DISCIPLINE 2023-2024 PROGRESSIVE APPROACH TO
2 Shifting the Focus 4 Foundations of Success: Universal Support 5 Positive Behavior Expectations for Students 6 Mastering the Art of Classroom Management 7 Whys and Hows of Progressive Discipline 9 Distinction Between Punishment and Consequence 11 Pillars of Effective Discipline 12 Reflective Pillar 13 Instruction Pillar 14 Restorative Pillar 15 Consideration of Unique Student Factors 16 Transformative Perspective 17 Distinction Between Minor and Major Behaviors 18 Defining Minor Behaviors 19 Defining Major Behaviors 21 Outlining California Education Violations 22 Behavior Management Flowchart 25 Alternative Means of Correction 26 Aspen Disciplinary Codes 27 Restorative Re-Entry 30 Restorative Re-Entry Procedures 31 Documents in Preparation for Student Re-Entry 32 TABLE OF CONTENTS Restorative Re-Entry Conversation Questions 33 Restorative Re-Entry Plan 34
In navigating the complex educational landscape, meeting the diverse needs of every student poses a significant challenge. The El Monte City School District (EMCSD) recognizes the potential of our equitybased Multi-Tiered System of Supports (MTSS) framework to serve as a catalyst for improving student behavior and disciplinary outcomes. Simultaneously, EMCSD’s "Progressive Approach to Discipline" plays a pivotal role in providing staff with effective practices, systems, and resources tailored to address inappropriate student behavior. Our toolkit serves as a valuable resource, offering alternative strategies to suspension in disciplinary situations. Its comprehensive contents are applicable to incidents that occur within the school premises, during travel to and from school, throughout lunch and recess/nutrition periods, and during a student's participation in school-sponsored activities. 3
SHIFTING THE FOCUS Understanding that individual thoughts, behaviors, and emotions are not universally determined but are shaped by a complex interplay of societal, individual, and cultural factors is crucial. Neglecting these factors diminishes the likelihood of success in supporting student behaviors across all MTSS tiers (universal, supplemental, intensive). The imperative to consider context extends to all educational matters, with particular emphasis on student behavior and discipline, as the learning environment (and the spaces where staff teach and lead) is inseparable from student development. Experts increasingly advocate for a shift away from solely "fixing kids" towards addressing the environments and systems that shape student learning to better align with their contextual needs. This shift necessitates that staff take into account the broader context in which students live, acknowledging the impact of societal realities (e.g., racism, sexism, homophobia), individual realities (e.g., socioeconomic status, family dynamics, school experiences, access to opportunities), and cultural backgrounds on development. 4
FOUNDATIONS OF SUCCESS: UNIVERSAL SUPPORT Every student receives evidence-based core instruction, intervention, and support tailored to meet grade-level expectations while accommodating their individual needs. Social-emotional learning (SEL) lays a sturdy foundation for students, fostering positive behavior and providing a framework for continuous learning. The following exemplifies universally deliverable instruction, intervention, and support within our schools: Leader in Me: An evidence-based, comprehensive school improvement model empowering students with essential leadership and life skills essential for thriving in the 21st century. Second Step: Engages students with scripted, digital lessons that facilitate the development of crucial SEL skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Restorative Practices: Encompasses a range of tools and practices strategically employed to proactively establish a culture of care, cultivate healthy relationships, and responsively repair relationships marred by conflict or wrongdoing. 5 RESOURCES
POSITIVE BEHAVIOR EXPECTATIONS FOR STUDENTS Attaining behavior expectations is contingent upon students' understanding of these expectations. Both school-wide and classroom behavioral guidelines necessitate clarity, consistency, and positive framing. These behavior expectations, encapsulating key principles like safety, respect, and responsibility, serve as overarching concepts, providing a consistent framework across different settings. Keeping the list concise with 3-4 behavior expectations ensures clarity and memorability. School-wide expectations lay the groundwork for those in individual classrooms. It is essential to define, teach, model, and reinforce these expectations, each supported by 2-3 rules. These rules serve as behavior guidelines that are observable, measurable, positively stated, easily understandable, and universally applicable. When formulating behavioral expectations, seek input from students and families. Anchoring expectations in the cultural norms of students and families, even if divergent from those of staff, fosters behaviors and skills that contribute to a positive and culturally relevant school environment, transcending a mere focus on compliance within the discipline system. Behavior expectations and rules may differ from one school or classroom to another. Access resources by scanning the QR code below, providing essential guidance for shaping school-wide and classroom expectations and rules. APPLYING AN EQUITY LENS Why was this specific behavior expectation chosen? Who played a role in determining the necessity of this behavior expectation? What are your personal beliefs regarding this behavior expectation? Whose culture and values are upheld and emphasized by this behavior expectation? Whose culture and values might be overlooked or diminished by this behavior expectation? Who might encounter challenges in meeting this behavior expectation? What would transpire if this behavior expectation were absent? 6
