Embedded Files
Consistency builds trust - When all staff respond to behavior in similar ways, students know what to expect, which increases their sense of belonging and safety.
A Behavior Response Flowchart can provide a concise overview of definitions and the processes necessary to support students who demonstrate Minor Offenses, Contextually Inappropriate Behaviors, Major Infractions, and Crisis Behaviors.
A Behavior Response Flowchart can provide a concise overview of definitions and the processes necessary to support students who demonstrate Minor Offenses, Contextually Inappropriate Behaviors, Major Infractions, and Crisis Behaviors.
Lack of clarity can lead to - Staff differing on what constitutes an appropriate office referral.
Lack of clarity can lead to - Staff differing on what constitutes an appropriate office referral.
Under-developed processes can lead to - Staff differing on what should occur during and after the office referral has been written.
Under-developed processes can lead to - Staff differing on what should occur during and after the office referral has been written.
Staff-Managed vs. Office Managed Behaviors
Staff-Managed vs. Office Managed Behaviors
Staff Managed Behaviors are Behaviors that require an 'on-the-spot' response by all adults on campus.
Minor Offenses: The failure to demonstrate an expectation, social skill or procedure that has been taught, practiced and enforced.
Examples include, inappropriate language, misuse of materials, failure to follow instructions, show respect or stay on task.
Contextually Inappropriate behaviors. Behavior that is acceptable in some situations but is not situationally appropriate for the current setting.
Examples include: moving around the class, checking work with peers, speaking before the teacher or peers have finished, taking a moment before starting to work on an assignment.
All classified and certificated staff have the authority and training to effectively respond to Minor Offenses and Contextually Inappropriate Behaviors which make up approximately 80% of the behaviors that raise to the level of concern.
All classified and certificated staff have the authority and training to effectively respond to Minor Offenses and Contextually Inappropriate Behaviors which make up approximately 80% of the behaviors that raise to the level of concern.
Chronic Minor Offenses: Minor Offenses displayed over a period of time despite staff's attempt to support the behavior by implementing targeted Effective Classroom Practices - as documented on the Tier 1 Intervention Log.
Teaching and Administrative staff have the authority and training to effectively respond to Chronic Minor Offenses which make up approximately 15% of the behaviors that raise to the level of concern.
Teaching and Administrative staff have the authority and training to effectively respond to Chronic Minor Offenses which make up approximately 15% of the behaviors that raise to the level of concern.
Office-Managed Behaviors are behaviors Administrative staff have the authority and training to effectively address.
Office-Managed Behaviors are behaviors Administrative staff have the authority and training to effectively address.
Major Infractions are considered “severe” as defined by Education Code 48900 & 48915. Major Infractions make up approximately 5% of the behaviors that raise to the level of safety concern.
Fair doesn't always mean identical - Well-designed behavior policies promote equitable responses by helping staff consider context while maintaining consistent expectations.
Supporting Minor Offenses & Chronic Minor Offenses
Supporting Minor Offenses & Chronic Minor Offenses
SBCUSD has adopted a set of evidence-based practices (Effective Classroom Practices: Proactive, Instructive, Restorative) to support behaviors of concern. Staff will intensify these practices whole class or with individual students to support a decrease in the use of the identified behavior.
SBCUSD has adopted a set of evidence-based practices (Effective Classroom Practices: Proactive, Instructive, Restorative) to support behaviors of concern. Staff will intensify these practices whole class or with individual students to support a decrease in the use of the identified behavior.
