Prevention and Intervention
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- Multi-Tiered Systems of Support (MTSS) Framework
- Restorative Practices
- Senate Bill 100
- Settings Where the Student Code of Conduct Applies
- Bullying
- Referral to Community Agencies
- Community Partners and Referral Resources
- Approach to Student Behavior
- Definitions of Terminology
- Student Code of Conduct Matrices
Multi-Tiered Systems of Support (MTSS) Framework
District 47 utilizes a Multi-Tiered System of Support (MTSS) framework to foster a positive learning environment and focuses on supporting the whole child.
MTSS is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. All students are part of MTSS, including students with disabilities, as part of their education. In MTSS, integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that District resources reach the appropriate students at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.
MTSS brings several programs under one holistic umbrella in order to view the whole child with academic and behavioral data side by side. Positive Behavioral Interventions and Supports (PBIS) is the behavioral component of MTSS. The following describes the different levels of support available for behavioral and social-emotional needs.
Universal Interventions (Tier 1) are what all students get in the form of behavioral/social-emotional instruction and student support. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills. Tier 1 focuses on the implementation of the District’s core curriculum and is aligned with the Illinois Social Emotional Learning (SEL) Standards. Tier 1 services (time and focus) are based on the needs of the students in a particular school. The District currently provides Tier 1 SEL instruction through the Second Step curriculum.
Secondary Interventions (Tier 2) are what some students receive in addition to Tier 1 instruction. Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Tier 2 services are more concentrated (more time, narrower focus of instruction/intervention) than Tier 1. Tier 2 interventions are targeted interventions for small groups of students and/or individuals and can be provided by a variety of professionals (e.g., General Education teachers, Social Workers, Counselors, School Psychologists, etc.) in any setting.
Tertiary Interventions (Tier 3) are what a few students receive. At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 interventions do not provide enough support. Tier 3 is the most intense level of intervention a school can provide to a student through the MTSS model. At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. Typically, Tier 3 services are provided to very small groups and/or individual students. The purpose of Tier 3 services is to help students overcome significant behaviors that are interfering with a student’s ability to access their education. Tier 3 services require more time and a more narrow focus of instruction/intervention than Tier 2 services.
Restorative Practices
District 47 uses Restorative Practices in our schools, which helps to shift the focus to building relationships among school community members and helps move away from a punitive mindset when there is a conflict.
Restorative Practices are not a replacement for a system of consequences or a code of conduct. When a school adopts Restorative Practices, it is important to take proactive steps to create connections between school community members to reduce the likelihood of conflict. Schools cannot turn to restorative circles or other practices only as a response to an incident or rule violation. A restorative mindset should be present in all interactions between school community members in order to be effective.
However, Restorative Practices are often used after a student has broken a school rule or violated a code of conduct. When there is an incident that occurs, a traditional system of consequences would ask the question “who did something wrong and how should we punish them?” Restorative practices ask the question “what is the harm that was done and how can we repair the relationships that were impacted and heal the hurt that was caused? Restorative practices are intended to bring students back to being a full member of the school/classroom community.
Restorative Practices are not intended to remove accountability for students. Students who have broken school rules or harmed other school community members are still held accountable for their actions and may receive traditional consequences alongside restorative solutions or in conjunction with participating in restorative circles.
It is appropriate for Restorative Practices to look different at different grade levels and in different settings. A developmentally appropriate restorative circle at the middle school level may not be effective for primary aged students. Your child’s school building can provide additional information about the way Restorative Practices impact daily interactions and the role they play in repairing harm and helping students grow from their mistakes.
Senate Bill 100
- Illinois Senate Bill 100 (SB 100) went into effect September 15, 2016. SB 100 amended the student discipline provisions in the School Code with the intent to keep students in school and decrease exclusionary discipline.
- SB 100 requires schools to limit the number and duration of out-of-school suspensions and expulsions to the greatest extent possible. Schools are encouraged to use non-exclusionary discipline prior to suspending students, and suspensions/expulsions can only be used for legitimate educational purposes, on a case-by-case basis.
