe
rnal
iaor
equ
ipm
ent u
sed
to c
onsu
me
aco
ntro
lled
sub
stan
ce (
i.e. a
bon
g)
Usi
ng o
r con
sum
ing
alco
hol, m
ariju
ana
or s
ynth
etic
dru
gs o
n ca
mpu
s or
at a
scho
ol e
vent
Hav
ing
poss
essi
on o
f any
dru
g,in
clud
ing
illeg
al d
rugs
, con
trol
led
subs
tanc
es, n
arco
tics,
and
pres
crip
tion
dru
gs, o
ther
than
mar
ijuan
a an
dsy
nthe
tic d
rugs
. Thi
s pr
ovis
ion
does
not a
pply
to d
rugs
pre
scri
bed
by a
licen
sed
heal
thca
re p
rofe
ssio
nal a
ndta
ken
in c
onfo
rman
ce w
ith H
CS
polic
y.
Bei
ng u
nder
the
influ
ence
of a
ny d
rug,
incl
udin
g ill
egal
dru
gs, c
ontr
olle
dsu
bsta
nces
, nar
cotic
s, an
d pr
escr
iptio
nd
rugs
, oth
er th
an m
ariju
ana
orsy
nthe
tic d
rugs
. Thi
s pr
ovis
ion
does
not a
pply
to d
rugs
pre
scri
bed
by a
licen
sed
heal
thca
re p
rofe
ssio
nal a
ndta
ken
in c
onfo
rman
ce w
ith H
CS
polic
y.
Part
icip
atio
n in
the
dis
trib
utio
n of
an
alco
holic
bev
erag
e to
ano
ther
stu
dent
.D
istr
ibut
ion
may
be
infe
rred
by
the
amou
nt o
f alc
ohol
in a
stu
den
t’spo
sses
sion
Part
icip
atio
n in
the
dis
trib
utio
n of
ad
rug
or d
rugs
, inc
lud
ing
mar
ijuan
a,sy
nthe
tic a
nd p
resc
ript
ion
dru
gs, t
oan
othe
r stu
dent
, or p
osse
ssin
g an
y dr
ugw
ith e
vide
nce
of th
e in
tent
to d
istr
ibut
eth
e d
rug
to a
noth
er p
erso
n. S
uch
evid
ence
can
incl
ude
the
amou
nt o
fd
rugs
pos
sess
ed, t
he s
tora
ge o
f the
dru
gs in
sm
all c
onta
iner
s ab
le to
be
easi
ly tr
ansf
erre
d, o
r an
y ot
her
ind
icat
ion
of d
istr
ibut
ion
•Con
fisca
te
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
HCS 053 0728
29
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Ars
on, F
ire
Sett
ing,
Exp
losi
ves,
and
Bom
b T
hre
ats
Alc
ohol
, Dru
gs, I
nhal
ants
, and
Tob
acco
, con
tinue
d
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Hav
e re
spec
t for
life
,pr
oper
ty a
nd th
esa
fety
of o
ther
s
•Cre
ate
safe
lear
ning
envi
ronm
ents
for
them
selv
es a
nd fo
rot
her
clas
smat
es
•Sup
port
law
enfo
rcem
ent a
genc
ies
and
sch
ools
topr
omot
e th
e sa
fety
of a
ll st
aff m
emb
ers
and
stu
den
ts
Usi
ng o
r co
nsum
ing
any
dru
g,in
clud
ing
illeg
al d
rugs
, con
trol
led
subs
tanc
es, n
arco
tics,
and
pres
crip
tion
dru
gs, o
ther
than
alc
ohol
, mar
ijuan
aor
syn
thet
ic d
rugs
on
cam
pus
or a
t asc
hool
eve
nt. T
his
prov
isio
n do
es n
otap
ply
to d
rugs
pre
scrib
ed b
y a
licen
sed
heal
thca
re p
rofe
ssio
nal a
nd ta
ken
inco
nfor
man
ce w
ith H
CS
polic
y no
rd
oes
it ap
ply
to b
ehav
iors
oth
erw
ise
add
ress
ed b
y Fa
ilu
re t
o c
om
ply
wit
h H
CS
Med
ica
tio
n P
oli
cya
nd
Pro
ced
ure
.
Purc
hasi
ng a
lcoh
ol, m
ariju
ana
orsy
nthe
tic d
rugs
Purc
hasi
ng d
rugs
, oth
er th
an m
ariju
ana
or s
ynth
etic
dru
gs
Setti
ng o
r at
tem
ptin
g to
set
a fi
re o
rhe
lpin
g ot
hers
set
a fi
re
Act
ivat
ing
a bu
ildin
g's
fire
or o
ther
alar
m s
yste
ms,
incl
udin
g re
port
ing
afir
e or
em
erge
ncy
whe
n no
ne e
xist
sor
mak
ing
a fa
lse
alar
m c
all t
o 91
1
Hav
ing
poss
essi
on o
f, se
lling
or
dis
trib
utin
g fir
ewor
ks, M
AC
E, p
eppe
rsp
ray,
stin
k b
omb
s, sm
oke
bom
bs,
oran
y ot
her
inhe
rent
ly d
ange
rous
sub
stan
ce o
r ob
ject
Det
onat
ing
or th
reat
enin
g de
tona
tion
of fi
rew
orks
, MA
CE,
pep
per s
pray
, stin
kb
omb
s, sm
oke
bom
bs
Thre
aten
ing
to d
eton
ate
an e
xplo
sive
dev
ice
with
out a
ctua
l pos
sess
ion
ofth
e ex
plos
ive
dev
ice
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
HCS 053 0728
30
200
Wh
ite
Stre
et •
Hun
tsvi
lle, A
L 3
5801
• 2
56-4
28-6
800
ww
w.H
unts
ville
Cit
ySch
ools
.org
Bul
lyin
g, H
aras
smen
t an
d T
hre
ats
•Sho
w c
once
rn fo
rot
hers
•Con
duc
t the
mse
lves
in a
coo
pera
tive,
frie
ndly
and
resp
ectfu
lm
anne
r to
sta
ffm
emb
ers
and
clas
smat
es
•Pro
ject
a p
ositi
ve a
ndco
oper
ativ
e at
titud
eto
war
ds st
aff m
embe
rsan
d c
lass
mat
es
•See
k gu
idan
ce fr
omtr
uste
d a
dul
ts fo
ras
sist
ance
and
dir
ectio
n
•Enc
oura
ge c
lass
mat
esto
par
ticip
ate
insc
hool
func
tions
•Acc
ept p
eopl
e b
ased
on th
eir
ind
ivid
ual
mer
its
•Rep
ort a
ll ac
ts o
fvi
olen
ce, h
aras
smen
tor
thre
ats t
o th
e pr
oper
auth
oriti
es
Hav
ing
poss
essi
on o
r d
eton
atio
n of
any
expl
osiv
e d
evic
e no
t spe
cific
ally
liste
d in
this
doc
umen
t
Thre
aten
ing
cond
uct (
incl
udin
gve
rbal
, wri
tten,
or
elec
tron
icco
mm
unic
atio
n or
phy
sica
l ges
ture
s)d
irec
ted
tow
ard
ano
ther
stu
den
t,te
ache
r, sta
ff m
embe
r, adm
inis
trat
or, o
rot
her
pers
on w
here
ther
e is
no
reas
onab
le e
xpec
tatio
n of
bod
ily h
arm
Mak
ing
thre
ats
or h
aras
smen
t bas
ed,
in w
hole
or i
n pa
rt, o
n a
stud
ent’s
race
,et
hnic
ity, d
isab
ility,
relig
ion,
sex
or o
ther
iden
tifyi
ng c
hara
cter
istic
s. Th
isb
ehav
ior
doe
s no
t hav
e to
ris
e to
the
leve
l of b
ully
ing,
def
ined
bel
owEx
ampl
es:
•Offe
nsiv
e na
me-
calli
ng b
ased
on
the
stud
ent’s
iden
tifyi
ng c
hara
cter
istic
•Int
imid
atin
g an
othe
r stu
dent
, ver
bally
or n
on-v
erba
lly, b
ased
on
a st
uden
t’sid
entif
ying
cha
ract
eris
ticIf
the
thre
aten
ing
or h
aras
sing
beh
avio
ral
so s
atis
fies
the
defin
ition
of b
ully
ing,
the
rele
vant
resp
onse
leve
ls fo
r bul
lyin
gw
ill a
pply.
