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Progressive Discipline Plan


Every student has a right to access educational space in a safe and welcoming environment. They are except to be treated in a manner that respects their human dignity and remains free from disparate or discriminatory discipline. Every educator shall receive the support and tools to meet the needs of students struggling with social and emotional challenges and to teach in a school environment that provides a structure for teaching and supporting positive behaviors.

California School for the Deaf, Riverside (CSDR) adopted a framework for implementing alternatives to the old discipline system, which used to be focused on out-of-school removals to address student behavior and resulted in negative outcomes for students and schools. CSDR recognizes that disciplinary action has a huge impact and disproportionately affect African Americans, Latino/a/x/es, Native Americans, Asian Americans, Pacific Islander Americans, students with disabilities, and students with different language use at home more than other student population. CSDR is committed to moving beyond retribution into the alternatives to punishment, suspensions, and expulsions by focusing on restorative practices, promoting school-wide positive behavioral interventions and supports, social-emotional learning, and trauma-sensitive strategies. Before consequences, students shall support learning the skills necessary to enhance a positive school climate and avoid negative behavior. CSDR's goal is to have consistent and clear guidelines for addressing student behavior to remove disparate application and treatment and ensure that all students receive a similar response for similar conduct.

The discipline guidance shall guide the actions of CSDR leaders about when an out-of-school suspension or expulsion becomes an option for certain offenses recognized in the California Education Code.


Student Managed Infraction

Definition

Student Offense with No Principal Discretion (except as otherwise precluded by law).

Disciplinary Responses

Staff managed disciplinary response is focused on classrooms/dorms are where students are respectful and can maintain a positive, safe, and motivational learning environment, including these responses that should be used accordingly:

  • Build the structure and strategies needed to reduce disruptive behavior
  • Teachers/staff are encouraged to use a variety of classroom management techniques (e.g. continuum of correction, continuum of responses/strategies to inappropriate behavior)
  • Teachers/staff may engage the student’s support system to ensure successful learning and consistency of responses
  • Alter/change the conditions that contribute to the student’s inappropriate behavior
  • When appropriate, these responses aim to correct behavior by stressing the need of severity and acknowledging potential implications for future harm, while keeping the student in school

Classroom/Dorms management shall be heavily use on the students by using:

  • Classroom techniques (e.g. continuum of correction: continuum of responses/strategies to inappropriate behavior: proactive teaching)
  • Parent/guardian Engagement (e.g. contact parent via telephone, email, or text)
  • Conflict resolution
  • Check in with student support staff if repeated
  • Restitution

Support Responses

Student may receive support from CSDR that benefits to improve their behavior and academic such as:

  • Develop behavior, social and emotional skills through PBIS and Character Counts
  • Receive support from Peer Mediator Program
  • Access to one-to-one chat with a counselor at any time if needed
  • Check in with Educational Advisor or Lead Teacher for any academic support related
  • Participate in student organization program and athletics program
  • Participate in Restorative Practice Circle(s)

Behavioral Misconduct Level 1

Definition

Student Offense with Some Principal Discretion

Behavioral misconduct is defined as those activities engaged in by student(s) who violated California Education Code which tend to impede orderly classroom procedures or instructional activities, orderly operation of the school, or the frequency or seriousness of which disturb the classroom or school. The provisions of this regulation apply not only to within-school activities, but also to student conduct on school bus transportation vehicles, during school-sponsored activities and residential.

Disciplinary Responses

Behavioral misconduct disciplinary responses are designed to teach appropriate behavior utilizing social skills, so students are respectful and can maintain a positive, safe, and motivational learning environment.

  • Teachers/staff are encouraged to use a variety of classroom management techniques (e.g. continuum of correction; continuum of responses/strategies to inappropriate behavior; corrective strategies teaching).
  • Consequences should be gradual, natural and/or logical, progressing from less severe to more severe.
  • Consequences also should maintain the dignity of the student.

The lowest level should be considered first, followed by progressively more intensive consequences. Students will stay on Level 1 until they hit more than several occurrences with disciplinary and support responses before the school will consider the severity level to move the student to the next level with intensive interventions.

Suspension and Expulsion shall not be considered. The disciplinary responses shall be either referred to a policy that already set up the procedure and expectations of the disciplinary action or following other level 1 responses. Examples are:

  • Classroom techniques (e.g. continuum of responses/strategies, correction: proactive teaching)
  • Parent/Guardian Engagement (e.g. contact parent via telephone, email, or text)
  • Conflict resolution
  • Parent/guardian and student conference
  • Loss of privileges/removal from extracurricular activities (1-3 school days)
  • Check in with student support staff
  • Restitution
  • Crisis Prevention Institute Techniques
  • Other Means of Correction

Support Responses

Students may receive support from CSDR that benefits to improve their behavior and academic. They shall have access to lower support response levels regardless of if they are currently at a higher level of discipline misconduct.