MASTERING THE ART OF CLASSROOM MANAGEMENT BEHAVIOR EXPECTATIONS & RULES Reflection Statement ✓ x My class has 3-4 expectations that are aligned with school-wide expectations. Each expectation has 2-3 rules that are observable, measurable, positively stated, understandable, and always applicable. I have posted expectations and rules in a prominent location to provide students with a visual reminder. I explicitly teach, model, and practice expectations and rules with students. They are periodically reviewed. RAPPORT BUILDING Reflection Statement ✓ x I know the names of my students and greet them when they enter the classroom. I know each students’ strengths, weaknesses, and areas of interest. Reflection Statement ✓ X It is easy for students to enter and exit the classroom. Traffic patterns are clearly defined and allow for movement without disrupting others. The classroom is free from extraneous or distracting decorations and visuals are current. Desks and furniture are arranged so that I can see students at all times and have access to all areas of the classroom. Students can clearly see instructional presentations, the classroom board, and important visuals. Materials are clearly labeled, organized, and easily accessible when needed. CLASSROOM ARRANGEMENT & SUPPLIES To pave the way for students' behavioral success, robust classroom management plays a pivotal role. It sets up conditions for students to thrive. This tool is designed to foster reflection, steering clear of evaluation or accountability purposes. Engaging in introspection regarding one's strengths and weaknesses, and devising a plan for improvement, becomes the catalyst for personal growth. Click on the hyperlinked text to access valuable resources. 7
8 ACTIVE SUPERVISION Reflection Statement ✓ x I constantly and deliberately move around the classroom, providing particular attention to problem areas, activities, or students who are known to have difficulties, I systematically scan the class to monitor, prevent, and reinforce behavior. I frequently interact with students by providing positive feedback, pre-correction, and correction. I maintain high rates of positive contact with student, and I am mindful of body language, tone of voice, and facial expressions. IDEAS FOR IMPROVEMENT WHAT IS WORKING Reflection Statement ✓ x Procedures and routines are clearly defined. They are observable, measurable, positively stated, understandable, and always applicable. I have posted procedures and routines in a prominent location to serve as a visual reminder. I explicitly teach, model, and practice procedures and routines with students. They are periodically reviewed. CLASSROOM PROCEDURES & ROUTINES
WHYS AND HOWS OF PROGRESSIVE DISCIPLINE The relationship between student behavior and academic achievement is integral; they are inherently connected, not mutually exclusive. At EMCSD, our commitment to student growth and learning drives us to optimize instructional time, steering clear of reactive and exclusionary practices. Instead, we embrace progressive discipline, cultivating a positive and supportive disciplinary environment that prioritizes the well-being of all students, ensuring both their physical and psychological safety. This not only contributes to elevated achievement and graduation rates but also enhances the overall school climate. Moreover, we acknowledge that exclusionary discipline methods, such as in-school suspension, out-of-school suspension, expulsion, and interim alternative education placement, perpetuate a concept of "separate but equal." In the United States, disparities in student discipline persist across lines of race, class, and ability. Hence, we are dedicated to fostering a more inclusive and equitable disciplinary environment. Progressive discipline, as employed at EMCSD, is an approach to address inappropriate student behavior systematically and gradually. Similar to how students receive feedback and learn from mistakes in academic assignments, our approach extends to behavioral incidents. Students are provided with the opportunity to engage in self-reflection, repair harm, and grow from errors in judgment and conflict. The interventions and consequences are tailored to the gravity of the behavior that prompted disciplinary action. This approach ensures consideration of the student's disciplinary history and relevant factors, adhering strictly to due process procedures mandated by federal and state law. 9
Discipline is helping a student solve a problem. Punishment is making a student suffer for having a problem. To raise problem solvers, focus on solutions not retribution. - L.R. Knost 10