Act
ing
in a
man
ner
that
mak
esso
meo
ne re
ason
ably
bel
ieve
they
are
in d
ange
r of p
hysi
cal h
arm
, inc
ludi
ng,
but n
ot li
mite
d to
, ver
bal
sta
tem
ents
,w
ritte
n st
atem
ents
, non
-ver
bal
aggr
essi
on a
nd in
timid
atio
n
Bul
lyin
g, w
hich
is u
nwan
ted,
agg
ress
ive
beh
avio
r am
ong
scho
ol-a
ge c
hild
ren
that
invo
lves
a re
al o
r per
ceiv
ed p
ower
imb
alan
ce. T
he b
ehav
ior
is re
peat
ed,
or h
as th
e po
tent
ial t
o b
e re
peat
ed,
over
tim
e. T
he b
ully
and
vic
tim m
ayha
ve s
erio
us, l
astin
g pr
oble
ms,
such
as
dep
ress
ion
or a
nxie
ty.
Exam
ples
:•T
hrea
teni
ng a
noth
er s
tude
nt•S
prea
ding
rum
ors
•Atta
ckin
g so
meo
ne p
hysi
cally
or
verb
ally
•Exc
ludi
ng s
omeo
ne fr
om a
gro
up o
npu
rpos
e
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
•Par
ent/
Gua
rdia
n C
onfe
renc
e•M
odel
App
ropr
iate
Soc
ial S
kills
•Pro
xim
ity to
stu
den
ts•R
esto
rativ
e Pr
actic
es•D
e-es
cala
tion
tech
niqu
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
HCS 053 0728
31
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Bul
lyin
g, H
aras
smen
t an
d T
hre
ats,
cont
inue
d
Dis
rup
tive
and
Unc
oop
erat
ive
Beh
avio
r
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Sho
w c
once
rn fo
rot
hers
•Pro
ject
a p
ositi
ve a
ndco
oper
ativ
e at
titud
eto
war
ds st
aff m
embe
rsan
d c
lass
mat
es
•Dem
onst
rate
beh
avio
rth
at is
civ
il, re
spec
tful,
polit
e an
d c
ourt
eous
•Coo
pera
te w
ith sc
hool
offic
ials
to c
reat
e a
posi
tive
lear
ning
envi
ronm
ent
•Mai
ntai
n th
eir
self-
cont
rol a
t all
times
•Foc
us o
n co
mpl
etin
gas
sign
ed ta
sk
•Cre
ate
envi
ronm
ents
that
allo
w th
eir
clas
smat
es to
wor
kan
d le
arn
•Fol
low
sch
ool r
ules
•Res
pect
the
safe
ty o
fot
her
stud
ents
in th
eha
ll
•Atte
nd a
ll cl
asse
s
Usi
ng th
reat
s, fe
ar, o
r fo
rce
with
out a
wea
pon
to m
ake
a pe
rson
turn
ove
rpr
oper
ty o
r ta
ke o
ther
inap
prop
riat
eac
tion
Mak
ing
a sc
hool
sho
otin
g th
reat
Dis
rupt
ing
inst
ruct
ion
and
the
lear
ning
of o
ther
stu
den
ts in
the
clas
sroo
m.
Dis
rupt
ion
doe
s no
t inc
lud
eoc
casi
onal
ly e
ngag
ing
with
inst
ruct
ion
in a
man
ner
that
is n
ot a
ligne
d w
ithcl
assr
oom
exp
ecta
tions
(i.e
.oc
casi
onal
ly b
lurt
ing
som
ethi
ng o
utor
hav
ing
a si
de
conv
ersa
tion
with
anot
her
stud
ent)
Exam
ples
:•S
peak
ing
out o
f tur
n, m
ake
inap
prop
riate
or h
umor
ous
com
men
tsat
inap
prop
riat
e tim
es•T
ryin
g to
eng
age
othe
rs w
hile
they
are
wor
king
•Dro
ppin
g th
ings
, laug
hing
, or m
akin
gno
ises
on
purp
ose
•Bot
heri
ng o
ther
stu
dent
s•B
eing
out
of s
eat/
wal
king
aro
und
clas
s•O
ver
soci
aliz
ing
•Kno
ckin
g on
doo
rs/w
indo
ws
ofcl
assr
oom
s
Bei
ng la
te to
cla
ss (
bei
ng ta
rdy)
.C
onsi
sten
t with
the
Dis
tric
t’s ra
tiona
leon
pag
e 23
, out
-of-s
choo
l Dis
cipl
inar
yC
onse
quen
ces
are
not a
ppro
pria
te in
resp
onse
to th
is b
ehav
ior.
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
if ap
plic
able
, SR
O
•Ret
each
exp
ecta
tions
•Cor
rect
and
Red
irec
t•C
hang
e st
uden
t sea
ting
•Rei
nfor
ce p
ositi
ve s
tud
ent b
ehav
ior
•Inc
reas
e pr
oxim
ity to
the
stud
ent
•Use
fact
ual,
obje
ctiv
e la
ngua
ge to
def
ine
expe
ctat
ions
and
add
ress
beh
avio
r•T
AB
In/T
AB
Out
•Cal
l par
ent/
guar
dia
n•A
lert
Offi
ce•D
eten
tion
•Ref
erra
l to
coun
selo
r•R
efle
ctio
n Sh
eet
•Use
of p
rogr
essi
ve d
isci
plin
e st
rate
gies
•Cor
rect
and
Red
irec
t•R
einf
orce
pos
itive
stu
den
t beh
avio
r•I
f the
beh
avio
r rep
eats
, the
teac
her s
houl
dha
ve a
one
-on-
one
conf
eren
ce w
ith th
est
uden
t to
lear
n of
issu
es c
ausi
ng th
eb
ehav
ior
•Cal
l par
ent/
guar
dia
n•D
eten
tion
•If t
he te
ache
r an
d s
tud
ent c
anno
t cor
rect
HCS 053 0728
32
200
Wh
ite
Stre
et •
Hun
tsvi
lle, A
L 3
5801
• 2
56-4
28-6
800
ww
w.H
unts
ville
Cit
ySch
ools
.org
•Be
punc
tual
and
real
ize
that
a p
unct
ual
pers
on h
as a
gre
ater
chan
ce o
f suc
cess
inth
e w
orkf
orce
Ref
usin
g to
follo
w d
irec
tions
or
trut
hful
ly re
spon
d to
que
stio
ns o
rre
ques
ts o
f tea
cher
s, st
aff,
orad
min
istr
ator
sEx
ampl
e:•R
efus
ing
to g
ive
nam
e or
info
rmat
ion
•Giv
ing
fals
e na
me
or in
form
atio
n•P
osse
ssin
g ha
ll pa
ss w
ithou
tau
thor
izat
ion
•Ref
usin
g to
follo
w c
lass
inst
ruct
ions
and/
or d
o as
sign
ed w
ork
•Ref
usin
g to
rem
ove/
put a
way
item
sor
mat
eria
ls a
s re
ques
ted
by te
ache
r,st
aff, o
r ad
min
istr
ator
•Ref
usin
g to
sit
in a
ssig
ned
seat
Leav
ing
clas
s an
d/o
r b
eing
in th
eha
llway
with
out p
erm
issi
on a
ndre
fusi
ng to
retu
rn to
cla
ss w
hen
aske
dby
teac
hers
, sta
ff, o
r ad
min
istr
ator
s. If
the
stud
ent r
espo
nds
imm
edia
tely
tosc
hool
-leve
l sta
ff, th
e st
aff m
emb
ersh
ould
resp
ond
with
a L
evel
1R
esp
onse
How
ever
, if a
stu
den
t doe
s no
tim
med
iate
ly re
spon
d o
r re
peat
s th
isb
ehav
ior
on m
ultip
le o
ccas
ions
, the
scho
ol-le
vel s
taff
mem
ber s
houl
d se
eksu
ppor
t fro
m a
sch
ool a
dm
inis
trat
orw
ith a
Lev
el 2
Res
pon
se. If
the
stud
ent
repe
ats
this
beh
avio
r, the
adm
inis
trat
orca
n us
e a
Leve
l 3
Inte
rven
tion
, but
the
Dis
cip
lin
ary
Con
seq
uen
ces
shou
ld re
mai
n in
sch
ool.
