Secondary BehaviorAl Learning Guide

SecondaryBehaviorAlLearning Guide

www.HuntsvilleCitySchools.org 200 White Street • Huntsville, AL 35801 • 256-428-6800

www.HuntsvilleCitySchools.org

200 White Street • Huntsville, AL 35801 • 256-428-6800HCS 053 0728

Introduction ................................................................................................1

Purpose of the Behavioral Learning Guide ................................................1

Creating a Positive School Climate ..........................................................2

A Shift in Practice......................................................................................2

The Behavior Learning Guide: A Response to Research..........................3National and Local Data..........................................................................................3Importance of Data ..................................................................................................4

Supporting Our Teachers: Linking our Teachers to Resources ................5

Positive Behavior Intervention and Supports ............................................5Elements of PBIS ....................................................................................................5Positive Relationships................................................................................................7Effective Classroom Practices ..............................................................................7

Proactive Measures for Creating a Positiveand Engaging Classroom Climate ........................................................8

Progressive Intervention & Discipline ......................................................11Determining Intervention(s) and/or Disciplinary Consequences ................12Defining the Response Levels ..............................................................................12Progressing from Response Level 1 to Response Level 2..............................13Progressing from Response Level 2 to Response Level 3 ............................14Progressing from Response Level 3 to Response Level 4 ............................14

Problem Solving and Assessment ............................................................15

Office Disciplinary Referral Procedure ..................................................16

Other District Resources ........................................................................17New District-Wide Tool: Behavioral Learning Network................................17New District-Wide Tool: Restorative Practices................................................17

Huntsville City SChoolsSecondary Behavioral Learning Guide

Table of Contents


HUntsville City Schools

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The Three Keys to Managing Student Behavior: Response Strategies, Disciplinary Consequences, and Interventions....................................18

Response Strategies ................................................................................18

Disciplinary Consequences ......................................................................21

Intervention..............................................................................................24

Surrender for Safety................................................................................26

Behavioral Learning Teacher and Administrator Menu ..........................27

Behavioral Learning Matrix ....................................................................28Academic Dishonesty ............................................................................................28Alcohol, Drugs, Inhalants, and Tobacco ............................................................28Arson, Fire Setting, Explosives, and Bomb Threats ....................................30Bullying, Harassment and Threats ......................................................................31Disruptive and Uncooperative Behavior ..........................................................32Explicit, Lewd, Obscene or Sexual Materials and Associated Actions ..34Failure to Follow Bus, Field Trip, or Extracurricular Rules..........................35Failure to Respect Property of Others ............................................................35Gambling ..................................................................................................................36Inappropriate Clothing ..........................................................................................36Inappropriate Language ........................................................................................37Inappropriate Physical Contact and Aggression ............................................38Inappropriate Touching and Sexual Conduct ..................................................38Inappropriate Use of Technology ........................................................................39Recordings & Transmissions ..................................................................................41Use/Possession/Distribution of Unauthorized Items ....................................41Weapons/Firearms ................................................................................................41

Glossary of Terms....................................................................................43

Appendix A: Dress Code........................................................................45

Appendix B: Suspension Procedures......................................................47

Appendix C: Expulsion Procedures........................................................48

200 White Street • Huntsville, AL 35801 • 256-428-6800

Secondary BehaviorAl Learning Guide

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IntroductionCreating a positive school climate and culture starts in the classroom. Classroom managementis integral to this process. The leaders of Huntsville City Schools believe that the procedurescontained in this document will better support our staff and our students in creating a positiveschool climate and culture in each of our schools.

Huntsville City Schools strives to continuously improve in every area. The Behavioral LearningGuides are no exception. As we implement this document, we anticipate that we will receivefeedback from parents/guardians, students, teachers, and administrators. As we receive feedback,we will make edits to this document to address issues raised by the feedback. As such, yourengagement is critical to the success and future improvement of this document.

Purpose of the Behavioral Learning GuideThe Behavioral Learning Guide includes proactive and responsive strategies for teachers, staff,and school leaders. It also provides guidelines for progressive, supportive Interventions andDisciplinary Consequences to address a broad range of student behavior. It is designed toaccomplish the following purposes:

• To outline the rights and responsibilities related to student behavior of all stakeholders,including students, parents/guardians, teachers, staff, school leaders, central office staff andthe Board of Education, recognizing that all stakeholders have a collective responsibilityto support positive student behavior;

• To assure that adults will teach, model and reinforce the skills necessary for all studentsto meet HCS’ behavioral expectations;

• To provide clear and explicit, age-appropriate expectations for student behavior;

• To identify behaviors that are inappropriate at school and school-sponsored events;

• To equip teachers, staff, and school leaders with a range of reasonable, proportionaland consistently applied Interventions and Disciplinary Consequences to respond toinappropriate behavior and to support positive behavioral changes in students;

• To ensure students are treated fairly and without unlawful discrimination;

• To establish a partnership with parents/guardians because they are essential to thebehavioral and academic success of students.

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Creating a Positive School ClimateAll faculty, staff and school administrators are committed to inspiring, developing andengaging every student to become career and/or college ready. To support this commitment,District leaders are working with faculty, staff, and school administrators to create a positiveschool climate and culture in each school. A positive school culture is one in which students,parents/guardians, and staff work together respectfully to maintain a positive, orderly, andsafe learning environment focused on both teacher and student led learning. A positive schoolclimate is only possible when faculty, staff, and school leaders teach expected behaviors andconsequences for misbehaviors to all students and provide support and interventions toaddress the causes of inappropriate behavior.

After teaching and modeling for students these behavioral expectations, school staff mustadminister the disciplinary process in a fair and consistent manner. The disciplinary processshould include opportunities for school staff to provide students with corrective feedback abouttheir behavior and, where appropriate, for students and families to participate in restorativepractices. Creating a positive school climate and culture in each school will require the combinedefforts of students, parents/guardians, faculty, staff, school leaders, district leaders, and thewider community. To foster these efforts, it is important that school personnel work to developrelationships with students and their families. Building and maintaining positive relationshipswith families ensures that there is a combined effort in creating positive school climates in everyschool. This combined effort is best for our students because our schools perform best whenall students act as leaders, and everyone, including parents/guardians and staff, works togetherand respects each other’s role in preparing students for college and careers.

A Shift in PracticeThis document is designed to reflect our mission to inspire, develop and engage all studentsin becoming career and college ready; creative problem-solvers; active citizens; and life-longlearners in a globally connected society. To meet our mission, we will hold all students to thesame high expectations, but provide different kinds of support to students, based on theirspecific needs, to meet those expectations. Our expectation is that every student will graduateand will leave HCS as problem-solvers, critical thinkers, and life-long learners in order to besuccessful in our globally connected society. We know that we need to provide teacherscomprehensive supports so that they can adopt new practices to support students.

This document contains new procedures and tools designed to support teachers with keeping allstudents engaged in learning and reducing disparities in Disciplinary Consequences and academicperformance. Unlike prior codes of student conduct, this document is a guide, and not a rigidcode/zero-tolerance policy. This document explains the role of the parents/guardians, students,and staff. It incorporates, in a user-friendly way, our Strategic Plan, and states our philosophy,core values, model of student behavior, rights and responsibilities of students, various levelsof supports, and procedures for using corrective strategies.

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The Behavior Learning Guide: A Response to ResearchNational and Local Data

National research on school discipline reveals disturbing findings concerning more traditionalapproaches to school discipline:

• African-American students were disproportionately likely to be removed fromthe classroom for disciplinary reasons;

• Students with particular educational disabilities were disproportionately likelyto be removed from the classroom for disciplinary reasons; and

• Students who were suspended and/or expelled, particularly those who were repeatedlydisciplined, were more likely to be held back a grade or to drop out than were studentsnot involved in the disciplinary system.

HCS’ discipline and academic data reflects the same disparities found nationally. Consider thefollowing examples from page 7 of the Court’s April 21, 2015 Memorandum Opinion in the matterof Hereford and the United States v. the Huntsville City Board of Education:

• During the 2013-14 school year, African-American students tended to receive, on average,more serious consequences for similar behaviors to white students.

• During the same school year, African-American students were two times more likely toreceive out-of-school suspension for similar behavior relative to white students whotended to receive a consequence such as in-school suspension, detention, or letter home.

We are not satisfied with the above statistics, and we know that we can improve. In addition to thelocal and national statistics listed above, there are other important instructional reasons for makingchanges to the discipline process, such as increasing instructional time for all students. Therefore,this document provides a comprehensive approach to supporting student behavior. It is focusedon: keeping all students engaged in learning; reducing disparities in Disciplinary Consequencesand academic performance; and increasing the amount of instruction time for all students.

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Importance of DataIn the past, schools collected student disciplinary data, but the method for collecting datamade it difficult to track the Disciplinary Consequences for behavior and Interventions providedto a student engaging in inappropriate behavior. In order to support school personnel with theimplementation of Positive Behavior Interventions and Supports (“PBIS”), HCS administration iscurrently developing a user-friendly, computer application (the “Behavioral Learning Software”)for school personnel to use for the collection of data about student behavior.1 The BehavioralLearning Software is expected to be ready for District-wide implementation at the start of the2016-2017 school year.

The Behavioral Learning Software will serve as a tool for helping teachers and principals track dataon a student’s good behavior and teacher and administrator Response Strategies, DisciplinaryConsequences, and Interventions. This will allow the Behavioral Learning Software to track whichactions are effective in shaping each child’s behavior, and this data will help school-level personnelrespond to a student’s behavioral needs. For example, once implemented, school personnel willuse the Behavioral Learning Software to collect student behavior data including the Interventionsthat proved most effective for helping a given student. Information about a student’s identified needsand successful Interventions will be made available to the student’s next teacher(s), so the newteacher(s) may continue these Interventions for the student as needed. To ensure that each studenthas a clean slate for each school year, the school-based Problem Solving Teams will ensure thatonly the information necessary to support any student is shared with the student’s new teachers.

One of the fundamental reasons for the development of the Behavioral Learning Guides is theneed for fair, consistently-applied consequences and necessary supports for students. Toensure this consistency, the District will randomly sample the disciplinary data collected ateach District school, using both the Behavioral Learning Software and other District-developedforms. The District will address any disparities that are presented by this random sampling.

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1 The District will comply with the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g, as it pertainsto the collection and disclosure of student disciplinary records through the Behavioral Learning SoftwareDRA.



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Supporting Our Teachers:Linking our Teachers to Resources

This document contains a significant amount of guidance for classroom teachers around expectationsfor classroom management and how to respond to student behavior. To ensure that our teachershave the tools necessary to meet the District’s expectations about classroom management andstudent behavior, the District will work during the 2016-17 school year to hyperlink this documentto District resources. These resources will support teachers on issues pertinent to classroommanagement and engaging instruction. Each of these resource hyperlinks will provide teacherswith content-specific supports such as videos, other websites, example documents or copies ofprofessional development materials. For example, one hyperlink could provide teachers withresources related to the implementation of Positive Behavior Interventions and Supports (“PBIS”).The District has made these available for all teachers to review as needed, and the District willupdate these resources as new resources are identified.

During the 2016-17 school year, this document will be periodically updated with new hyperlinks,and these hyperlinks will be identified by their blue text. When viewing this document electronically,teachers can click these blue words and their browser will be opened to the resource related tothat word.

Positive Behavior Intervention and SupportsAll schools in the Huntsville City School System are expected to create positive learning environmentswhere all students can experience academic, behavioral and social emotional growth. The structureused to create this environment is called Positive Behavior Intervention and Supports (“PBIS”).

Elements of PBISAt the heart of the PBIS system are five (5) critical elements that contribute to making our schoolspositive places where children love to learn and teachers love to teach:

1. Behavior ExpectationsStudents must be provided clear and consistent expectations for their behavior reflectingthe following district-wide expectations:

Be Respectful• Treat others the way you wish to be treated • Take care of private and public property• Solve problems peacefully• Respect the right of others to be different from you and think differently than you

Be Responsible• Take ownership of your actions• Be on time and ready to learn• Follow classroom and school rules • Do/Produce your own work • Be an active learner

Be Safe• Behave in ways that make school a positive place• Report bullying, harassment or unsafe incidents • Refuse to spread rumors or gossip• Find trusted adults who can mentor and support you

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2. Teaching Appropriate BehaviorSchools must be intentional about teaching students what is expected of them at all gradelevels and in all school settings. Faculty and staff will not only teach students the behaviorsexpected of them but will also model the expected behaviors on a daily basis as well. Thisrequires teaching behavior at the start of each school year and throughout the year, as needed.

3. Celebrating Positive BehaviorWhen students meet the behavior expectations set for them, it is important to acknowledgetheir efforts and let them know why they are being acknowledged. Recognition of studentachievement is important in the area of behavioral growth just as it is in the area of academicgrowth.

4. Responding to BehaviorWhen students do not meet the behavior expectations set for them, staff should use ResponseStrategies to stop the behavior and allow the student to regain self-control. School personnelmay also provide a Disciplinary Consequence that allows the student an opportunity to repairthe harm resulting from his or her behavior while maintaining the safety of the learningenvironment and the school community. School personnel may also provide Interventionsas needed to help a student from repeating an undesirable behavior or to help studentswho are victims of or witnesses to certain types of incidents.

When students demonstrate a pattern of behavior or more significant behaviors, schoolpersonnel must examine the underlying cause(s) of the behavior and provide the studentwith an Intervention. Interventions address the underlying cause of behavior which mayinclude unmet needs, lagging skills, ineffective instructional strategies, or environmentalfactors. When an exclusionary Disciplinary Consequence is used (i.e. in-school suspension,out-of-school suspension), school personnel must pair it with one or more Interventions. Ingeneral, and in response to student infractions that do not involve acts of violence or seriousor repeated behaviors, documented Interventions should be used before an exclusionaryDisciplinary Consequence. When the exclusionary Discipline Consequence does not lead toimproved student behavior, school personnel and parents/guardians should work togetherto understand the root causes of the behavior and treat each incident of behavior as anopportunity to intervene responsibly in the life of a student and help the student to becomea college and career ready adult.

5. Use of DataTo be effective, schools implementing PBIS must systematically collect data about studentbehavior and use it to guide the teaching and support that takes place at the student level,the classroom level and the school level. School personnel must examine data on a regularbasis to make sure that behavior practices are being implemented in ways that lead topositive and equitable outcomes for all students. As explained above, the Behavioral LearningSoftware is designed to help teachers and school administrators with this process. TheBehavioral Learning Software is currently being developed for implementation District-wideby the start of the 2016-2017 school year.

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Positive RelationshipsResearch shows that positive relationships help children learn. Students are more likely to succeedwhen they feel connected to others in their school and classroom community and are less likelyto behave in ways that disrupt the school environment.2 School personnel will use skills andstrategies to build positive relationships with students such as:

• Know your students’ strengths, personal struggles and cultural identities

• Communicate and model understanding and empathy

• Structure tasks for student success

• Reinforce behavior in a positive manner

• Use factual, objective language to define expectations and address behavior

• Ask open-ended questions

• Stay calm in tense situations

• Remain neutral whenever possible

• Model reciprocal respect whenever possible

• Engage the parent/guardian in your thinking about how to bring the best out of the student

• Repair broken relationships

Effective Classroom PracticesFoundational to supporting positive behavior in all students is the use of effective, culturally-relevantinstruction. Research shows that there is a strong link between effective teaching practices andstudent engagement. Effective instruction is central to HCS’ purpose and is an integral factor ineffective classroom management and in creating a positive learning climate that fosters social andemotional growth and academic achievement. In many cases, effective classroom managementpractices will reduce the occurrence of behaviors that require Intervention and DisciplinaryConsequences. The Response Strategies detailed in this document on page 18 are driven byeffective classroom management strategies.

When positive relationships and the use of effective classroom management strategies areinsufficient to address inappropriate student behavior, the use of Disciplinary Consequencesand more intensive Interventions may be used as described in this document on pages 21-25.

