Behaviour Tiers and Interventions

Tier 1 behaviours are low-level, minor, infrequent behaviors that can result from thoughtlessness or an incident rarely displayed by a student. They do not significantly interrupt the teaching and learning of others. At ICS Addis, we implement Tier 1 interventions as proactive strategies within our classrooms to establish clear behavioral expectations and support all students’ social, emotional, and academic development. These interventions are designed to prevent potential challenges by promoting positive behaviors and creating a structured, inclusive learning environment. By addressing issues early and consistently, we aim to ensure that every student can thrive and succeed in their educational journey.

• Low frequency Tier 1 behaviours should be addressed by the teacher as part of established classroom management practices. 

• Ongoing, persistent Tier 1 behaviours occurring across multiple areas may require grade level leader attempts to support and will be raised to Tier 2.

Examples of Behaviours:

Attendance:

• Late to lesson

Academics:

• Incomplete learning objectives

• In class tasks

• Homework

• Disrupting learning

• Off-task and/or distracted behaviours

• Interrupting instructions or feedback from teacher

• Self-management skills

• Missing equipment/supplies

• Academic Integrity 

• Refer to the Academic Integrity policy for specific guidance

Behavioral Issues:

• Not following classroom and/or grade level shared expectations

• Using rude or mean language towards peers and/or teachers

• Low level antagonizing: play fighting, pushing, shoving, name-calling

• Using inappropriate language

• Littering

• Chewing gum

• Leaving lunch plates behind

• Not “dressing for success”

  • Slides/Crocs

• Improper Use of Facilities/Equipment:

  • Unauthorized Lift / Elevator use

  • Improper use of equipment

Inappropriate Use of Technology/Devices:

• Inappropriate device use

• Playing video games during lesson, break or lunch

• Devices that are not to be visible or used without explicit permission from a teacher during a lesson:

• Using a phone during the school day without teacher permission during lesson

• Use of headphones without teacher permission during lesson

Impact of behaviour - learning/community

• Disruption of Learning: Behaviors such as frequent tardiness, off-task activities, and interrupting instruction can lead to loss of instructional time, hindering both individual and peer learning experiences. 

• Deterioration of Academic Achievement: Incomplete assignments and lack of engagement can result in gaps in knowledge, leading to decreased academic performance.

• Negative Impact on Well-being: Persistent misbehavior can increase stress and emotional exhaustion, potentially affecting engagement in learning and teaching effectiveness.

• Erosion of School Climate: Disrespectful interactions and non-compliance with established expectations can create a hostile environment, reducing feelings of safety and belonging among students and staff.

• Promotion of Antisocial Behavior: Unaddressed misconduct may escalate over time, leading to more severe behavioral issues and negatively influencing peers, thereby undermining the overall community standards.

Possible Consequences for behaviour:

• Parent/Guardian Contact: Communicating with a student’s family about behavioral concerns can provide additional support and reinforce expectations.

• Positive Reinforcement: Acknowledging and praising appropriate behavior encourages students to continue exhibiting desirable actions.

• Proximity Control: Subtly moving closer to a student exhibiting minor misbehavior can deter the behavior without interrupting the lesson.

• Non-Verbal Cues: Utilizing gestures, facial expressions, or signals to remind students of expectations can effectively redirect behavior without drawing attention to the misstep.

• Brief Redirection: Providing a short, private reminder of classroom expectations helps students self-correct without public embarrassment.

• Seat Relocation within the Classroom: Changing a student’s seating arrangement can minimize distractions and encourage better behavior by altering their immediate environment. 

• Loss of Privileges: Temporarily revoking certain classroom privileges, such as choosing a seat or participating in a preferred activity, can serve as a consequence for repeated minor infractions.

• Temporary Removal from the Classroom: Allowing a student to step out briefly—for example, to get a drink of water or deliver a message—can provide time to regain composure and return ready to learn.  

