Behavior and Counseling

Crescent School District is a Put-Down Free Zone.

A putdown is an insulting remark that “puts down” another person. Common putdowns include laughing, making rude gestures or sounds, mimicking, and saying insulting things to make someone feel embarrassed, uncomfortable, or ashamed. Putdowns also include making negative remarks about someone behind her or his back for the purpose of getting others to think less of this person.

Crescent School District is a put-down free zone because no one has the right to hurt others by actions or words.

We believe that Crescent School should be a safe and enjoyable place in which to learn. To accomplish this goal, children need to follow some established standards of conduct that are clear and well defined, with each student knowing what is expected of him/her. To achieve this, your help reinforcing our school wide rules would be greatly appreciated. Please take a few minutes to discuss these five basic rules and examples with your child.

 

Counseling service is available to all students. Counseling services may include:
•    Academic counseling
•    Vocational counseling
•    Scheduling
•    Scholarship information and assistance
•    Social counseling
•    Behavioral counseling
•    Drug and alcohol counseling

For any students who have trouble following any of the preceding rules, the following discipline procedures will be initiated:

Step I	Student/Staff Conference  (warning)
Step II	Classroom Consequence
Step III	Parent/Teacher/Student Conference plus Classroom Consequence
Step IV	Student/Teacher/Principal Conference / Parent notified plus classroom consequence
Step V	Student/Teacher/Principal/Parent Conference plus school-wide corrective action

The following is from board policy 3241P:

The purpose of this student discipline procedure is to implement the district’s student discipline policy as adopted by the board. These procedures are consistent with the board’s student discipline policy, as well as all applicable federal and state laws.

 

Definitions

 

For purposes of the student disciplinary policy and procedures, the following definitions will apply:

 

• “Behavioral violation” means a student’s behavior that violates the district’s discipline policies.
• “Best practices and strategies” refers to other forms of discipline the district identified that school personnel should administer to support students in meeting behavioral expectations.
• “Classroom exclusion” means the exclusion of a student from a classroom or instructional or activity area for behavioral violations, subject to the requirements of WAC 392-400-330 and 392-400-335. Classroom exclusion does not include action that results in missed instruction for a brief duration when:

1. teacher or other school personnel attempts other forms of discipline to support the student in meeting behavioral expectations; and
2. the student remains under the supervision of the teacher or other school personnel during such brief duration.

• “Culturally responsive” has the same meaning as “cultural competency” in RCW 28A.410.270, which states “cultural competency” includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students experiences and identifying cultural contexts for individual students..
• “Discipline” means any action taken by a school district in response to behavioral violations.
•  “Disruption of the educational process” means the interruption of classwork, the creation of disorder, or the invasion of the rights of a student or group of students.
• “Emergency expulsion” means an emergency removal of a student from school because the student’s presence poses an immediate and continuing danger to other students or school personnel, or an immediate and continuing threat of material and substantial disruption of the educational process, subject to the requirements in WAC 392-400-510 through 395-400-530.  
• “Expulsion” means a denial of attendance to the student’s current school placement in response to a behavioral violation, subject to the requirements in WAC 392-400-430 through 392-400-480.
• “Length of an academic term” means the total number of school days in a single trimester or semester, as defined by the board of directors.
• “Other forms of discipline” means actions used in response to problem behaviors and behavioral violations, other than classroom exclusion, suspension, expulsion, or emergency expulsion, which may involve the use of best practices and strategies included in the state menu for behavior developed under RCW 28A.165.035.

 

• “Parent” has the same meaning as in WAC 395-172A-01125, and means (a) a biological or adoptive parent of a child; (b) a foster parent; (c), a guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the student, but not the state, if the student is a ward of the state; (d) an individual acting in the place of a biological or adoptive parent, including a grandparent, stepparent, or other relative with whom the student lives, or an individual who is legally responsible for the student’s welfare, or a surrogate parent who has been appointed in accordance with WAC 392-172A-05130. If the biological or adoptive parent is attempting to act as the parent and more than one party meets the qualifications to act as a parent, the biological or adoptive parent must be presumed to be the parent unless he or she does not have legal authority to make educational decisions for the student. If a judicial decree or order identifies a specific person or persons to act as the “parent” of a child or to make educational decisions on behalf of a child, then that person or persons shall be determined to be the parent for purposes of this policy and procedure.