Settings Where the Student Code of Conduct Applies
Consistent with Board policy 7:190, Student Behavior, disciplinary action applies when a student engages in prohibited student conduct that is reasonably related to school or school activities, including, but not limited to, conduct occurring:
- On, or within sight of, school grounds before, during, or after school hours;
- Off school grounds at a school-sponsored activity or event, or any activity or event that bears a reasonable relationship to school;
- Traveling to or from school or a school activity, function, or event;
- Anywhere, if the conduct interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including, but not limited to, conduct that may reasonably be considered to: (a) be a threat or an attempted intimidation of a staff member; or (b) endanger the health or safety of students, staff, or school property.
Bullying
Our district recognizes that a safe school environment is necessary for students to learn. To ensure the physical and emotional safety of all of our students, the district has adopted a bullying policy that is available on the district website (see Board policy 7.180 - Prevention of and Response to Bullying, Intimidation,and Harassment). As part of that policy, we seek to use interventions and supports to prevent, respond to, and/or put an end to bullying behavior. We emphasize age-appropriate responses that help educate and rehabilitate the student responsible, while fully addressing the impact of the bullying on the targeted student.
Students or individuals with knowledge of actual or threatened bullying are encouraged to immediately report it. For bullying/cyberbullying that occurs outside of the school, a report may be made to the appropriate police department. For bullying/cyberbullying that occurs during the school day, a report may be made orally or in writing to a building administrator or any staff member with whom the individual is comfortable speaking. Anonymous reports are accepted; however, formal disciplinary action does not typically result solely on the basis of an anonymous report.
Referral to Community Agencies
In addition to the District’s interventions and support provided at every school, some students may be referred for additional supports. Examples of referrals include, but are not limited to: health-based services, mental health services, substance abuse/use, social service agencies, or recreational programming.
Community Partners and Referral Resources
For a list of Community Partners, please visit the District website: www.d47.org. Additional resources can be found at www.mc708.org/service. The Mental Health Board keeps this list up to date and also includes accessibility features to support all families.
Approach to Student Behavior
The goal of the Student Code of Conduct is to create a safe and supportive environment where all students can develop academic, social, emotional, and personal skills. We are committed to discipline that is instructive and corrective so as to reduce the likelihood of behavior reoccurring.
Out-of-school suspension and expulsions are the most serious form of disciplinary consequences and should only be used as a last resort. Except in emergency situations or those where danger is imminent when a behavioral incident occurs, consideration must first be given to whether the behavior can be appropriately addressed using interventions while allowing the student to remain in school.
Illinois law prohibits the expulsion of students enrolled in early childhood programs operated by public schools receiving State funds. Instead, planned transitions to more appropriate placements are allowed in situations where school personnel determine in their professional judgment that transitioning a child to another program is necessary for the well-being of the child and his or her peers and staff.
Definitions of Terminology
In-School Suspension (ISS):
- The student is removed from the classroom, but completes school work under the District’s supervision. Where applicable, the student will be provided special education and related services.
Out-of-School Suspension (OSS) (Board policy 7:200 - Suspension Procedures):
- The student is excluded from school for 1 to 10 school days.
- Recommendation for suspension, including the duration of the suspension, is made on a case-by-case basis.
- Students who are suspended are prohibited from being on school grounds and at school activities for the dates of the suspension.
- Students can be suspended from the school bus in accordance with Board policy 7:220, Bus Conduct.
Expulsion (Board policy 7:210 - Expulsion Procedures):
- The student is excluded from school and school activities for up to two calendar years.
- Students who are expelled are prohibited from being on school grounds and at school activities.
Administrative Transfer:
- Transfer to an Alternative Learning Program or Regional Safe Schools Program (RSSPs) if the student is expelled or otherwise qualifies for the transfer under State law. The transfer shall be in the manner provided in Article 13A or 13B of the School Code.
Comprehensive School Threat Assessment Guidelines (CSTAG):
- The State of Illinois mandates that each school district develop threat assessment procedures. Threat assessment was developed by the Secret Service to deal with persons who threaten to attack public officials and has since evolved into a standard approach to analyze a variety of dangerous situations, such as threats of workplace violence. A threat assessment is conducted when a person (or persons) threatens to commit a violent act or engages in behavior that appears threatening. Threat assessment is a process of evaluating the threat, and the circumstances surrounding the threat, to uncover any facts or evidence that indicate the threat is likely to be carried out. To read more about CSTAG, please visit the Safety section of the D47 website.