Inci
ting
or e
ncou
ragi
ng a
figh
t or o
ther
disr
uptio
n, in
clud
ing
taun
ting,
bai
ting,
or o
rgan
izin
g di
srup
tive
activ
ities
with
or w
ithou
t the
use
of e
lect
roni
c de
vice
sEx
ampl
es:
•Enc
oura
ging
stu
dent
s to
cut
cla
ss•T
extin
g a
stud
ent t
o in
cite
a fi
ght
the
caus
e of
the
tard
ines
s, th
e te
ache
rsh
ould
follo
w th
e d
isci
plin
ary
refe
rral
proc
ess
•Ret
each
beh
avio
r ex
pect
atio
ns•C
orre
ct a
nd R
edir
ect
•Rei
nfor
ce p
ositi
ve s
tud
ent b
ehav
ior
•Use
fact
ual,
obje
ctiv
e la
ngua
ge to
def
ine
expe
ctat
ions
and
add
ress
beh
avio
r•C
all p
aren
t/gu
ard
ian
•Ale
rt O
ffice
•Det
entio
n•R
efer
ral t
o co
unse
lor
•Ref
lect
ion
Shee
t•U
se o
f pro
gres
sive
dis
cipl
ine
stra
tegi
es
•Ret
each
beh
avio
r ex
pect
atio
ns•C
orre
ct a
nd R
edir
ect
•Inc
reas
e pr
oxim
ity to
the
stud
ent
•Rei
nfor
ce p
ositi
ve s
tud
ent b
ehav
ior
•Use
fact
ual,
obje
ctiv
e la
ngua
ge to
def
ine
expe
ctat
ions
and
add
ress
beh
avio
r•C
all p
aren
t/gu
ard
ian
•Det
entio
n•R
efer
ral t
o co
unse
lor
•Ref
lect
ion
Shee
t•U
se o
f pro
gres
sive
dis
cipl
ine
stra
tegi
es•U
se o
f dis
cipl
inar
y re
ferr
al p
roce
ss•A
lert
Offi
ce, C
SO, o
r, w
here
nec
essa
ryto
mai
ntai
n sa
fety
, SR
O•F
ollo
w d
isci
plin
ary
refe
rral
pro
cess
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss
HCS 053 0728
33
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Exp
licit
, Lew
d, O
bsc
ene
or S
exua
l Mat
eria
ls a
nd A
ssoc
iate
d A
ctio
ns
Dis
rup
tive
and
Unc
oop
erat
ive
Beh
avio
r, co
ntin
ued
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Sha
re m
ater
ials
that
are
educ
atio
nally
appr
opri
ate
Leav
ing
scho
ol c
ampu
s d
urin
gsc
hed
uled
cla
ss w
ithou
t per
mis
sion
.C
onsi
sten
t with
the
Dis
tric
t’s ra
tiona
leon
pag
e 23
, out
-of-s
choo
l Dis
cipl
inar
yC
onse
quen
ces
are
not a
ppro
pria
te in
resp
onse
to th
is b
ehav
ior;
how
ever
, for
repe
ated
beh
avio
r, Le
vel
3In
terv
enti
ons
are
appr
opri
ate.
Prev
entin
g in
stru
ctio
n fo
r a s
igni
fican
ttim
e, a
ctin
g vi
olen
tly, o
r thr
eate
ning
or
intim
idat
ing
anot
her
pers
on in
a w
ayth
at s
igni
fican
tly d
isru
pts
clas
s, sc
hool
,or
a s
choo
l spo
nsor
ed a
ctiv
ity.
Exam
ples
:•T
hrow
ing
obje
cts
such
as
furn
iture
,la
ptop
s, bo
oks,
etc.
•Mak
ing
extr
eme
outb
urst
s•T
hrow
ing
item
s ou
t of w
indo
ws
Usi
ng fo
rce
or s
ome
othe
r m
eans
toga
in e
ntry
to a
sec
ure
or lo
cked
sch
ool
faci
lity
with
out p
erm
issi
onEx
ampl
es:
•Pro
ppin
g do
ors
open
•Bre
akin
g a
win
dow
to g
ain
entr
y•T
akin
g an
em
ploy
ee’s
keys
and
usi
ngth
em to
gai
n en
try
into
a b
uild
ing
and/
or ro
om
Perf
orm
ing
any
seri
ous
mis
cond
uct
not o
ther
wis
e ad
dre
ssed
that
cre
ates
a th
reat
of h
arm
to th
e he
alth
, saf
ety,
or p
rope
rty
of a
sch
ool,
teac
hers
, sta
ff,ot
her s
tude
nts,
one’
s se
lf, o
r the
Dis
tric
t(S
choo
l adm
inis
trat
or s
houl
d co
nsul
tw
ith th
e D
epar
tmen
t of B
ehav
iora
lLe
arni
ng in
con
junc
tion
with
any
scho
ol-le
vel r
espo
nses
for
this
beh
avio
r)
Poss
essi
ng o
r ob
serv
ing
ofpo
rnog
raph
ic m
ater
ials
, inc
lud
ing
prin
t, ele
ctro
nic,
vide
o, an
d ot
her m
edia
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
whe
re n
eces
sary
to m
aint
ain
safe
ty, S
RO
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
whe
re n
eces
sary
to m
aint
ain
safe
ty, S
RO
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
imm
edia
te s
uppo
rt fr
om s
choo
lad
min
istr
ator
, cam
pus
secu
rity
offi
cer, a
nd,
whe
re n
eces
sary
to m
aint
ain
safe
ty, S
RO
•Con
fisca
te•D
e-es
cala
tion
tech
niqu
es
HCS 053 0728
34
200
Wh
ite
Stre
et •
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tsvi
lle, A
L 3
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• 2
56-4
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800
ww
w.H
unts
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Cit
ySch
ools
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Failu
re t
o Fo
llow
Bus
, Fie
ld T
rip
, or
Extr
acur
ricu
lar
Rul
es
Failu
re t
o R
esp
ect
Pro
per
ty o
f Oth
ers
•Fol
low
sch
ool r
ules
and
the
inst
ruct
ions
of
scho
ol p
erso
nnel
•Fol
low
scho
ol ru
les f
orpa
rkin
g an
d d
rivi
ng
•Driv
e sa
fely
at a
ll tim
es
•Sho
w re
spec
t for
the
prop
erty
of o
ther
s
•Rep
ort a
ll ac
ts o
fva
ndal
ism
to th
epr
oper
aut
hori
ties
•Dem
onst
rate
sch
ool
prid
e by
bei
ng a
ctiv
epa
rtic
ipan
ts in
prot
ectin
g an
dm
aint
aini
ng th
esc
hool
cam
pus
•Ret
urn
lost
pro
pert
y to
its o
wne
r or
toap
prop
riat
e sc
hool
offic
ials
.
•Use
app
rove
del
ectr
onic
dev
ices
resp
onsi
bly
•Put
aw
ay d
evic
esw
hen
aske
d to
do
soby
Sta
ff or
Ad
min
istr
ator
s
•Use
app
rove
del
ectr
onic
dev
ices
at
appr
opri
ate
times
Phys
ical
ly d
ispl
ayin
g on
e's
intim
ate
part
s
Faili
ng to
follo
w b
us r
ules
or
the
inst
ruct
ions
of t
he b
us d
river
. For
min
oror
occ
asio
nal f
ailu
res
to fo
llow
bus
rule
s, th
e st
uden
t may
lose
sch
ool
activ
ity p
rivile
ges;
how
ever
, for r
epea
ted
or s
erio
us o
r sa
fety
-rela
ted
failu
res,
ast
uden
t may
lose
bus
priv
ilege
s,te
mpo
rari
ly o
r pe
rman
ently
Faili
ng to
follo
w th
e in
stru
ctio
ns o
fst
aff, a
coa
ch, t
each
er, o
r cha
pero
ne o
na
field
trip
or d
urin
g an
ext
racu
rric
ular
or a
fter-s
choo
l act
ivity
or
even
t
Faili
ng to
follo
w s
choo
l par
king
and
driv
ing
rule
s
Dam
agin
g, d
efac
ing,
or
des
troy
ing
prop
erty
that
bel
ongs
to a
noth
erpe
rson
or
the
Dis
tric
t tha
t cos
ts le
ssth
an $
50 to
repa
ir o
r re
plac
e (t
his
doe
s no
t app
ly to
acc
iden
ts)
Taki
ng o
r obt
aini
ng p
rope
rty
that
doe
sno
t exc
eed
$50
in v
alue
with
out t
hepe
rmis
sion
of t
he o
wne
r
•Los
s of
app
licab
le p
rivile
ge•B
ehav
iora
l Con
trac
t
•Los
s of
app
licab
le p
rivile
ge•D
eten
tion
•Beh
avio
ral C
ontr
act
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Stu
den
t Con
fere
nce
•Par
ent/
Gua
rdia
n C
onfe
renc
e•D
eten
tion
•For
repe
ated
beh
avio
r, se
ek s
uppo
rt fr
omth
e ad
min
istr
ator
•Pro
blem
-sol
ving
with
a s
tude
nt a
bout
thei
rb
ehav
ior
•Pro
xim
ity to
stu
den
ts•L
oss
of p
rivile
ge•R
efer
to IT
if n
eces
sary
(fo
r fil
e/pr
ogra
mre
mov
al)
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Los
s of
priv
ilege
•Res
tora
tive
Prac
tices
•Par
ent/
Gua
rdia
n C
onta
ct•R
estit
utio
n•F
or s
tud
ents
who
repe
at th
is b
ehav
ior,
refe
rral
to th
e ad
min
istr
ator
, PST
or
coun
selo
r fo
r su
ppor
t
•Los
s of
priv
ilege
•Res
tora
tive
Prac
tices
•Par
ent/
Gua
rdia
n C
onta
ct•R
estit
utio
n•F
or s
tud
ents
who
repe
at th
is b
ehav
ior,
refe
rral
to th
e ad
min
istr
ator
, PST
or
coun
selo
r fo
r su
ppor
t
HCS 053 0728
35
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Failu
re t
o R
esp
ect
Pro
per
ty o
f Oth
ers,
cont
inue
d
Gam
blin
g
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Be
law
-ab
idin
gci
tizen
s
Dam
agin
g, d
efac
ing,
or
des
troy
ing
prop
erty
that
bel
ongs
to a
noth
erpe
rson
or
the
Dis
tric
t tha
t cos
ts $
50or
mor
e to
repa
ir o
r rep
lace
(th
is d
oes
not a
pply
to a
ccid
ents
)
Taki
ng o
r ob
tain
ing
prop
erty
val
ued
at $
50 o
r m
ore
in v
alue
with
out t
hepe
rmis
sion
of t
he o
wne
r
Taki
ng o
r ob
tain
ing
prop
erty
from
anot
her
stud
ent’s
per
son
with
out
cons
ent.