 

• “School board” means the governing board of directors of the local school district.
• “School business day” means any calendar day except Saturdays, Sundays, and any federal and school holidays upon which the office of the superintendent is open to the public for business. A school business day concludes or terminates upon the closure of the superintendent’s office for the calendar day.
• “School day” means any day or partial day that students are in attendance at school for instructional purposes.
• “Suspension” means the denial of attendance in response to a behavioral violation from any subject or class, or from any full schedule of subjects or classes, but not including classroom exclusions, expulsions, or emergency expulsions. Suspension may also include denial of admission to, or entry upon, real and personal property that is owned, leased, rented, or controlled by the district.
• In-school suspension means a suspension in which a student is excluded from the student’s regular educational setting but remains in the student’s current school placement for up to ten consecutive school days, subject to the requirements in WAC 392-400-430 through 392-400-475
• Short-term suspension means a suspension in which a student is excluded from school for up to ten consecutive school days, subject to the requirements in WAC 392-400-430 through 392-400-475.

Long-term suspension means a suspension in which a student is excluded from school for more than ten consecutive school days, subject to the requirements in WAC 392-400-430 through 392-400-475.

 

Engaging with Families and Language Assistance

 

The district will provide for early involvement of parents in efforts to support students in meeting behavioral expectations. Additionally, school personnel will make every reasonable attempt to involve the student and parent in the resolution of behavioral violations.

The district must ensure that it provides all discipline related communications (oral and written) required in connection with this policy and procedure in a language the student and parent(s) understand. These discipline related communications include notices, hearings, conferences, meetings, plans, proceedings, agreements, petitions, and decisions. This effort may require language assistance for students and parents with limited-English proficiency under Title VI of the Civil Rights Act of 1964. This effort may require accommodations for parents and students with communication disabilities. For parents who are unable to read any language, the district will provide written material orally.

 

Supporting Students with Best Practices and Strategies

 

The district will implement culturally responsive discipline that provides every student the opportunity to achieve personal and academic success. The administration of other forms of discipline may involve the use of best practices and strategies include in the state menu for behavior available online at:

https://www.k12.wa.us/student-success/support-programs/learning-assistance-program-lap/menus-best-practices-strategies/behavior-menu-best-practices-strategies. Each district school will take into consideration the skills of school personnel and needs of students when identifying a continuum of best practices and strategies school personnel should sue to support students in meeting behavioral expectations.

 

The district will ensure schools receive adequate support to effectively implement a continuum of identified best practices and strategies that:

 

1. Focus on prevention to reduce the use of exclusionary discipline practices;
2. Allow the exercise of professional judgment and skill sets; and
3. May be adapted to individual student needs in a culturally responsive manner.

 

Each school within the district will implement best practices and strategies consistent with this policy and procedure. In accordance with WAC 392-400-110(1)(e), the district has identified the following continuum of best practices and strategies that school personnel should administer before or instead of exclusionary discipline to support students in meeting behavioral expectations.

 

Crescent School District practices Restorative Justice and Positive Behavior Intervention and Supports (PBIS) in dealing with behavioral violations. Social Emotional Learning (SEL) and Educational Development Center PAX Behavior Game program is also used for grades K-6.

 

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

 

All school personnel are authorized to implement the best practices and strategies identified above as well as building discipline standards. At least annually, school personnel at each district school will review the identified best practices and strategies as well as building discipline standards. The district will provide training for newly hired school personnel on implementation of the identified best practices and strategies.

 

Unless a student’s presence poses an immediate and continuing danger to others, or a student’s presence poses an immediate and continuing threat to the educational process, school personnel must first attempt one or more best practices and strategies to support students in meeting behavioral expectations before considering imposing classroom exclusion, short-term suspension, or in-school suspension. Before considering imposing a long-term suspension or expulsion, school personnel must first consider one or more best practices and strategies.

 

When administering best practices and strategies in response to behavioral violations, school personnel will follow this policy and procedure as well as building discipline standards.

 

Behavioral Violations

 

Having sought the participation of school personnel, students, parents, families, and the community, the district has developed definitions for the following behavioral violations, which clearly state the types of behaviors for which discipline – including other forms of discipline, classroom exclusion, suspension, and expulsion – may be administered.