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2 Blum, Robert. “A Case for School Connectedness,” Educational Leadership, April 2005



Planning

1. Professional Knowledge

1.1 Addresses appropriate curriculum and technology standards andintegrates key content elements.

1.2 Develops and facilitates students’ use of higher-level thinking skillsin instruction.

1.3 Demonstrates accurate, deep, and current knowledge of subject matter.1.4 Exhibits culturally responsive pedagogical skills relevant to the subject

area(s) taught and best practices based on current research.1.5 Bases instruction on goals that reflect high expectations for all students

and a clear understanding of curriculum.

2. Instructional Planning

2.1 Analyzes and uses student learning data to inform planning.2.2 Develops plans that are clear, logical, sequential, and integrated across

the curriculum (e.g., long-term goals, lesson plans, syllabi, state andlocal school district curricula and standards).

2.3 Plans instruction effectively for content mastery, pacing, and transitions.2.4 Plans for instruction to meet the needs of all students.

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Proactive Measures for Creating a Positiveand Engaging Classroom Climate

Many of the procedures and structures in the Behavioral Learning Guide are responsive in nature.The responsive aspects are designed to help teachers and administrators support students so thatthey may regain self-control after behaving inappropriately. The following table is designed to helpteachers proactively support students so that they will be less likely to behave inappropriately.Foundational to supporting positive behavior in all students is the use of effective, culturallyrelevant instruction and classroom practices. We know that students learn best and behave bestwhen they are deeply engaged in learning, and when they are experiencing instruction that tapson different modalities of learning. How the teacher paces the lesson, how much the teacher asksthe students to engage, how much fun and curiosity the teacher brings to the academic tasks, andhow much the teacher ensures that every student is engaging with the material matter tremendously.

The following chart contains a list of example effective classroom practices meant to supportteachers in creating a positive school climate.

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Instructional Delivery

3. Instructional Strategies

3.1 Engages students in active learning that maintains interest and buildsupon students’ existing knowledge and skills.

3.2 Reinforces learning goals consistently throughout the lesson.3.3 Uses a variety of research-based instructional strategies/resources

and appropriate instructional technology to enhance learning for allstudents.

3.4 Engages students in authentic learning by providing real-life examplesand interdisciplinary connections.

4. Differentiated Instruction

4.1 Differentiates the instructional content, process, product, and learningenvironment to meet individual developmental needs.

4.2 Provides remediation, enrichment, and acceleration to further studentunderstanding of content.

4.3 Uses flexible grouping strategies to encourage appropriate peerinteraction to accommodate learning needs/goals.

4.4 Uses diagnostic, formative, and summative assessment data to informinstructional modifications for individual students.

Assessment of and for Learning

5. Assessment Strategies

5.1 Aligns student assessment with the established curriculum andbenchmarks.

5.2 Varies and modifies assessments to determine individual studentneeds and progress; adjusting instruction as appropriate.

5.3 Uses formal and informal assessments for diagnostic, formative, andsummative purposes.

5.4 Uses grading practices that report final mastery related to contentgoals and objectives.

5.5 Collaborates with others to develop common assessments, whenappropriate.

6. Assessment Uses

6.1 Uses diagnostic assessment data to develop learning goals for students,to differentiate instruction, and to document learning.

6.2 Uses assessment tools for both formative and summative purposesto inform, guide, and adjust instruction.

6.3 Systematically analyzes and uses data to measure student progress,to design appropriate interventions, and to inform long- and short-term instructional decisions.

6.4 Shares accurate results of student progress with students, parents,and key school personnel.

6.5 Provides constructive and frequent feedback to students on theirprogress toward their learning goals.

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Learning Environment

7. Positive Learning Environment

7.1 Establishes clear expectations for classroom rules, routines, andprocedures and enforces them persistently and appropriately.

7.2 Models caring, fairness, respect, and enthusiasm for learning.7.3 Promotes respect for and understanding of students’ diversity, including —

but not limited to — race, color, religion, sex, national origin, or disability.7.4 Creates a warm, attractive, inviting, and supportive classroom

environment.7.5 Arranges the classroom materials and resources to facilitate group

and individual activities.

8. Academically Challenging Environment

8.1 Maximizes instructional time.8.2 Encourages productivity by providing students with appropriately

challenging and culturally relevant content and assignments.8.3 Communicates high expectations for student learning.8.4 Provides academic rigor, encourages critical and creative thinking

and inspires students to achieve goals.

Professionalism/Communication

9. Professionalism

9.1 Carries out duties in accordance with federal and state laws, Code ofEthics, and establish state and school board policies, regulations andpractices.

9.2 Maintains professional demeanor and behavior (e.g., appearance,punctuality, and attendance).

9.3 Respects and maintains confidentiality.9.4 Evaluates and identifies areas of personal strengths and weaknesses

related to professional skills and their impact on student learning,including setting goals for improvement.

9.5 Participates in ongoing professional growth activities based on identifiedareas for improvement (e.g., mentoring, peer coaching, and professionallearning communities) and incorporates learning into culturallyresponsive classroom activities.

10. Communication

10.1 Collaborates and networks with colleagues and community to reacheducational decisions that enhance and promote student learning atoptimal levels.

10.2 Uses correct vocabulary, grammar, and appropriate forms of oral andwritten communication.

10.3 Adheres to school and district policies regarding communication ofstudent information.

10.4 Listens and responds with cultural awareness, empathy, andunderstanding to the voice and opinions of stakeholders (parents,community, students, and colleagues).

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Progressive Intervention & DisciplineHCS has adopted a progressive approach to responding to student behavior. HCS will respond toand provide Disciplinary Consequences only for conduct occurring on school property or at schoolactivities, except that HCS may respond to a student’s behavior where there is an identifiableserious threat of physical harm to HCS, HCS student(s) or HCS employee(s). Using this approach,school personnel make every reasonable effort to correct inappropriate student behavior usinglogical, progressive Disciplinary Consequences and Interventions. Significant DisciplinaryConsequences, such as out-of-school suspension and expulsion, are used for the most serioussituations or as a last resort in a set of progressive consequences. When an exclusionaryDisciplinary Consequence is used (i.e. in-school suspension, out-of-school suspension), it mustbe paired with one or more Interventions.

In a progressive approach to Interventions and Disciplinary Consequences, students must haveopportunities to learn from mistakes. This means that students will receive progressive DisciplinaryConsequences paired with supports designed to change their behavior over time. This processensures that a teacher’s responses to inappropriate behavior are as much a part of the learningenvironment as teaching academic subjects. When a specific student behavior does not changeusing the lowest identified level of Disciplinary Consequence and/or Intervention, or the behaviorincreases in frequency, intensity, or duration, the next level of Disciplinary Consequence and/orIntervention is used in most cases. The progressive approach does not apply to most expellableoffenses because those offenses usually threaten school safety.

School personnel will ensure that all Disciplinary Consequences and Interventions are selected,implemented, and assessed to help students do the following:

• Understand why the behavior is unacceptable and the harm it has caused

• Take responsibility for their actions

• Understand what they could have done differently in the same situation

• Learn social strategies and skills to use in the future

• Understand the progression of more serious consequences if the behavior reoccurs

Inappropriate behavior may be symptomatic of underlying problems that students are experiencing.It is critical that all school personnel be sensitive to issues that may influence student behaviorand respond in ways that are supportive of student needs. The Disciplinary Consequences andInterventions described in this document should be carefully matched to the needs of the studentand the overall context of the situation.

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Determining Intervention(s) and/or Disciplinary ConsequencesThe Behavioral Learning Menu on page 27 is provided to guide staff and administrator decisionsabout how to respond to inappropriate student behavior. It is critical that the following factorsbe considered prior to determining the appropriate response:

• Student’s age, maturity and understanding of the impact of his or her behavior

• Student’s willingness to repair the harm caused by the behavior

• Student’s disciplinary record including the nature of prior behavior, the number ofprior instances of behavior, the Interventions and consequences applied, etc.

• Nature, severity and scope of the behavior

• Circumstances and context in which the behavior occurred including the impacton the learning environment

• Student's Individualized Education Plan (IEP) or 504 Plan, if applicable

The Behavior Learning Matrix identifies levels of possible responses to inappropriate studentbehavior (Response Levels). Each behavior is assigned to one or more Response Levels. Schoolpersonnel will use the Response Levels identified for each behavior. At the Day-to-Day, In-ClassResponse Level, teachers will keep informal documentation of student behaviors (Class Dojo,calendars, call/conference logs, journals/think sheets). For behaviors requiring Response Level1 or greater, the student behavior will be documented in our new Behavioral Learning Software.

Defining the Response LevelsDay-to-Day Responses to student behavior are teacher responses in the classroom that addressminor inappropriate behaviors as part of the learning environment. Level 1 Responses to studentbehavior are also teacher responses but are more intensive and often involve pairing with anIntervention to support the student. Level 1 Responses may include support from additionalpersonnel and might be provided in the classroom, outside the classroom, or in another environment.Examples of Level 1 Responses include taking a break in class (“TAB in”) or out of class (“TAB out”),counselor support and a parent or guardian contact. All Level 1 Responses should be documentedusing HCS’ Behavioral Learning Software.

Level 2, 3, and 4 Responses to student behavior are all school administrator responses. Level 2Responses include in-school Disciplinary Consequences, and if a student requires multiple Level2 Responses, he or she may be subject to out-of-school suspension. Level 3 Responses includeout-of-school suspension as a Disciplinary Consequence, and Level 4 Responses include thepossibility of expulsion from school. Level 2, 3, and 4 Disciplinary Consequences must be pairedwith an Intervention.

If the behavior is assigned two or more Response Levels, the lowest level is used first except forthose behaviors assigned both to Day-to-Day and Level 1 Responses. For example, if a student isbeing mildly disruptive, the teacher may be able to correct the student’s behavior using a Day-to-Day Response. If, however, the student’s disruptive behavior is more severe, the teacher mayuse a Level 1 Response to correct the student’s behavior even if the teacher has not previouslyattempted a Day-to-Day Response. For behaviors that are assigned Response Levels 1 and 2,school personnel must first use a Level 1 Response to address the behavior before using a Level2 Response.

Progressive responses are confined to the current school year. At the beginning of each new schoolyear, every student begins with a clean slate and responses to inappropriate and disruptivebehavior should be the lowest assigned Response Level for a first occurrence.

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Progressing from Response Level 1 to Response Level 2For behaviors assigned Level 1 and 2 Responses, such as classroom disruptions, the teacher mustfirst take steps to respond to the student’s behavior (Level 1 Response) before seeking adminis-trative support (Level 2 Response). For these behaviors, a teacher should not refer the student tothe office (using an Office Disciplinary Referral) until the teacher has responded to the student’sbehavior with appropriate, progressive Disciplinary Consequences and an Intervention. If, after this,the student’s behavior continues or intensifies, the teacher should follow the Office DisciplinaryReferral Procedure on page 16.

An example of a progressive approach to student behavior is provided below.

Sample of Progressive Responses to Student Behavior:

1. First occurrence of the behavior – silent warning• The silent warning should be a symbol that the teacher has previously taught the class.

• This may look like a tap on the student’s desk or a particular hand sign.

• The purpose of this warning is to redirect the student without further disruptingthe rest of the class.

2. Second occurrence of the behavior – have the student write out the problem• The teacher provides the student with a piece of paper and instructs the student to explain

why the student is behaving in a way that fails to meet expectations. The teacher mayask guiding questions (e.g., “What is getting in the way of your completing your classwork?What can you do to get back on track?”).

• This written explanation will often reveal the problem that is driving the student toa particular behavior.

• This is a Level 1 Response and should be documented using the District’s BehavioralLearning Software.

3. Third occurrence of the behavior – communication with the student’s parent/guardian• The call should be the same day as the student’s behavior if at all possible.

• The teacher should focus on seeking support of the family in addressing thestudent’s behavior.

• The teacher should keep a call log in order to track the calls made and the resultsof those calls.

• This is a Level 1 Response and should be documented using the District’s BehavioralLearning Software.

• In addition to the call to the student’s parent/guardian, the teacher should select anappropriate Intervention to meet the student’s need and track this using the BehavioralLearning Software.

4. Fourth occurrence of the behavior – refer the student to the office• Follow the Office Disciplinary Referral Procedure on page 16.

PLEASE NOTE: The process listed above is not intended to be a rigid requirement for everyteacher at every school. Depending on the situation, it may be appropriate for teachers totake fewer steps or to take more steps before referring the student to the office. The exampleabove is merely a sample of a progressive approach to responding to a student’s behavior. Whatmatters in any progressive response to a student’s behavior is that the sequence of responses

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includes, at a certain point, an Intervention that looks at the reason for the behavior and why thenormal sequence of classroom responses is not working. It is also important to note that theseresponses are most effective when they are understood by all students in a class as norms, andwhen students have had opportunity to practice them as individuals and as a class.

Progressing from Response Level 2 to Response Level 3For behaviors assigned Response Levels 2 and 3, such as possession of alcohol or marijuanain an amount for personal use, the school administrator must first use a Level 2 Response tothe behavior. Such a response will usually include an in-school Disciplinary Consequence, likeassignment to an in-house learning center, paired with an intensive Intervention. The schooladministrator should not assign the student to out-of-school suspension until he or she hasresponded to the student’s behavior with an in-school Disciplinary Consequence and Intervention.

If the student is referred to the office for the same behavior after the administrator has tried aLevel 2 Response, including at least one Intervention, the administrator should determinewhether the Intervention is an effective one. If the administrator finds that the Intervention hasbeen ineffective, the administrator may repeat the in-school Disciplinary Consequence andbegin a new Intervention. The administrator should work with the Problem Solving Team todetermine if an Intervention has been effective or if the student needs a higher level of support.If the administrator and the Problem Solving Team determine that the student needs a higherlevel of Intervention, the administrator may use a Level 3 Response. Level 3 Reponses includeout-of-school Disciplinary Consequences paired with the highest level of Intervention, includingpotentially seeking District support from the Behavioral Learning Network.

Progressing from Response Level 3 to Response Level 4For behaviors assigned Response Levels 3 and 4, such as tampering with the District’s computernetwork, the school administrator must first use a Level 3 Response to the behavior. Such a responseusually includes an out-of-school Disciplinary Consequence, like assignment of out-of-schoolsuspension, paired with the highest level of Intervention, including potentially seeking supportfrom the Behavioral Learning Network. The school administrator should not refer the studentfor expulsion until he or she has responded to the student’s behavior with an out-of-schoolDisciplinary Consequence and an intensive Intervention.

If the student is referred to the office for the same behavior after the administrator has tried aLevel 3 Response, including at least one Intervention, the administrator should determine whetherthe Intervention in place is an effective one. If the administrator finds that the Intervention has beenineffective, the administrator may repeat the out-of-school Disciplinary Consequence and begina new Intervention. If, however, the administrator finds that the behavior is not one that cannotbe responded to with an Intervention, the administrator may respond with a Level 4 Response,including recommendation for expulsion.

If the highest response level assigned to a particular behavior is Level 3, the school administratorshould make every effort to respond to the student’s behavior using out-of-school DisciplinaryConsequences paired with the most intensive Interventions, including potentially seeking supportfrom the Behavioral Learning Network. If, however, a student repeats behaviors that requiredLevel 3 Responses, the school administrator may consult with the Department of BehavioralLearning about the possibility of responding to the student’s behavior with a Level 4 Response.

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Problem Solving and AssessmentWhen students demonstrate a pattern of inappropriate behavior or more significant singleinstances of inappropriate behaviors, it is necessary to examine the underlying causes(s) ofthe behavior and the context in which it occurs. In these cases, school staff should use problemsolving and assessment approaches, described below, to determine a set of progressive responsesto the students’ behaviors. This approach includes a referral to the school’s Problem Solving Team.