This
beh
avio
r d
oes
not
incl
ude
hors
epla
y w
here
the
stud
ent
taki
ng o
r ob
tain
ing
the
prop
erty
has
no in
tent
to k
eep
the
prop
erty
.Ex
ampl
e:•P
icki
ng a
noth
er s
tude
nt’s
poc
ket
•Tak
ing
a w
alle
t fro
m s
omeo
ne’s
pock
et•T
akin
g so
met
hing
from
a p
urse
or
book
bag
whi
le it
is b
eing
wor
n
Enga
ging
in a
gam
e of
cha
nce
requ
irin
g th
e us
e of
mon
ey o
rth
e ex
chan
ging
of g
ood
s (i
.e. p
oker
or d
ice)
•Los
s of
priv
ilege
•Res
tora
tive
Prac
tices
•Par
ent/
Gua
rdia
n C
onta
ct•R
estit
utio
n•F
or s
tud
ents
who
repe
at th
is b
ehav
ior,
refe
rral
to th
e ad
min
istr
ator
, PST
or
coun
selo
r fo
r su
ppor
t
•Los
s of
priv
ilege
•Res
tora
tive
Prac
tices
•Par
ent/
Gua
rdia
n C
onta
ct•R
estit
utio
n•F
or s
tud
ents
who
repe
at th
is b
ehav
ior,
refe
rral
to th
e ad
min
istr
ator
, PST
or
coun
selo
r fo
r su
ppor
t
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Red
irec
tion/
Cor
rect
ion
•Ver
bal
War
ning
•Con
fisca
tion
•Stu
den
t Con
fere
nce
•Par
ent/
Gua
rdia
n C
onta
ct
HCS 053 0728
36
200
Wh
ite
Stre
et •
Hun
tsvi
lle, A
L 3
5801
• 2
56-4
28-6
800
ww
w.H
unts
ville
Cit
ySch
ools
.org
Inap
pro
pri
ate
Lang
uage
Inap
pro
pri
ate
Clo
thin
g
•Ad
here
to th
e sc
hool
dre
ss c
ode
•Ass
ocia
te w
ith p
eopl
ew
ho p
rom
ote
apo
sitiv
e an
d fr
iend
lysc
hool
clim
ate
•Pro
ject
a p
ositi
ve a
ndco
oper
ativ
e at
titud
eto
war
ds st
aff m
embe
rsan
d c
lass
mat
es
•Dem
onst
rate
beh
avio
rth
at is
civ
il, re
spec
tful,
polit
e an
d c
ourt
eous
•Coo
pera
te w
ith sc
hool
offic
ials
to c
reat
e a
posi
tive
lear
ning
envi
ronm
ent
•Mai
ntai
n th
eir
self-
cont
rol a
t all
times
•Hav
e re
spec
t for
life
,pr
oper
ty a
nd th
esa
fety
of o
ther
s
•Res
pect
oth
erst
uden
ts’ d
ecis
ions
conc
erni
ng th
eir
bod
ies
Vio
latin
g D
ress
Cod
e (S
ee A
ppen
dix)
.In
kee
ping
with
the
Dis
tric
t’s g
oal t
oke
ep s
tude
nts
in th
e cl
assr
oom
, Lev
el2
Dis
cip
lin
ary
Con
seq
uen
ces
are
not g
ener
ally
app
ropr
iate
for
this
beh
avio
r; ho
wev
er, L
evel
2In
terv
enti
ons
may
be
appr
opri
ate
for
add
ress
ing
repe
ated
inst
ance
s of
this
beh
avio
r.
Dre
ssin
g in
a le
wd
man
ner o
r in
gang
-af
filia
ted
atti
re
Usi
ng p
rofa
nity
or
offe
nsiv
e la
ngua
geor
mak
ing
inap
prop
riat
e or
offe
nsiv
ege
stur
es, v
erb
al o
r w
ritte
n co
mm
ents
,or
sym
bol
s
Usi
ng p
rofa
nity
or
offe
nsiv
e la
ngua
geor
mak
ing
inap
prop
riat
e or
offe
nsiv
ege
stur
es, v
erb
al o
r w
ritte
n co
mm
ents
,or
sym
bols
dire
cted
at a
noth
er s
tude
nt
Usi
ng p
rofa
nity
or
offe
nsiv
e la
ngua
geor
mak
ing
inap
prop
riat
e or
offe
nsiv
ege
stur
es, v
erb
al o
r w
ritte
n co
mm
ents
,or
sym
bol
s d
irec
ted
at s
choo
lpe
rson
nel (
The
adm
inis
trat
orsh
ould
firs
t res
pond
with
in-s
choo
lC
onse
quen
ces
and
Inte
rven
tions
bef
ore
cons
ider
ing
out-o
f-sch
ool
Con
sequ
ence
s)
Mak
ing
unw
elco
me
sexu
al a
dvan
ces,
requ
estin
g se
xual
act
s or
favo
rs, o
rot
her
inap
prop
riat
e ve
rbal
, wri
tten,
or
phys
ical
con
duc
t of a
sex
ual n
atur
e
•Pro
vide
stu
dent
with
repl
acem
ent c
loth
ing
artic
le to
pre
vent
loss
of i
nstr
uctio
n tim
e•S
eek
supp
ort f
rom
sch
ool a
dmin
istr
ator
or
coun
selo
r to
ass
ist t
he s
tud
ent w
ith d
ress
cod
e co
mpl
ianc
e•C
all p
aren
t/gu
ard
ian
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Ver
bal
War
ning
•Ret
each
beh
avio
r ex
pect
atio
ns•C
orre
ct a
nd R
edir
ect
•TA
B In
•TA
B O
ut•R
efle
ctio
n Sh
eet
•Stu
den
t Con
fere
nce
•Par
ent/
guar
dia
n co
ntac
t•R
efer
to c
ouns
elor
•Men
tori
ng•D
e-es
cala
tion
tech
niqu
es•U
se o
f pro
gres
sive
dis
cipl
ine
stra
tegi
es
•See
k ad
min
istra
tive
supp
ort v
ia d
isci
plin
ary
refe
rral
pro
cess
.
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
HCS 053 0728
37
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Inap
pro
pri
ate
Touc
hin
g an
d S
exua
l Con
duc
t
Inap
pro
pri
ate
Ph
ysic
al C
onta
ct a
nd A
ggre
ssio
n
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•See
k to
reso
lve
issu
esb
efor
e th
ey e
scal
ate
•Pro
ject
a p
ositi
ve a
ndco
oper
ativ
e at
titud
eto
war
ds st
aff m
embe
rsan
d c
lass
mat
es
•Use
con
flict
man
agem
ent s
kills
tore
solv
e di
sagr
eem
ents
•Dem
onst
rate
beh
avio
rth
at is
civ
il, re
spec
tful,
polit
e an
d c
ourt
eous
•Mai
ntai
n th
eir
self-
cont
rol a
t all
times
•Hav
e re
spec
t for
life
,pr
oper
ty a
nd th
esa
fety
of o
ther
s
•Sup
port
law
enfo
rcem
ent a
genc
ies
and
sch
ools
topr
omot
e th
e sa
fety
of a
ll st
aff m
emb
ers
and
stu
den
ts
Initi
atin
g an
inap
prop
riat
e ph
ysic
al a
ctd
irec
ted
at a
noth
er s
tud
ent t
hat d
oes
not r
ise
to th
e le
vel o
f a fi
ght o
r phy
sica
lat
tack
, suc
h as
pus
hing
, sho
ving
or
hors
epla
y
Phys
ical
ly a
ttack
ing
anot
her
stud
ent
Figh
ting
with
ano
ther
stu
den
t(I
n d
eter
min
ing
the
appr
opri
ate
Dis
cipl
inar
y C
onse
quen
ce, t
head
min
istr
ator
sho
uld
con
sid
er a
llof
the
circ
umst
ance
s in
clud
ing
each
child
’s co
nduc
t lea
ding
up
to th
e fig
ht.