 

Crescent School District Discipline Matrix^[i]

Behavioral Violation[ii] & Severity Level[iii]	Range of potential responses based on conditions, limitations, and interventions
	Best practices[iv]	Classroom exclusion	ISS	OSS short	OSS long	Expulsion	School referrals and protocols[v]
Type Six
Firearm	N/A	N/A	N/A	N/A	N/A	Mandatory	School-based threat assessment referral[vi]
Type Five
Assault – II	Level G	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Sexual assault	Level G	ü	ü	ü	No K–4	No K–4	Title IX Coordinator referral[vii]
Illicit drug distribution	Level G	ü	ü	ü	No K–4	No K–4	Prevention/intervention referral[viii]
Possession of a weapon	Level G	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Robbery	Level G	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Assault of teacher	Level G	ü	ü	ü	No K–4	No K–4	Classroom reassignment[ix] School-based threat assessment referral
Safety – II	Level G	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Type Four
Assault ­– I	Level F	ü	ü	ü	No	No	School-based threat assessment referral
Fighting with major injury	Level F	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Sexual harassment	Level F	ü	ü	ü	No	No	Title IX Coordinator referral
Discriminatory harassment	Level F	ü	ü	ü	No	No	Civil Rights Coordinator referral[x]
Malicious harassment	Level F	ü	ü	ü	No	No	School-based threat assessment referral
Arson	Level F	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Marijuana distribution	Level F	ü	ü	ü	No K–4	No K–4	Prevention/intervention referral
Alcohol distribution	Level F	ü	ü	ü	No	No	Prevention/intervention referral
Gang intimidation or activity	Level F	ü	ü	ü	No K–4	No K–4	School-based threat assessment referral
Safety – I	Level F	ü	ü	ü	No K–4	No	School-based threat assessment referral
Type Three
Bullying	Level E	ü	ü	ü	No	No	HIB Compliance Officer referral[xi]
Fighting without major injury	Level E	ü	ü	ü	No	No	School-based threat assessment referral
Illicit drug possession or use	Level E	ü	ü	ü	No K–4	No K–4	Prevention/intervention referral
Marijuana possession or use	Level E	ü	ü	ü	No K–4	No K–4	Prevention/intervention referral
Alcohol possession or use	Level E	ü	ü	ü	No	No	Prevention/intervention referral
Tobacco distribution	Level E	ü	ü	ü	No	No	Prevention/intervention referral
Theft	Level E	ü	ü	ü	No	No	Prevention/intervention referral / Possible law enforcement referral
Other – III	Level E	ü	ü	ü	No	No	Referral based on behavioral violation
Type Two
Destruction of property	Level D	ü	ü	ü	No K–4	No K–4	Prevention/intervention referral / / Restitution / Possible law enforcement referral
Physical aggression	Level D	ü	ü	No	No	No	Prevention/intervention referral
Tobacco possession or use	Level D	ü	ü	ü	No	No	Prevention/intervention referral
Failure to cooperate	Level D	ü	No	No	No	No	Prevention/intervention referral
Sexually inappropriate conduct	Level D	ü	ü	ü	No	No	Prevention/intervention referral / Possible law enforcement referral
Disruptive conduct – II	Level D	ü	No	No	No	No	Prevention/intervention referral
Other – II	Level D	ü	No	No	No	No	Referral based on behavioral violation
Type One
Disruptive conduct ­– I	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Dress code	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Physical contact	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Defiance	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Disrespect	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Academic dishonesty/plagiarism	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Property misuse	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Inappropriate language	Levels A–C	No	No	No	No	No	Prevention/intervention referral
Other – I	Levels A–C	No	No	No	No	No	Referral based on behavioral violation

 

[i] Note, this matrix represents a summary of student discipline procedures under WSSDA policy 3241P.

[ii] "Behavioral violation" refers to a student's behavior that violates Example District's discipline policy. In accordance with WAC 392-400-110(1)(a), Example District’s policies and procedures must clearly state the types of behaviors for which discipline—including other forms of discipline, classroom exclusion, suspension, and expulsion—may be administered. Note: The information and definitions for behavioral violations in this matrix that indicate long-term suspension or expulsion may be an option correspond with provisions under RCW 28A.600.015(6) as well as grade-level conditions and limitations under WAC 392-400-440(4) and WAC 392-400-445(4) regarding the types of behavioral violations for which a district may consider administering long-term suspension or expulsion. The information and definitions for behavioral violations in this matrix that indicate long-term suspension or expulsion is not an option are consistent with provisions under RCW 28A.600.015(6) as well as conditions and limitations under chapter 392-400 WAC and also include recommendations for when a district’s discipline policies and procedures may permit or prohibit the use of classroom exclusion, in-school suspension, or short-term suspension. While the information in this matrix is consistent with federal and state laws, districts must ensure the district’s discipline policies and procedures, including clearly defined behavioral violations, are developed with the participation of school personnel, students, parents, families, and the community consistent with WSSDA policy 3241 and WAC 392-400-110(2). State laws establish the minimum substantive and procedural due process requirements for student discipline in schools, but districts may adopt policies and procedures setting forth conditions and limitations that provide additional substantive and procedural protections for students.

