Responses and Levels of Behavior Violations 

This section of the summary divides problem behaviors into four levels of violations with examples of interventions and disciplinary responses. Interventions and restorative responses are opportunities for students to learn appropriate behavior with the goal  of facilitating positive behavioral change. Interventions may involve school staff as well as support staff in the broader community.  Disciplinary responses may also be used. Every reasonable effort should be made to repair harm and change problem behavior using interventions and the least severe disciplinary responses possible.

These guidelines describe the various administrative actions that may be taken for violations of the school district’s rules,  policies, procedures, and the law. Interventions and responses shall be enforced within the general guidelines outlined in the Violations Levels 1-4 and the Violations Matrix. A Level 1 violation is the least severe and a Level 4 violation is the most severe.  For each violation on the charts that follow, the first (•) is the minimum disciplinary action. The presence of a dot (•) in a given  cell in the matrix does not imply or require that an administrator will use a “step by step” progression of increasing severity in  dealing with a violation. However, there shall be a logical relationship between the severity and frequency of the offense and  the age of the student and the administrative action.

Factors to be considered prior to assigning administrative actions: 

• The student’s age, maturity, and understanding of the impact of their behavior 

• The student’s ability and/or willingness to repair the harm caused by the behavior 

• Previous interventions and consequences applied 

• The circumstances and context, severity, and frequency of the behavior 

• The student’s Individualized Education Plan (IEP) or 504 plan, if applicable 

• Unless otherwise noted, these policies apply to student behavior occurring on any property owned or controlled by Intermediate 917 or occurring in connection with any activity sponsored by or associated with the district. 

This consistency guide was established to support administration with incidents of behavior that can occur in a school setting. This guide is a reference and should be used as a general tool, with the understanding that every student is different and every situation is different. The overall goal is to provide a safe and welcoming environment for all students, and provide equitable outcomes for those that are involved in an incident.