For e
xam
ple,
the
stud
ent w
ho e
scal
ates
a ve
rbal
con
fron
tatio
n to
a fi
st fi
ght
may
be
subj
ect t
o di
ffere
nt p
unis
hmen
tth
an th
e st
uden
t who
ver
bal
lyin
stig
ated
or
taun
ted
the
atta
ckin
gst
uden
t)
Phys
ical
ly a
ttack
ing
an H
CS
empl
oyee
or o
ther
ad
ult,
incl
udin
g th
row
ing
anob
ject
at o
r st
riki
ng a
n ad
ult w
ho is
inte
rven
ing
in a
figh
t
Part
icip
atin
g in
con
sens
ual s
exua
lco
nduc
t or o
ther
inap
prop
riat
e se
xual
cond
uct.
Thi
s in
clud
es e
ngag
ing
inac
tivity
or
hors
epla
y th
at in
clud
esin
tent
iona
lly to
uchi
ng, i
nclu
din
gth
roug
h cl
othi
ng, t
he in
timat
e pa
rts
ofan
othe
r per
son
with
any
bod
y pa
rt o
rob
ject
, with
the
cons
ent o
f the
oth
erpe
rson
.U
nlik
e fo
r m
ost o
ther
beh
avio
rs, t
hete
ache
r an
d a
dm
inis
trat
or n
eed
not
•Pro
blem
sol
ving
with
stu
den
t ab
out t
heir
beh
avio
r•R
e-te
ach
beh
avio
r ex
pect
atio
n•D
e-es
cala
tion
tech
niqu
es•T
AB
In•T
AB
Out
•Stu
den
t con
fere
nce
•Par
ent/
guar
dia
n co
nfer
ence
•Ref
lect
ion
shee
t•M
ento
ring
•Res
tora
tive
Prac
tices
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Stu
den
t con
fere
nce
•Par
ent/
guar
dia
n co
nfer
ence
•If a
pplic
able
, fol
low
dis
cipl
inar
y re
ferr
alpr
oced
ures
HCS 053 0728
38
200
Wh
ite
Stre
et •
Hun
tsvi
lle, A
L 3
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• 2
56-4
28-6
800
ww
w.H
unts
ville
Cit
ySch
ools
.org
Inap
pro
pri
ate
Use
of T
ech
nolo
gy
•Res
pect
oth
erst
uden
ts’ d
ecis
ions
conc
erni
ng th
eir
bod
ies
•Use
app
rove
del
ectr
onic
dev
ices
resp
onsi
bly
•Put
aw
ay d
evic
esw
hen
aske
d to
do
so b
y St
aff o
rA
dm
inis
trat
ors
•Use
of a
ppro
ved
elec
tron
ic d
evic
esat
app
ropr
iate
tim
es
•Use
the
scho
olne
twor
k fo
red
ucat
iona
lco
mm
unic
atio
nan
d p
urpo
ses
•Tre
at s
choo
l-iss
ued
dev
ices
, the
sch
ool
netw
ork,
and
onl
ine
scho
ol re
sour
ces
with
resp
ect a
nd c
are
star
t with
the
low
est r
espo
nse
bef
ore
sele
ctin
g a
mor
e si
gnifi
cant
resp
onse
.H
owev
er, i
n d
eter
min
ing
the
appr
opri
ate
Res
pon
se L
evel
, the
adm
inis
trat
or s
houl
d c
onsi
der
all
of th
e ci
rcum
stan
ces
incl
udin
g th
eb
ehav
ior,
stud
ents
’ age
s an
d m
atur
ity,
and
whe
re th
e co
nduc
t too
k pl
ace.
Leve
l 4
Res
pon
ses
shou
ld b
eli
mit
ed o
nly
to th
e m
ost d
isru
ptiv
ean
d s
ever
e b
ehav
iors
.
Enga
ging
in p
hysi
cal s
exua
l con
tact
/or
act
s w
ithou
t con
sent
, as
defin
ed in
the
glos
sary
of t
erm
s. T
his
incl
udes
initi
atin
g no
n-co
nsen
sual
phy
sica
lco
ntac
t with
the
intim
ate
bod
y pa
rts
of a
per
son,
or
any
phys
ical
con
tact
for
the
purp
ose
of d
egra
din
g th
ere
cipi
ent o
r sex
ual a
rous
ing/
satis
fyin
gth
e st
uden
t ini
tiatin
g th
e co
nduc
t.U
nlik
e fo
r m
ost o
ther
beh
avio
rs, t
head
min
istr
ator
nee
d n
ot s
tart
with
the
low
est r
espo
nse
bef
ore
sele
ctin
g a
mor
e si
gnifi
cant
resp
onse
. Lev
el 4
Res
pon
ses
wil
l of
ten
be
the
firs
tre
spon
se f
or e
nga
gin
g in
a s
exu
alac
t w
ith
out
con
sen
t.
Usi
ng a
cel
lpho
ne in
cla
ss, i
nclu
din
gth
e us
e of
a c
ell p
hone
, mp3
pla
yer,
orot
her s
imila
r dev
ice
for c
allin
g, te
xtin
g,pl
ayin
g ga
mes
, bro
wsi
ng th
e in
tern
et,
usin
g ap
ps o
r lis
teni
ng to
mus
ic,
unle
ss g
iven
exp
licit
perm
issi
onby
the
teac
her.
Com
mitt
ing
min
or, i
napp
ropr
iate
uses
of t
echn
olog
y.Ex
ampl
es:
•Usi
ng c
ompu
ter f
or g
ames
, mes
sagi
ngse
rvic
es, c
hat r
oom
s, an
d ot
her
non-
scho
ol r
elat
ed a
ctiv
ities
•Usi
ng c
ompu
ter
to d
ownl
oad,
sto
re,
or c
reat
e no
n-sc
hool
rela
ted
files
that
don’
t cau
se d
amag
e to
the
devi
ce,
such
as
vide
os, m
usic
, app
s, da
taor
oth
er p
rogr
ams
•Usi
ng c
ompu
ter t
o tra
nsm
it pe
rson
alin
form
atio
n su
ch a
s ho
me
tele
phon
enu
mbe
r ov
er th
e in
tern
et
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Req
uest
the
stud
ent p
ut th
e d
evic
e aw
ay•T
empo
rary
con
fisca
tion,
but
avo
ides
cala
tion
•Los
s of
priv
ilege
•For
repe
ated
inst
ance
s of
this
beh
avio
r,fo
llow
the
disc
iplin
ary
refe
rral
pro
cedu
res
•Ver
bal
War
ning
•Ret
each
beh
avio
r ex
pect
atio
ns•L
oss
of p
rivile
ge•C
onfis
catio
n•D
eten
tion
•Stu
den
t con
fere
nce
•Res
tric
ted
use
of t
he d
evic
e•P
aren
t/gu
ard
ian
conf
eren
ce•F
or re
peat
ed in
stan
ces
of th
is b
ehav
ior,
follo
w th
e di
scip
linar
y re
ferr
al p
roce
dure
s
HCS 053 0728
39
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Inap
pro
pri
ate
Use
of T
ech
nolo
gy, c
ontin
ued
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Use
thei
r sc
hool
-is
sued
dev
ices
inco
nfor
mity
with
fede
ral, s
tate
, and
loca
lla
w
•Ope
rate
thei
r d
evic
esw
ithou
t byp
assi
ngD
istr
ict c
onte
nt a
ndse
curi
ty fi
lters
Com
mitt
ing
maj
or, i
napp
ropr
iate
uses
of t
echn
olog
y.Ex
ampl
es:
•Cha
ngin
g a
scho
ol-is
sued
dev
ice’
sse
tting
s/co
nfig
urat
ions
•Del
etin
g, e
xam
inin
g, c
opyi
ng, o
rm
odify
ing
files
, dat
a, o
r dev
ice
setti
ngs
of a
noth
er u
ser
•Usi
ng c
ompu
ter
to d
ownl
oad,
sto
re,
or c
reat
e no
n-sc
hool
rela
ted
files
that
caus
e da
mag
e to
the
devi
ce•S
endi
ng u
naut
hori
zed
anon
ymou
san
d/or
fals
e co
mm
unic
atio
ns u
sing
appl
icat
ions
suc
h as
, but
not
lim
ited
to, G
oogl
e C
hat,
MSN
Mes
seng
er, a
ndYa
hoo
Mes
seng
er•B
ypas
sing
the
Dis
tric
t’s w
eb fi
lter
thro
ugh
a w
eb p
roxy
Com
mitt
ing
the
mos
t sig
nific
ant
inap
prop
riat
e us
es o
f tec
hnol
ogy.