Problem Solving Teams (PST)

Defining the Problem Solving TeamThe PST is an interdisciplinary team of adults, led by the school principal or his/her designee,that uses the problem solving process to serve two primary functions: (1) analyze data toselect and evaluate academic, social emotional, and behavioral Interventions and (2) addressthe needs of individuals students who are not making expected academic or disciplinaryprogress. PST members use assessments to determine whether students have underlyingissues that contribute to the behaviors. Parents/Guardians are notified when a teacher refersa student to the PST process.

Problem Solving Team Screening ProcessThe PST process is reserved for those students who need a team-based support approach.The PST approach is most effective when it is implemented early enough to be effective. Ifa teacher or administrator determines that a student’s behavior is repeated or significant, theteacher should work with the PST to develop research-based Interventions and individualizedResponse Strategies that address the student’s behavior for the teacher to use in supportingthat student. The PST will work to develop resources, such as a Behavioral Intervention Plan,to help the student.

Functional Behavioral Assessment (FBA) A FBA is a formal assessment of a student's behavior focused on identifying the purposebehind the student's behavior. A FBA is used to better understand why a student behavedinappropriately.

Mental Health ReferralFor students with immediate mental health needs, a referral may be made to the district’smental health provider. The program works with school staff to provide proactive strategiesand professional development to support the student. This program partners with familiesto connect the student with needed resources in the school and surrounding community.

Alternative School ProgramAlternative school programs are intensive programs that use specialized environments,curricula, and instruction to support behavioral, social-emotional, and academic growthfor general education students. Generally, alternative programs provide instruction insmaller environments that limit distractions and with lower student-to-staff ratios, whichallows for greater individualization.

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Office Disciplinary Referral ProcedureThe Behavioral Learning Software helps school personnel track responses to student disciplineelectronically. Additionally, Office Disciplinary Referrals will be made through the BehavioralLearning Software using the procedures set out below. There are two different times that areappropriate for a teacher to complete an Office Disciplinary Referral: when a teacher responds toa student’s behavior using multiple Level 1 Responses without success or when a Level 2, 3, or 4Response is appropriate.

For Referrals Following Repeated Level 1 Responses• Behaviors assigned to the Day-to-Day and Level 1 Responses should be addressed by

teachers in the classroom and should not result in an Office Disciplinary Referral uponthe first occurrence of the behavior.

• If a student repeats behaviors that are assigned Day-to-Day and Level 1 Responses, theteacher should respond with the progressive Disciplinary Consequences and Interventionsset out in the Behavioral Learning Menu and Matrix, on pages 27-42, and should documenteach Level 1 Response (including the Disciplinary Consequence and Interventions) inthe Behavioral Learning Software.

– If the student continues to repeat his or her behavior, the teacher or administratorshould determine whether the prior Level 1 Responses to the student’s behaviorand/or the student’s particular needs warrant involvement of the Problem Solving Team.If so, then the teacher or administrator should begin the PST process for the student.

• If the student’s repeated behavior is assigned to a Level 2 Response and the teacherbelieves that administrative support is necessary, the teacher should complete anOffice Disciplinary Referral using the Behavioral Learning Software.

• When an administrator receives an Office Disciplinary Referral, the administratorwill check the teacher’s prior documentation.

• If the teacher has properly documented his or her Level 1 Responses and an Intervention,the administrator must determine which Level 2 Disciplinary Consequence andIntervention are appropriate.

For Referrals for Level 2, 3, or 4 Responses• If the student’s behavior has been assigned a Level 2, 3, or 4 Response as the lowest

response level, the classroom teacher has to make a determination: does the student’sbehavior create a threat to school or class safety?

– If the student’s behavior does not create a threat to school safety, the teacher shouldcomplete an Office Disciplinary Referral using the Behavioral Learning Software andshould contact the administrator for support.

– If the student’s behavior creates a threat to school safety, the teacher shouldimmediately contact the school administrator and the Campus Security Officer. Ifnecessary, a teacher or the responding administrator and Campus Security Officermay also contact a School Resource Officer, if available at the school. The SchoolResource Officer (“SRO”), who is a sworn police officer, will refrain from being involvedin the enforcement of disciplinary rules that do not constitute violations of law orinvolve issues of school safety. School principals will ensure that non-criminal andnon-safety related student situations remain the responsibility of school staff andnot the SRO. Once the threat to school safety is over, the teacher should completean Office Disciplinary Referral using the Behavioral Learning Software.

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Other District Resources The District has many resources to support its school personnel and is working to add newresources designed to help create a positive learning environment for each student. Examplesof these new resources are the Behavioral Learning Network and Restorative Practices, whichare discussed below.

New District-Wide Tool: Behavioral Learning NetworkThe Behavioral Learning Network (“BLN”) consists of adults who possess expertise in educationalinstruction, drug and alcohol abuse counseling, psychology and student mental health, social work,student behavior, and other disciplines related to the support of students. The BLN will work withschool-based Problem Solving Teams and administrators to develop and deliver support resourcesto the students with the greatest needs in each school. Referral to the BLN will be a Level 3 orLevel 4 administrative Intervention.

New District-Wide Tool: Restorative PracticesRestorative practices mend the relationship between the student and his or her learning environmentand can serve as Interventions or be used in addition to or in lieu of other Disciplinary Consequences.These practices may include educators and/or other students.

Restorative ActionAn activity that helps students think about his or her actions, why they might have donewhat they did, and how they can "make things right." This might include developing andimplementing a "Fix-It Plan" or completing a service project related to their mistake.

Restorative ConversationStudent is supported in reflecting on his or her behavior and developing and implementing areflection plan using four key questions: What happened? Who do you think has been affected?What needs to happen to make things right? How can we be sure this won't happen again?

Responsive CirclesResponsive Circles may be used to address challenges that arise by encouraging jointaccountability and empowering students to set or reset positive classroom norms. Studentstypically sit in a circle and everyone has the opportunity to voice their perspective. Afacilitator asks a series of questions, such as the Restorative Conversation questions above,to guide the discussion.

Restorative ConferencesConferences may be held for more serious incidents. During the conference, participants(including, but not limited to, a facilitator, the student, a parent or guardian, the student’ssupport network, any individuals negatively impacted by the student’s actions) have anopportunity to voice their perspectives and the facilitator asks a series of questions toguide the exchange among the participants. The participants jointly develop a plan torepair the harm and prevent future incidents.

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The Three Keys to Managing Student Behavior:Response Strategies, Disciplinary Consequences, and Interventions

The Behavioral Learning Guide is designed around three main actions for addressingintentional3 inappropriate student behaviors: Response Strategies; Disciplinary Consequences;and Interventions, which are described in more detail below. As you read about each, keepthe following general timeline in mind as it will help you better understand how each of thethree actions should be used:

1. First, a student begins to act inappropriately.

2. Second, the student’s teacher uses a Response Strategy to help the student regainself-control and to stop the inappropriate behavior.

3. Third, if appropriate, the student’s teacher may select a Disciplinary Consequenceto help support the student in repairing the harm he or she caused with theirinappropriate behavior; and

4. Fourth, if the inappropriate behavior is repetitive or severe or the teacher determinesfor another reason that an Intervention may be beneficial, the student’s teacher willimplement an Intervention to help shape the student’s behavior. Most Interventions aremeant to be done over a period of time and should not be considered immediate fixes to astudent’s behavioral issues. However, certain Interventions may also be used to proactivelyaddress and/or prevent inappropriate behavior at any level. Level 2, 3, and 4 DisciplinaryConsequences must be paired with an Intervention.

Additionally, although the strategies listed below are primarily focused on correcting the inappropriateactions of a particular student and offering that student support, teachers and administratorsshould also take steps to support students who are the victims of inappropriate behavior. In fact,new initiatives, like the Restorative Practices discussed on page 17, are focused on repairing theharm that the victims of inappropriate behaviors have suffered.

Response StrategiesResponse Strategies are actions used in the moment that behavior is occurring or directly followingthe behavior. The goal of these strategies is to stop the behavior while providing an opportunityfor the student to regain self-control in a way that maintains his or her dignity. Sometimes ResponseStrategies are used quickly and occur with minimal disruption to the learning environment. Moreserious behaviors may require the support of administrative team members inside or outside theclassroom. Considerations in determining an appropriate Response Strategy include the behaviorthat is being demonstrated and which strategy is most likely to support the student to re-engagein learning. The following list defines examples of Response Strategies used in Huntsville CitySchools to support student behavior (the options below are not listed in any particular ordernor is this an exhaustive list):

RedirectionRedirection indicates to the student that he or she is not adhering to behavior expectations.

Examples of strategies include:

• Verbal redirection or correction – A statement telling the student what is an acceptablebehavior. The teacher does not specifically point out the inappropriate behavior andwhat not to do. Instead, the teacher focuses on the desirable behavior from anotherstudent who is exhibiting the positive behavior.

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3 The Behavioral Learning Guide is not intended to address accidental student behavior, and there are usually no Disciplinary Consequences for accidents.



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• Problem-solving with a student about his or her behavior – The teacher works to establish awarm personal relationship with the student, to deal with present behavior in a non-con-frontational way, and to have the student commit to a plan for future appropriate behaviors.

• Increasing teacher proximity to the student – The teacher puts him or herself closerto students who are showing signs of getting off task. If a teacher knows from priorexperience that a particular group of students is likely to disrupt class, the teachercan stand or sit close to them while leading an activity or giving directions. This willusually quell a fair amount of the unwanted behavior.

• Using factual, objective language to define expectations and address behavior.

• Changing student seating – Within the classroom, the teacher will move the studentto a location that will assist in the correction of the behavior.

• Reinforcing positive student behavior – The teacher will praise and reward desired behavior,which increases the likelihood of the student repeating the behavior in the future.

• Re-teaching behavior expectations – The teacher identifies and redefines expectations. Theteacher monitors whether students are meeting expectations, and then acknowledges andencourages expected behavior. The teacher must teach both expected words and actions.

Take a Break (TAB) In TAB In provides an opportunity for students to correct their behavior and is available for allstudents. This involves students moving to a designated space within the classroom wherethey quietly pull themselves together and then rejoin their classmates.

Take a Break (TAB) Out TAB Out provides an opportunity for students to correct their behavior in a new environment.Students move to another teacher's classroom, with the receiving teacher’s permission,where they pull themselves together and reflect on their behavior. Once this is completed,students return to their classroom and are welcomed back by the teacher. Upon the student'sreturn to the classroom, at an appropriate time, the teacher talks with the student about thebehavior. Student will be supervised during TAB Out.

Concerns for Student WelfareOften educators will find themselves concerned about a student’s welfare or observeuncharacteristic behavioral changes. These behaviors may affect the learning environmentor escalate into crisis situations.4

Examples of uncharacteristic behaviors include: • Exhibits erratic or sudden changes in classroom performance• Exhibits uncharacteristic behavioral, mood, attitude or appearance changes• Is uncharacteristically inattentive, unresponsive, angry, argumentative or aggressive

When confronted with these issues, please refer to Problem Solving and Assessment sectionon page 15.

Conflict ResolutionConflict resolution involves allowing both parties to express their points of view and interestsand provides ways to find acceptable solutions. Conflict resolutions provide educatorswith the necessary tools to teach students how to resolve conflict in nonviolent ways.5

This can be and should also be used as a proactive strategy to address potential conflictsbefore they occur.

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4 Borrowed from Western Michigan Student Affairs found at https://wmich.edu/studentaffairs/concern5 Borrowed from “Conflict Resolution at School & On the Playground” found at http://cncr.rutgers.edu/conflict-resolution-at-school-on-the-playground/#more-34



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De-escalation TechniquesDe-escalation is appropriate when a potentially volatile confrontation threatens to eruptbetween individuals on the spot. This includes the avoidance of power struggles betweenstudent and teacher.

Examples of strategies include:6

Proximity When facing an upset person, it is almost always better to be farther awaythan too close.

Pace When we get nervous we tend to rush our responses or think too deeply.Be conscious of when your anxiety level is heightened and slow downwhen required and speed up when necessary.

Purpose Anything you say and do during tense situations may communicate a real orimagined meaning to the upset person. Act and speak with purpose.

Process Know your students. Stay flexible and adjust your responses and behaviorto the situation without allowing yourself to get caught up in the processof de-escalation.

Plan Whenever possible, think through anticipated difficult sessions andmeetings. Imagine as many “what ifs” as you can and develop plansof how you will respond.

Practice Practice how you will be with that challenging person. Remember, perfectpractice makes perfect.

Presentation Give prior thought to the form and style of how you will present upsettinginformation. Some people need to receive bad news alone. Others need tohave visible support when dealing with stressful situations. Acknowledgethe student’s point of view.

Persuasion In order to be persuasive it is important that you have accurate andrelevant information about the upset persons’ issues. Do your homework.

Pre-empt Sometimes you have an idea as to the other person’s agenda. If you thinkthat what you have discovered is a major issue, present your solutionsearly on to prevent the individual from beginning to escalate.

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6 Borrowed from “Ten Ps of De-escalation” found at http://www.pmtassociates.net/Top_10_Deescalation_Tips.html



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Disciplinary ConsequencesDisciplinary Consequence is defined as an action that supports a student in repairing harmresulting from his or her behavior and any necessary action to maintain the safety of the schoolcommunity. Many Disciplinary Consequences may be more punitive in nature than ResponseStrategies or Interventions, but punishment is not the sole focus of Disciplinary Consequences.Disciplinary Consequences do not necessarily have to result in a loss of instructional time.

The following list defines examples of Disciplinary Consequences used in HCS (the options beloware not listed in any particular order):

Verbal WarningThe classroom teacher reminds a student what he/she is expected to do.

Student ConferenceThis is a private, brief, non-confrontational conversation with student. The following isrecommended when conducting such a conference:7

• The teacher describes the student’s behavior and explains why it is presentinga problem in class.

• The teacher asks open-ended questions to fully understand what factors arecontributing to the problem behavior.

• Teacher and student discuss solutions to the problem behavior and agree to a plan.

• If appropriate, the teacher concludes by reminding the student of the DisciplinaryConsequences that will occur if the problem continues.

• The student completes a problem solving worksheet before rejoining the classroomlesson with student and teacher signoff.

DetentionDetention may be assigned before school, after school, or during lunch. This does notinclude a loss of instructional time.

Silent LunchA student eats his or her lunch silently. The student may be required to have lunch inanother location such as the teacher’s classroom.

Loss of PrivilegesSchool personnel assign a logical consequence that requires the student to lose a privilege(such as free seating at lunch or special events like pep rallies or ball games) or use ofspecified educational materials (such as markers, scissors, or laptop). This may also bean appropriate Response Strategy and not merely a Disciplinary Consequence.

ConfiscationTeacher/administrator may secure possession of personal items (including cell phones andelectronic devices) that interfere with educational process, cause significant disruptions,or has the potential to threaten the safety of others. In certain circumstances, confiscationmay also be an appropriate Response Strategy and not merely a Disciplinary Consequence.

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7 This was borrowed and adapted from http://www.interventioncentral.org/blog/behavior/how-handle-common-classroom-problem-behaviors-using-behavior-management-menu



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Parent/Guardian Contact The teacher contacts the parent/guardian to inform them of the student’s behavioral issues.This is a less severe consequence than a Parent/Guardian Conference and could be accom-plished by any of the following:

• Note/Behavior Checklist

• Email/Text (Regarding behavior, emails should only request a phone or face-to-faceconference with the parent/guardian.)

• Phone call (The teacher should leave a message for the parent/guardian to contactthe teacher or actually talk with the parent/guardian.)

Parent/Guardian Conference Parents/guardians, school personnel and the student sit down together to discuss thestudent's behavior and identify potential solutions to address the cause of the behavior.

Student Led Parent/Guardian Conference Same as a parent/guardian conference except that the student is responsible for leading themeeting. This allows the student to share his/her strengths and areas in need of improvement.

RestitutionRestitution is the restoration or replacement of lost, damaged or stolen property ofHuntsville City Schools.8 This does not apply to personal property of educators and students.

