6.2.5 Matrix for Behavior Requiring Intensive Intervention

High risk behaviors may result in suspension on a first offense:  Link to this section

This Matrix lists mandatory interventions that must be exhausted before issuing a suspension, except in cases where suspension is permitted or required on a first offense. The high-risk behaviors listed in the Matrix above may result in suspension on a first offense in the following circumstances: 

• If the principal determines that the student violated Education Code 48900(a)(physical injury/violence),(b)(weapons),(c)(drugs),(d)(look-alike drugs) or (e)(robbery/extortion), or if the principal determines that the behavior causes a danger to persons. 

• If state law requires the principal to immediately suspend and refer for expulsion.  Suspension and expulsion referral are mandatory for possession of a firearm or explosive, brandishing a knife, selling drugs or sexual battery or sexual assault. (CA Education Code 48915(c)). 

However, even if a student is suspended or referred for expulsion for the high risk behavior, the comprehensive or county community school serving the student should still refer to this Matrix  to identify appropriate interventions and supports.  The school and Coordinated Care Team may also refer to the Matrix for Serious Behaviors to identify appropriate interventions and supports.

After a student incident, the school principal or designee is responsible for making sure the student is on the Coordinated Care Team’s (CCT) agenda for the next available CCT meeting, and leading and partnering with other school staff, students, and families (the term family is used to include parents, caregivers and guardians) in the support and intervention process. A CCT exists at each school and focuses on school climate, family partnership, attendance, and student / family services. 

The Coordinated Care Team will meet as soon as possible after an incident to create a long term plan based on data review and utilizing research-based interventions. Some of these offenses require mandatory suspension and expulsion referral.  These include possession of a firearm or explosive, brandishing a knife, selling drugs or sexual battery or sexual assault.

The school administrator or CCT will:

1. Connect with families: The school Principal or a designee has a conversation with the student’s family. 
   The family’s unwillingness to speak does not prevent the CCT from attempting to move forward with interventions and support for the student.
2. Convene the CCT and relevant teachers: The principal or designee should contact the representative of the CCT to place the student on the agenda for the next available CCT meeting. The relevant teacher(s) should also be invited to attend this meeting, along with the principal and/or designee. 
3. Select appropriate supports/interventions: The CCT should then, in collaboration with teachers, families, and students involved in the incident, select appropriate supports/interventions from the relevant section of the matrix (see below) to implement. The CCT should review the student’s academic and behavioral data to determine the need for intervention or modification to current interventions.
4. Document plans: The CCT, in conjunction with relevant teachers, should document the selected supports/interventions and any plans developed in the appropriate place in Synergy, alerting any additional teacher(s) to review the plan/interventions. The CCT should provide guidance to teachers/staff on how to store information related to student incidents and interventions in Synergy. The CCT can reach out to the Resource Link at sflink@sfusd.edu or 415-340-1716 (during hours of operation) for consultation as needed.
5. Implement plans: The selected support/intervention should be implemented for a minimum of 4–6 weeks. 
6. Follow-up actions: After 4-6 weeks of implementation, the CCT should return to the goals set with the student and assess the extent to which each goal has been met. Based on this assessment, the CCT should decide whether to maintain, intensify, or phase out the intervention. Additional interventions should be attempted if the first intervention was not successful. Families should be informed of progress and any changes made to intervention plans.

Please see chapter 6.2.6 to understand additional supports needed by special populations (students with IEP, foster youth, youth experiencing housing transition or homelessness, students on probation, African-American students, and families requiring translation services).

For families: 

The school administration and the CCT will work with the student’s family to learn about the student’s needs and what they feel will help to resolve it. Any intervention and support plans made by the CCT should be shared with families. 

For additional information about how to access any student related records, families can connect with their school’s administration office at any time.

Printable PDF version of the matrix

A printable PDF version of this matrix can be found at this link:
https://drive.google.com/drive/folders/1m1CzfR38Dy542UZ8ZFm7s29CZQ7KXnCS?usp=sharing