Intent Punishment Consequence Power Dynamics Approach Assumptions Outcomes In the context of discipline, both punishment and consequence can be used to shape student behavior. While they are related concepts and are often used interchangeably, they have distinct meanings and implications. The difference between punishment and consequence in student behavior lies in their intent, approach, power dynamics, assumptions, and outcomes. While punishment tends to be punitive and reactive, consequences aim for a more educational and proactive approach to promote lasting behavior change. EMCSD advocates for the application of consequences rather than punitive measures in addressing inappropriate student behavior. DISTINCTION BETWEEN PUNISHMENT AND CONSEQUENCE Primarily punitive, aiming to make the student "pay" for their wrongdoing. Educational and proactive, focusing on helping the student learn from their actions. Often involves a reactive response, penalizing the student for their actions. Can be logical or natural, directly related to the behavior, and involves a more proactive approach to prevent future occurrences. Places adults in control of students’ behavior and decision outcomes. Empowers students by placing them in control of their behavior and decisions. Focuses on teaching new skills, including self-control and selfregulation. Assumes behavior is only about doing something “bad” or “wrong.” May instill fear or compliance in the short term, but may not necessarily teach alternative behaviors or address the root cause of the issue. Assumes behavior is a form of communication. Aims to promote understanding, responsibility, and skill-building, fostering long-term positive behavior change. 11
PILLARS OF EFFECTIVE DISCIPLINE Effective discipline is characterized by a three-fold approach: reflective, instructional, and restorative. The reflective aspect encourages all parties involved to contemplate the factors contributing to a situation and their own actions. The instructional facet centers on acquiring new skills to prevent potential harm in the future. Lastly, the restorative approach emphasizes the opportunity to repair any harm caused. In each category, there is flexibility to assign more than one strategy, ensuring a comprehensive and nuanced approach to discipline. 12
Promoting reflection on behavior is crucial for fostering self-awareness and personal growth in students. Creating a supportive and non-judgmental environment is key to the success of these strategies. It's important to approach reflection as a learning opportunity rather than a punitive measure. Here are some effective strategies to help students reflect on their behavior: Behavior Reflection Worksheet: Using behavior reflection worksheets is an excellent way to encourage reflection. These worksheets guide students through a structured process of thinking about their actions, consequences, and potential areas for improvement. Collaborative Art Project: Engage students in collaborative art projects that promote reflection. For example, have them create a mural or collage that represents the impact of their behavior on others and the steps they can take to repair any harm caused. Journaling: Provide students with a journal or reflection sheet where they can write about their behavior and its consequences. Encourage them to express their thoughts and feelings honestly. This allows for introspection and a deeper understanding of their actions. Restorative Circle: Restorative circles are a powerful tool for promoting reflection and dialogue. Students can gather in a circle and take turns sharing their thoughts and feelings about a specific incident. The facilitator can guide the discussion using restorative questions to promote empathy, understanding, and accountability. Restorative Conferencing: Conduct one-on-one conferences with students to discuss their behavior and its consequences. This allows for a more personal and focused conversation where you can explore the reasons behind their actions. Role Play: Role-playing scenarios can be an effective way for students to reflect on their behavior. Create different scenarios that relate to the incidents they were involved in and have students act them out, focusing on how they could have handled the situation differently. Scenario Analysis: Present real or hypothetical scenarios and ask students to analyze them, considering the potential consequences of different actions. This encourages critical thinking about behavior. Self-Assessment Tool: Provide self-assessment tools or checklists that students can use to evaluate their own behavior. This promotes a sense of responsibility for their actions. Think-Pair-Share: Have students first think individually about their behavior and its impact. Then, pair them up with a partner to discuss their reflections. Finally, bring the whole class together for a shareout session where students can share their insights and learn from each other. REFLECTIVE PILLAR 8 13