In-School Learning Center (Level 2 Response)An In-School Learning Center is an alternative classroom placement for students. A studentis removed from the regular classroom environment and assigned to another classroomwhere the student can complete his or her school work under the supervision of schoolpersonnel. While assigned to the In-School Learning Center, the student’s teachers willvisit the student to ensure that he or she can complete his or her school work and toanswer any questions the student may have.

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8 Nothing in the Behavioral Learning Guide prevents an individual from filing a police report or a civil lawsuit as to stolen or damaged property.



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Out-of-School Suspension (Response Levels 3 & 4)For students in 7th through 12th, a Level 3 Response may result in a student being suspendedunless prohibited by IDEA and/or state law.

Upon returning from suspension, students will engage in one or more Interventions, with afocus on Restorative Practices such as Restorative Conferences, to decrease the likelihoodof repetition of behavior. For students under IDEA, it will be recommended that the IEP teammeet to create or revise a behavioral plan.

If the frequency and repetition of behavior resulting in In-School and Out-of-School Suspensioncontinues, the student should be referred to the Problem Solving Team to address behaviorand/or academic needs. When school-based Interventions and behavior plans are not successful,the District Response Team will be notified for the next plan of action.

PLEASE NOTE: While Disciplinary Consequences may be appropriate for students who skip,are tardy to, or are absent from class, administrators should not assign a student Out-of-SchoolSuspension for any such behavior. The District’s mission includes preparing all students tobe college and career ready, and, in order to do so, the District takes steps to keep studentsin class and in school to greatest extent possible. Assigning a student Out-of-School Suspensionas a Disciplinary Consequence for being out of class or away from school is inconsistentwith the District’s mission.

Expulsion from School (Response Level 4) Response Level 4 conduct will result in a student being suspended from school for up to10 days and recommended for expulsion from school unless prohibited by the IDEA and/orstate law. The district's legal authority for expelling a student and the steps to be followedare explained in Board Policy.

All recommendations for expulsion will be reviewed by the Department of Behavioral Learningwho will determine whether or not to approve moving forward with the expulsion process.If approved, the case will go before the district hearing panel as described in Appendix C.The length of the expulsion will be tied to the severity of the offense and will consider factorsincluding, but not limited to, whether another student or individual was harmed, physicallyor otherwise, by the student’s actions. As part of the expulsion process, the student will beinformed of the potential length of the expulsion.

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InterventionInterventions address the underlying cause of behavior including unmet needs, lagging skills,instructional strategies, and the environment. While some Interventions are intended to addressinappropriate behavior that is repetitive or severe, other Interventions may proactively addressand/or prevent inappropriate behavior at any level. The following list defines examples ofInterventions used in HCS to support student behavior (the options below are not listed inany particular order nor is this an exhaustive list):

Replacement Behaviors/Coping StrategiesThese are behaviors that are taught to take the place of behaviors that are inappropriate forthe situation or setting. An example is teaching a student to ask politely to use a classmate'scalculator rather than taking it without permission, or teaching students ways to deflectconflict in specific situations.

Reflection SheetStudents will write exactly what happened in their own words and reflect on how theycould have made different choices that would result in a positive outcome.

Behavioral ContractsBehavior contracts are formal written agreements regarding behavior, which are negotiatedbetween a student and a school staff member, parent/guardian, or other individual.Behavior contracts should, at a minimum, include the following:

• A clear definition of the behavior the student is expected to exhibit• The positive consequences for performing the desired behavior• The negative consequences for not performing the desired behavior• What the student, and each adult involved, is expected to do• A plan for maintaining the desired behavior

Regulation Breaks These proactive breaks may be scheduled for students when there is a pattern of behaviorthat needs to be prevented from recurring. Regulation breaks can take place in a variety oflocations including within the classroom or a safe and private Intervention space.

School-to-Home Communication This protocol is designed to ensure that staff and parents/guardians are "on the samepage" with respect to student behavior at home and at school. The goal is for ongoing,meaningful sharing of information and may include, but is not limited to, a communicationnotebook, daily emails, etc.

PBIS Coupon SystemA PBIS coupon system awards students coupons for expected behaviors: being ontime/punctuality; following directions; completing assignments; helping a peer; etc.Students may redeem the coupons for different options, as determined by the school,such as a positive parent/guardian phone call.

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Mentoring & AdvisingTrained faculty members or others act as advisors and mentor a group of students.The purpose of advisory is to:

• Set goals• Identify and understand the student's concern• Share the adult's concerns about the same issue• Generate solutions• Explore solutions and choose one that is realistic and satisfies both the student

and the adult

School Counseling ServicesCounselors identify and address the harm caused by the behavior of one or more students,and develop a plan to correct the situation. Counselors may also use small group Interventionsto focus on skill development and coping strategies to prevent potential problems. Examplesof skills targeted through group Interventions include managing emotions, coping with stress,problem solving, and communicating effectively.

Behavior Support PlansBehavior Support Plans are developed based on a Functional Behavioral Assessment (FBA).The FBA results are used to develop a plan that establishes proactive and responsiveInterventions. The Plan addresses how the student interacts with the environment andreplaces inappropriate behavior with pro-social behavior.

Restorative Practices Please see page 17.

Behavioral Learning Network InterventionsOn a case-by-case basis and as necessary for students with specialized needs, the BehavioralLearning Network may develop and implement Interventions that are not otherwise containedin the Behavioral Learning Guide.

Before or After School Individualized Intervention and SupportFor students who need additional support, a teacher or administrator can work withthat student before or after school if the student has access to adequate transportation.The teacher can use this time to help the student catch up academically or to work withthe student to improve problem behaviors.

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Surrender for SafetyIn developing this document, District and school-level personnel learned of a policy called“Surrender for Safety” that is used by other school districts around the country. This policyrecognizes that students make mistakes and may unintentionally bring inappropriate itemsto school, but also that students can learn from these mistakes.

If a student voluntarily surrenders possession of a prohibited item to school personnel before beingasked about the item, being discovered to be in possession of the item, or using the item, the studentwill not be subject to the Disciplinary Consequences called for by the Behavioral Learning Matrix.

Prohibited items include any weapon, other than a firearm as defined by federal law, and anyother inappropriate item, other than a controlled substance or illegal drug. Inappropriate itemsinclude, but are not limited to, alcohol or any other inappropriate item/material (i.e., fireworks,smoke bombs, etc.). Using an item includes, but is not limited to, threatening any other studentand/or actually harming another student with a weapon or drinking, ingesting or taking alcohol.

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• Same as above, only more intenseand frequent

• If needed to maintain safety, call forCampus Security Officer (“CSO”)or School Resource Officer (“SRO”),if applicable contact schooladministrator

• In-House Learning Center for up to3 days

• If offense is repeated, out of schoolsuspension for up to 2 days followedby a readmission conference withparent/guardian and student

• Restorative Practices


• Refer to available services (suchas NOVA or Social Worker)

• Use of Problem Solving Team• Develop Behavior Support Plan• Restorative Practices

• Remind of correct behavior• Redirect• Provide proximity seating• De-escalation

• Verbal warning• Loss of privilege• Student conference• Detention

• Teach a replacement behavior• Create a behavior contract• Provide regulation breaks• Collaborative problem solving

• Same as above, only more intenseor frequent

• Take a Break, in or out of the classroom


• Confiscation• Detention• Restitution• Restorative Practices• Parent/guardian/family phone call


• Conference with support staff oradministrator

• Problem-solving conference withparent/guardian and student

• Longer term loss of privilege• Mentoring

• Use of administrator, faculty or staff mentors• Referral to Problem-Solving Team


• If needed to maintain safety, callfor CSO or SRO, if applicable contactschool administrator

• Out-of-school suspension for up to 5 daysfollowed by a readmission conferencewith parent/guardian and student

• Restorative Practices

• Intervention in Levels 1 and 2• Referral to the Multi-Disciplinary

Team for District-level support• Restorative Practices

• If the repeated behavior is assigned to Level 4, move to a Level 4 Response.• If the behavior is not assigned to Level 4, contact the Department of Behavioral Learning for guidance.

• Same as Levels 1 and 2, only more intenseand frequent

• If needed to maintain safety, callfor CSO or SRO, if applicable contactschool administrator

• Readmission supports followingexpulsion

• Restorative practices (suchas re-engagement circle) withstudents, parents/guardians, andother support staff

• Mandatory out-of-school 10 dayssuspension and recommendation forexpulsion barring a recognized exception

Documentation: Office Disciplinary Referral (teacher)/ Administrator Documentation

Documentation: No formal documentation necessary. It is a best practice to keep informal documentation.

Documentation: Documentation using the Behavioral Learning Software. No Office Disciplinary Referral.



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Scho

ol s

taff

shou

ld a

lway

sse

ek to

firs

t use

the

low

est

Res

pon

se L

evel

(th

e d

otfu

rthe

st to

the

left)

whe

nre

spon

din

g to

a s

tud

ent’s

beh

avio

r. A te

ache

r sh

ould

only

use

hig

her l

evel

resp

onse

sif

the

low

er le

vel o

nes

have

faile

d.

This

spac

e co

ntai

ns a

set

of r

ecom

men

ded

teac

her

res

pon

ses

to t

he

stud

ent’s

beh

avio

r. It

also

con

tain

s re

com

men

ded

Dis

cipl

inar

y C

onse

quen

ces

for a

par

ticul

arb

ehav

ior. T

hese

are

not

requ

ired

, but

are

mer

ely

reco

mm

end

atio

ns.

As

a re

min

der

, res

pons

es a

re s

trat

egie

s th

ata

teac

her

may

use

to h

elp

a st

uden

t reg

ain

self-

cont

rol d

urin

g or

imm

edia

tely

afte

r the

stud

ent h

as p

erfo

rmed

an

inap

prop

riat

eb

ehav

ior. A

Dis

cipl

inar

y C

onse

quen

ce, i

fus

ed, i

s us

ually

pai

red

with

a re

spon

se.

If th

ere

are

dots

in th

ese

thre

e co

lum

ns, te

ache

rsan

d o

ther

sch

ool s

taff

shou

ld r

efer

th

est

uden

t to

th

e of

fice

for

adm

inis

trat

orsu

pp

ort.

Like

oth

er s

choo

l sta

ff, a

dm

inis

trat

ors

shou

ldal

way

s se

ek to

firs

t use

the

low

est R

esp

onse

Leve

l (th

e d

ot fu

rthe

st to

the

left)

whe

nre

spon

din

g to

a s

tud

ent’s

beh

avio

r. In

mos

tci

rcum

stan

ces,

an a

dm

inis

trat

or s

houl

d o

nly

use

high

er le

vel r

espo

nses

if th

e lo

wer

leve

lon

es h

ave

faile

d to

hel

p th

e st

uden

t cor

rect

his

or h

er b

ehav

ior.

Th

is s

pac

e d

escr

ibes

a p

arti

cula

r ca

tego

ry o

f b

ehav

iors

, suc

h a

s “A

cad

emic

Dis

hon

esty

.”

Aca

dem

ic D

ish

ones

ty

Alc

ohol

, Dru

gs, I

nhal

ants

, and

Tob

acco

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•Act

with

hon

esty

and

inte

grity

•Be

prep

ared

for

clas

sea

ch d

ay

•Tak

e pr

ide

in th

eir

wor

k, e

ffort

s, an

das

sign

men

ts

•Be

law

ab

idin

gci

tizen

s

•Res

pect

the

law

s of

soci

ety

dea

ling

with

the

poss

essi

on, u

se o

rsa

le o

f dru

gs

Plag

iari

zing

, com

mitt

ing

forg

ery,

orch

eatin

g on

a m

inor

ass

ignm

ent (

i.e.

a cl

assr

oom

wor

kshe

et, a

qui

z, or

oth

erm

inor

exa

m)

Plag

iari

zing

, com

mitt

ing

forg

ery,

orch

eatin

g on

a m

ajor

ass

ignm

ent (

i.e.

an e

nd o

f sem

este

r ex

am o

rb

ench

mar

k ex

am)

Tam

peri

ng w

ith o

r ass

istin

g an

othe

r in

tam

peri

ng w

ith th

e sc

hool

dis

tric

t’sco

mpu

ter

netw

ork,

sys

tem

s, ex

ams,

orgr

ades

(i.

e. c

hang

ing

grad

es in

INow

)Th

is in

clud

es “h

acki

ng” a

ny s

choo

l-is

sued

dev

ice

Failu

re to

com

ply

with

HC

S M

edic

atio

nPo

licy

and

Proc

edur

e, w

hich

stu

dent

sm

ust f

ollo

w p

rior

to ta

king

dru

gs o

fan

y ki

nd a

t sch

ool. T

his

prov

isio

nap

plie

s to

ove

r th

e co

unte

r m

edic

ine

•Ret

est w

ith d

iffer

ent v

ersi

on a

nd/o

ral

tern

ate

setti

ng•S

tud

ent C

onfe

renc

e•P

aren

t/G

uard

ian

Con

fere

nce

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Par

ent/

Gua

rdia

n C

onfe

renc

e•I

f ava

ilabl

e at

the

scho

ol, c

onta

ct s

choo

lnu

rse,

oth

erw

ise,

con

tact

sch

ool

adm

inis

trat

or•T

he re

spon

se to

the

first

inci

denc

e of

mos

tb

ehav

iors

und

er th

is s

ectio

n sh

ould

be

atth

e ad

min

istr

ativ

e le

vel.

HCS 053 0728

28

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

28-6

800

ww

w.H

unts

ville

Cit

ySch

ools

.org

•Ass

ocia

te a

t sch

ool

only

with

peo

ple

who

do

not u

se o

r se

llco

ntro

lled

subs

tanc

es

•Be

awar

e of

item

s in

thei

r po

sses

sion

at a

lltim

es (

lock

er, j

acke

t,ca

r, pu

rse,

etc

.)

Usi

ng o

r po

sses

sing

tob

acco

, nic

otin

ein

hale

r, an

d/o

r e-

ciga

rette

s

Poss

essi

on o

f alc

ohol

ic b

ever

ages

,m

ariju

ana

or s

ynth

etic

dru

gs in

an

amou

nt fo

r pe

rson

al u

se

Bei

ng u

nder

the

influ

ence

of a

nyal

coho

lic b

ever

age,

mar

ijuan

a or

synt

hetic

dru

gs

Hav

ing

poss

essi

on o

f par

aphe

rnal

iaor

equ

ipm

ent u

sed

to c

onsu

me

aco

ntro

lled

sub

stan

ce (

i.e. a

bon

g)

Usi

ng o

r con

sum

ing

alco

hol, m

ariju

ana

or s

ynth

etic

dru

gs o

n ca

mpu

s or

at a

scho

ol e

vent

Hav

ing

poss

essi

on o

f any

dru

g,in

clud

ing

illeg

al d

rugs

, con

trol

led

subs

tanc

es, n

arco

tics,

and

pres

crip

tion

dru

gs, o

ther

than

mar

ijuan

a an

dsy

nthe

tic d

rugs

. Thi

s pr

ovis

ion

does

not a

pply

to d

rugs

pre

scri

bed

by a

licen

sed

heal

thca

re p

rofe

ssio

nal a

ndta

ken

in c

onfo

rman

ce w

ith H

CS

polic

y.

Bei

ng u

nder

the

influ

ence

of a

ny d

rug,

incl

udin

g ill

egal

dru

gs, c

ontr

olle

dsu

bsta

nces

, nar

cotic

s, an

d pr

escr

iptio

nd

rugs

, oth

er th

an m

ariju

ana

orsy

nthe

tic d

rugs

. Thi

s pr

ovis

ion

does

not a

pply

to d

rugs

pre

scri

bed

by a

licen

sed

heal

thca

re p

rofe

ssio

nal a

ndta

ken

in c

onfo

rman

ce w

ith H

CS

polic

y.