  • Receive support from Peer Mediator Program
  • Access to one-to-one chat with a counselor at any time if needed.
  • Check in with Educational Advisor or Lead Teacher for any academic support related
  • Participate in student organization program and athletics program
  • Participate in Restorative Practice Circle(s)

Persistent Behavioral Misconduct Level 2

Definition

Student Offenses with Principal Discretion

Persistent behavioral misconduct is defined as those activities engaged in by student(s) which are directed against persons or property, and the consequences of which tend to endanger the health or safety of oneself or others in the school. Some instances of disruptive conduct may overlap certain criminal offenses, justifying both administrative sanctions and court proceedings. The provisions of this regulation apply not only to within-school activities, but also to student conduct on school transportation vehicles, during other school-sponsored activities, and residential programs.

Disciplinary Responses

Level 2 behavior responses are designed to teach appropriate behavior utilizing social skills, so students are respectful and can maintain a positive, safe, and motivational learning environment, which may involve office referrals.

  • Conditions are to be altered by the student’s inappropriate/disruptive behavior.
  • These responses aim to correct behavior by stressing the need for severity and acknowledging potential implications for future harm, while keeping the student in school.
  • When necessary, these responses may involve a short-term removal of a student from the classroom or the school environment.
  • These responses ensure that safety of the school community is present.
  • When a student serves off-campus suspension, being on school property while on suspension is prohibited.
  • These responses should be used accordingly.
  • Consequences should be gradual, natural and/or logical, progressing from less severe to more severe.

Many of these responses engage to the student’s support system and are designed to alter/change the conditions that contribute to the student’s inappropriate behavior. These responses aim to correct behavior by stressing the need for severity and acknowledging potential implications for future harm, while keeping the student in school.

Students who violated Level 2 conduct may experience different disciplinary and support responses due to their persistent behavior. Some misconduct will automatically go straight to level 2, even if the misconduct was the student's first time due to the severity level of conduct. The school might get more individual staff involved in a student's progress and increase the school's support systems to reduce student occurrence behavior. Parents/guardians are highly encouraged to be involved in part of the progress to find the best resolution to the concern before we consider the possibility to move the student's current level to the next level of conduct disciplinary and support responses if the student remains persistent with the same misconduct behavior several times with showing no improvement action.

Suspension and Expulsion shall not be considered except as otherwise precluded by law. The disciplinary responses shall be either referred to a policy that already set up the procedure and expectations of the disciplinary action or following other level 2 responses. Examples are:

  • Parent/guardian and student conference
  • Restitution
  • Detention
  • Referral to Interdisciplinary Team (make recommendations)
  • Student Assistance Programs (SAP)
  • Panel Review
  • Parent/guardian/student/administrator conference
  • Loss of privileges/removal from extracurricular activities (3-5 school days)
  • Check in with student support staff
  • Service-Learning
  • Temporary removal from class
  • Functional Behavioral Assessment
  • Notification to Law Enforcement
  • Other Means of Correction

Suspension to be determined by the team

Support Responses

Students may receive support from CSDR that benefits to improve their behavior and academic. They shall have access to lower support response levels regardless of if they are currently at a higher level of discipline misconduct.

  • Receive support from Peer Mediator Program
  • Access to one-to-one chat with a counselor at any time if needed.
  • Check in with Educational Advisor or Lead Teacher for any academic support related
  • Participate in student organization program and athletics program
  • Participate in Restorative Practice Circle(s)

Severity Behavioral Misconduct Level 3

Definition

Student Offenses with Principal and Administration Discretion

Severity Behavioral Misconduct is defined as those activities engaged in by student(s) which result in violence to oneself or another’s person or property or which pose a direct and serious threat to the safety of oneself or others in the school. When school officials have a reasonable belief that students have engaged in such activities, then these activities usually require administrative actions which result in the immediate removal of the student from the school, the intervention of the State Law Enforcement Officer or other local law enforcement authorities, and/or action by the local school board. The provisions of this regulation apply not only to within-school activities, but also to student conduct on school transportation vehicles, and during other school-sponsored activities.

Disciplinary Responses

Severity behavior misconduct responses engage the student’s support system to maintain a positive, safe, and motivational learning environment, which involves office referral.

  • Conditions are to be altered by the student’s inappropriate/disruptive behavior.
  • These responses aim to correct behavior by stressing the need for severity and acknowledging potential implications for future harm, while keeping the student in school.
  • When necessary, these responses may involve a short-term removal of a student from the classroom or the school environment.
  • These responses ensure that safety of the school community is present.
  • When a student serves off-campus suspension, being on school property while on suspension is prohibited.
  • As a last resort, the responses remove a student from the school environment for an extended period due to the severity of the behavior and potential implications for future harm.
  • Students being removed from the school environment may involve the placement of a student’s educational setting.