The instructional facet of student discipline focuses on equipping students with the necessary skills and knowledge to prevent potential harm and make positive choices in the future. Here are some additional examples that highlight this aspect: Bullying Prevention Education: Implement programs that educate students about the harmful effects of bullying. Equip them with tools to recognize, report, and prevent bullying incidents. Conflict Resolution Training: Conduct workshops that teach students effective conflict resolution skills. Provide strategies for peacefully resolving disputes and promoting positive communication. Digital Citizenship Education: Provide instruction on responsible and ethical use of technology. Teach students about online safety, cyberbullying prevention, and digital etiquette. Drug and Alcohol Education: Provide education on the risks and consequences of substance abuse and offer information about making healthy choices and resisting peer pressure. Emotional Regulation Training: Teach students how to recognize and regulate their emotions. Emotional intelligence is key to making thoughtful decisions and managing interpersonal relationships. Social Skills Training: Conduct workshops focusing on social skills such as communication, active listening, and conflict resolution. These skills contribute to positive interactions and reduce the likelihood of harm. INSTRUCTIONAL PILAR 14
RESTORATIVE PILLAR Creating opportunities for students to restore relationships with others after a behavior incident is essential and contributes to a positive and supportive school community. Here are some strategies to provide such opportunities: Apology Letter: Encourage the student to write apology letters to those affected by their behavior. This allows the student to express remorse, take responsibility, and communicate their commitment to positive change. Behavior Contract: Develop behavior contracts that outline specific actions and commitments for all parties involved. These contracts can serve as a tangible reminder of the agreed-upon resolutions. Community Service Project: Implement community service projects that provide a tangible way for the student to contribute positively. Restitution: Work with the student to identify ways they can make restitution for any harm caused. This could involve specific actions or projects that directly benefit those affected. Restorative Conferencing: Facilitate restorative meetings involving the student, those affected (such as teachers, classmates, or parents), and a trained facilitator. This provides a structured environment for open communication and resolution. 15
CONSIDERATION OF UNIQUE STUDENT FACTORS Each instance of inappropriate student behavior is unique, shaped by various situational variables. Consequently, the disciplinary action taken must be a thoughtful reflection of numerous factors tailored to the specific student involved in the misbehavior. When deliberating on consequences for students' inappropriate behavior, it is imperative for school staff to meticulously evaluate the comprehensive circumstances surrounding the misconduct, considering: Student's age and maturity level Student's abilities or disabilities Student's past conduct and behavioral record Context in which the behavior occurred Student's willingness to rectify the harm caused Severity of the infraction and the extent of harm caused Impact of the incident on the school community 16
TRANSFORMATIVE PERSPECTIVE Inevitably, school staff will encounter challenging student behavior at some point. The perspective adopted in these moments significantly influences the outcome. Instead of reacting impulsively, it is crucial for individuals to take a moment to slow down and pause. The following tool supports individuals in reshaping their thoughts, embracing a new perspective, enabling them to craft compassionate and effective responses. 17 PAY ATTENTION TO MY FEELINGS What challenge does this student or situation present to me? How does that challenge and this student make me feel? ASSESS MY BIAS Did I make a snap judgement about this situation because of a bias I hold? Would I feel this way if this situation happened with a different student? UNDERSTAND THE CONTEXT Is there anything about me or the environment that might be contributing to this behavior? Am I aware of any stressors this student is facing? STAY CURIOUS ABOUT THE BEHAVIOR What could this behavior be communicating? What need was this student trying to meet? What stressor was this student trying to avoid or cope with? EMPATHIZE What might this student be feeling? What would it be like to experience the world and our school as this student? P A U S E
DISTINCTION BETWEEN MINOR AND MAJOR BEHAVIORS Frequently, there are diverse interpretations of behaviors within the school community involving staff, students, and families. The individual definition of behavior may vary, especially when considering specific students. It is crucial for both school staff and families to collaboratively establish explicit definitions of behaviors, fostering a shared understanding and consistent application of standards across all situations and students. Schools are strongly encouraged to actively include the voices of students in this essential process. Defining both major and minor student behaviors plays a pivotal role in creating a well-organized, responsive, and supportive educational environment that addresses the diverse needs of students while optimizing the use of available resources. Minor behaviors, which are more frequent and low-intensity, are addressed by various educators, including general education teachers, special education teachers, instructional support specialists, and related service providers. On the other hand, major behaviors, characterized by their infrequency and high intensity, necessitate attention and support from administrators, BCBA, psychologists, and/or counselor/social workers. Certain major behaviors may also breach the regulations outlined in the California Education Code. These are the most extreme in nature. The following pages present a comprehensive chart distinguishing between minor and major behaviors. Nevertheless, schools are highly encouraged to personalize and adapt this framework to align with their unique context and needs. 18