• Short, Targeted Detentions: Implementing short, immediate detentions, such as a ten-minute discussion after class, can be more effective than longer detentions scheduled later. Prioritizing immediacy over intensity helps students connect the consequence to the behavior.

  • 1. 1. • Reflection Activities: Assigning brief reflective tasks, like writing about the incident and how to handle similar situations better in the future, encourages self-assessment and growth.

Tier 2 behaviors are the result of student behaviour that repeated and varied interventions have not had a significant impact on. This also applies to behaviour that is repeated across multiple subjects and different learning environments and to more serious behaviour that requires a significant, immediate level of intervention.

To effectively address these concerns, we implement Tier 2 interventions, which provide targeted support for students demonstrating at-risk behaviors. These interventions may involve increased involvement from the Grade Level Leader and/or Deputy Principal. These interventions might include extended lunch detentions, restrictions or loss of GrowTime privileges, and/or restriction and loss of facilities access.

By implementing these targeted strategies, we aim to guide students toward positive behavioral changes, ensuring a safe and supportive learning environment for all members of the ICS Addis community.

Examples of Behaviours:

Attendance:

• Late to lesson

• Excessive absences - as monitored by the office and counsellors

• 1st contact from counsellors to parents to determine nature of absence and document conversation

  • Repeated instances require GLL/DP attempts to support with family to determine support plan moving forward.

Academics:

• Continued Tier 1 behaviours are demonstrated after 3-4 week implementation of behaviour monitoring plan.

• Unsafe use of equipment

• Intentional Plagiarism

• Academic Integrity cases refer to Academic Integrity policy 

• Academic integrity cases require the involvement of the MYP Coordinator.

Continued Tier 1 behaviours:

• Inappropriate behaviours towards others

• Obscene gestures/language

• Rude / Teasing / being intentionally mean towards other students 

• Bullying

• Dangerous Behavior that may harm self or others

• Destroying / Damaging property

• Disrespectful language and/or actions towards any supervising adult in charge

• Skipping school

Inappropriate Peer Relationships during school, school events and trips:

• Inappropriate Displays of Affection 

Inappropriate Use of Technology/Devices: Technology Violations using school devices and school network access

• Posting/sharing offensive content while on school device or network

• Accessing or attempting to access peer devices

• Accessing or attempting to access school devices without permission from supervising adult

Devices that are not to be visible or used without explicit permission from a teacher during a lesson:

• Repeated use of personal mobile devices

• Using a phone during the school day

• Use of wireless headphones without teacher permission

Impact of behaviour - learning/community

• Academic Disruption: Persistent lateness and absences lead to missed instructional time, hindering academic progress and placing additional strain on teachers to provide catch-up support.

• Compromised Integrity: Engaging in plagiarism and other forms of academic dishonesty undermines the trust and ethical standards essential for a fair and credible educational environment.

• Safety Concerns: Unsafe behaviors, such as mishandling equipment or engaging in dangerous activities, pose risks to the well-being of both the individual and others, potentially leading to accidents or injuries.

• Erosion of Respect: Inappropriate interactions, including the use of obscene language, teasing, or bullying, damage relationships among students and staff, fostering a hostile atmosphere that impedes collaboration and mutual respect.

• Technological Misuse: Improper use of devices, such as unauthorized access to peer or school devices and sharing offensive content, disrupts the educational process and violates privacy, leading to a breakdown in the responsible use of technology.

Possible Consequences for behaviour:

• Detention: Assigned at lunch, detention sessions to provide structured time for reflection on behavior. 

• Restitution: Requiring students to compensate for damages or offenses, such as repairing or replacing damaged property, to instill accountability. 

• Loss of Privileges: Temporarily revoking privileges like participation in extracurricular activities or access to certain school facilities to reinforce the importance of adhering to school policies. 

• Parent/Guardian Conferences: Organizing meetings with parents or guardians to discuss the student’s behavior, collaborate on intervention strategies, and strengthen the home-school partnership.

• Behavioural Contracts:

  • Behaviour monitoring

  • Phase 1, 2, 3

• *Suspension (in-school or out of school): Implementing a temporary removal from regular classes while providing academic support and behavioral interventions to address and correct the misconduct.

