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SBAR Codes and
The Code of Virginia (§22.1-279.3:1) requires Albemarle County Public Schools as well as school divisions statewide to submit data annually to the Virginia Department of Education (VDOE) on disciplinary events involving student behavior that required an administrative responses to the behavior. This report provides safety indicators for Virginia’s School Quality Profile. Disciplinary events shall include those incidents that occurred on school property, on a school bus, or at a school-sponsored activity. Each Student Behavior and Administrative Response (SBAR) has a corresponding code, that has a level associated with it to guide school administrators.
The following behavior categories are designed to recognize the impact student behavior has on the school environment and on learning. They encourage awareness for administrators, teachers, parents, and counselors of students’ social-emotional development and emphasize the importance of helping students achieve academically and develop SEL competencies.
Behaviors that Impede Academic Progress (BAP): Behaviors which impede academic progress of the student or of students.
Behaviors Related to School Operations (BSO): Behaviors which interfere with the daily operation of school procedures.
Relationship Behaviors (RB): Behaviors which create a negative relationship between two or more people that does not result in physical harm. Relationship behaviors affect the whole school community in that the school climate is often a reflection of how people treat one another.
Behaviors that Present a Safety Concern (BSC): Behaviors which create unsafe conditions for students, staff, and visitors to the school.
Behaviors that Endanger Self or Others (BESO): Behaviors which endanger the health, safety, or welfare of either the student or others in the school community.
Persistently Dangerous Behaviors (PD): These behaviors are described in the Virginia’s Unsafe School Choice Option Policy required by the Every Student Succeeds Act (ESSA) of 2015.
Albemarle County Schools has a vested interest in the consistent and equitable implementation of policy across school sites and varying demographics. To ensure consistency and fairness, Albemarle County Schools, with guidance from the Virginia Department of Education, has developed descriptors of student behaviors with leveled responses. Albemarle County Public Schools has provided leveled systems for administrators to apply to ensure equitable disciplinary responses to student behaviors that increase the fidelity of implementation of the school division’s discipline policy and therefore improve equity as well as promote more trauma informed and student-centered approaches to discipline.
Administrators and leadership teams are encouraged to engage in a data driven decision-making process to determine appropriate responses for behaviors at all levels. Consequent actions should always be addressed with instruction and intervention. Instruction should focus on promoting safe learning environments while helping students develop social-emotional competencies needed to change the behavior.
As a part of the administrative decision-making process, Albemarle County Schools utilizes an investigation process that school administration utilizes. This process helps to ensure that students’ rights are respected, and that all student behavior is addressed in an equitable manner. Referrals to an administrator should include communication with the family. Family involvement is critical to addressing student behavior.
Leveled Responses outline each of the levels of administrative response for the possible infractions. Each level of response contains a number of interventions that are considered proportionate and appropriate for school administrators to utilize to address student behaviors that require an administrative response. The Leveled Response document is a guide that includes all the possible proportionate and reasonable responses a school administrator or designee could utilize to address student behavior. It is the prerogative and up to the discretion of the school administrator to review the corresponding level of response and then to choose an option they feel will appropriately address the behavior to maintain the safety of the school environment while decreasing the likelihood of the student utilizing the behavior again in the future.
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