DEFINING MINOR BEHAVIORS Infraction Definition Bullying Teasing or name-calling. Disruption Engaging in activities such as talking or making noises (such as humming, whistling, or tapping objects) out of context, playing with objects unrelated to the lesson, writing notes unrelated to class content, or eating/chewing gum during class,. Dishonesty Engaging in deceitful actions such as lying or tattling. Disrespect Demonstrating lack of regard for others through actions such as eyerolling, using poor manners, sighing, smacking lips, talking back, or displaying attitude through body language like neck-rolling. Inappropriate Language Engaging with personal technology devices such as cell phones, computers, tablets, etc. in a manner inconsistent with school policies or instructional goals. Indecent Exposure Accidental or unintentional instances of revealing oneself. Irresponsibility Neglecting tasks such as returning signed papers, being unprepared with classroom materials, slow preparation for class, abusing restroom privileges, or leaving objects strewn on the classroom floor. Misuse of School Property/Property Destruction Engaging in actions such as improper sitting or use of chairs, writing on desks or classroom materials, or misusing play equipment. 19
Non-Compliance Engaging in behavior that goes against the instructions given. Out of Bounds/Elopement Being outside of the designated area in the classroom without adult permission, or being out of one's seat without adult permission. Physical Aggression Engaging in behaviors such as poking, roughhousing, or inadvertently misusing objects resulting in harm to others. 20
DEFINING MAJOR BEHAVIORS Infraction Definition Bullying/Harassment Actions such as making gestures or verbal comments related to race, religion, gender, ethnicity, or disability; tormenting others; exerting influence to control others; or threatening or intimidating individuals. Disruption Displaying uncontrollable outbursts or disruptions within the classroom setting. Dishonesty Engaging in acts such as forgery, cheating, or plagiarism. Inappropriate Language/Verbal Aggression Utilizing profanity directed towards another individual, whether it be a student or a staff member. Inappropriate Use of Technology Accessing inappropriate websites, sending materials (graphics, language, videos, etc.) that are not suitable, or utilizing inappropriate applications. Indecent Exposure Purposefully exposing oneself or another student. Misuse of School Property/Property Destruction/Theft Engaging in actions such as throwing furniture or small objects, breaking or tearing classroom materials or school property, or stealing school or private property. Non-Compliance Demonstrating a refusal to adhere to given directions or instructions. Out of Bounds/Elopement Being outside of the designated area beyond the classroom, such as the cafeteria, office, hallway, gym, etc., without obtaining adult permission. Physical Aggression Engaging in actions such as slapping, tripping, pinching, fighting, pushing, hitting, biting, kicking, pulling hair, shoving, scratching, or punching. 21
OUTLINING CALIFORNIA EDUCATION VIOLATIONS The following delineates California Education Code Section 48900: (a)(1) Caused, attempted to cause, or threatened to cause physical injury. (a)(2) Willfully used force or violence on another person, except in self-defense. (b) Possessed, sold or otherwise furnished any firearm, knife, explosive, or other dangerous object. (c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, a controlled substance. (d) Unlawfully offered, arranged, or negotiated to sell a controlled substance, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to a person an imitation. (e) Committed or attempted to commit robbery or extortion. (f) Caused or attempted to cause damage to school property or private property. (g) Stole or attempted to steal school property or private property. (h) Possessed or used tobacco, or products containing tobacco or nicotine products. (i) Committed an obscene act or engaged in habitual profanity or vulgarity. (j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell drug paraphernalia. (l) Knowingly received stolen school property or private property. 22
(m) Possessed an imitation firearm. (n) Committed or attempted to commit a sexual assault or committed a sexual battery. (o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding for purposes of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both. (p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. (q) Engaged in, or attempted to engage in, hazing. (r) Engaged in an act of bullying. (t) A pupil who aids or abets the infliction or attempted infliction of physical injury to another person. California Education Code 48915(a)(1) requires a recommendation for expulsion for the following act committed a student unless expulsion is found to be inappropriate due to the circumstances: (A) Causing serious physical injury to another person, except in self-defense. (B) Possession of any knife or other dangerous object of no reasonable use to the pupil. (C) Unlawful possession of any controlled substance. (D) Robbery or extortion. (E) Assault or battery upon a school employee. 23