Part

icip

atio

n in

the

dis

trib

utio

n of

an

alco

holic

bev

erag

e to

ano

ther

stu

dent

.D

istr

ibut

ion

may

be

infe

rred

by

the

amou

nt o

f alc

ohol

in a

stu

den

t’spo

sses

sion

Part

icip

atio

n in

the

dis

trib

utio

n of

ad

rug

or d

rugs

, inc

lud

ing

mar

ijuan

a,sy

nthe

tic a

nd p

resc

ript

ion

dru

gs, t

oan

othe

r stu

dent

, or p

osse

ssin

g an

y dr

ugw

ith e

vide

nce

of th

e in

tent

to d

istr

ibut

eth

e d

rug

to a

noth

er p

erso

n. S

uch

evid

ence

can

incl

ude

the

amou

nt o

fd

rugs

pos

sess

ed, t

he s

tora

ge o

f the

dru

gs in

sm

all c

onta

iner

s ab

le to

be

easi

ly tr

ansf

erre

d, o

r an

y ot

her

ind

icat

ion

of d

istr

ibut

ion

•Con

fisca

te

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

HCS 053 0728

29

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Ars

on, F

ire

Sett

ing,

Exp

losi

ves,

and

Bom

b T

hre

ats

Alc

ohol

, Dru

gs, I

nhal

ants

, and

Tob

acco

, con

tinue

d

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•Hav

e re

spec

t for

life

,pr

oper

ty a

nd th

esa

fety

of o

ther

s

•Cre

ate

safe

lear

ning

envi

ronm

ents

for

them

selv

es a

nd fo

rot

her

clas

smat

es

•Sup

port

law

enfo

rcem

ent a

genc

ies

and

sch

ools

topr

omot

e th

e sa

fety

of a

ll st

aff m

emb

ers

and

stu

den

ts

Usi

ng o

r co

nsum

ing

any

dru

g,in

clud

ing

illeg

al d

rugs

, con

trol

led

subs

tanc

es, n

arco

tics,

and

pres

crip

tion

dru

gs, o

ther

than

alc

ohol

, mar

ijuan

aor

syn

thet

ic d

rugs

on

cam

pus

or a

t asc

hool

eve

nt. T

his

prov

isio

n do

es n

otap

ply

to d

rugs

pre

scrib

ed b

y a

licen

sed

heal

thca

re p

rofe

ssio

nal a

nd ta

ken

inco

nfor

man

ce w

ith H

CS

polic

y no

rd

oes

it ap

ply

to b

ehav

iors

oth

erw

ise

add

ress

ed b

y Fa

ilu

re t

o c

om

ply

wit

h H

CS

Med

ica

tio

n P

oli

cya

nd

Pro

ced

ure

.

Purc

hasi

ng a

lcoh

ol, m

ariju

ana

orsy

nthe

tic d

rugs

Purc

hasi

ng d

rugs

, oth

er th

an m

ariju

ana

or s

ynth

etic

dru

gs

Setti

ng o

r at

tem

ptin

g to

set

a fi

re o

rhe

lpin

g ot

hers

set

a fi

re

Act

ivat

ing

a bu

ildin

g's

fire

or o

ther

alar

m s

yste

ms,

incl

udin

g re

port

ing

afir

e or

em

erge

ncy

whe

n no

ne e

xist

sor

mak

ing

a fa

lse

alar

m c

all t

o 91

1

Hav

ing

poss

essi

on o

f, se

lling

or

dis

trib

utin

g fir

ewor

ks, M

AC

E, p

eppe

rsp

ray,

stin

k b

omb

s, sm

oke

bom

bs,

oran

y ot

her

inhe

rent

ly d

ange

rous

sub

stan

ce o

r ob

ject

Det

onat

ing

or th

reat

enin

g de

tona

tion

of fi

rew

orks

, MA

CE,

pep

per s

pray

, stin

kb

omb

s, sm

oke

bom

bs

Thre

aten

ing

to d

eton

ate

an e

xplo

sive

dev

ice

with

out a

ctua

l pos

sess

ion

ofth

e ex

plos

ive

dev

ice

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

HCS 053 0728

30

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

28-6

800

ww

w.H

unts

ville

Cit

ySch

ools

.org

Bul

lyin

g, H

aras

smen

t an

d T

hre

ats

•Sho

w c

once

rn fo

rot

hers

•Con

duc

t the

mse

lves

in a

coo

pera

tive,

frie

ndly

and

resp

ectfu

lm

anne

r to

sta

ffm

emb

ers

and

clas

smat

es

•Pro

ject

a p

ositi

ve a

ndco

oper

ativ

e at

titud

eto

war

ds st

aff m

embe

rsan

d c

lass

mat

es

•See

k gu

idan

ce fr

omtr

uste

d a

dul

ts fo

ras

sist

ance

and

dir

ectio

n

•Enc

oura

ge c

lass

mat

esto

par

ticip

ate

insc

hool

func

tions

•Acc

ept p

eopl

e b

ased

on th

eir

ind

ivid

ual

mer

its

•Rep

ort a

ll ac

ts o

fvi

olen

ce, h

aras

smen

tor

thre

ats t

o th

e pr

oper

auth

oriti

es

Hav

ing

poss

essi

on o

r d

eton

atio

n of

any

expl

osiv

e d

evic

e no

t spe

cific

ally

liste

d in

this

doc

umen

t

Thre

aten

ing

cond

uct (

incl

udin

gve

rbal

, wri

tten,

or

elec

tron

icco

mm

unic

atio

n or

phy

sica

l ges

ture

s)d

irec

ted

tow

ard

ano

ther

stu

den

t,te

ache

r, sta

ff m

embe

r, adm

inis

trat

or, o

rot

her

pers

on w

here

ther

e is

no

reas

onab

le e

xpec

tatio

n of

bod

ily h

arm

Mak

ing

thre

ats

or h

aras

smen

t bas

ed,

in w

hole

or i

n pa

rt, o

n a

stud

ent’s

race

,et

hnic

ity, d

isab

ility,

relig

ion,

sex

or o

ther

iden

tifyi

ng c

hara

cter

istic

s. Th

isb

ehav

ior

doe

s no

t hav

e to

ris

e to

the

leve

l of b

ully

ing,

def

ined

bel

owEx

ampl

es:

•Offe

nsiv

e na

me-

calli

ng b

ased

on

the

stud

ent’s

iden

tifyi

ng c

hara

cter

istic

•Int

imid

atin

g an

othe

r stu

dent

, ver

bally

or n

on-v

erba

lly, b

ased

on

a st

uden

t’sid

entif

ying

cha

ract

eris

ticIf

the

thre

aten

ing

or h

aras

sing

beh

avio

ral

so s

atis

fies

the

defin

ition

of b

ully

ing,

the

rele

vant

resp

onse

leve

ls fo

r bul

lyin

gw

ill a

pply.

Act

ing

in a

man

ner

that

mak

esso

meo

ne re

ason

ably

bel

ieve

they

are

in d

ange

r of p

hysi

cal h

arm

, inc

ludi

ng,

but n

ot li

mite

d to

, ver

bal

sta

tem

ents

,w

ritte

n st

atem

ents

, non

-ver

bal

aggr

essi

on a

nd in

timid

atio

n

Bul

lyin

g, w

hich

is u

nwan

ted,

agg

ress

ive

beh

avio

r am

ong

scho

ol-a

ge c

hild

ren

that

invo

lves

a re

al o

r per

ceiv

ed p

ower

imb

alan

ce. T

he b

ehav

ior

is re

peat

ed,

or h

as th

e po

tent

ial t

o b

e re

peat

ed,

over

tim

e. T

he b

ully

and

vic

tim m

ayha

ve s

erio

us, l

astin

g pr

oble

ms,

such

as

dep

ress

ion

or a

nxie

ty.

Exam

ples

:•T

hrea

teni

ng a

noth

er s

tude

nt•S

prea

ding

rum

ors

•Atta

ckin

g so

meo

ne p

hysi

cally

or

verb

ally

•Exc

ludi

ng s

omeo

ne fr

om a

gro

up o

npu

rpos

e

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

•Par

ent/

Gua

rdia

n C

onfe

renc

e•M

odel

App

ropr

iate

Soc

ial S

kills

•Pro

xim

ity to

stu

den

ts•R

esto

rativ

e Pr

actic

es•D

e-es

cala

tion

tech

niqu

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

HCS 053 0728

31

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Bul

lyin

g, H

aras

smen

t an

d T

hre

ats,

cont

inue

d

Dis

rup

tive

and

Unc

oop

erat

ive

Beh

avio

r

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•Sho

w c

once

rn fo

rot

hers

•Pro

ject

a p

ositi

ve a

ndco

oper

ativ

e at

titud

eto

war

ds st

aff m

embe

rsan

d c

lass

mat

es

•Dem

onst

rate

beh

avio

rth

at is

civ

il, re

spec

tful,

polit

e an

d c

ourt

eous

•Coo

pera

te w

ith sc

hool

offic

ials

to c

reat

e a

posi

tive

lear

ning

envi

ronm

ent

•Mai

ntai

n th

eir

self-

cont

rol a

t all

times

•Foc

us o

n co

mpl

etin

gas

sign

ed ta

sk

•Cre

ate

envi

ronm

ents

that

allo

w th

eir

clas

smat

es to

wor

kan

d le

arn

•Fol

low

sch

ool r

ules

•Res

pect

the

safe

ty o

fot

her

stud

ents

in th

eha

ll

•Atte

nd a

ll cl

asse

s

Usi

ng th

reat

s, fe

ar, o

r fo

rce

with

out a

wea

pon

to m

ake

a pe

rson

turn

ove

rpr

oper

ty o

r ta

ke o

ther

inap

prop

riat

eac

tion

Mak

ing

a sc

hool

sho

otin

g th

reat

Dis

rupt

ing

inst

ruct

ion

and

the

lear

ning

of o

ther

stu

den

ts in

the

clas

sroo

m.

Dis

rupt

ion

doe

s no

t inc

lud

eoc

casi

onal

ly e

ngag

ing

with

inst

ruct

ion

in a

man

ner

that

is n

ot a

ligne

d w

ithcl

assr

oom

exp

ecta

tions

(i.e

.oc

casi

onal

ly b

lurt

ing

som

ethi

ng o

utor

hav

ing

a si

de

conv

ersa

tion

with

anot

her

stud

ent)

Exam

ples

:•S

peak

ing

out o

f tur

n, m

ake

inap

prop

riate

or h

umor

ous

com

men

tsat

inap

prop

riat

e tim

es•T

ryin

g to

eng

age

othe

rs w

hile

they

are

wor

king

•Dro

ppin

g th

ings

, laug

hing

, or m

akin

gno

ises

on

purp

ose

•Bot

heri

ng o

ther

stu

dent

s•B

eing

out

of s

eat/

wal

king

aro

und

clas

s•O

ver

soci

aliz

ing

•Kno

ckin

g on

doo

rs/w

indo

ws

ofcl

assr

oom

s

Bei

ng la

te to

cla

ss (

bei

ng ta

rdy)

.C

onsi

sten

t with

the

Dis

tric

t’s ra

tiona

leon

pag

e 23

, out

-of-s

choo

l Dis

cipl

inar

yC

onse

quen

ces

are

not a

ppro

pria

te in

resp

onse

to th

is b

ehav

ior.

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

if ap

plic

able

, SR

O

•Ret

each

exp

ecta

tions

•Cor

rect

and

Red

irec

t•C

hang

e st

uden

t sea

ting

•Rei

nfor

ce p

ositi

ve s

tud

ent b

ehav

ior

•Inc

reas

e pr

oxim

ity to

the

stud

ent

•Use

fact

ual,

obje

ctiv

e la

ngua

ge to

def

ine

expe

ctat

ions

and

add

ress

beh

avio

r•T

AB

In/T

AB

Out

•Cal

l par

ent/

guar

dia

n•A

lert

Offi

ce•D

eten

tion

•Ref

erra

l to

coun

selo

r•R

efle

ctio

n Sh

eet

•Use

of p

rogr

essi

ve d

isci

plin

e st

rate

gies

•Cor

rect

and

Red

irec

t•R

einf

orce

pos

itive

stu

den

t beh

avio

r•I

f the

beh

avio

r rep

eats

, the

teac

her s

houl

dha

ve a

one

-on-

one

conf

eren

ce w

ith th

est

uden

t to

lear

n of

issu

es c

ausi

ng th

eb

ehav

ior

•Cal

l par

ent/

guar

dia

n•D

eten

tion

•If t

he te

ache

r an

d s

tud

ent c

anno

t cor

rect

HCS 053 0728

32

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

28-6

800

ww

w.H

unts

ville

Cit

ySch

ools

.org

•Be

punc

tual

and

real

ize

that

a p

unct

ual

pers

on h

as a

gre

ater

chan

ce o

f suc

cess

inth

e w

orkf

orce

Ref

usin

g to

follo

w d

irec

tions

or

trut

hful

ly re

spon

d to

que

stio

ns o

rre

ques

ts o

f tea

cher

s, st

aff,

orad

min

istr

ator

sEx

ampl

e:•R

efus

ing

to g

ive

nam

e or

info

rmat

ion

•Giv

ing

fals

e na

me

or in

form

atio

n•P

osse

ssin

g ha

ll pa

ss w

ithou

tau

thor

izat

ion

•Ref

usin

g to

follo

w c

lass

inst

ruct

ions

and/

or d

o as

sign

ed w

ork

•Ref

usin

g to

rem

ove/

put a

way

item

sor

mat

eria

ls a

s re

ques

ted

by te

ache

r,st

aff, o

r ad

min

istr

ator

•Ref

usin

g to

sit

in a

ssig

ned

seat

Leav

ing

clas

s an

d/o

r b

eing

in th

eha

llway

with

out p

erm

issi

on a

ndre

fusi

ng to

retu

rn to

cla

ss w

hen

aske

dby

teac

hers

, sta

ff, o

r ad

min

istr

ator

s. If

the

stud

ent r

espo

nds

imm

edia

tely

tosc

hool

-leve

l sta

ff, th

e st

aff m

emb

ersh

ould

resp

ond

with

a L

evel

1R

esp

onse

How

ever

, if a

stu

den

t doe

s no

tim

med

iate

ly re

spon

d o

r re

peat

s th

isb

ehav

ior

on m

ultip

le o

ccas

ions

, the

scho

ol-le

vel s

taff

mem

ber s

houl

d se

eksu

ppor

t fro

m a

sch

ool a

dm

inis

trat

orw

ith a

Lev

el 2

Res

pon

se. If

the

stud

ent

repe

ats

this

beh

avio

r, the

adm

inis

trat

orca

n us

e a

Leve

l 3

Inte

rven

tion

, but

the

Dis

cip

lin

ary

Con

seq

uen

ces

shou

ld re

mai

n in

sch

ool.

