High School Behavior Matrix

  • The High School Behavior Matrix is designed to support students with the essential behavior along with social-emotional skills to be success learners. The matrix defines clear learning and behavior expectations and leverages restorative practices to promote positive learning experiences for students.

    Level one behaviors are considered to be those that are disruptive to the school environment of the student's self and/or others. These behaviors are primarily handled with redirection and reteaching in the classrom.

    Level two behaviors are considered to be those that are repeated or significant level one infractions that are disordered behaviors toward another student, staff, volunteer, etc. These behaviors typically result in an office referral and may require in school suspension.

    Level three behaviors are considered to be those that are repeated or significant level two infractions that are targeted at others and interfere with safety and/or destruction of property. These behaviors result in an office referral and may require out of school suspension.

    Level four behaviors are considered to be those that are identified as expellable offenses. These behaviors result in an office referral and require administrative consequences.

Level One

  • DEFINITION

    • Behavior that is disruptive to the school environment of student or others.
    • Refusal to comply with reasonable requests
    • Behavior that is generally managed with a brief intervention by an adult present in that setting

    Examples include disrespect, inappropriate language, inappropriate hallway behavior, non-compliance, out of assigned area, partial or incomplete work (Category A), and violation of Responsible Use Regulations of Technology agreement.

    BEHAVIOR INTERVENTIONS & RESPONSES

    Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate.

Level Two

  • DEFINITION

    • Repeated or significant incident(s) of level one infractions
    • Disordered behavior towards another student, staff, volunteer, etc.
    • Behavior that is generally managed with a brief intervention by an adult present in that setting and may include additional brief contact with support staff

    Examples include level one infractions (repeated or significant incident(s)), accessing inappropriate material online, cheating, dress code violation and/or refusal to wear mask, electronic-based aggression, inappropriate social networking content, insubordination, and swearing.

    BEHAVIOR INTERVENTIONS & RESPONSES

    Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate.

Level Three

  • DEFINTITION

    • Repeated significant incident(s) of level two infractions
    • Behaviors that involve safety issues
    • Behaviors targeted at or targeting others
    • Behaviors interfering with safety equipment or destruction of property

    Examples include level two infractions (repeated or significant incident(s)); discrimination; theft or vandalism; (cyber)bullying; threats or intimidation; possession of drug paraphernalia; fighting; dress code violation that supports hate, gang, or drug affiliations; refusal to wear mask when required; ongoing refusal to possession of stolen property; sexting (dependent on severity of creating, viewing, storing, or sharing); terroristic threats; substance impairment; use of prohibited substances according to administrative policy FFA-AP: Student Alcohol & Other Drug Use/Abuse

    BEHAVIOR INTERVENTIONS & RESPONSES

    Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communicate with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate. The student's behavior will be documented in PowerSchool.

Level Four

  • DEFINITION

    • Behaviors identifiable as expellable offenses

    Examples include arson; pyrotechnics; terroristic threats; bomb threats or incendiaries; drug and/or alcohol sale or intent to sell; severe physical assault; sexual assault; possession or use of weapons; sexting (dependent on severity of creating, viewing, storing, or sharing).

    BEHAVIOR INTERVENTIONS & RESPONSES

    Administration will select and implement interventions and responses that maintain the continuity of the student's instruction or are least disruptive. A student's IEP, ILP, or 504 Plan will be reviewed prior to implementing interventions and responses. Administration will communication with the student's parent/guardian about reoccurring behaviors and interventions and may consider the use of interventions from multiple categories, as appropriate. The student's behavior will be documented in PowerSchool.