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Multi-tiered Disciplinary Support Structure

Positive Behavioral Interventions and Supports (PBIS)

Tier One Support (School-wide 80 to 90%)

Tier One supports are proactive and preventative in nature. Since Tier One (school-wide) supports are built into the structure of the school, all students may benefit from these behavioral supports. 

School-wide behavior supports include:

  • Safe and welcoming culture
  • Schoolwide rules and expectations
  • Explicit teaching, practice, and reinforcement of expected behaviors
  • Consistent acknowledgement and correction of student behavior
  • Data-based decision making
  • Active supervision and monitoring
  • Positive schoolwide discipline
  • Firm, fair, and consistent consequences
  • Safe and welcoming culture
  • Parent/guardian involvement

Tier Two Supports (Targeted 5 to 7%)

Tier Two supports are short-term, scientifically based interventions which are highly efficient and provide rapid response for students who are not making adequate progress with Tier One support alone.

Targeted behavior supports include:

  • Function-based interventions
  • Check in check out (CICO)
  • Student/teacher mentors
  • Small group counseling
  • Targeted skill development (Conflict Resolution, Anger Management, Social Skills, etc.)
  • Behavior goals/contracts/support plans 
  • Functional Behavioral Assessment (FBA) and Behavior Support Planning (BSP/BIP)
  • Community support and services
  • Parent/guardian involvement
  • ABC Tracker 

Tier Three Supports (Individual 3 to 5%)

Tier Three supports are long-term, intensive interventions which focus on individual students. Tier Three supports are appropriate for students identified, through the systematic review of data, as unable to make adequate progress with Tier One and Two supports alone.

Individual support includes:

  • Functional Behavioral Assessment (FBA) and Behavior Support Planning (BSP/BIP)
  • Individual counseling
  • Multi-agency involvement and collaboration (crisis response, behavior specialists)
  • Parent/guardian involvement 

PBIS Supports

Exclusionary Consequences

What Is WSD’s Position On The Use Of Exclusionary Consequences?

WSD is committed to ensuring that consequences that remove students from the classroom where learning happens, are always used as a last resort and are only applied after classroom level interventions have been attempted and failed or the seriousness of the incident warrants an exclusionary consequence. 

When Do Exclusionary Consequences Apply?

If Exclusionary Consequences are imposed, students will have fair due process that includes an opportunity to appeal (see information on due process below, pages 19-21). For all offenses, disciplinary consequences must be paired with meaningful instruction and supportive guidance (e.g. constructive feedback and re-teaching) so students are offered an opportunity to learn from their behavior and, where possible, an opportunity to continue to participate in the school community.

expulsion levels

 Think Time Space/Partner Class; Classroom Disruption

The District designed Think Time Space/Partner Class so that a teacher can provide a student a short time (no more than 30 minutes for grades K-5 or no more than the remainder of one class period for grades 6-8) and a positive and supportive environment to de-escalate if they are feeling angry, overwhelmed or in need of a time-out.  The student will fill out a reflection form to help identify the root cause of the feelings and de-escalate the situation. The teacher will assist in helping to restore the student back into the classroom setting.  

Students may de-escalate in the Think Time Space/Partner Class as needed through various protocols:

  • No more than three students out in a period.
  • A student cannot go to Think Time Space/Partner Class until there has been an attempted intervention, where possible.
  • After the third instance, a student should be sent to a principal/assistant principal/counselor for further assessment and/or intervention.

Based on Arizona Revised Statute 15-841: A teacher may send a disruptive student out of the classroom for 30 minutes or the duration of the period provided such action is consistent with this Student Code and only where one of the following conditions exists:

1. The teacher documented that the student has repeatedly interfered with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn; OR

2. The teacher has determined that the student’s behavior is so unruly, disruptive or abusive that it seriously interferes with the teacher’s ability to communicate effectively with other students in the classroom or with the ability of the other students to learn.

Policy Regulation JK-R: Principals may immediately remove a student whose presence poses a continuing clear and present danger to persons or property or an ongoing threat of disrupting the academic process.

Student Rights 

The constitutional rights of individuals assure the protection of due process of law. Therefore, a system of constitutional and legally-sound procedures has been established with regard to the administration of discipline at the school. 

Notice of Student Behavior Expectations

Students shall have the right to receive annually, at the opening of school, a publication listing the rules and regulations to which they are expected to comply. Although an attempt has been made to include all rules, this should be viewed as a guide since it would be impossible to list all situations. Student behavior expectations shall be clearly defined, reasonable and relevant to the educational process. 

Discipline of Students with Disabilities

If a student is identified as a student with a disability according to federal law, that student is afforded rights according to Section 504 of the Rehabilitation Act and/or the Individuals with Disabilities Education Act. The District adheres to federal and state requirements as they pertain to the discipline of students with disabilities. 

Student Due Process Rights

The student shall receive verbal notice of the alleged misconduct and the evidence that exists to support the allegation. The student shall be provided with the opportunity to explain his/her version of the facts. The school official(s) involved shall make reasonable efforts to verify facts and statements prior to making a recommendation regarding discipline.

Due Process

Short-Term Suspension Decision and Appeal Process

District policy provides the following protections for students facing a short-term suspension (including a short-term pending long-term suspension or expulsion).

short term suspension

Long-Term Suspension Decision and Appeal Process

District policy provides protections for students facing a long-term suspension or expulsion.  If a principal recommends expulsion, the district must follow procedures outlined in Regulation JKD-JKE.

long term suspsension

hearing and appeal procedures

Long-Term Suspension or Expulsion Decision and Appeal Process

Principals/assistant principals must impose a “short-term pending long-term suspension” if they are considering long-term suspension or expulsion and must first comply with the basic due process described on page 19 (the short-term pending long-term suspension period will count towards the long-term suspension).  Once a principal decides to impose a long-term suspension or expulsion, the District shall provide more formal due process as a legal safeguard to protect the constitutional rights of students and parents/guardians.  

student rights

Suspension or Expulsion Decision and Appeal Process

Any student facing a suspension or expulsion will be provided basic due process as a legal safeguard to protect the constitutional rights of the student and his or her parents/guardians. 

final steps of due process