Inci

ting

or e

ncou

ragi

ng a

figh

t or o

ther

disr

uptio

n, in

clud

ing

taun

ting,

bai

ting,

or o

rgan

izin

g di

srup

tive

activ

ities

with

or w

ithou

t the

use

of e

lect

roni

c de

vice

sEx

ampl

es:

•Enc

oura

ging

stu

dent

s to

cut

cla

ss•T

extin

g a

stud

ent t

o in

cite

a fi

ght

the

caus

e of

the

tard

ines

s, th

e te

ache

rsh

ould

follo

w th

e d

isci

plin

ary

refe

rral

proc

ess

•Ret

each

beh

avio

r ex

pect

atio

ns•C

orre

ct a

nd R

edir

ect

•Rei

nfor

ce p

ositi

ve s

tud

ent b

ehav

ior

•Use

fact

ual,

obje

ctiv

e la

ngua

ge to

def

ine

expe

ctat

ions

and

add

ress

beh

avio

r•C

all p

aren

t/gu

ard

ian

•Ale

rt O

ffice

•Det

entio

n•R

efer

ral t

o co

unse

lor

•Ref

lect

ion

Shee

t•U

se o

f pro

gres

sive

dis

cipl

ine

stra

tegi

es

•Ret

each

beh

avio

r ex

pect

atio

ns•C

orre

ct a

nd R

edir

ect

•Inc

reas

e pr

oxim

ity to

the

stud

ent

•Rei

nfor

ce p

ositi

ve s

tud

ent b

ehav

ior

•Use

fact

ual,

obje

ctiv

e la

ngua

ge to

def

ine

expe

ctat

ions

and

add

ress

beh

avio

r•C

all p

aren

t/gu

ard

ian

•Det

entio

n•R

efer

ral t

o co

unse

lor

•Ref

lect

ion

Shee

t•U

se o

f pro

gres

sive

dis

cipl

ine

stra

tegi

es•U

se o

f dis

cipl

inar

y re

ferr

al p

roce

ss•A

lert

Offi

ce, C

SO, o

r, w

here

nec

essa

ryto

mai

ntai

n sa

fety

, SR

O•F

ollo

w d

isci

plin

ary

refe

rral

pro

cess

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss

HCS 053 0728

33

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Exp

licit

, Lew

d, O

bsc

ene

or S

exua

l Mat

eria

ls a

nd A

ssoc

iate

d A

ctio

ns

Dis

rup

tive

and

Unc

oop

erat

ive

Beh

avio

r, co

ntin

ued

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•Sha

re m

ater

ials

that

are

educ

atio

nally

appr

opri

ate

Leav

ing

scho

ol c

ampu

s d

urin

gsc

hed

uled

cla

ss w

ithou

t per

mis

sion

.C

onsi

sten

t with

the

Dis

tric

t’s ra

tiona

leon

pag

e 23

, out

-of-s

choo

l Dis

cipl

inar

yC

onse

quen

ces

are

not a

ppro

pria

te in

resp

onse

to th

is b

ehav

ior;

how

ever

, for

repe

ated

beh

avio

r, Le

vel

3In

terv

enti

ons

are

appr

opri

ate.

Prev

entin

g in

stru

ctio

n fo

r a s

igni

fican

ttim

e, a

ctin

g vi

olen

tly, o

r thr

eate

ning

or

intim

idat

ing

anot

her

pers

on in

a w

ayth

at s

igni

fican

tly d

isru

pts

clas

s, sc

hool

,or

a s

choo

l spo

nsor

ed a

ctiv

ity.

Exam

ples

:•T

hrow

ing

obje

cts

such

as

furn

iture

,la

ptop

s, bo

oks,

etc.

•Mak

ing

extr

eme

outb

urst

s•T

hrow

ing

item

s ou

t of w

indo

ws

Usi

ng fo

rce

or s

ome

othe

r m

eans

toga

in e

ntry

to a

sec

ure

or lo

cked

sch

ool

faci

lity

with

out p

erm

issi

onEx

ampl

es:

•Pro

ppin

g do

ors

open

•Bre

akin

g a

win

dow

to g

ain

entr

y•T

akin

g an

em

ploy

ee’s

keys

and

usi

ngth

em to

gai

n en

try

into

a b

uild

ing

and/

or ro

om

Perf

orm

ing

any

seri

ous

mis

cond

uct

not o

ther

wis

e ad

dre

ssed

that

cre

ates

a th

reat

of h

arm

to th

e he

alth

, saf

ety,

or p

rope

rty

of a

sch

ool,

teac

hers

, sta

ff,ot

her s

tude

nts,

one’

s se

lf, o

r the

Dis

tric

t(S

choo

l adm

inis

trat

or s

houl

d co

nsul

tw

ith th

e D

epar

tmen

t of B

ehav

iora

lLe

arni

ng in

con

junc

tion

with

any

scho

ol-le

vel r

espo

nses

for

this

beh

avio

r)

Poss

essi

ng o

r ob

serv

ing

ofpo

rnog

raph

ic m

ater

ials

, inc

lud

ing

prin

t, ele

ctro

nic,

vide

o, an

d ot

her m

edia

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

whe

re n

eces

sary

to m

aint

ain

safe

ty, S

RO

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

whe

re n

eces

sary

to m

aint

ain

safe

ty, S

RO

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

ss•S

eek

imm

edia

te s

uppo

rt fr

om s

choo

lad

min

istr

ator

, cam

pus

secu

rity

offi

cer, a

nd,

whe

re n

eces

sary

to m

aint

ain

safe

ty, S

RO

•Con

fisca

te•D

e-es

cala

tion

tech

niqu

es

HCS 053 0728

34

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

28-6

800

ww

w.H

unts

ville

Cit

ySch

ools

.org

Failu

re t

o Fo

llow

Bus

, Fie

ld T

rip

, or

Extr

acur

ricu

lar

Rul

es

Failu

re t

o R

esp

ect

Pro

per

ty o

f Oth

ers

•Fol

low

sch

ool r

ules

and

the

inst

ruct

ions

of

scho

ol p

erso

nnel

•Fol

low

scho

ol ru

les f

orpa

rkin

g an

d d

rivi

ng

•Driv

e sa

fely

at a

ll tim

es

•Sho

w re

spec

t for

the

prop

erty

of o

ther

s

•Rep

ort a

ll ac

ts o

fva

ndal

ism

to th

epr

oper

aut

hori

ties

•Dem

onst

rate

sch

ool

prid

e by

bei

ng a

ctiv

epa

rtic

ipan

ts in

prot

ectin

g an

dm

aint

aini

ng th

esc

hool

cam

pus

•Ret

urn

lost

pro

pert

y to

its o

wne

r or

toap

prop

riat

e sc

hool

offic

ials

.

•Use

app

rove

del

ectr

onic

dev

ices

resp

onsi

bly

•Put

aw

ay d

evic

esw

hen

aske

d to

do

soby

Sta

ff or

Ad

min

istr

ator

s

•Use

app

rove

del

ectr

onic

dev

ices

at

appr

opri

ate

times

Phys

ical

ly d

ispl

ayin

g on

e's

intim

ate

part

s

Faili

ng to

follo

w b

us r

ules

or

the

inst

ruct

ions

of t

he b

us d

river

. For

min

oror

occ

asio

nal f

ailu

res

to fo

llow

bus

rule

s, th

e st

uden

t may

lose

sch

ool

activ

ity p

rivile

ges;

how

ever

, for r

epea

ted

or s

erio

us o

r sa

fety

-rela

ted

failu

res,

ast

uden

t may

lose

bus

priv

ilege

s,te

mpo

rari

ly o

r pe

rman

ently

Faili

ng to

follo

w th

e in

stru

ctio

ns o

fst

aff, a

coa

ch, t

each

er, o

r cha

pero

ne o

na

field

trip

or d

urin

g an

ext

racu

rric

ular

or a

fter-s

choo

l act

ivity

or

even

t

Faili

ng to

follo

w s

choo

l par

king

and

driv

ing

rule

s

Dam

agin

g, d

efac

ing,

or

des

troy

ing

prop

erty

that

bel

ongs

to a

noth

erpe

rson

or

the

Dis

tric

t tha

t cos

ts le

ssth

an $

50 to

repa

ir o

r re

plac

e (t

his

doe

s no

t app

ly to

acc

iden

ts)

Taki

ng o

r obt

aini

ng p

rope

rty

that

doe

sno

t exc

eed

$50

in v

alue

with

out t

hepe

rmis

sion

of t

he o

wne

r

•Los

s of

app

licab

le p

rivile

ge•B

ehav

iora

l Con

trac

t

•Los

s of

app

licab

le p

rivile

ge•D

eten

tion

•Beh

avio

ral C

ontr

act

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Stu

den

t Con

fere

nce

•Par

ent/

Gua

rdia

n C

onfe

renc

e•D

eten

tion

•For

repe

ated

beh

avio

r, se

ek s

uppo

rt fr

omth

e ad

min

istr

ator

•Pro

blem

-sol

ving

with

a s

tude

nt a

bout

thei

rb

ehav

ior

•Pro

xim

ity to

stu

den

ts•L

oss

of p

rivile

ge•R

efer

to IT

if n

eces

sary

(fo

r fil

e/pr

ogra

mre

mov

al)

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Los

s of

priv

ilege

•Res

tora

tive

Prac

tices

•Par

ent/

Gua

rdia

n C

onta

ct•R

estit

utio

n•F

or s

tud

ents

who

repe

at th

is b

ehav

ior,

refe

rral

to th

e ad

min

istr

ator

, PST

or

coun

selo

r fo

r su

ppor

t

•Los

s of

priv

ilege

•Res

tora

tive

Prac

tices

•Par

ent/

Gua

rdia

n C

onta

ct•R

estit

utio

n•F

or s

tud

ents

who

repe

at th

is b

ehav

ior,

refe

rral

to th

e ad

min

istr

ator

, PST

or

coun

selo

r fo

r su

ppor

t

HCS 053 0728

35

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Failu

re t

o R

esp

ect

Pro

per

ty o

f Oth

ers,

cont

inue

d

Gam

blin

g

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•Be

law

-ab

idin

gci

tizen

s

Dam

agin

g, d

efac

ing,

or

des

troy

ing

prop

erty

that

bel

ongs

to a

noth

erpe

rson

or

the

Dis

tric

t tha

t cos

ts $

50or

mor

e to

repa

ir o

r rep

lace

(th

is d

oes

not a

pply

to a

ccid

ents

)

Taki

ng o

r ob

tain

ing

prop

erty

val

ued

at $

50 o

r m

ore

in v

alue

with

out t

hepe

rmis

sion

of t

he o

wne

r

Taki

ng o

r ob

tain

ing

prop

erty

from

anot

her

stud

ent’s

per

son

with

out

cons

ent.

This

beh

avio

r d

oes

not

incl

ude

hors

epla

y w

here

the

stud

ent

taki

ng o

r ob

tain

ing

the

prop

erty

has

no in

tent

to k

eep

the

prop

erty

.Ex

ampl

e:•P

icki

ng a

noth

er s

tude

nt’s

poc

ket

•Tak

ing

a w

alle

t fro

m s

omeo

ne’s

pock

et•T

akin

g so

met

hing

from

a p

urse

or

book

bag

whi

le it

is b

eing

wor

n

Enga

ging

in a

gam

e of

cha

nce

requ

irin

g th

e us

e of

mon

ey o

rth

e ex

chan

ging

of g

ood

s (i

.e. p

oker

or d

ice)

•Los

s of

priv

ilege

•Res

tora

tive

Prac

tices

•Par

ent/

Gua

rdia

n C

onta

ct•R

estit

utio

n•F

or s

tud

ents

who

repe

at th

is b

ehav

ior,

refe

rral

to th

e ad

min

istr

ator

, PST

or

coun

selo

r fo

r su

ppor

t

•Los

s of

priv

ilege

•Res

tora

tive

Prac

tices

•Par

ent/

Gua

rdia

n C

onta

ct•R

estit

utio

n•F

or s

tud

ents

who

repe

at th

is b

ehav

ior,

refe

rral

to th

e ad

min

istr

ator

, PST

or

coun

selo

r fo

r su

ppor

t

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Red

irec

tion/

Cor

rect

ion

•Ver

bal

War

ning

•Con

fisca

tion

•Stu

den

t Con

fere

nce

•Par

ent/

Gua

rdia

n C

onta

ct

HCS 053 0728

36

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

28-6

800

ww

w.H

unts

ville

Cit

ySch

ools

.org

Inap

pro

pri

ate

Lang

uage

Inap

pro

pri

ate

Clo

thin

g

•Ad

here

to th

e sc

hool

dre

ss c

ode

•Ass

ocia

te w

ith p

eopl

ew

ho p

rom

ote

apo

sitiv

e an

d fr

iend

lysc

hool

clim

ate

•Pro

ject

a p

ositi

ve a

ndco

oper

ativ

e at

titud

eto

war

ds st

aff m

embe

rsan

d c

lass

mat

es

•Dem

onst

rate

beh

avio

rth

at is

civ

il, re

spec

tful,

polit

e an

d c

ourt

eous

•Coo

pera

te w

ith sc

hool

offic

ials

to c

reat

e a

posi

tive

lear

ning

envi

ronm

ent

•Mai

ntai

n th

eir

self-

cont

rol a

t all

times

•Hav

e re

spec

t for

life

,pr

oper

ty a

nd th

esa

fety

of o

ther

s

•Res

pect

oth

erst

uden

ts’ d

ecis

ions

conc

erni

ng th

eir

bod

ies

Vio

latin

g D

ress

Cod

e (S

ee A

ppen

dix)

.In

kee

ping

with

the

Dis

tric

t’s g

oal t

oke

ep s

tude

nts

in th

e cl

assr

oom

, Lev

el2

Dis

cip

lin

ary

Con

seq

uen

ces

are

not g

ener

ally

app

ropr

iate

for

this

beh

avio

r; ho

wev

er, L

evel

2In

terv

enti

ons

may

be

appr

opri

ate

for

add

ress

ing

repe

ated

inst

ance

s of

this

beh

avio

r.

Dre

ssin

g in

a le

wd

man

ner o

r in

gang

-af

filia

ted

atti

re

Usi

ng p

rofa

nity

or

offe

nsiv

e la

ngua

geor

mak

ing

inap

prop

riat

e or

offe

nsiv

ege

stur

es, v

erb

al o

r w

ritte

n co

mm

ents

,or

sym

bol

s

Usi

ng p

rofa

nity

or

offe

nsiv

e la

ngua

geor

mak

ing

inap

prop

riat

e or

offe

nsiv

ege

stur

es, v

erb

al o

r w

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n co

mm

ents

,or

sym

bols

dire

cted

at a

noth

er s

tude

nt

Usi

ng p

rofa

nity

or

offe

nsiv

e la

ngua

geor

mak

ing

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prop

riat

e or

offe

nsiv

ege

stur

es, v

erb

al o

r w

ritte

n co

mm

ents

,or

sym

bol

s d

irec

ted

at s

choo

lpe

rson

nel (

The

adm

inis

trat

orsh

ould

firs

t res

pond

with

in-s

choo

lC

onse

quen

ces

and

Inte

rven

tions

bef

ore

cons

ider

ing

out-o

f-sch

ool

Con

sequ

ence

s)

Mak

ing

unw

elco

me

sexu

al a

dvan

ces,

requ

estin

g se

xual

act

s or

favo

rs, o

rot

her

inap

prop

riat

e ve

rbal

, wri

tten,

or

phys

ical

con

duc

t of a

sex

ual n

atur

e

•Pro

vide

stu

dent

with

repl

acem

ent c

loth

ing

artic

le to

pre

vent

loss

of i

nstr

uctio

n tim

e•S

eek

supp

ort f

rom

sch

ool a

dmin

istr

ator

or

coun

selo

r to

ass

ist t

he s

tud

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ith d

ress

cod

e co

mpl

ianc

e•C

all p

aren

t/gu

ard

ian

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low

dis

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ferr

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dur

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bal

War

ning

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each

beh

avio

r ex

pect

atio

ns•C

orre

ct a

nd R

edir

ect

•TA

B In

•TA

B O

ut•R

efle

ctio

n Sh

eet

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den

t Con

fere

nce

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ent/

guar

dia

n co

ntac

t•R

efer

to c

ouns

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tori

ng•D

e-es

cala

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tech

niqu

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se o

f pro

gres

sive

dis

cipl

ine

stra

tegi

es

•See

k ad

min

istra

tive

supp

ort v

ia d

isci

plin

ary

refe

rral

pro

cess

.