California Education Code 48915(c) requires mandatory suspension and a recommendation for expulsion for the following act committed by a student: (1) Possessing, selling or otherwise furnishing a firearm. (2) Brandishing a knife at another person. (3) Unlawfully selling a controlled substance. (4) Committed or attempting to commit a sexual assault or sexual battery. (5) Possession of an explosive. 24
BEHAVIOR MANAGEMENT FLOWCHART A behavior is observed. Is this behavior a minor or major behavior? MINOR MAJOR Possible Strategies: Affective statements Affective questions Brain breaks Cueing If-then charts Forced choice Planned ignoring Positive reinforcement Precorrection Proximity control Reteach behavior expectations Self monitoring Visual schedules Visual timers Possible Actions: Confiscate items Loss of privilege Verbal warning Written warning Parent/staff member contact Parent/staff member/student conference Possible Strategies: Behavior Plan/Behavior Intervention Plan Change of placement Expulsion Group counseling Individual counseling Possible Actions: In-school suspension Student Success Team meeting Out-of-school suspension Reflective, instructional, and restorative task General education teacher/special education teacher/instructional support specialist/related service provider provide General education teacher/special education teacher/instructional support specialist/related service provider refer Administrator, BCBA, psychologist, and/or counselor/social workers provide 25 Click on the hyperlinked text to access valuable resources.
Pursuant to California Education Code Section 48900.5 (amended by AB 1729, Ch. 425, Statutes of 2012), suspension, including supervised suspension as describe in Section 48911.1, shall be imposed only when other means of correction fail to bring about proper conduct. This is particularly true for violations enumerated in Section 48900 (f)-(r) and (t) upon the first offense. A pupil, including an individual with exceptional needs, as defined in Section 56026, may be suspended, subject to Section 1415 of Title 20 of the United States Code, for any of the reasons enumerated in Section 48900 upon a first offense, if the principal or superintendent of schools determines that the pupil violated subdivision (a), (b), (c), (d), or (e) of Section 48900 or that the pupil’s presence causes a danger to persons. Other means of correction include, but are not limited to, the following: A conference between school personnel, the pupil’s parent or guardian, and the pupil. Referrals to the school counselor, psychologist, social worker, child welfare attendance personnel, or other school support service personnel for case management and counseling. Study teams, guidance teams, resource panel teams, or other intervention-related teams that assess the behavior, and develop and implement individualized plans to address the behavior in partnership with the pupil and the pupil’s parents. Referral for a comprehensive psychosocial or psychoeducational assessment, including for purposes of creating an individualized education program, or a plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794(a)). Enrollment in a program for teaching prosocial behavior or anger management. Participation in a restorative justice program. A positive behavior support approach with tiered interventions that occur during the school day on campus. After school programs that address specific behavioral issues or expose pupils to positive activities and behaviors, including, but not limited to, those operated in collaboration with local parent and community groups. Any of the alternatives described in Section 48900.6. ALTERNATIVE MEANS OF CORRECTION 26
ASPEN DISCIPLINARY CODES 27 Code Result Description 100 Out-ofSchool Suspension Education Code Section 48925(d) removal of a pupil from ongoing instruction for adjustment purposes, including out-of-school teacher suspensions as defined in Education Code Section 48910. However, suspension does not mean any of the following: (1) Reassignment to another education program or class at the same school where the pupil will receive continuing instruction for the length of day prescribed by the governing board for pupils of the same grade level. (2) Referral to a certificated employee designated by the principal to advise pupils. (3) Removal from the class, but without reassignment to another class or program, for the remainder of the class period without sending the pupil to the principal or the principal's designee as provided in Section 48910. Removal from a particular class shall not occur more than once every five schooldays. 110 In-School Suspension Determined and established by local districts as a supervised in-school suspension classroom for students who are suspended and do not pose an imminent danger or threat or have not been recommended for expulsion as provided in Education Code Section 48911.1. In-school suspensions also include in-school teacher suspensions as defined in Education Code Section 48910. 200 Expulsion Education Code Section 48925(b) removal of a pupil from (1) the immediate supervision and control, or (2) the general supervision, of school personnel, as those terms are used in (Education Code) Section 46300.
