6.2.3 Matrix of Supports/Interventions for Defiance and Disruptive Behaviors

Refer to the matrix in response to defiance and disruptive behaviors.

According to state law and board policy, students cannot be suspended for defiance/disruption. Defiance and disruptive behaviors may include:

Behavior category: Defiance and Disruption

Please note: The California Education Code (CA Education Code) is a collection of laws created by California state legislators. All local school boards throughout California are responsible for complying with these codes. The code citations are helpful reference points for you to understand the source of the rule.

Behavior category: Defiance and Disruption

This includes behaviors that disrupt school activities as well as the willful defiance of valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. (CA Education Code 48900(k))

Examples of Potential Defiance/Disruption 

Refusing to follow teacher directions.

Being off task.

Talking back.

Being out of seat

How to Use this Matrix

After repeated student incidents, 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. 

This matrix also has some supports/interventions for teachers to try by themselves (see matrix labeled “Suggested classroom intervention options for teachers to try in the classroom”) or to try with CCT support (see matrix labeled “Suggested intervention options for teachers to try with CCT support”). The supports/interventions are used primarily in response to incidents, but can be also used in a proactive and preventative way. 

After repeated incidents, 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.

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. 

Matrix of Supports/Interventions for Defiance and Disruption

Interventions with an asterisk (*) have definitions in the glossary in chapter 6.2.1.

Suggested classroom intervention options for teachers to try in the classroom

Environmental

Additional environmental strategies can be found here 

  • Make modifications that take into account known student predictors of problem behavior (consult with school site Coordinated Care Team team members for assistance)
  • Assess academic skill set

Suggested intervention options for teachers to try with CCT support

Social-Emotional Supports

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

  • Skills Group *: conflict resolution and anti-violence or social emotional learning
  • Peer Mediation (Grades 6-12) *
  • Enroll in positive after-school activities
  • Refer for support from school site counselor or social worker
  • Push-in support from school site counselor or social worker with conflict resolution
  • Restorative Practice * circle in class
  • Corrective feedback: De-Escalate *, teach/reteach appropriate skills, and facilitate reentry
  • Positive Behavior Contract with Incentives *
  • School Home Note *
  • Class Pass *
  • Positive Peer Reporting *
  • Self-Monitoring *

For the CCT: Pick at least one support/intervention to implement per incident and document in the appropriate place in Synergy. For technical assistance on any of these interventions, please reach out to to sflink@sfusd.edu.  According to state law and board policy, students cannot be suspended for defiance/disruption.

Note: The school site is also free to utilize additional interventions and alternatives available at their site that are not listed in the matrix. 

Matrix: Support/intervention options for 1st incident

1st incident options include all classroom intervention options (see above) AND the following: 

Social-Emotional Supports

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

Environmental

 
  • Restorative Practice Conference * at school with affected students/staff
  • Professional development for in class staff in applicable/relevant areas: Behavioral RTI *, trauma informed practices, Cultural Competency *, De-Escalation *, etc.
  • Meet with teacher to review student academic and behavioral data to develop a classroom plan and potentially differentiate instruction

Matrix: Additional support/intervention options for 2nd incident

2nd incident options include all classroom intervention options and 1st incident options (see above) AND the following:

Social-Emotional Supports

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

Environmental

  • Mentor with progress monitoring
  • Restorative Practice Conference * with family/families
  • Check fidelity of established intervention plan and make modifications if necessary
  • Check In, Check Out *
  • Saturday school
  • Consider change of classroom or more intensive in class supports

Matrix: Additional support/intervention options for 3rd incident

3rd incident options include all classroom intervention options, 1st and 2nd incident options (see above) AND the following:

Social-Emotional Supports

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

Environmental

  • Individual counseling (school site or off-site)
  • Contact Department for Public Health (DPH) for wrap around services 
  • School site School Social Worker (SSW) to coordinate and case manage multiple student and family services
  • Home Visit *
  • Restorative Practice Conference * with family/families and outside agencies
  • Behavior support plan
  • Direct teaching and practice of functionally equivalent replacement behavior
  • Classroom Consultation * with the Coordinated Care Team

Printable PDF version of the matrix

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/10Mct5SowKrh4tRCVORAUY0YYkRUycd5C?usp=sharing 

This page was last updated on August 19, 2022