At ICS Addis, we recognize that some students may exhibit behaviors that are highly disruptive, dangerous, or resistant to previous interventions. These Tier 3 behaviors necessitate individualized, intensive support strategies, and/or specific consequences to address the underlying causes effectively. 

By implementing these intensive, individualized strategies, we strive to support students in overcoming significant behavioral challenges, thereby maintaining a safe and conducive learning environment for the entire ICS Addis community.

Examples of Behaviours:

Attendance:

• Excessive late to class in multiple subjects areas

• Continued and excessive absences following Tier 2 attempts to support with family

Academics: Academic integrity cases require the involvement of the MYP Coordinator.

• Extreme Academic Integrity cases refer to Academic Integrity policy

Behaviours:

• Aggressive and/or violent behaviours towards others

• Bullying/Cyberbullying//harassment

• Fighting / Intimidation - Deliberate attempt to cause harm to another student eg. hitting

• Sexual or racial harassment

• Using racist and/or sexist language, gestures and/or imagery

• Abusive language

• Leaving Campus without permission, 

• Running away / Truancy

• Persistent skipping of class

• Destroying / Damaging property

• Including intentional vandalism or graffiti

• Tobacco, Drug/Alcohol possession or use 

• Weapon Possession 

• Stealing or Forgery 

• Smoking / Vaping

Inappropriate Peer Relationships during school, school events and trips:

• Sexual relations

Inappropriate Use of Technology/Devices:

• Major Technology Violations using school devices and school network access

• hacking, 

• cyber bullying, 

• posting and/or sharing offensive content

Impact of behaviour - learning/community

• Compromised Physical and Emotional Safety: Aggressive, violent, or harassing behavior creates a threatening environment, leaving students and staff feeling unsafe, anxious, or traumatized.

• Serious Disruption to Learning: Ongoing or extreme behaviors (e.g., repeated class skipping, fighting, or substance use) prevent both the student and their peers from engaging in meaningful learning.

• Loss of Trust and Community Integrity: Violations such as academic dishonesty, property damage, or racism/sexism damage relationships and erode the respectful culture we strive to build.

• Legal, Ethical, and Policy Violations: Certain actions (e.g., weapon possession, drug use, or sexual harassment) may breach school policy and legal boundaries, requiring formal disciplinary or legal responses.

• Long-Term Impact on Well-Being and Development: Without intervention, Tier 3 behaviours can lead to entrenched patterns of disengagement, poor mental health, and academic failure, limiting future opportunities for the student involved.

Possible Consequences for behaviour:

• Immediate Parent/Guardian Notification and Conference: Involving family in urgent, collaborative planning to address safety and behavior concerns.

• Referral to MYP Coordinator: Required in all serious academic integrity violations; student may face academic sanctions or re-assessment protocols per policy.

• Loss of Privileges or Access: This may include exclusion from school events, GrowTime activities, off-campus privileges, and access to technology or facilities.

• Restitution or Repair of Harm: Where appropriate, students are expected to repair or replace damaged property or complete tasks that restore affected individuals or spaces.

• Referral to External Support Services: In cases involving mental health, substance use, or legal infractions, external agencies or professionals may be engaged with parental involvement.

• Review by Deputy Principal or School Leadership Team: Persistent or high-risk Tier 3 behaviors may lead to a formal behavior review and long-term planning, which could include probation or alternative schooling recommendations.

• Immediate Behaviour Contract: Serious issues requiring a specific re-entry agreement will also require a behaviour contract to be followed for a minimum of 6 weeks after re-entry.

• Suspension* (In-School or Out-of-School): Used for serious infractions to ensure safety, followed by a re-entry plan focused on reflection, restoration, and reintegration.

• Expulsion* or non-enrolment*: In the most serious examples, or after ongoing support through behaviour contract the student does not demonstrate the necessary progress they may have their enrolment at ICS rescinded.