3241 F2 Continuum of Discipline Responses

Link to Print-Friendly Version Form 3241 F2 Continuum of Discipline Responses

Administrative Level Continuum of Responses
 
Type Five Behavioral Violations
Level G
  • Attempt lower-level continuum of responses as appropriate
  • Follow mandatory school referrals and protocols
  • Notify and attempt to involve the parent in the resolution
  • Investigate evidence of behavioral violation and confer with other school personnel
  • Invite student to share their perspective and explanation regarding the behavioral violation
    • Consider restorative justice practices and other forms of discipline
    • Consider behavior agreement
    • Consider suspension or expulsion (if allowable) as appropriate
  • Document all referrals, other forms of discipline attempted or considered, and actions
Type Four Behavioral Violations
Level F
  • Attempt lower-level continuum of responses as appropriate
  • Student referral and investigate evidence of behavioral violation
  • Notify and attempt to involve the parent in the resolution
  • Confer with teacher or other school personnel
  • Invite student to share their perspective and explanation regarding the behavioral violation
    • Follow mandatory school referrals and protocols
    • Attempt or consider restorative justice practices and other forms of discipline
    • Consider behavior agreement
    • Consider suspension or expulsion (if allowable) as appropriate
  • Document all referrals, other forms of discipline attempted or considered, and actions
Type Three Behavioral Violations
Level E
  • Attempt lower-level continuum of responses as appropriate
  • Student referral and investigate evidence of behavioral violation
  • Administrator notifies and attempts to involve the parent in the resolution
  • Administrator confers with teacher or other school personnel
  • Administrator invites student to share their perspective and explanation regarding the behavioral violation
    • Follow mandatory school referrals and protocols
    • Attempt restorative justice practices and other forms of discipline
    • Consider behavior agreement
    • Consider suspension as appropriate
  • Document all referrals, other forms of discipline attempted, and actions
Type Two Behavioral Violations
Level D – Classroom and administrative continuum of responses
  • Teacher or school personnel implements Level C continuum of responses as appropriate
  • Administrator or school support staff provide classroom support
  • Teacher or school personnel refers student and notifies administrator of behavioral violation
  • Administrator notifies and attempts to involve the parent in the resolution
  • Administrator confers with teacher or other school personnel and investigates evidence
  • Administrator invites the student to share their perspective and explanation regarding the behavioral violation
    • Use school referrals and protocols as appropriate
    • Attempt restorative justice practices and other forms of discipline
    • Consider in-school suspension as appropriate (if allowable)
    • Document all referrals, other forms of discipline attempted, and actions
Classroom Level Continuum of Responses
 
Type One Behavioral Violations
Level C – Type One behavioral violation involving unsuccessful Level B and Level A responses or repeated Type One behavioral violations within the same school day
Teacher or school personnel:
  • Decides whether to request classroom support from school support staff
  • Notifies and attempts to involve the parent in the resolution 
  • Implements best practices and strategies that invite the student to share their perspective and explanation regarding the behavioral violation
  • Modifies and implements best practices and strategies as appropriate
  • Confers with other school personnel as appropriate
  • Documents interventions and monitors effectiveness
Level B – Type One behavioral violation involving unsuccessful Level A responses or repeated Type One behavioral violations within the same school day
Teacher or school personnel:
  • Reteaches behavioral expectations
  • Implements best practices and strategies that invite the student to share their perspective and explanation regarding the behavioral violation
  • Notifies the student’s parent
  • Modifies and implements best practices and strategies as appropriate
  • Documents interventions and monitors effectiveness
Level A – Type One behavioral violation initially occurs
Teacher or school personnel:
  • Reteaches behavioral expectations
  • Implements best practices and strategies that invite the student to share their perspective and explanation regarding the behavioral violation
  • Selects and implements best practices and strategies as appropriate
  • Documents interventions and monitors effectiveness
See RCW 28A.600.020(3):
“Such procedures shall be developed with the participation of parents and the community, and shall provide that the teacher, principal or designee, and other authorities designated by the board of directors, make every reasonable attempt to involve the parent or guardian and the student in the resolution of student discipline problems.”
 
This language refers to a core feature of restorative justice practices in schools regarding student voice and perspective taking that is also used in various sections of chapter 392-400 WAC:
 
WAC 392-400-110(1)(h)
WAC 392-400-450(1)(d)
WAC 392-400-460(3)(a)
WAC 392-400-465(3)(a) & (4)(f)(iii)
WAC 392-400-520(3)
WAC 392-400-525(7)(c)