Suspension and Expulsion shall be considered, but we must use other means of correction to bring about proper conduct before pursuing suspension, expulsion, and putting different school placement. The disciplinary responses shall be either referred to a policy that already set up the procedure and expectations of the disciplinary action or following other level 3 responses. Examples are:

  • Parent/Guardian Engagement (e.g. contact parent via telephone, email, or text)
  • Parent/guardian and student conference
  • Parent/guardian/student/administrator conference
  • Parent/guardian shadowing
  • Restitution
  • Detention
  • Loss of privileges/removal from extracurricular activities (6-10 school days)
  • Referral to IDT (make recommendations)
  • Student Assistance Programs (SAP)
  • Panel Review
  • Check in with student support staff
  • Service-Learning
  • Temporary removal from class
  • Notification to Law Enforcement
  • Behavioral Intervention Plan
  • Referral to appropriate services
  • Possibility of Interim Alternative Educational Setting
  • Other Means of Correction
  • Exclusion, Suspension, or Putting student to a different school placement to be determined by the team

If the responses mean of correction fail to bring about proper conduct. Principal may recommend expulsion, suspension, or putting student to a different school placement as a last resort depending on how severe the case is and considered match the suspension and exclusion criteria when the following occur at any time, including, but not limited to, while on school grounds; while going to or coming from school; during the lunch period, whether on or off the campus; or during, or while going to or coming from, a school-sponsored activity. Administration shall have a final decision to approval the decision or not.

Support Responses

Students may receive support from CSDR that benefits to improve their behavior and academic. They shall have access to lower support response levels regardless of if they are currently at a higher level of discipline misconduct.

Student Managed and Level 1:

  • Receive support from Peer Mediator Program
  • Access to one-to-one chat with a counselor at any time if needed.
  • Check in with Educational Advisor or Lead Teacher for any academic support related
  • Participate in student organization program and athletics program
  • Participate in Restorative Practice Circle(s)

Staff Managed

Staff shall use intervention and action tools approach students’ behaviors in classroom, dorm room, and another place.

Possible Interventions

Clarify expectations, reteach expectations, social skills, role play, explicit instruction, modify activity, alternate assignment, student mediator, peer tutor, problem-solving sheet, proximity control, quiet correction, positive reinforcement of appropriate behavior, restorative conversation, seat change, teacher/student conference. More to be listed can be found in document.

Possible Actions

Confiscate items, detention, In-class exclusion, verbal or written apology, loss of privilege, parent/teacher conference, parent/teacher contact (phone, text, email, letter), temporary removal from class, verbal warning, written or verbal reflection, written warning, mediation. More to be listed can be found in document.

Crisis Development/Behavior Levels | Staff Attitudes/Approach

  1. Anxiety | Supportive
  2. Defensive | Directive
  3. Risk Behavior | Safety Interventions
  4. Tension Reduction | Therapeutic Rapport

Redirect, Let Them Vent, Limit Choice, Receive Help and Documentations, Listening with Empathy

Infraction Definition

Defiance (Insubordination)

Brief or low-intensity failure to follow directions or talking back

Dishonesty

Failure to knowingly tell the truth; also includes obtaining petty objects without permission like food and school supplies (not technology)

Disruption

Behavior that interferes with instruction, learning, and a safe and orderly environment which includes, but not limited to, chronic talking, teasing, being out of the seat/not sitting in the assigned seat, rude, selling items on campus, etc.

Dress Code Violation

Noncompliance with the district and/or school dress code

Electronic Device

Failure to adhere to the authorized time of use outlined in the school's electronic device policy in the classroom

Failure to Complete Work

The act of not completing assigned written, oral, or physical work

Hall Pass Violation

To be in a hallway without written permission; to alter or change a hall pass from its original intent

Horseplay

Rough or boisterous play or pranks that could harm another or disrupt the learning environment

Inappropriate Affection

Unsuitable or improper physical contact, action, or gesture, or display of public affection which creates an uncomfortable/stressful environment for the recipient person

Inappropriate Behavior

Actions or gestures of conducting oneself in a disruptive or disrespectful manner to include tone, attitude, and body language that is negative or abrasive towards another student or adult - that also includes not following classroom rules and expectations

Inappropriate Language

Inappropriate or irrelevant language that is not demeaning or not directed to another student or adult

Inappropriate Materials

Related to the possession or viewing of items considered to be unsuitable for school or school related activities

Littering

Placing trash improperly to be a nuisance or health concern

Lying

Non-serious. Untrue message, not answering truthfully

Running

Running in the hallway, classroom, cafeteria, or any other unauthorized area in the school that could pose a safety issue

Skipping class

Leaving or missing class without permission

Tardy

Arriving late to school or class. Refer to the school's tardy plan. Multiple referrals will result in level 1 referral

Technology Violation

Non-serious use of an electronic device that violates school guidelines (i.e. device on a desk)

Throwing Objects

To propel or cast in any way anything that is visible or tangible without proper authorization