Exa
mpl
es:
•Per
form
ing
any
activ
ity th
at v
oids
the
devi
ce, s
ervi
ce a
gree
men
t, so
ftwar
elic
ense
or
war
rant
y su
ch a
s, bu
t not
limite
d to
, jai
l bre
akin
g or
root
ing
(hac
king
the
devi
ce to
byp
ass
digi
tal
righ
ts m
anag
emen
t sof
twar
e)•U
sing
a s
choo
l-iss
ued
devi
ce o
r th
eD
istr
ict’s
inte
rnet
/net
wor
k fo
r no
n-ed
ucat
iona
l fin
anci
al o
r per
sona
l gai
n•U
sing
a s
choo
l-iss
ued
devi
ce o
r th
eD
istr
ict’s
inte
rnet
/net
wor
k fo
r ill
egal
activ
ity, i
nclu
ding
use
s th
at v
iola
tefe
dera
l, st
ate,
or lo
cal l
aws
orre
gula
tions
Mak
ing
unau
thor
ized
cha
nges
topr
ogra
m s
ettin
gs o
r en
gagi
ng in
any
beh
avio
r or
act
ivity
that
dam
ages
or
dis
rupt
s ne
twor
k pe
rfor
man
ce o
nsc
hool
dev
ices
. Thi
s in
clud
es a
den
ial
of s
ervi
ce a
ttack
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
dur
es
HCS 053 0728
40
200
Wh
ite
Stre
et •
Hun
tsvi
lle, A
L 3
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• 2
56-4
28-6
800
ww
w.H
unts
ville
Cit
ySch
ools
.org
Wea
pon
s/Fi
rear
ms
Rec
ord
ings
& T
rans
mis
sion
s
Use
/Pos
sess
ion/
Dis
trib
utio
n of
Una
uth
oriz
ed It
ems
•Ob
tain
per
mis
sion
bef
ore
reco
rdin
g an
yot
her
pers
on
•Und
erst
and
and
follo
w s
choo
l rul
es
•Be
law
ab
idin
gci
tizen
s
•Und
erst
and
and
follo
w s
choo
l rul
es
•Sup
port
law
enfo
rcem
ent a
genc
ies
and
sch
ools
topr
omot
e th
e sa
fety
of
all s
taff
mem
ber
s an
dst
uden
ts
Rec
ord
ing
a su
bje
ct, u
sing
pho
tos,
aud
io a
nd/o
r vi
deo
, with
out t
hesu
bje
ct's
or
scho
ol's
per
mis
sion
Rec
ord
ing
a su
bje
ct, u
sing
pho
tos
orvi
deo,
whi
le th
e su
bjec
t is
in a
nud
e or
part
ially
nud
e st
ate
Rec
ord
ing
a su
bje
ct p
erfo
rmin
g a
sexu
ally
exp
licit
act,
usin
g ph
otos
,au
dio
and
/or
vid
eo, w
ith o
r w
ithou
tco
nsen
t of t
he s
ubje
ct
Send
ing,
tran
smitt
ing,
upl
oad
ing,
dow
nloa
din
g, o
r d
istr
ibut
ing
are
cord
ing
of a
sub
ject
, inc
ludi
ng o
ther
stud
ents
, sta
ff, te
ache
r, adm
inis
trat
or, o
rot
her
pers
on, w
ithou
t the
sub
ject
'sap
prov
al a
nd w
ith in
tent
to h
arm
or
dem
ean
the
sub
ject
Send
ing,
tran
smitt
ing,
upl
oad
ing,
dow
nloa
ding
, or d
istr
ibut
ing
obsc
ene,
thre
aten
ing,
har
assi
ng, p
orno
grap
hic,
or s
exua
lly e
xplic
it m
ater
ials
Usi
ng a
ny it
ems
that
dis
rupt
the
lear
ning
env
iron
men
t
Una
utho
rize
d se
lling
or d
istr
ibut
ion
ofgo
ods
not o
ther
wis
e in
clud
ed in
this
doc
umen
t
Poss
essi
ng a
toy
wea
pon
whe
re th
e to
yw
eapo
n is
not
use
d to
thre
aten
,in
timid
ate,
harm
or c
ause
a d
isru
ptio
n.
Poss
essi
ng a
toy
wea
pon
whe
re th
e to
yw
eapo
n is
use
d to
thre
aten
, intim
idat
e,ha
rm o
r ca
use
a d
isru
ptio
n
•Par
ent/
Gua
rdia
n C
onfe
renc
e•S
tud
ent C
onfe
renc
e•R
esto
rativ
e pr
actic
es•C
onfis
catio
n•L
oss
of P
rivile
ges
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
supp
ort f
rom
sch
ool a
dm
inis
trat
or
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
supp
ort f
rom
sch
ool a
dm
inis
trat
or
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
supp
ort f
rom
sch
ool a
dm
inis
trat
or
•Fol
low
dis
cipl
inar
y re
ferr
al p
roce
ss•S
eek
supp
ort f
rom
sch
ool a
dm
inis
trat
or•I
f stu
den
ts o
r sc
hool
per
sonn
el a
re th
esu
bje
ct o
f the
tran
smitt
ed m
ater
ial,
beg
inw
ith a
Lev
el 4
Res
pon
se.
•Ver
bal
War
ning
•Con
fisca
te•S
tud
ent c
onfe
renc
e•D
eten
tion
•Cal
l par
ent/
guar
dia
n
•If c
lear
ly a
toy,
conf
isca
te th
e ite
m.
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rity
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.
HCS 053 0728
41
Sec
on
da
ry B
ehav
ior
Al
Lea
rn
ing
Gu
ide
HU
nts
vil
le C
ity
Sc
ho
ols
Wea
pon
s/Fi
rear
ms,
cont
inue
d
HC
S E
xpec
ts it
sSt
uden
ts to
:W
hen
Stud
ents
Fai
l to
Mee
t Exp
ecta
tions
by:
Day
-to-D
ayIn
-Clas
s Res
pons
esby
the
Teac
her
Leve
l 1C
lassr
oom
Resp
onse
s,C
onse
quen
ces
and
Inte
rven
tions
Leve
l 3M
ost I
nten
seIn
-Sch
ool R
espo
nses
and
Out
-of-S
choo
lC
onse
quen
ces
Leve
l 2A
dmin
istra
tive
Resp
onse
san
d In
-Sch
ool
Con
sequ
ence
s
Leve
l 4Lo
ng-Te
rm R
emov
alfro
m S
choo
l and
Reco
mm
enda
tion
for E
xpul
sion
Reco
mm
ende
d Te
ache
r Res
pons
esan
d D
iscip
linar
y C
onse
quen
ces
for S
tude
nt B
ehav
ior:
(The
follo
wing
opt
ions
are
exa
mpl
es fo
r tea
cher
s and
are
not
inan
y req
uire
d or
sequ
entia
l ord
er. F
or a
com
plet
e lis
t of R
espo
nse
Stra
tegi
es, C
onse
quen
ces,
and
Inte
rven
tions
see
page
s 18-
25.)
•Be
awar
e of
item
s in
thei
r po
sses
sion
at a
lltim
es (
lock
er, j
acke
t,ca
r, pu
rse,
etc
.)
•Hav
e re
spec
t for
life
,pr
oper
ty a
nd th
esa
fety
of o
ther
s
Poss
essi
ng a
wea
pon,
oth
er th
an a
firea
rm o
r gun
. Thi
s in
clud
es, b
ut is
not
limite
d to
, sw
itchb
lade
kni
fe, b
ox c
utte
r,sw
ord
, dag
ger,
club
, bat
on, b
lack
jack
,m
etal
knu
ckle
s, or
any
thin
g d
eem
eda
wea
pon
by a
sch
ool o
ffici
al
Poss
essi
ng a
nd a
ttem
ptin
g or
thre
aten
ing
the
use
of a
wea
pon
exce
pta
firea
rm o
r gu
n ag
ains
t ano
ther
pers
on o
r to
cau
se d
isru
ptio
n
Poss
essi
ng a
fire
arm
, whi
ch is
def
ined
as a
ny w
eapo
n (i
nclu
din
g a
star
ter
gun)
whi
ch w
ill o
r is
des
igne
d to
or
may
read
ily b
e co
nver
ted
to e
xpel
apr
ojec
tile
by th
e ac
tion
of a
n ex
plos
ive;
the
fram
e or
rece
iver
of a
ny s
uch
wea
pon;
any
fire
arm
muf
fler o
r fire
arm
sile
ncer
; or
any
des
truc
tive
dev
ice.