Student Code of Conduct Matrices
We recognize that even in the most supportive environments, students will make mistakes. Sometimes those mistakes require the use of consequences. In those instances, we want to try to ensure the student is receiving support and being provided restorative opportunities alongside any consequences so that learning occurs reducing the probability of the behavior reoccurring. Within the Code of Conduct, there are 4 levels at which a student’s behavior issue can be addressed and each matter will be addressed on a case-by-case basis. Generally, student misconduct will be addressed at a lower level of interventions and consequences/corrective strategies before a higher level is implemented, as determined on a case-by-case basis. However, there may be instances where the safety of students, staff, or the school community and/or the disruption of learning require a response of a higher level.
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Level 1 |
Teacher Managed Behaviors - May be appropriate when the student’s behavior is a minor infraction, the student has had no prior incidents, and/or interventions have not been put in place. |
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Level 2 |
Staff/Administrative Facilitated Restorative Response (up to 1 day ISS In-School Suspension or other alternative to an out-of-school suspension paired with restorative practices). May be appropriate when supports have been put in place in the classroom and/or school community to address the student’s behavior, but the behavior has continued to negatively impact the learning of the student and/or others. |
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Level 3 |
Administrative Facilitated Restorative Response (1-3 days of OSS Out of School Suspension or a combination of ISS and OSS) May be appropriate given the seriousness of the offense and impact on the school community where the conduct poses a threat to school safety or a disruption to other students’ learning. |
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Level 4 |
Extended suspension (4 or more days of OSS or a combination of ISS and OSS), expulsion, or alternative placement May be appropriate when behavior presents a threat to the safety of themselves, other students, staff, or the school community or substantially disrupts, impedes, or interferes with the operation of the school; and where other appropriate and available behavioral and disciplinary interventions have been exhausted |
The matrix below outlines student behaviors and corresponding levels of interventions or consequences that may be implemented in response to those behaviors. The list of behaviors and interventions/consequences is meant to be illustrative and non-exhaustive, and will not necessarily be implemented in progressive order. All interventions and consequences will be determined on a case-by-case basis and will take into consideration the developmental level of the student(s) involved. To the extent possible and practical, schools will attempt to engage both staff and students in restorative practices before engaging in exclusionary discipline measures. The Consequence Matrix serves as a tool for staff and administrators to respond appropriately when students have committed violations, per the Student Code of Conduct. This tool is designed to offer consistency at all levels across the District so that students receive consequences fairly from classroom to classroom and school to school when their behavior requires.
- Bullying, Intimidation, Sexual Harassment, & Verbal Abuse
- Damage to Property
- Defiance, Disruption, and Disrespect
- Harmful Materials
- Verbal and/or Physical Aggression
Bullying, Intimidation, Sexual Harassment, & Verbal Abuse
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Intervention |
Offense & Definition |
Consequences/Corrective Strategies |
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Level 1 - Teacher Facilitated Restorative Response |
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Level 2 - Staff/Admin Facilitated Restorative Response |
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Level 3 - Admin/Dean Facilitated Restorative Response |
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Level 4 - Admin/Dean Facilitated Restorative Response |
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Damage to Property
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Intervention |
Offense & Definition |
Consequences/Corrective Strategies |
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Level 1 - Teacher Facilitated Restorative Response |
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Level 2 - Staff/Admin Facilitated Restorative Response |
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Level 3 - Admin/Dean Facilitated Restorative Response |
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Level 4 - Admin/Dean Facilitated Restorative Response |
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Defiance, Disruption, and Disrespect
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Intervention |
Offense & Definition |
Consequences/Corrective Strategies |
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Level 1 - Teacher/Bus Driver/Staff Facilitated Restorative Response |
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Level 2 - Staff/Admin Facilitated Restorative Response |
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Level 3 - Admin/Dean Facilitated Restorative Response |
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Level 4 - Admin/Dean Facilitated Restorative Response |
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Harmful Materials
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Intervention |
Offense & Definition |
Consequences/Corrective Strategies |
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Level 1 - Teacher Facilitated Restorative Response |
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Level 2 - Staff/Admin Facilitated Restorative Response |
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Level 3 - Admin/Dean Facilitated Restorative Response |
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Level 4 - Admin/Dean Facilitated Restorative Response |
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Verbal and/or Physical Aggression
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Intervention |
Offense & Definition |
Consequences/Corrective Strategies |
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Level 1 - Teacher Facilitated Restorative Response |
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Level 2 - Admin Facilitated Restorative Response (in-school) |
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Level 3 |
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Level 4 |
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