[iii] Note, while this matrix organizes behavioral violations into severity levels that correlate with categories of potential responses intended to match the severity of behavior types, districts may also decide to organize behavioral violations so as to clearly delineate between minor versus major or classroom-managed versus office-managed behavioral violations. Within this matrix the Type One category provides examples of low-level behavioral violations that should be managed at the classroom level without resulting in the use of any exclusionary discipline practices and the Type Two category provides examples of some behavioral violations that may be office-managed without resulting in the use of suspension or expulsion. Regardless of how a district categorically labels behavioral violations under the Type Two through Type Five categories in this matrix, in accordance with WAC 392-400-430(2) the school district must consider the nature and circumstances of the behavioral violation when determining whether suspension or expulsion, and the length of the exclusion, is warranted.

[iv] “Best practices” refers to best practices and strategies the district identified that school personnel should administer before or instead of administering classroom exclusion, suspension, or expulsion to support students in meeting behavioral expectations in accordance with WAC 392-400-110(1)(e). Refer to “3241P Attachment B: Example District Continuum of Discipline Responses” for an example of how best practices and strategies may be embedded in discipline procedures across severity levels of behavioral violations at the classroom and administrative levels in a manner that corresponds with this matrix.

[v] Note, the information under this column represents a limited list of school referrals or protocols that may be required under corresponding district policies and is not to be interpreted as comprehensive. Districts should adapt the information as necessary in accordance with federal and state laws.

[vi] “School-based threat assessment referral” refers to policies and procedures under WSSDA policies 3225 and 3225P.

[vii] “Title IX Coordinator referral” refers to the school district personnel designated to coordinate the district’s compliance with Title IX of the Education Amendments of 1972, as well as state civil rights requirements regarding sex discrimination and sexual harassment under chapters 28A.640 RCW and 392-190 WAC.

[viii] “Prevention/intervention referral” refers to substance use prevention and intervention personnel or services available to the district, which may also include Student Assistance Program or other behavioral health supports at the district or community level.

[ix] RCW 28A.600.460(2) provides that a student who commits an offense under that statutory provision “when the activity is directed toward the teacher, shall not be assigned to that teacher’s classroom for the duration of the student’s attendance at that school or any other school where the teacher is assigned.”

[x] “Civil Rights Coordinator referral” refers to the school district personnel designated to be responsible for monitoring and coordinating the district’s compliance with state nondiscrimination laws under chapters 28A.640 and 28A.642 RCW, and chapter 392-190 WAC.

[xi] “HIB Compliance Officer referral” refers to the school district personnel designated as the primary contact for harassment, intimidation, and bullying (HIB) policies and procedures in accordance with RCW 29A.600.477—which may coincide with other responses such as a school-based threat assessment referral.

Detention will be served during student lunch breaks for as many days as required to complete their assigned time. Students who are assigned a short term suspension of 3 days or more may be suspended out-of-school. Parents of students getting detention or suspension will continue to be notified of their student’s consequences by having a discipline notice sent home both with their student and via U. S. Postal Service. Parents of students who receive an out-of-school suspension will be notified by phone.

•    Students will report immediately to the detention room after picking up their lunch. Failure to do so will result in additional disciplinary actions.
•    Students assigned (ISS) in-school suspension will not be allowed to practice, rehearse, or participate in activities on the day of their detention.
•    Students assigned (OSS) out-of- school suspension will not be allowed to practice, rehearse, or participate in activities on the day of or during their suspension and are not allowed on campus while suspended. 
•    Students may not choose out-of-school suspension (OSS) in place of ISS.
•    Lunch for middle and high school students in ISS will be delivered to them during their regular lunch time. Students may either bring a sack lunch from home or have a school hot lunch to be charged to their lunch account. 
•    Gum is not allowed at any time in detention. 
•    Writing on or defacing school property in the detention room will not be allowed. Disciplinary action will be imposed per the student discipline handbook.
•    Outbursts, talking, whispering, sleeping, laying head down, leaning on walls and passing notes will not be allowed. 
•    Students are required to turn in cell phones while in detention.
•    If a student needs assistance, he/she shall raise their hand and wait to be recognized.
•    Any kind of verbal abuse or disrespect aimed at other students or the detention supervisor will not be tolerated and will result in additional disciplinary action.
•    Any violation of the above rules will result in disciplinary action and may result in out-of-school suspension.