28 300 Other Means of Correction An individual committed an offense as defined in Education Code 48900 or 48915, was not suspended or expelled, and the matter was addressed with either no disciplinary action at all or other means of correction. Other means of correction includes but is not limited to:1. A conference between school personnel, the pupil's parent or guardian, and the pupil.2. Referrals to the school counselor, psychologist, social worker, child welfare attendance personnel, or other school support service personnel for case management and counseling.3. Study teams, guidance teams, resource panel teams, or other intervention-related teams that assess the behavior, and develop and implement individualized plans to address the behavior in partnership with the pupil and his or her parents.4. Referral for a comprehensive psychosocial or psychoeducational assessment, including for purposes of creating an individualized education program, or a Section 504 plan.5. Enrollment in a program for teaching prosocial behavior or anger management.6. Participation in a restorative justice program.7. A positive behavior support approach with tiered interventions that occur during the school day on campus.8. After-school programs that address specific behavioral issues or expose pupils to positive activities and behaviors, including, but not limited to, those operated in collaboration with local parent and community groups.9. Any of the alternatives described in Section 48900.6 [relating to “community service”]. 400 No Action An individual committed an offense as defined in Education Code 48900 or 48915, was not suspended or expelled, and the matter was addressed with no disciplinary action at all. 501 Physical Restraint The use of a personal restriction that immobilizes or reduces the ability of a pupil to move his or her torso, arms, legs, or head freely when a pupil presents an immediate danger to self or to others as defined by Education Code Section 49005.1. It does not include a physical escort, which means a temporary touching or holding of the hand, wrist, arm, shoulder, or back for the purpose of inducing a pupil who is acting out to walk to a safe location.
502 Mechanical Restraint The use of a device or equipment to restrict a pupils freedom of movement when a pupil presents an immediate danger to self or to others as defined by Education Code section 49005.1. 600 Seclusion The involuntary confinement of a pupil alone in a room or area from which the pupil is physically prevented from leaving. “Seclusion” does not include a timeout, which is a behavior management technique that is part of an approved program, that involves the monitored separation of the pupil in a nonlocked setting, and is implemented for the purpose of calming. 700 Schoolrelated Arrest A student, as a result of an incident, was referred to and arrested by law enforcement. 800 Law Enforcement Referral (not including schoolrelated arrests) A student, as a result of an incident, was referred to law enforcement without being arrested. This includes citations and court appearances. 29
Whether students are returning to the same familiar school environment or transitioning to a new one, those re-entering after a significant incident may face challenges in adjusting. Absences from school can expose students to difficult experiences not readily apparent to school staff. Upon their return, students may find themselves uncertain about what lies ahead. Concerns about falling behind in school work, apprehensions regarding how peers or teachers might perceive them, and fears of potential reemergence of relationship issues can be overwhelming. These stressors, among others, underscore the difficulties associated with returning to school, making it imperative for school staff to provide robust support, alleviate stress, and facilitate a successful re-entry. In this context, a thoughtfully planned and executed restorative re-entry process is crucial for students who have undergone the following experiences: Change of placement to the Opportunity Program for disciplinary reasons In-school suspension (lasting 3 or more consecutive days) Out-of-school suspension (lasting 3 or more consecutive days) Expulsion RESTORATIVE RE-ENTRY 30
