Primary Matrix

This Matrix includes interventions and supports for the following behaviors:

Property: CA Education Code:(48900(e) (robbery/extortion), (f) (damage to property), (g) (stealing), (l) (receiving stolen property))

Harassment/Bullying/Hazing CA Education Code:(48900(q) (hazing), (o) (intimidating witness), (r) bullying, CA Education Code: 48900.2 (sexual harassment), CA Education Code 48900.4 (harassment, intimidation))

Threats CA Education Code (48900.7 (terroristic threats), 48900.4 (harassment, threats or intimidation))

Violence or Weapons (Non-Required) CA Education Code (48900(a) (1), (2) (caused, attempted or threatened physical injury), (b)(possession of weapons or dangerous objects NOT  firearm), (m) (imitation firearm), CA Education Code 48900.3 (hate violence))

Drugs, Alcohol or Tobacco CA Education Code (48900(c) (under the influence, possession of drugs—NOT sale), (d) (sale or furnish look-alike alcohol or drugs), (h) (tobacco or nicotine), (j) (selling drug paraphernalia), (p) (sale of Soma))

First Time Out of Class Referral: Required Interventions

Restorative Conversation with principal/designee and Parent/Guardian, and SAP team to review data and develop plan, selecting at least 2 interventions from the columns to the right on this same row and document interventions/plan in BASIS and alert teacher.

For drug/alcohol tobacco behaviors only: Instead of SAP Team selecting 2 interventions: SAP Team selects 1 intervention from the columns to the right on this same row and document interventions/ plan in BASIS and alert teacher AND Referral to Behavior Intervention Services (BIS) counseling. (Required for this behavior only)

Social-Emotional Supports

Behavioral Response to Intervention (RTI) and Restorative Practices (RP)

Environmental

  • Conflict resolution
  • Peer mediation (6-12 Grade)
  • Skills group: conflict resolution and social emotional learning (for Property Behaviors)
  • Skills group: peace/respect/dignity/ anti-violence (for Harassment/Bullying/Hazing Behaviors)
  • Skills group: conflict resolution/anti-violence (for Threats and Violence or Weapons Behaviors)
  • Skills group: drug/alcohol and social emotional learning (for Drugs, Alcohol or Tobacco Behaviors)
  • Individual counseling
  • Enroll in positive after-school activities
  • Corrective Feedback: Deescalate, teach/ reteach appropriate skills, and facilitate reentry
  • Restorative practice conference at school with affected students/staff
  • Saturday school

 
  • Check for fidelity of RTI implementation
  • Meet with teacher to review student academic and behavioral data to develop a classroom plan and potentially differentiate instruction
  • Make modifications that take into account known student predictors of problem behavior
  • Staff/Teacher training

 

 

Second Time Out of Class Referral: Required Interventions

Restorative Conversation with Parent/Guardian and SAP Coordinator. Consult with SAP Team to select at least 2 interventions from the columns to the right on this same row and document interventions/ plan in BASIS and alert teacher.

For drug/alcohol tobacco behaviors only: Instead of SAP Team selecting 2 interventions: SAP Team selects 1 intervention from the columns to the right on this same row and document interventions/ plan in BASIS and alert teacher, and referral to outside drug and alcohol counseling. (Required for this behavior only).

Social-Emotional Supports

Behavioral Response to Intervention (RTI) and Restorative Practices (RP)

Environmental

  • Mentor
  • Peer mediation (6-12 Grade) 
  • More intensive skills group: conflict resolution/social emotional learning (for Property Behaviors)
  • More intensive skills group: peace/ respect/dignity/anti-violence (for Harassment/Bullying/Hazing Behaviors)
  • More intensive skills group: conflict resolution/anti-violence (for Threats and Violence or Weapons Behaviors)
  • More intensive skills group: drug/alcohol and social emotional learning (for Drugs, Alcohol or Tobacco Behaviors) Refer to outside agency for mental health, mentoring, or other supports
  • Enroll in positive after-school activities
  • Restorative Practice conference with family/families
  • School home note
  • Class pass
  • Positive Peer Reporting
  • Self-Monitoring
  • Check-in, Check-Out
  • Check fidelity of established intervention plan and make modifications if necessary
  • Saturday school
  • Professional development for in class staff in BRTI, trauma, cultural competency, deescalation, etc.
  • Consider change of classroom or more intensive in class supports

 

Third/Repeated Time Out of Class Referral: Required Interventions

In Person Restorative Conference with Parent/Guardian and SAP Coordinator.

SAP Team to select at least 2 interventions from the columns to the right on this same row and document interventions/ plan in BASIS and alert teacher.

For drug/alcohol tobacco behaviors only: Instead of SAP Team selecting 2 interventions: SAP Team selects 1 intervention from the columns to the right on this same row and document interventions/ plan in CORF/SYNERGY/ BASIS and alert teacher, and enroll in drug and alcohol counseling (Required for this behavior only).

Social-Emotional Supports

Behavioral Response to Intervention (RTI) and Restorative Practices (RP)

Environmental

  • Peer mediation (6-12 Grade)
  • Intensive small skills group: conflict resolution and social emotional learning (for Property Behaviors)
  • Intensive small skills group: peace/respect/ dignity/anti-violence (for Harassment/Bullying/Hazing Behaviors)
  • Intensive small skills group: conflict resolution/anti-violence (for Threats and Violence or Weapons Behaviors)
  • Intensive small skills group: drug/alcohol and social emotional learning (for Drugs, Alcohol or Tobacco Behaviors)
  • Contact DPH for wrap around services or TBS
  • Mentor with progress monitoring
  • Home visit
  • Onsite or outside School Social Worker to coordinate and case manage multiple student and family services.
  • Corrective feedback
  • Restorative practice conference with family/families and outside agencies
  • Direct teaching and practice of functionally equivalent replacement behavior
  • Behavior Intervention Plan
  • Saturday School
  • Professional development for whole school staff in BRTI, trauma, cultural competency, deescalation, etc.
  • Environmental Observation
  • Teacher Coaching
  • Consider change of classroom placement or more intensive in class supports

For special populations (special education, probation, foster/homeless, English learner, African American or other most disproportionately disciplined): See chapter 6.2.6.