Developing Classroom Continuum of Consequences
Developing Classroom Continuum of Consequences
A well-defined continuum of classroom consequences helps teachers respond to behavior in a way that is consistent, instructional, and relationship-centered rather than reactive or punitive. Some of the key benefits include:
Creates Consistency – Ensures all students receive predictable, fair responses to behavior
Promotes Equity – Reduces subjective decision-making and minimizes the impact of implicit bias
Keeps Students in Class When Appropriate – Encourages responses that are proportional to the behavior
Supports Positive Relationships – Helps preserve positive teacher-student relationships by emphasizing teaching and restoring
Teaches Replacement Behaviors – Focuses on helping students learn appropriate behaviors instead of stopping inappropriate ones
Improves Student Accountability – Encourages students to reflect on their choices, repair harm, and take responsibility for their actions
Reduces Power Struggles – Provides teachers with a planned sequence of responses, leading to calmer and more objective interactions
Improves Classroom Climate – Creates a safe, respectful, and predictable learning environment where expectations are clear
Ensures Appropriate Escalation – Helps teachers match the consequence to the severity and frequency of the behavior, preventing both under- and over-responses
Whole-Class Interventions: Utilizing the Effective Classroom Practices to Build Safety & Connection
Whole-Class Interventions: Utilizing the Effective Classroom Practices to Build Safety & Connection
Effective Classroom Practices are intensified/modified whole class whenever <80% of the students are meeting the expectations at any given point in time. Selection of specific practices will be dependent on class behavior and need.
Effective Classroom Practices are intensified/modified whole class whenever <80% of the students are meeting the expectations at any given point in time. Selection of specific practices will be dependent on class behavior and need.
Step 1: Utilize a Trauma-Informed/Culturally Responsive approach to identify underlying causes (unmet needs) for the behavior of concern. Answer the questions: a) Do students feel SAFE (physically/emotionally)? b) Do students feel CONNECTED (to the environment/teacher/peers)?
Step 1: Utilize a Trauma-Informed/Culturally Responsive approach to identify underlying causes (unmet needs) for the behavior of concern. Answer the questions: a) Do students feel SAFE (physically/emotionally)? b) Do students feel CONNECTED (to the environment/teacher/peers)?
Step 2: Identify specific practices to support the underlying need of the class.
Step 2: Identify specific practices to support the underlying need of the class.
The examples below show how the Effective Classroom Practices can be utilized to support CONNECTION to the learning environment, the teacher, and peers.
The examples below show how the Effective Classroom Practices can be utilized to support CONNECTION to the learning environment, the teacher, and peers.
Sample: Whole-Class Interventions
Sample Presentation:
Sample Presentation:
Individual Interventions: Utilize Effective Classroom Practices to support Chronic Minor Offenses
Individual Interventions: Utilize Effective Classroom Practices to support Chronic Minor Offenses
Once the intervening teacher determines a behavior of concern is Chronic they will begin to intensify/modify Proactive, Instructive and Restorative Effective Classroom Practices. The student's response to these interventions will be documented on the Tier 1 Intervention Log.
Once the intervening teacher determines a behavior of concern is Chronic they will begin to intensify/modify Proactive, Instructive and Restorative Effective Classroom Practices. The student's response to these interventions will be documented on the Tier 1 Intervention Log.
Individual Interventions: Requesting Assistance for Individualized Support
Individual Interventions: Requesting Assistance for Individualized Support
A formal request for individual assistance is made after a teacher has begun a Tier 1 Intervention Log, reviewed the case with grade-level/content problem solving team, and is now seeking formal support from the Tier 1 Climate & Culture Sub-Committee.
A formal request for individual assistance is made after a teacher has begun a Tier 1 Intervention Log, reviewed the case with grade-level/content problem solving team, and is now seeking formal support from the Tier 1 Climate & Culture Sub-Committee.
Data captured on the Tier 1 Intervention Log will enable the Team to support the Intervening Teacher with additional modifications.
Data captured on the Tier 1 Intervention Log will enable the Team to support the Intervening Teacher with additional modifications.