Such
term
doe
s no
t inc
lude
an
antiq
uefir
earm
, and
the
defin
ition
of t
his
term
is s
ubje
ct to
the
term
s of
18
U.S
.C. 9
21
Poss
essi
ng a
gun
, oth
er th
an a
fire
arm
as d
escr
ibed
ab
ove,
whe
ther
load
edor
unl
oad
ed, o
pera
ble
or in
oper
able
(i.e
. BB
gun
s, pe
llet g
uns,
flare
gun
s, ai
rri
fles,
and
Air
soft
Rifl
es)
•Fol
low
dis
cipl
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es•S
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cer,
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pplic
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low
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min
istr
ator
, Cam
pus
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istr
ator
, Cam
pus
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rity
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cer,
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pplic
able
, a S
RO
•Fol
low
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cipl
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y re
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roce
dur
es•S
eek
supp
ort f
rom
ad
min
istr
ator
, Cam
pus
Secu
rity
Offi
cer,
and
, if a
pplic
able
, a S
RO
HCS 053 0728
42
200 White Street • Huntsville, AL 35801 • 256-428-6800
Secondary BehaviorAl Learning Guide
HCS 053 0728
Glossary of Terms• Bullying – Unwanted, aggressive behavior among school-age children that involves a real or
perceived power imbalance. The behavior is repeated, or has the potential to be repeated, overtime. The bully and victim may have serious, lasting problems, such as depression or anxiety.
• Disciplinary Consequence – The consequence, usually involving a specific sanction, for astudent’s failure to meet HCS’ expectations for student behavior. This is described in detailon page 21.
• Disruption – Intentional actions that result in interference with instruction or prevent otherstudents from accessing instruction or completing their school work. Disruption does notinclude occasionally acting in a manner that is not aligned with classroom expectations (i.e.occasionally blurting something out or having a side conversation with another student).
• Gang-Affiliated – Of or related to gangs, gang culture, or gang signs. This may include certaincombinations of colors, symbols, or any other insignia that pertains to a gang or gang activity.
• Intervention – A measure or series of measures taken by school staff to address a student’sunmet needs. The purpose of these measures is to remedy the cause of student’s behavioralissues. This is described in detail on page 24.
• Intimate parts – The body parts that are traditionally covered by a bathing suit, includingthe breasts, buttocks and genitals.
• Lewd – Sexual, in a rude or offensive way.
• Non-Educationally Required Device – Any device that is not permitted for use as part of ateacher’s instruction or to complete school work, whether electronic or otherwise, includingcellular telephones, personal music or video players (e.g. iPods or MP3 Players), hand-heldvideogame devices (e.g. PSP or Nintendo DS), electronic tablets, cameras and other image,voice, or video recording devices.
• Personal Use – An amount of drugs or alcohol intended for use by a single person. Forexample, a single can of beer or a small amount of marijuana. If the amount in a student’spossession exceeds a single use of the substance, an administrator can consider this factin determining whether a student is engaging in the distribution of a substance.
• Positive Behavior Interventions and Supports (“PBIS”) – PBIS is nationally recognizedapproach designed to assist school personnel in creating a positive school climate forstudents. PBIS provides school personnel with progressive guidelines of evidence-basedbehavioral responses and Interventions. The goal of this program is to enhance academicand social behavior outcomes for all students.
• Possession – Having on one’s person or in one’s backpack, locker, purse, vehicle (if onschool property or at a school event), or any other storage container owned by the student.
• Problem Solving Team (“PST”) – An interdisciplinary team of school personnel that uses astudent’s data and information to develop Interventions to respond to that student’s unmetacademic or behavioral needs.
• Response Strategy – An immediate reaction from school personnel designed to calm a student,end a student’s misbehavior, and help a student regain self-control in a dignified manner.Response Strategies may be coupled with a Disciplinary Consequence or Intervention ona case-by-case basis. This is described in detail on page 18.
• Restorative Practices – A system designed to help students build better relationships witheach other and with school personnel and, when there is a breakdown in those relationships,to help students repair the harm caused by their actions.
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• Behavioral Learning Software – This is Huntsville City Schools’ new, user-friendly softwareapplication designed to help school personnel track student behaviors and the associatedResponse Strategies, Disciplinary Consequences, and Interventions.
• Student’s Identifying Characteristic – Any characteristic expressly defined and protected byfederal, state or local law, regulation or ordinance including ancestry, creed, gender, genderidentity, gender expression, marital status, national origin, parental/guardian status, pregnancy,race, religion, or sexual orientation. This definition also includes any disability includingphysical, mental, emotional or learning disabilities.
• Synthetic Drugs – Any artificial or man-made drug including synthetic cannabinoids, whichare commonly known as “synthetic marijuana,” “K2,” or “Spice,” and sometimes labeled as“herbal incense” or “potpourri” and synthetic cathinones which are commonly known as“bath salts” or “jewelry cleaner.”
• Without Consent – Means by use of force, weapons, threats, coercion, or intimidation; whenthe recipient is incapable of consent; or where the recipient does not agree to the physicalcontact or sexual act.
44
200 White Street • Huntsville, AL 35801 • 256-428-6800
Secondary BehaviorAl Learning Guide
HCS 053 0728
Appendix A: Dress Code We are committed to preparing our students for college and careers beyond high schools. In orderto be successful in either arena, students must dress in a neat, clean and appropriate manner andin clothing that encourages an atmosphere conducive to learning, work and discipline. Studentswill not wear any article of clothing or display any insignia or sign that shows disrespect for anyperson, creed, race, color, sex, or nationality, or that may lead to a disruption of the learningenvironment. Our goal to prepare students for the future aligns with state educational authoritiesand court decisions which have determined that style of dress and hair should not disrupt classes,interfere with learning, prevent instruction, and should comply with state health and safetystandards. Parents/guardians are expected to be our partners by monitoring students’ dress, andthe District will annually re-evaluate the dress code and survey parents and students about thedress code.
As teachers and administrators enforce this dress code, they should be aware of HCS’ desireto keep students in the classroom to the maximum extent consistent with effective instruction.Therefore, if a student’s dress is non-conforming to the dress code but not disruptive to thelearning environment, the teacher or administrator should address this issue discreetly withthe student in a way that minimizes lost instructional time.
The following is a non-exhaustive list of dress guidelines that apply to HCS students:
• Clothing that displays illegal behavior is not permitted. Any article of clothing, jewelry, orhaircut depicting gangs, violence, sex, drugs, alcohol, mutilation or language that could beconsidered obscene or vulgar will not be permitted.
• Jewelry that could be used as a weapon is not allowed.
• All pants, shorts, skorts, skirts and dresses must fit securely around the waist and completelycover the student’s hips, bottom, and undergarments. Slits in skirts and dresses must notbe any higher than the tip of the students’ fingers while their arms are resting at their side.
• Except for religious purposes, hats and head coverings may not be worn in school buildings.Sunglasses, gloves, bandanas, and house slippers may not be worn in school buildings.Scarves may be worn around the neck but may not be used as a head covering, except formedical or religious purposes.
• Students may not wear pajamas.
• Belts must be buckled.
• Pant legs must be uniform length and may not drag on the floor.
• Pants or jeans that have holes above the knee may only be worn if opaque tights,leggings, or shorts are worn beneath. Holes in pants may not reveal the student’s hips,bottom, or undergarments.
• Undergarments must not be exposed.
• Private parts must be covered.
• Halter and spaghetti strap tops and dresses are not allowed. Sleeves must completely coverthe student’s undergarments (ex. bra and bra straps). Sleeveless shirts with revealing neck-lines or armholes (i.e. sleeveless tank tops meant to be worn as undershirts) are not permitted.
• Revealing tops, spandex, or other clinging garments (those garments that are overly tightand become more revealing when the student is moving) are not permitted, unless wornunderneath clothing that complies with the Dress Code.
• Shirts that bare midriffs when arms are raised are not allowed.
45
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HUntsville City Schools
HCS 053 0728
• All yoga pants, tights, leggings, or jeggings must cover the student’s hips, bottom, andundergarments and must be covered by shorts, skirts, shirts or dresses that completelycover the student’s hips and bottom.
• Hoodies and sweatshirts must fit appropriately. Hoods should never be on in the building.
Please dress appropriately for school. If you think it may be inappropriate, it probably is.Use good judgment. Here are some simple guidelines:
• Wear clothes that fit properly.Avoid wearing clothes that are too tight or too loose and are revealing.
• Dress for safety. Avoid wearing anything that could cause you to hurt yourself or others, even by accident.(i.e. wearing “slides” or flip flops during P.E.)
• Dress positively.Avoid wearing anything that may be offensive.
Think about what you are wearing and how it reflects on you. You will be seen by other students,teachers, staff, and the community. Put your best foot forward and show the world you respectyourself and your school. We encourage your individuality, but we also encourage you to dressfor success.
Should you wear items that violate the dress code, you may be asked to change into clothingavailable at the school or wait in ILC while a parent or guardian brings a change of clothes.Disregard for the dress code will lead to disciplinary action, in accordance with the BehavioralLearning Guide.
46
200 White Street • Huntsville, AL 35801 • 256-428-6800
Secondary BehaviorAl Learning Guide
HCS 053 0728
Appendix B: Suspension Procedures
In-House Learning Center1. A student may not be placed in ILC for more than five (5) school days at any one time and
no more than 20 school days in the aggregate during any one (1) school year (pay particularattention to the note below concerning students with disabilities).
2. The principal will follow HCS policies with reference to student records.
3. Prior to placement in the ILC, the principal/delegate will advise the student of the charge(s)and the student shall have the opportunity to tell what occurred.