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

HCS 053 0728

37

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Inap

pro

pri

ate

Touc

hin

g an

d S

exua

l Con

duc

t

Inap

pro

pri

ate

Ph

ysic

al C

onta

ct a

nd A

ggre

ssio

n

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•See

k to

reso

lve

issu

esb

efor

e th

ey e

scal

ate

•Pro

ject

a p

ositi

ve a

ndco

oper

ativ

e at

titud

eto

war

ds st

aff m

embe

rsan

d c

lass

mat

es

•Use

con

flict

man

agem

ent s

kills

tore

solv

e di

sagr

eem

ents

•Dem

onst

rate

beh

avio

rth

at is

civ

il, re

spec

tful,

polit

e an

d c

ourt

eous

•Mai

ntai

n th

eir

self-

cont

rol a

t all

times

•Hav

e re

spec

t for

life

,pr

oper

ty a

nd th

esa

fety

of o

ther

s

•Sup

port

law

enfo

rcem

ent a

genc

ies

and

sch

ools

topr

omot

e th

e sa

fety

of a

ll st

aff m

emb

ers

and

stu

den

ts

Initi

atin

g an

inap

prop

riat

e ph

ysic

al a

ctd

irec

ted

at a

noth

er s

tud

ent t

hat d

oes

not r

ise

to th

e le

vel o

f a fi

ght o

r phy

sica

lat

tack

, suc

h as

pus

hing

, sho

ving

or

hors

epla

y

Phys

ical

ly a

ttack

ing

anot

her

stud

ent

Figh

ting

with

ano

ther

stu

den

t(I

n d

eter

min

ing

the

appr

opri

ate

Dis

cipl

inar

y C

onse

quen

ce, t

head

min

istr

ator

sho

uld

con

sid

er a

llof

the

circ

umst

ance

s in

clud

ing

each

child

’s co

nduc

t lea

ding

up

to th

e fig

ht.

For e

xam

ple,

the

stud

ent w

ho e

scal

ates

a ve

rbal

con

fron

tatio

n to

a fi

st fi

ght

may

be

subj

ect t

o di

ffere

nt p

unis

hmen

tth

an th

e st

uden

t who

ver

bal

lyin

stig

ated

or

taun

ted

the

atta

ckin

gst

uden

t)

Phys

ical

ly a

ttack

ing

an H

CS

empl

oyee

or o

ther

ad

ult,

incl

udin

g th

row

ing

anob

ject

at o

r st

riki

ng a

n ad

ult w

ho is

inte

rven

ing

in a

figh

t

Part

icip

atin

g in

con

sens

ual s

exua

lco

nduc

t or o

ther

inap

prop

riat

e se

xual

cond

uct.

Thi

s in

clud

es e

ngag

ing

inac

tivity

or

hors

epla

y th

at in

clud

esin

tent

iona

lly to

uchi

ng, i

nclu

din

gth

roug

h cl

othi

ng, t

he in

timat

e pa

rts

ofan

othe

r per

son

with

any

bod

y pa

rt o

rob

ject

, with

the

cons

ent o

f the

oth

erpe

rson

.U

nlik

e fo

r m

ost o

ther

beh

avio

rs, t

hete

ache

r an

d a

dm

inis

trat

or n

eed

not

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blem

sol

ving

with

stu

den

t ab

out t

heir

beh

avio

r•R

e-te

ach

beh

avio

r ex

pect

atio

n•D

e-es

cala

tion

tech

niqu

es•T

AB

In•T

AB

Out

•Stu

den

t con

fere

nce

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ent/

guar

dia

n co

nfer

ence

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lect

ion

shee

t•M

ento

ring

•Res

tora

tive

Prac

tices

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Stu

den

t con

fere

nce

•Par

ent/

guar

dia

n co

nfer

ence

•If a

pplic

able

, fol

low

dis

cipl

inar

y re

ferr

alpr

oced

ures

HCS 053 0728

38

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

28-6

800

ww

w.H

unts

ville

Cit

ySch

ools

.org

Inap

pro

pri

ate

Use

of T

ech

nolo

gy

•Res

pect

oth

erst

uden

ts’ d

ecis

ions

conc

erni

ng th

eir

bod

ies

•Use

app

rove

del

ectr

onic

dev

ices

resp

onsi

bly

•Put

aw

ay d

evic

esw

hen

aske

d to

do

so b

y St

aff o

rA

dm

inis

trat

ors

•Use

of a

ppro

ved

elec

tron

ic d

evic

esat

app

ropr

iate

tim

es

•Use

the

scho

olne

twor

k fo

red

ucat

iona

lco

mm

unic

atio

nan

d p

urpo

ses

•Tre

at s

choo

l-iss

ued

dev

ices

, the

sch

ool

netw

ork,

and

onl

ine

scho

ol re

sour

ces

with

resp

ect a

nd c

are

star

t with

the

low

est r

espo

nse

bef

ore

sele

ctin

g a

mor

e si

gnifi

cant

resp

onse

.H

owev

er, i

n d

eter

min

ing

the

appr

opri

ate

Res

pon

se L

evel

, the

adm

inis

trat

or s

houl

d c

onsi

der

all

of th

e ci

rcum

stan

ces

incl

udin

g th

eb

ehav

ior,

stud

ents

’ age

s an

d m

atur

ity,

and

whe

re th

e co

nduc

t too

k pl

ace.

Leve

l 4

Res

pon

ses

shou

ld b

eli

mit

ed o

nly

to th

e m

ost d

isru

ptiv

ean

d s

ever

e b

ehav

iors

.

Enga

ging

in p

hysi

cal s

exua

l con

tact

/or

act

s w

ithou

t con

sent

, as

defin

ed in

the

glos

sary

of t

erm

s. T

his

incl

udes

initi

atin

g no

n-co

nsen

sual

phy

sica

lco

ntac

t with

the

intim

ate

bod

y pa

rts

of a

per

son,

or

any

phys

ical

con

tact

for

the

purp

ose

of d

egra

din

g th

ere

cipi

ent o

r sex

ual a

rous

ing/

satis

fyin

gth

e st

uden

t ini

tiatin

g th

e co

nduc

t.U

nlik

e fo

r m

ost o

ther

beh

avio

rs, t

head

min

istr

ator

nee

d n

ot s

tart

with

the

low

est r

espo

nse

bef

ore

sele

ctin

g a

mor

e si

gnifi

cant

resp

onse

. Lev

el 4

Res

pon

ses

wil

l of

ten

be

the

firs

tre

spon

se f

or e

nga

gin

g in

a s

exu

alac

t w

ith

out

con

sen

t.

Usi

ng a

cel

lpho

ne in

cla

ss, i

nclu

din

gth

e us

e of

a c

ell p

hone

, mp3

pla

yer,

orot

her s

imila

r dev

ice

for c

allin

g, te

xtin

g,pl

ayin

g ga

mes

, bro

wsi

ng th

e in

tern

et,

usin

g ap

ps o

r lis

teni

ng to

mus

ic,

unle

ss g

iven

exp

licit

perm

issi

onby

the

teac

her.

Com

mitt

ing

min

or, i

napp

ropr

iate

uses

of t

echn

olog

y.Ex

ampl

es:

•Usi

ng c

ompu

ter f

or g

ames

, mes

sagi

ngse

rvic

es, c

hat r

oom

s, an

d ot

her

non-

scho

ol r

elat

ed a

ctiv

ities

•Usi

ng c

ompu

ter

to d

ownl

oad,

sto

re,

or c

reat

e no

n-sc

hool

rela

ted

files

that

don’

t cau

se d

amag

e to

the

devi

ce,

such

as

vide

os, m

usic

, app

s, da

taor

oth

er p

rogr

ams

•Usi

ng c

ompu

ter t

o tra

nsm

it pe

rson

alin

form

atio

n su

ch a

s ho

me

tele

phon

enu

mbe

r ov

er th

e in

tern

et

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

•Req

uest

the

stud

ent p

ut th

e d

evic

e aw

ay•T

empo

rary

con

fisca

tion,

but

avo

ides

cala

tion

•Los

s of

priv

ilege

•For

repe

ated

inst

ance

s of

this

beh

avio

r,fo

llow

the

disc

iplin

ary

refe

rral

pro

cedu

res

•Ver

bal

War

ning

•Ret

each

beh

avio

r ex

pect

atio

ns•L

oss

of p

rivile

ge•C

onfis

catio

n•D

eten

tion

•Stu

den

t con

fere

nce

•Res

tric

ted

use

of t

he d

evic

e•P

aren

t/gu

ard

ian

conf

eren

ce•F

or re

peat

ed in

stan

ces

of th

is b

ehav

ior,

follo

w th

e di

scip

linar

y re

ferr

al p

roce

dure

s

HCS 053 0728

39

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Inap

pro

pri

ate

Use

of T

ech

nolo

gy, c

ontin

ued

HC

S E

xpec

ts it

sSt

uden

ts to

:W

hen

Stud

ents

Fai

l to

Mee

t Exp

ecta

tions

by:

Day

-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

Leve

l 1C

lassr

oom

Resp

onse

s,C

onse

quen

ces

and

Inte

rven

tions

Leve

l 3M

ost I

nten

seIn

-Sch

ool R

espo

nses

and

Out

-of-S

choo

lC

onse

quen

ces

Leve

l 2A

dmin

istra

tive

Resp

onse

san

d In

-Sch

ool

Con

sequ

ence

s

Leve

l 4Lo

ng-Te

rm R

emov

alfro

m S

choo

l and

Reco

mm

enda

tion

for E

xpul

sion

Reco

mm

ende

d Te

ache

r Res

pons

esan

d D

iscip

linar

y C

onse

quen

ces

for S

tude

nt B

ehav

ior:

(The

follo

wing

opt

ions

are

exa

mpl

es fo

r tea

cher

s and

are

not

inan

y req

uire

d or

sequ

entia

l ord

er. F

or a

com

plet

e lis

t of R

espo

nse

Stra

tegi

es, C

onse

quen

ces,

and

Inte

rven

tions

see

page

s 18-

25.)

•Use

thei

r sc

hool

-is

sued

dev

ices

inco

nfor

mity

with

fede

ral, s

tate

, and

loca

lla

w

•Ope

rate

thei

r d

evic

esw

ithou

t byp

assi

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istr

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onte

nt a

ndse

curi

ty fi

lters

Com

mitt

ing

maj

or, i

napp

ropr

iate

uses

of t

echn

olog

y.Ex

ampl

es:

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ngin

g a

scho

ol-is

sued

dev

ice’

sse

tting

s/co

nfig

urat

ions

•Del

etin

g, e

xam

inin

g, c

opyi

ng, o

rm

odify

ing

files

, dat

a, o

r dev

ice

setti

ngs

of a

noth

er u

ser

•Usi

ng c

ompu

ter

to d

ownl

oad,

sto

re,

or c

reat

e no

n-sc

hool

rela

ted

files

that

caus

e da

mag

e to

the

devi

ce•S

endi

ng u

naut

hori

zed

anon

ymou

san

d/or

fals

e co

mm

unic

atio

ns u

sing

appl

icat

ions

suc

h as

, but

not

lim

ited

to, G

oogl

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hat,

MSN

Mes

seng

er, a

ndYa

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Mes

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sing

the

Dis

tric

t’s w

eb fi

lter

thro

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eb p

roxy

Com

mitt

ing

the

mos

t sig

nific

ant

inap

prop

riat

e us

es o

f tec

hnol

ogy.

Exa

mpl

es:

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form

ing

any

activ

ity th

at v

oids

the

devi

ce, s

ervi

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gree

men

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ftwar

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ense

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war

rant

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ch a

s, bu

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ce to

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ass

digi

tal

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sing

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rnet

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n-ed

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sing

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ued

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ce o

r th

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r ill

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ding

use

s th

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iola

tefe

dera

l, st

ate,

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tions

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thor

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nges

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ogra

m s

ettin

gs o

r en

gagi

ng in

any

beh

avio

r or

act

ivity

that

dam

ages

or

dis

rupt

s ne

twor

k pe

rfor

man

ce o

nsc

hool

dev

ices

. Thi

s in

clud

es a

den

ial

of s

ervi

ce a

ttack

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

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es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

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es

•Fol

low

dis

cipl

inar

y re

ferr

al p

roce

dur

es

HCS 053 0728

40

200

Wh

ite

Stre

et •

Hun

tsvi

lle, A

L 3

5801

• 2

56-4

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800

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w.H

unts

ville

Cit

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Wea

pon

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rear

ms

Rec

ord

ings

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rans

mis

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s

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sess

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trib

utio

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Una

uth

oriz

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ems

•Ob

tain

per

mis

sion

bef

ore

reco

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yot

her

pers

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erst

and

and

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ent a

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and

sch

ools

topr

omot

e th

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fety

of

all s

taff

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uden

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Rec

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bje

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sing

pho

tos,

aud

io a

nd/o

r vi

deo

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out t

hesu

bje

ct's

or

scho

ol's

per

mis

sion

Rec

ord

ing

a su

bje

ct, u

sing

pho

tos

orvi

deo,

whi

le th

e su

bjec

t is

in a

nud

e or

part

ially

nud

e st

ate

Rec

ord

ing

a su

bje

ct p

erfo

rmin

g a

sexu

ally

exp

licit

act,

usin

g ph

otos

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dio

and

/or

vid

eo, w

ith o

r w

ithou

tco

nsen

t of t

he s

ubje

ct

Send

ing,

tran

smitt

ing,

upl

oad

ing,

dow

nloa

din

g, o

r d

istr

ibut

ing

are

cord

ing

of a

sub

ject

, inc

ludi

ng o

ther

stud

ents

, sta

ff, te

ache

r, adm

inis

trat

or, o

rot

her

pers

on, w

ithou

t the

sub

ject

'sap

prov

al a

nd w

ith in

tent

to h

arm

or

dem

ean

the

sub

ject

Send

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smitt

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upl

oad

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dow

nloa

ding

, or d

istr

ibut

ing

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ene,

thre

aten

ing,

har

assi

ng, p

orno

grap

hic,

or s

exua

lly e

xplic

it m

ater

ials

Usi

ng a

ny it

ems

that

dis

rupt

the

lear

ning

env

iron

men

t

Una

utho

rize

d se

lling

or d

istr

ibut

ion

ofgo

ods

not o

ther

wis

e in

clud

ed in

this

doc

umen

t

Poss

essi

ng a

toy

wea

pon

whe

re th

e to

yw

eapo

n is

not

use

d to

thre

aten

,in

timid

ate,

harm

or c

ause

a d

isru

ptio

n.

Poss

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e to

yw

eapo

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use

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thre

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, intim

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rm o

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use

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ent/

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onfe

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e•S

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e•R

esto

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actic

es•C

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n•L

oss

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low

dis

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supp

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sch

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f the

tran

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beg

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Lev

el 4

Res

pon

se.

•Ver

bal

War

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fisca

te•S

tud

ent c

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l par

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guar

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ly a

toy,

conf

isca

te th

e ite

m.

Oth

erw

ise,

seek

sup

port

from

adm

inis

trato

r,C

ampu

s Se

curi

ty O

ffice

r, and

, if a

pplic

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low

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y re

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es•S

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supp

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ad

min

istr

ator

, Cam

pus

Secu

rity

Offi

cer,

and

, if a

pplic

able

, a S

RO

.

HCS 053 0728

41

Sec

on

da

ry B

ehav

ior

Al

Lea

rn

ing

Gu

ide

HU

nts

vil

le C

ity

Sc

ho

ols

Wea

pon

s/Fi

rear

ms,

cont

inue

d

HC

S E

xpec

ts it

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uden

ts to

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hen

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ents

Fai

l to

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t Exp

ecta

tions

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-to-D

ayIn

-Clas

s Res

pons

esby

the

Teac

her

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l 1C

lassr

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Resp

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s,C

onse

quen

ces

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Inte

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Leve

l 3M

ost I

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espo

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HCS 053 0728

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HCS 053 0728

Glossary of Terms• Bullying – Unwanted, aggressive behavior among school-age children that involves a real or

perceived power imbalance. The behavior is repeated, or has the potential to be repeated, overtime. The bully and victim may have serious, lasting problems, such as depression or anxiety.

• Disciplinary Consequence – The consequence, usually involving a specific sanction, for astudent’s failure to meet HCS’ expectations for student behavior. This is described in detailon page 21.

• Disruption – Intentional actions that result in interference with instruction or prevent otherstudents from accessing instruction or completing their school work. Disruption does notinclude occasionally acting in a manner that is not aligned with classroom expectations (i.e.occasionally blurting something out or having a side conversation with another student).

