IHMS BEHAVIORAL
LEARNING MENU
LEVEL 1 STAFF MANAGED MINOR BEHAVIORS
Description
Behavior
DISRUPTIVE
ATTIRE
Attire which is disruptive to the
educational setting.
NOT
FOLLOWING
DIRECTIONS/
EXPECTATIONS
Student does
not follow classroom
directions/expectations.
1G1
INAPPROPRIATE
TREATMENT/
MISUSE OF
MATERIALS
Misuse of school/other's
property, software, computer,
materials, and food.
(A mess that can be cleaned
up or repaired.)
1B1
LACK OF
RESPECT FOR
CLASSMATES/
STAFF
Rude behavior,
dishonesty,
1A1
1D1
TARDY TO
CLASS
Students in class/seat/engaged
in the bell work expectations
when bell rings. 1st-7th hours.
(Tardies to Knight Time are
office managed)
1F1
USE OF
PROFANITY
OR OBSCENE
LANGUAGE/
GESTURE
Student uses profane or
obscene language/gesture that
is not directed at another
person or does not cause a
major disruption.
2C5
LEAVING CLASS
WITHOUT
PERMISSION
Student does not have an eHall
travel pass to leave the
classroom or to be in the
hallway. (Behavior is not due to
anger or aggression)
1J1
Student is using cell phone,
earbuds, fidget, music device,
POSSESSION OF
food during unauthorized time.
UNAUTHORIZED Wrongful possession of another’s
OBJECTS OR
personal goods or property,
EQUIPMENT
including lunch food items
(Items of lower
significance/value)
CHEATING/
PLAGIARISM
OFFICE REFFERED MINOR BEHAVIORS
Code
Acting dishonestly or unfairly in
order to gain an educational
advantage. The practice of
taking someone else’s work or
idea and passing it off as one’s
own.
1H1
1K1
DISRESPECT
Use of profane or obscene
language/gesture that is directed at
another person and causes a major
disruption
2B5
EXCESSIVE
INAPPROPRIATE
VERBAL/PHYSICAL
/BULLYING
ACTIVITY
Actions that create an intimidating,
threatening, abusive learning
enviornment.
2F5
DEFIANCE OF
AUTHORITY/
NONCOMPLIANCE
Open defiance, refusal to comply
with reasonable request/causes
major disruption
2G5
UNAUTHORIZED
ABSENCE FROM
CLASS
Skipped class
2L1
Alternatives for Removing a
When Should I Remove a Student From Class?
Student from Class
TO MAXIMIZE INSTRUCTIONAL TIME, STUDENTS SHOULD ONLY BE SENT TO THE OFFICE FOR THE FOLLOWING
SITUATIONS:
THREAT TO STUDENT SAFETY, EGREGIOUS DISRESPECT, OR EXTREME DISRUPTION TO THE LEARNING ENVIRONMENT.
Call Front Office
Inform who you are sending
Student should be sent with learning materials
Leveled Consequences
and Teacher Responses
Level 5:
Student
almost
always
displays
minor
behaviors
Level 4:
Student
frequently
displays
minor
behaviors
Support plan outlines the "If
the student displays this
behavior, then…”Could
include the following:
Logical classroom
consequence
Modified work time
location: Seat
change Learning
Location change- After
the beginning of class
instruction/mini lesson
Referral to grade level
counselor
Referral to grade level
admin
Targeted behavioral
interventions
implemented by
classroom
Permanent seat change
Positive Behavior
contract
Logical consequence
assigned
Apology letter Reflection
sheet
Temporary removal from
class
(Try 1 or two of these before
moving to the next level)
Level 3:
Student
often
displays
minor
behaviors
Student accesses Rest
Location
Student Reflection Sheet
utilized
Permanent seat change
Private 1:1 conversation
(Restorative Conversation
Protocol)
After school
reflection/rehearsal of
expected behavior time
assigned with educator
Small privilege temporarily
revoked
Logical consequence
assigned by educator
(Try 1 or 2 of these before
moving to the next level)
Level 2:
Student
sometime
s displays
minor
behaviors
Logical consequence
assigned
Temporary change of
seat Private
1:1 conversation
(Restorative Question
Conversation)
Send student for a timed
brain break
(restroom/drinking
fountain)
Send student on a
teacher assistant
task/special delivery
(Try 2 or 3 of these before
moving to the next level)
Level 1:
Student
rarely
display
minor
behaviors
Give "the" look Use
proximity
Give non-verbal hand
signal (to listen, to focus,
to watch, etc.
Say student's name point
to class expectations
Comment on other
students who are on task
State class expectations
out-loud to the entire
class
Verbal re-direction
Ask student a question
about the assignment
Referral to Student
Success Team
Level 5 Begins Tier 2
Team Process
Team develops a
formalized Student
Success Plan by
utilizing the researchbased resources and
strategies in the IHMS
RTI Handbook
Skyward
documentation of
minor behaviors
+ Call home (Always)
to inform
to schedule student
reflection time
to set up formal
meeting time
Plan progress
updates can be
communicated via
email.
Level 4
begins Teacher Tier 2
process
Skyward
documentation of
minor behaviors
Teacher develops
targeted intervention
and supports by
utilizing researchbased resources and
strategies in the IHMS
RTI Handbook
+ Call home
(Always)
to inform
to update progress
to schedule student
reflection time
to set up formal
meeting time
Collaborative formal
conference held
between student,
educator, and parent
to create a support
plan
After student reenters
the learning
environment, a formal
talk between student
and educator to
discuss the impact of
actions on learning
community.
See Reentry
Strategies for
Educators
See Restorative
Conversation
Protocol
Student Reflection
Sheet is kept by
classroom
educator as data
collection.
After student reenters
the learning activity,
Informal talk between
student and educator
to redefine expected
student behaviors.
See Restorative
Conversation
Protocol/Guiding
Reflection Questions
Plan progress
updates can be
communicated via
email.
Skyward
documentation of
minor behaviors.
+Call home
(Always)
to inform
to update progress
to schedule student
reflection time
Skyward
documentation of
minor behaviors.
+call home
(sometimes)
to inform
to seek parent
involvement and
support
See Empathetic
Listening Strategies
list
Responses from
teacher are:
Related
Respectful
Reasonable
Helpful
Three types of logical
consequences
Frequency and Intensity = Increased Support
Educator always
provides the student
a clean slate upon
their return to class.