Responses to Student Behavior
The Gwinnett County Board of Education is committed to equitably utilizing restorative practices and behavioral intervention strategies.
The decision to provide a behavioral response for a violation of a school rule shall be made by the administration of the local school using the established guidelines of this policy. The range of behavioral responses that can be assigned by a local school administrator may include:
Examples of Classroom and Teacher-led Responses
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Level I responses are classroom management tools and techniques that facilitate the teaching of appropriate behavior to allow students to self-govern their behavior, respect others, and contribute to a classroom environment that facilitates teaching and learning. Teachers are encouraged to employ the full spectrum of instructional and classroom management strategies. When appropriate, teachers may engage the student’s support system for assistance in successfully responding to and modifying the student’s inappropriate or disruptive behavior. Level I disciplinary responses should be used in a progressive manner. • Check-in with School Counselor or other support staff • Classroom-based responses (e.g., verbal correction, written reflection/apology, reminders/redirection, role play, daily progress sheet) • Detention • Parent/guardian outreach (contact parent/guardian via telephone, email, or text) • Peer mediation • Mentoring Program • Restorative practices or other social emotional learning strategies
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Examples of Teacher-led/referred and Administrative Supported Responses |
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Level II responses are designed to teach appropriate behavior to allow students to self-govern their behavior, respect others, and contribute to a classroom environment that facilitates teaching and learning. In many cases, Level II responses engage the administrative and instructional support system and address factors within and outside the school environment that contribute to the student’s inappropriate or disruptive behavior. Level II responses are intended to address behavior by educating the student about the severity of the behavior and the harms that may result therefrom. Level II responses should be used in a progressive manner. A teacher referral for administrative support is required for any serious incident or other incident that may impact or implicate the health or well-being of students. TEACHER-LED May be implemented at classroom level • Behavioral contract • Check-in with School Counselor or other support staff • Classroom-based responses (e.g., verbal correction, written reflection/apology, reminders/redirection, role play, daily progress sheet) • Detention • Mentoring Program • Parent/guardian outreach (contact parent/guardian via telephone, email, or text) • Parent/guardian and student conference (with teacher) • Restorative practices or other social emotional learning strategies • Temporary removal from class TEACHER-REFERRED Implemented with administrative support • Community service • Functional Behavioral Assessment/Behavioral Intervention Plan • Loss of privileges/removal from extracurricular activities • Peer mediation • Referral to appropriate substance-abuse counseling services • Referral to community-based organization • Referral to health/mental health services • Referral to student support team • Restorative practices or other social emotional learning strategies • Restitution
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Examples of Administrative Supported and/or Removal Responses |
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Level III responses employ the administrative and instructional support system to develop interventions that promote learning and address factors within and outside the school environment that contribute to the student’s inappropriate or disruptive behavior. Level III responses are intended to address behavior by educating the student about the severity of the behavior and the harms that may result therefrom. Level III responses may involve in-school suspensions, in-school interventions, and in the most serious cases Out of School Suspension – Short Term. Level III responses should be used in a progressive manner with administrative support. • Any Level I or Level II Teacher-Led response paired with any of the following: • Community service • Functional Behavioral Assessment/Behavioral Intervention Plan • In-school suspension • Loss of privileges/removal from extracurricular activities • Out of School Suspension - Short Term (1-3 days) • Parent/guardian and student conference (with administrator) • Peer mediation • Referral to appropriate substance-abuse counseling services • Referral to community-based organization • Referral to health/mental health services • Referral to student support team • Restorative practices or other social emotional learning strategies • Restitution
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Examples of Administrative Supported, and Short-term Out-of-school Exclusionary Responses |
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Level IV responses address serious behavior with a focus on allowing the student to remain in school. As a last resort, when the nature of the behavior is severe or implicates future harm, a student may be subject to Out of School Suspension - Long Term. Level IV responses are intended to protect the school community by addressing destructive, dangerous, and disruptive behaviors in a progressive manner, with administrative support. • Functional Behavioral Assessment/Behavioral Intervention Plan • In-school suspension • Loss of privileges/removal from extracurricular activities • Mentoring Program • Out of School Suspension - Short Term (1–3 days) • Out of School Suspension - Long Term (4–6 days) • Parent/guardian and student conference (with administrator) • Restitution • Restorative practices or other social emotional learning strategies
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Examples of Long-term Administrative Supported, Out-of-school Exclusionary, and Referral Responses |
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LEVEL
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• Community Service • Loss of privileges/removal from extracurricular activities • Out of School Suspension - Long Term (4-10 days) • Out of School Suspension - Extended Term (11–180 days) • Permanent Expulsion (indefinite suspension) • Recommend for further action • Referral to alternative education • Referral to student support team • Restitution • Restorative practices or other social emotional learning strategies
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Note: Bus suspensions (when the student is still allowed to attend school) are defined by the following levels:
- Level III: Bus suspension 1 to 5 days.
- Level IV: Bus suspension 6 or more days.
- Level V: Disciplinary Tribunal.
In order for bus suspensions to count toward the 7- Step Plan toward a Behavioral Correction Plan and Rule 12 Notification, the bus suspension must be combined with in-school suspension, out-of-school suspension, or Opportunity Room (four hours or more).