• Gang-Affiliated – Of or related to gangs, gang culture, or gang signs. This may include certaincombinations of colors, symbols, or any other insignia that pertains to a gang or gang activity.

• Intervention – A measure or series of measures taken by school staff to address a student’sunmet needs. The purpose of these measures is to remedy the cause of student’s behavioralissues. This is described in detail on page 24.

• Intimate parts – The body parts that are traditionally covered by a bathing suit, includingthe breasts, buttocks and genitals.

• Lewd – Sexual, in a rude or offensive way.

• Non-Educationally Required Device – Any device that is not permitted for use as part of ateacher’s instruction or to complete school work, whether electronic or otherwise, includingcellular telephones, personal music or video players (e.g. iPods or MP3 Players), hand-heldvideogame devices (e.g. PSP or Nintendo DS), electronic tablets, cameras and other image,voice, or video recording devices.

• Personal Use – An amount of drugs or alcohol intended for use by a single person. Forexample, a single can of beer or a small amount of marijuana. If the amount in a student’spossession exceeds a single use of the substance, an administrator can consider this factin determining whether a student is engaging in the distribution of a substance.

• Positive Behavior Interventions and Supports (“PBIS”) – PBIS is nationally recognizedapproach designed to assist school personnel in creating a positive school climate forstudents. PBIS provides school personnel with progressive guidelines of evidence-basedbehavioral responses and Interventions. The goal of this program is to enhance academicand social behavior outcomes for all students.

• Possession – Having on one’s person or in one’s backpack, locker, purse, vehicle (if onschool property or at a school event), or any other storage container owned by the student.

• Problem Solving Team (“PST”) – An interdisciplinary team of school personnel that uses astudent’s data and information to develop Interventions to respond to that student’s unmetacademic or behavioral needs.

• Response Strategy – An immediate reaction from school personnel designed to calm a student,end a student’s misbehavior, and help a student regain self-control in a dignified manner.Response Strategies may be coupled with a Disciplinary Consequence or Intervention ona case-by-case basis. This is described in detail on page 18.

• Restorative Practices – A system designed to help students build better relationships witheach other and with school personnel and, when there is a breakdown in those relationships,to help students repair the harm caused by their actions.

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HCS 053 0728

• Behavioral Learning Software – This is Huntsville City Schools’ new, user-friendly softwareapplication designed to help school personnel track student behaviors and the associatedResponse Strategies, Disciplinary Consequences, and Interventions.

• Student’s Identifying Characteristic – Any characteristic expressly defined and protected byfederal, state or local law, regulation or ordinance including ancestry, creed, gender, genderidentity, gender expression, marital status, national origin, parental/guardian status, pregnancy,race, religion, or sexual orientation. This definition also includes any disability includingphysical, mental, emotional or learning disabilities.

• Synthetic Drugs – Any artificial or man-made drug including synthetic cannabinoids, whichare commonly known as “synthetic marijuana,” “K2,” or “Spice,” and sometimes labeled as“herbal incense” or “potpourri” and synthetic cathinones which are commonly known as“bath salts” or “jewelry cleaner.”

• Without Consent – Means by use of force, weapons, threats, coercion, or intimidation; whenthe recipient is incapable of consent; or where the recipient does not agree to the physicalcontact or sexual act.

44



HCS 053 0728

Appendix A: Dress Code We are committed to preparing our students for college and careers beyond high schools. In orderto be successful in either arena, students must dress in a neat, clean and appropriate manner andin clothing that encourages an atmosphere conducive to learning, work and discipline. Studentswill not wear any article of clothing or display any insignia or sign that shows disrespect for anyperson, creed, race, color, sex, or nationality, or that may lead to a disruption of the learningenvironment. Our goal to prepare students for the future aligns with state educational authoritiesand court decisions which have determined that style of dress and hair should not disrupt classes,interfere with learning, prevent instruction, and should comply with state health and safetystandards. Parents/guardians are expected to be our partners by monitoring students’ dress, andthe District will annually re-evaluate the dress code and survey parents and students about thedress code.

As teachers and administrators enforce this dress code, they should be aware of HCS’ desireto keep students in the classroom to the maximum extent consistent with effective instruction.Therefore, if a student’s dress is non-conforming to the dress code but not disruptive to thelearning environment, the teacher or administrator should address this issue discreetly withthe student in a way that minimizes lost instructional time.

The following is a non-exhaustive list of dress guidelines that apply to HCS students:

• Clothing that displays illegal behavior is not permitted. Any article of clothing, jewelry, orhaircut depicting gangs, violence, sex, drugs, alcohol, mutilation or language that could beconsidered obscene or vulgar will not be permitted.

• Jewelry that could be used as a weapon is not allowed.

• All pants, shorts, skorts, skirts and dresses must fit securely around the waist and completelycover the student’s hips, bottom, and undergarments. Slits in skirts and dresses must notbe any higher than the tip of the students’ fingers while their arms are resting at their side.

• Except for religious purposes, hats and head coverings may not be worn in school buildings.Sunglasses, gloves, bandanas, and house slippers may not be worn in school buildings.Scarves may be worn around the neck but may not be used as a head covering, except formedical or religious purposes.

• Students may not wear pajamas.

• Belts must be buckled.

• Pant legs must be uniform length and may not drag on the floor.

• Pants or jeans that have holes above the knee may only be worn if opaque tights,leggings, or shorts are worn beneath. Holes in pants may not reveal the student’s hips,bottom, or undergarments.

• Undergarments must not be exposed.

• Private parts must be covered.

• Halter and spaghetti strap tops and dresses are not allowed. Sleeves must completely coverthe student’s undergarments (ex. bra and bra straps). Sleeveless shirts with revealing neck-lines or armholes (i.e. sleeveless tank tops meant to be worn as undershirts) are not permitted.

• Revealing tops, spandex, or other clinging garments (those garments that are overly tightand become more revealing when the student is moving) are not permitted, unless wornunderneath clothing that complies with the Dress Code.

• Shirts that bare midriffs when arms are raised are not allowed.

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HCS 053 0728

• All yoga pants, tights, leggings, or jeggings must cover the student’s hips, bottom, andundergarments and must be covered by shorts, skirts, shirts or dresses that completelycover the student’s hips and bottom.

• Hoodies and sweatshirts must fit appropriately. Hoods should never be on in the building.

Please dress appropriately for school. If you think it may be inappropriate, it probably is.Use good judgment. Here are some simple guidelines:

• Wear clothes that fit properly.Avoid wearing clothes that are too tight or too loose and are revealing.

• Dress for safety. Avoid wearing anything that could cause you to hurt yourself or others, even by accident.(i.e. wearing “slides” or flip flops during P.E.)

• Dress positively.Avoid wearing anything that may be offensive.

Think about what you are wearing and how it reflects on you. You will be seen by other students,teachers, staff, and the community. Put your best foot forward and show the world you respectyourself and your school. We encourage your individuality, but we also encourage you to dressfor success.

Should you wear items that violate the dress code, you may be asked to change into clothingavailable at the school or wait in ILC while a parent or guardian brings a change of clothes.Disregard for the dress code will lead to disciplinary action, in accordance with the BehavioralLearning Guide.

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HCS 053 0728

Appendix B: Suspension Procedures

In-House Learning Center1. A student may not be placed in ILC for more than five (5) school days at any one time and

no more than 20 school days in the aggregate during any one (1) school year (pay particularattention to the note below concerning students with disabilities).

2. The principal will follow HCS policies with reference to student records.

3. Prior to placement in the ILC, the principal/delegate will advise the student of the charge(s)and the student shall have the opportunity to tell what occurred.

4. Prior to assigning a student to ILC, a reasonable effort will be made to notify the parent andto have a conference by phone or in person. If the parent cannot be reached, the studentwill be given notice and a copy will be mailed to the parent.

Out-of-School Suspensiona) A student may not be suspended for more than ten (10) school days at any one time and

no more than twenty (20) school days in the aggregate during any one school year (payparticular attention to the note below concerning students with disabilities).

b) The principal will follow HCS policies with reference to student records.

c) The principal/delegate will advise the student of the charge(s) and the student shall havethe opportunity to tell what occurred.

d) While on Out-of-School Suspension, the student will be permitted to complete work or testsmissed during the suspension.

e) Prior to suspending a student from school, a reasonable effort will be made to notify theparent and to hold an informal conference.

f) If the parent cannot be reached prior to the end of the school day, the student will be givena Notice of Suspension (Form HCS330-0l) stating the charge(s) in writing against the studentand requesting a conference with the parent.One copy will be mailed to the parent, and theadministrator will continue to try to contact the parent.The student shall remain in school,unless under an emergency situation, until the end of the school day or until released tothe parent or designee.

Suspension Notice Filing and DistributionThe original is forwarded to the Department of Behavioral Learning (Superintendent's Office). Onecopy is distributed to the student, one copy to the parent, one copy to be placed in the student'scumulative record, and one copy to the principal. If the student is disabled, a copy should begiven to the student's teacher of record.

NOTE: A student with disabilities may not be suspended out of school for more than ten (10) days ina school year. Any more time in suspension requires IEP Committee action. Only an IEP Committeemay change the placement of a student with disabilities. All students, including students with disabilities,who are suspended will be permitted to complete work or tests missed during the suspension.

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HCS 053 0728

Appendix C: Expulsion Procedures

General1. If a student is suspended pending an expulsion hearing, the principal/delegate will follow the

suspension policy and procedure and on the suspension notice form will suspend to thehearing panel; exceptions being disabled students. See above NOTE under “Suspension” asto students with disabilities.

2. When an expulsion offense is committed, the principal immediately must notify the SecuritySupervisor and the Behavioral Learning Department. If the student has a disability, the SpecialEducation Services department also must be notified.

3. If a suspected controlled substance is involved, HPD must be notified.

Superintendent-Initiated ExpulsionThe Superintendent, if the situation warrants, may recommend that a student be expelled with-out prior recommendation from the principal. In such cases, the Superintendent will follow thePrincipal-Initiated Expulsion procedures (see below).

Principal-Initiated ExpulsionThe principal/designee will review the allegations and evidence against a student, advise thestudent of the charge(s), and allow the student to tell what occurred. After doing so, the principal/designee is responsible initially for determining that a student’s behavior warrants an expulsion.A reasonable effort will be made to notify the parent.

1. The principal will notify the Behavioral Learning Department by letter of the recommendationfor expulsion within three (3) school days after the date of the commission of the offense.

2. This letter must have attached all information available, including, but not limited to, thefollowing:

a) Copy of the completed Suspension Notice, stating the charges in writing.

b) Specific description of the student’s behavior, including date, time, and place andsupporting facts.

c) A written report giving the suspected student's version of what occurred.

d) Names, addresses, and telephone numbers of persons involved in the incident:suspect(s), victim(s), and witness(es).

e) Signed and dated statement(s) of persons involved in the incident, if possible.(Use Form HCS330-39.)

f) Xerox copy of any contraband.

g) List of special program(s), if any, in which student is enrolled or being consideredfor enrollment.

h) Verification of student's receipt of the Behavioral Learning Guide.

i) Past disciplinary record of student involved.

j) Academic record of student, including a copy of the current report card anda copy of the roll call card.

k) Details of extenuating circumstances.

l) Date(s) of principal's conference(s) and names of those present.

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HCS 053 0728

Procedures for HearingsPrior to expulsion, students are entitled to a hearing conducted by a hearing panel that will adhereto the following procedures:

1. The parent shall be given verbal or written notice of the charge(s) against the student andthe time, date, and place of the hearing at least 72 hours prior to a hearing. At the time thatthe notice of an expulsion charge is made, HCS will provide the student and the parent/guardian with the following: copies of evidence supporting the expulsion; the rules governingthe hearing; and notice that the student may have a parent/guardian or family member andan advocate of his or her choosing present to participate in the expulsion hearing and thatthe student may present witnesses and cross examine live witnesses presented by HCS atthe expulsion hearing.

2. The hearing panel will normally conduct a hearing within 14 school days after the date ofthe commission of the offense.

3. The principal or other person assigned by the Behavioral Learning Department shall presentthe case for expulsion of the student. Witnesses for the proponent of the expulsion will benotified to be present by the school or the Security Supervisor.

4. At the hearing, the hearing panel shall give the student an opportunity to admit or denythe charge(s).

5. If the student denies the charge(s), an explanation of the evidence will be provided andthe student will be given an opportunity to tell what occurred.

6. The case may be presented by statements made by the witness(es). The hearing panel maypermit witness(es) by the proponent of the expulsion, but the hearing panel is not requiredto call or permit any accusers to be present. Additionally, student witnesses, includingaccusers, may provide evidence by written statement which may be redacted. The decisionas to these issues shall rest in the discretion of the hearing panel. The student is permittedto present adult witnesses, but if a witness’s testimony is redundant or not relevant thehearing panel can decide not to hear that witness.

7. Ordinarily, no attorney will be present in an advisory capacity for the expulsion hearing. Ifthe student's parent chooses to have an attorney present, the principal/designee also mayhave an attorney present in an advisory capacity. The student's parent must give the hearingpanel notice, 24 hours prior to the hearing, of the decision to have an attorney. Failure to doso may result in the rescheduling of the hearing or the hearing panel's denying the partici-pation of the attorney in the hearing.

8. After following the above procedures, the hearing panel, on the basis of all facts presented,shall determine whether the student did or did not commit an offense, what offense, if any,was committed and whether the recommendation of the principal to expel is accepted oroverruled. The hearing panel shall prepare a written decision, which shall include the chargesagainst the student; the time, date, and location of the hearing; a summary of the evidencepresented at the hearing; the conclusions drawn from the evidence; and the disposition of thestudent. If extenuating or mitigating circumstances exist, the hearing panel shall documentthese circumstances.

9. In the event that a student with disabilities is alleged to have committed an offense expellableunder the Behavioral Learning Guide, the hearing panel determines the guilt or innocenceonly. The decision regarding an appropriate placement is determined by the IEP Committee.

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HCS 053 0728

10. The following persons shall be notified of the hearing decision:

a) The student's parent (by certified mail)

b) The Behavioral Learning Department

c) The Principal

d) The Special Education Services Department (for students with disabilities)

e) The Superintendent

f) The Deputy Superintendent

g) The Security Supervisor

11. A recording shall be made of the hearing and shall be kept for no less thansix (6) months from the date of the hearing.

12. The written record of the hearing shall be kept for two (2) years.

Appeal of Hearing Decision For ExpulsionIf the student's parent is dissatisfied with the decision of the hearing panel in cases in whichthe hearing panel upholds the recommendation for expulsion, the parent may file an appeal.The appeal procedures are as follows:

1. The student's parent must file a written request for an appeal.

2. The written request for an appeal must be addressed to and mailed or givento the Superintendent.

3. The written request for an appeal must be postmarked or hand delivered on a date nomore than seven (7) calendar days after the postmarked date or date of hand deliveryof the written notification of the hearing panel’s decision. If the written request for anappeal is not made on time, the hearing decision will be final.

4. The Superintendent, upon receipt of a timely filed written request for an appeal, willrequest the documented evidence of the case including the findings, the conclusions,the disposition, and the tape recording.

5. The Superintendent or designee shall review the case of the basis of the record.No new evidence shall be admissible.

6. Within seven (7) working days after receipt of the appeal, the Superintendent willmake a written decision to adopt, modify, or disapprove all or any part of the hearingpanel's findings, conclusions, or disposition.

7. A copy of the Superintendent's decision shall be sent to the following persons:

a) The student's parent (by certified mail)

b) The Behavioral Learning Department

c) The Principal

d) The Special Education Department (for disabled student)

e) The Superintendent’s Office

f) The Security Supervisor

8. If the parent is dissatisfied with the Superintendent’s decision to uphold the recommendationfor expulsion, the parent may file an appeal to the Board of Education using proceduresadopted by the Board.

50



Secondary Behavioral Learning Guide

www.HuntsvilleCitySchools.org200 White Street • Huntsville, AL 35801 • 256-428-6800

Documents

Secondary BehaviorAl Learning Guide