4. Prior to assigning a student to ILC, a reasonable effort will be made to notify the parent andto have a conference by phone or in person. If the parent cannot be reached, the studentwill be given notice and a copy will be mailed to the parent.
Out-of-School Suspensiona) A student may not be suspended for more than ten (10) school days at any one time and
no more than twenty (20) school days in the aggregate during any one school year (payparticular attention to the note below concerning students with disabilities).
b) The principal will follow HCS policies with reference to student records.
c) The principal/delegate will advise the student of the charge(s) and the student shall havethe opportunity to tell what occurred.
d) While on Out-of-School Suspension, the student will be permitted to complete work or testsmissed during the suspension.
e) Prior to suspending a student from school, a reasonable effort will be made to notify theparent and to hold an informal conference.
f) If the parent cannot be reached prior to the end of the school day, the student will be givena Notice of Suspension (Form HCS330-0l) stating the charge(s) in writing against the studentand requesting a conference with the parent.One copy will be mailed to the parent, and theadministrator will continue to try to contact the parent.The student shall remain in school,unless under an emergency situation, until the end of the school day or until released tothe parent or designee.
Suspension Notice Filing and DistributionThe original is forwarded to the Department of Behavioral Learning (Superintendent's Office). Onecopy is distributed to the student, one copy to the parent, one copy to be placed in the student'scumulative record, and one copy to the principal. If the student is disabled, a copy should begiven to the student's teacher of record.
NOTE: A student with disabilities may not be suspended out of school for more than ten (10) days ina school year. Any more time in suspension requires IEP Committee action. Only an IEP Committeemay change the placement of a student with disabilities. All students, including students with disabilities,who are suspended will be permitted to complete work or tests missed during the suspension.
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HUntsville City Schools
HCS 053 0728
Appendix C: Expulsion Procedures
General1. If a student is suspended pending an expulsion hearing, the principal/delegate will follow the
suspension policy and procedure and on the suspension notice form will suspend to thehearing panel; exceptions being disabled students. See above NOTE under “Suspension” asto students with disabilities.
2. When an expulsion offense is committed, the principal immediately must notify the SecuritySupervisor and the Behavioral Learning Department. If the student has a disability, the SpecialEducation Services department also must be notified.
3. If a suspected controlled substance is involved, HPD must be notified.
Superintendent-Initiated ExpulsionThe Superintendent, if the situation warrants, may recommend that a student be expelled with-out prior recommendation from the principal. In such cases, the Superintendent will follow thePrincipal-Initiated Expulsion procedures (see below).
Principal-Initiated ExpulsionThe principal/designee will review the allegations and evidence against a student, advise thestudent of the charge(s), and allow the student to tell what occurred. After doing so, the principal/designee is responsible initially for determining that a student’s behavior warrants an expulsion.A reasonable effort will be made to notify the parent.
1. The principal will notify the Behavioral Learning Department by letter of the recommendationfor expulsion within three (3) school days after the date of the commission of the offense.
2. This letter must have attached all information available, including, but not limited to, thefollowing:
a) Copy of the completed Suspension Notice, stating the charges in writing.
b) Specific description of the student’s behavior, including date, time, and place andsupporting facts.
c) A written report giving the suspected student's version of what occurred.
d) Names, addresses, and telephone numbers of persons involved in the incident:suspect(s), victim(s), and witness(es).
e) Signed and dated statement(s) of persons involved in the incident, if possible.(Use Form HCS330-39.)
f) Xerox copy of any contraband.
g) List of special program(s), if any, in which student is enrolled or being consideredfor enrollment.
h) Verification of student's receipt of the Behavioral Learning Guide.
i) Past disciplinary record of student involved.
j) Academic record of student, including a copy of the current report card anda copy of the roll call card.
k) Details of extenuating circumstances.
l) Date(s) of principal's conference(s) and names of those present.
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200 White Street • Huntsville, AL 35801 • 256-428-6800
Secondary BehaviorAl Learning Guide
HCS 053 0728
Procedures for HearingsPrior to expulsion, students are entitled to a hearing conducted by a hearing panel that will adhereto the following procedures:
1. The parent shall be given verbal or written notice of the charge(s) against the student andthe time, date, and place of the hearing at least 72 hours prior to a hearing. At the time thatthe notice of an expulsion charge is made, HCS will provide the student and the parent/guardian with the following: copies of evidence supporting the expulsion; the rules governingthe hearing; and notice that the student may have a parent/guardian or family member andan advocate of his or her choosing present to participate in the expulsion hearing and thatthe student may present witnesses and cross examine live witnesses presented by HCS atthe expulsion hearing.
2. The hearing panel will normally conduct a hearing within 14 school days after the date ofthe commission of the offense.
3. The principal or other person assigned by the Behavioral Learning Department shall presentthe case for expulsion of the student. Witnesses for the proponent of the expulsion will benotified to be present by the school or the Security Supervisor.
4. At the hearing, the hearing panel shall give the student an opportunity to admit or denythe charge(s).
5. If the student denies the charge(s), an explanation of the evidence will be provided andthe student will be given an opportunity to tell what occurred.
6. The case may be presented by statements made by the witness(es). The hearing panel maypermit witness(es) by the proponent of the expulsion, but the hearing panel is not requiredto call or permit any accusers to be present. Additionally, student witnesses, includingaccusers, may provide evidence by written statement which may be redacted. The decisionas to these issues shall rest in the discretion of the hearing panel. The student is permittedto present adult witnesses, but if a witness’s testimony is redundant or not relevant thehearing panel can decide not to hear that witness.
7. Ordinarily, no attorney will be present in an advisory capacity for the expulsion hearing. Ifthe student's parent chooses to have an attorney present, the principal/designee also mayhave an attorney present in an advisory capacity. The student's parent must give the hearingpanel notice, 24 hours prior to the hearing, of the decision to have an attorney. Failure to doso may result in the rescheduling of the hearing or the hearing panel's denying the partici-pation of the attorney in the hearing.
8. After following the above procedures, the hearing panel, on the basis of all facts presented,shall determine whether the student did or did not commit an offense, what offense, if any,was committed and whether the recommendation of the principal to expel is accepted oroverruled. The hearing panel shall prepare a written decision, which shall include the chargesagainst the student; the time, date, and location of the hearing; a summary of the evidencepresented at the hearing; the conclusions drawn from the evidence; and the disposition of thestudent. If extenuating or mitigating circumstances exist, the hearing panel shall documentthese circumstances.
9. In the event that a student with disabilities is alleged to have committed an offense expellableunder the Behavioral Learning Guide, the hearing panel determines the guilt or innocenceonly. The decision regarding an appropriate placement is determined by the IEP Committee.
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HCS 053 0728
10. The following persons shall be notified of the hearing decision:
a) The student's parent (by certified mail)
b) The Behavioral Learning Department
c) The Principal
d) The Special Education Services Department (for students with disabilities)
e) The Superintendent
f) The Deputy Superintendent
g) The Security Supervisor
11. A recording shall be made of the hearing and shall be kept for no less thansix (6) months from the date of the hearing.
12. The written record of the hearing shall be kept for two (2) years.
Appeal of Hearing Decision For ExpulsionIf the student's parent is dissatisfied with the decision of the hearing panel in cases in whichthe hearing panel upholds the recommendation for expulsion, the parent may file an appeal.The appeal procedures are as follows:
1. The student's parent must file a written request for an appeal.
2. The written request for an appeal must be addressed to and mailed or givento the Superintendent.
3. The written request for an appeal must be postmarked or hand delivered on a date nomore than seven (7) calendar days after the postmarked date or date of hand deliveryof the written notification of the hearing panel’s decision. If the written request for anappeal is not made on time, the hearing decision will be final.
4. The Superintendent, upon receipt of a timely filed written request for an appeal, willrequest the documented evidence of the case including the findings, the conclusions,the disposition, and the tape recording.
5. The Superintendent or designee shall review the case of the basis of the record.No new evidence shall be admissible.
6. Within seven (7) working days after receipt of the appeal, the Superintendent willmake a written decision to adopt, modify, or disapprove all or any part of the hearingpanel's findings, conclusions, or disposition.
7. A copy of the Superintendent's decision shall be sent to the following persons:
a) The student's parent (by certified mail)
b) The Behavioral Learning Department
c) The Principal
d) The Special Education Department (for disabled student)
e) The Superintendent’s Office
f) The Security Supervisor
8. If the parent is dissatisfied with the Superintendent’s decision to uphold the recommendationfor expulsion, the parent may file an appeal to the Board of Education using proceduresadopted by the Board.
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Secondary BehaviorAl Learning Guide
200 White Street • Huntsville, AL 35801 • 256-428-6800
Secondary Behavioral Learning Guide
www.HuntsvilleCitySchools.org200 White Street • Huntsville, AL 35801 • 256-428-6800