The site administrator or designated representative is responsible for spearheading the student reentry process. The subsequent procedures delineate the steps. Confirm with the parent/guardian that a responsible adult is available to supervise the student during the suspension. Complete all necessary documentation related to the suspension. Ensure the student will receive academic assignments and appropriate social-emotional support during the suspension. Inform pertinent school staff about the student's absence. Communication Regarding Student Absence Developing a Re-Entry Plan for the Student Collect academic assignments and make them easily accessible for the parent/guardian to pick up. While maintaining confidentiality, extend counselor support to students affected by the student's absence or related incidents. Schedule a restorative re-entry conversation involving the student, parent/guardian, and relevant school staff on the first day back. If necessary, identify a translator. Share the purpose of the meeting in advance. Notification of Student's Return Notify pertinent school staff about the student's return and provide guidance on how both staff and students can extend a welcoming gesture upon the student's return. Extending a Warm Welcome to the Returning Student Personally greet the student and parent/guardian at the school office and escort them to the designated restorative re-entry meeting place. Facilitate a restorative re-entry conversation. Collaboratively develop a restorative re-entry plan with the student, parent/guardian, and relevant school staff. Share restorative re-entry plan with the pertinent school staff members. Conduct check-ins with the student throughout the day or at the end of the day to ensure a smooth transition back into the school environment. RESTORATIVE RE-ENTRY PROCEDURES Follow-Up and Referrals Facilitate any necessary referrals for the student to access school or community supports. Subsequently, ensure ongoing communication with the student, parent/guardian, and pertinent school staff to assess the effectiveness of the restorative re-entry plan. 31
Efficient and focused restorative re-entry conversations and plans are greatly enhanced when pertinent documentation is collected or initiated in advance. The following checklist is intended to guide a school's preparation, recognizing that not every document listed will be applicable to each student's reentry. This list is not exhaustive but serves as a helpful organizational tool. Student address Parent/guardian address, phone number, or email address Contact information for other relevant educational partners (e.g., caseworker, probation officer, therapist, etc.) Student Information School Resources Enrollment materials School schedule School calendar School staff directory Parent/guardian handbook Breakfast, lunch, or supper menus Expanded learning opportunities information Jeff Seymour Family Center referral form Academic Progress Student schedule Report cards or progress reports Universal screening or progress monitoring results SST Intervention Plan and Monitoring Behavior plan or behavior intervention plan 504 Accommodation Plan Individualized Education Program Health and Safety Specialized Health Care Plan SRA Safety or Support Plan Outside mental health agency referral form DOCUMENTS IN PREPARATION FOR STUDENT RE-ENTRY 32
RESTORATIVE RE-ENTRY CONVERSATION QUESTIONS How did you feel when you first learned you would be missing school? Can you share your experience during the time you were not in school? As you prepare to return, how are you feeling about coming back to school? Who are you currently living with, and is this the same living situation as before you left school? Which family member do you share a close relationship with? Do you have siblings attending this school? If so, how would you describe your relationship with each sibling? Reflecting on the past, which classes have been most successful for you, and which have presented challenges? How can we collaboratively plan for your success in classes that you find challenging? What information do teachers need to know about you to support your success? How would you describe your typical school attendance? When you have missed school in the past, what has generally been the reason? What potential obstacles might prevent you from being in school on time every day? Reflecting on your behavior in and outside of class, how would you describe it? Are there any specific improvements you would like to make in your behavior? Are there lingering conflicts or issues with school staff or classmates that we can assist you in addressing? Who are your go-to individuals for dealing with stressful situations? Are there supportive adults at school or within your community? The restorative re-entry conversation is scheduled on the day of the student's return to extend a warm welcome, establish connections, assess the student's current circumstances, and confirm the school's preparedness to facilitate a successful re-entry. Before engaging with the student and parent/guardian, it is advisable to review the following questions. This will help identify the most pertinent questions tailored to the student's unique situation. 33
RESTORATIVE RE-ENTRY PLAN 34 Name ID# Grade Re-entry Date Protective Factors & Student Strengths Student Concerns about Returning to School Student Check-Ins Frequency Day of Week Time Method With Who Action Date/Time Signatures