By completing the Request for Individual Student Assistance Form staff are seeking support in:
By completing the Request for Individual Student Assistance Form staff are seeking support in:
Collecting progress monitoring data,
Collecting progress monitoring data,
Analyzing Tier 1 Intervention Log data,
Analyzing Tier 1 Intervention Log data,
Intensifying/modifying a current Proactive, Instructive, Restorative Practice, and
Intensifying/modifying a current Proactive, Instructive, Restorative Practice, and
Brainstorming additional Proactive, Instructive, or Restorative Practices to support a specific student.
Brainstorming additional Proactive, Instructive, or Restorative Practices to support a specific student.
Intervening Teachers may also seek the support of an Administrator by completing an Office Referral Form and selecting the one Chronic Minor Offense they would like assistance in supporting. The Administrator will review the data collected on the Tier 1 Intervention Log, which is attached to the Office Referral form. This data will be used to determine the next level of interventions which may include Skill/Relationship Development and Removal/Penalty, if deemed appropriate.
Intervening Teachers may also seek the support of an Administrator by completing an Office Referral Form and selecting the one Chronic Minor Offense they would like assistance in supporting. The Administrator will review the data collected on the Tier 1 Intervention Log, which is attached to the Office Referral form. This data will be used to determine the next level of interventions which may include Skill/Relationship Development and Removal/Penalty, if deemed appropriate.
Sample: Request for Assistance Form
Decision rules help schools match the intensity of the response to the severity of the behavior—improving both safety and equity.
Sample:
Supporting Major Infractions
Supporting Major Infractions
CA Education Code Notification
CA Education Code Notification
As of July 1st, 2020, students in grades K-8 may no longer be suspended under California Education Code 48900 for K violations, otherwise known as, Minor Offenses; instead, “Other Means of Correction” must be provided. Please note this does apply to Education Code 48910 - Teacher Suspensions.
As of July 1st, 2020, students in grades K-8 may no longer be suspended under California Education Code 48900 for K violations, otherwise known as, Minor Offenses; instead, “Other Means of Correction” must be provided. Please note this does apply to Education Code 48910 - Teacher Suspensions.
Per California law, students who violate sections 48900 and 48915 of the education code must be provided “Other Means of Correction” prior to, or upon return from, suspension. According to SBCUSD Progressive Discipline Matrix, Other Means of Correction includes Skill/Relationship Development and Removal/Penalty options as outlined on the bottom of the Office Referral Form.
Per California law, students who violate sections 48900 and 48915 of the education code must be provided “Other Means of Correction” prior to, or upon return from, suspension. According to SBCUSD Progressive Discipline Matrix, Other Means of Correction includes Skill/Relationship Development and Removal/Penalty options as outlined on the bottom of the Office Referral Form.
According to SBCUSD Progressive Discipline Matrix administrators are responsible to ensure at least one Skill/Relationship Development intervention is implemented. Administrators may also select from the list of Removal/Penalty options, if appropriate.
According to SBCUSD Progressive Discipline Matrix administrators are responsible to ensure at least one Skill/Relationship Development intervention is implemented. Administrators may also select from the list of Removal/Penalty options, if appropriate.
Note: Students whose behaviors persist despite the presence of Tier 1 teacher and administrator supports, should be recommended for Tier 2 and/or Tier 3 interventions.
Note: Students whose behaviors persist despite the presence of Tier 1 teacher and administrator supports, should be recommended for Tier 2 and/or Tier 3 interventions.
For additional information on developing and/or enrolling students into Tier 2 interventions, contact your site Tier 2 Team.
For additional information on developing and/or enrolling students into Tier 2 interventions, contact your site Tier 2 Team.
For more information on conducting a Functional Behavioral Assessment (FBA) and developing a Behavior Intervention Plan contact your SWSS Point of Contact for regular education students and the Special Education Department for students on an IEP.
For more information on conducting a Functional Behavioral Assessment (FBA) and developing a Behavior Intervention Plan contact your SWSS Point of Contact for regular education students and the Special Education Department for students on an IEP.
Sample:
Additional Readings and Supports
Additional Readings and Supports
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or chatgbt.com
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