District Student Behavior Standards

The Hudson School District is committed to supporting the Social, Emotional, and Intellectual growth of every student. The primary objective of the Hudson School District is education. As represented in Hudson’s Strategic Plan, our educational community maintains three pillars including Strong Learning Environments, Vibrant Learning System, and Strong Connection: School, Family and Community. Two out of the three pillars directly address Student Behavior. These connections are found in:

Strong Learning Environment Goal 1: The Hudson School District (HSD) will provide safe and secure schools that support welcoming learning environments and foster continuous learning for students, staff, and the community
Vibrant Learning Community Goal 1: Students in the Hudson School District are actively engaged in goal setting and accountability related to their learning

In order for students to learn and teachers to teach, a safe and orderly atmosphere conducive to learning must be maintained. The following behavioral standards have been designed to help students to learn and teachers to teach, both in remote learning environments and in-person school activities. These standards are based on district policy JICD Student Discipline and Due Process.

Behavior standards are established in alignment with:

Hudson School District Strategic Plan (in revision)

Portrait of a Learner (in development)
Portrait of a Graduate (in revision): including but not limited to Responsibility, Communication, Citizenship, Curiosity and Social Emotional Learning
Alvirne Core Values: Character, Curiosity, Commitment, Community
Hudson Memorial Core Values: Respect, Responsibility, Hard Work, and Kindness
Nottingham West Core Values: Positive Attitude, Accept Responsibility, Work and Play Safely and Show Respect
Hills Garrison Core Values: Be Safe, Be Respectful, Be Responsible
Early Learning Center Core Values: Be Safe, Be Respectful, Be Responsible

The District Behavior Standards serve as a guideline of student expectations and outcomes. While not all inclusive, the tables outlined in this document serve as a representation of potential interventions or outcomes used to address student behaviors. Each incident is evaluated based upon the context of the behavior, and the developmental level of the student. Student behaviors are classified in three categories of severity. Each successive level is considered to be of a more serious nature. Possible interventions and disciplinary options are specified for each level.

Tier-1 Behavior Standards

Classroom Behaviors

These behaviors may occur in the classroom and may impact a student's own learning and/or the learning of others, and the orderly environment of the classroom. Behaviors will be addressed through in-class instruction regarding behavior expectations for classroom routines and structure. Clear responses to behavior may include in-school disciplinary actions and strategies initiated by the classroom teacher.

Teachers will discuss behaviors with the student. Teachers will remind and reteach behavior expectations in a discreet, respectful, and private way.
Student and teacher will work together to develop a mutually agreeable plan to help the student learn skills to successfully meet expectations.
Teacher will communicate with the parent(s)/guardian(s).
The teacher may proceed with in-class interventions.
If the student does not respond to previous interventions, the student may receive additional intervention (additional support through school counseling and/or support staff).
Continued classroom behaviors may escalate to more serious responses.

Student Behavior	Teacher Facilitated Elementary Behavior Intervention(s) These may include, but are not limited to, the following and may be utilized in any order of intervention:
Low intensity behaviors that disrupt the routine of the classroom or school day activities.	Developmentally appropriate responses determined at the classroom level Teach/Reteach Warning Loss of privilege Assigned Seating Mediation/Apology Conversations and support with the counseling office, interventionist or trusted adult Lunch/Recess Detention Home Contact
Non-Compliance / Work Refusal
Unwanted physical contact, excessive rough play, or invading personal space
Disrespectful or unkind behavior

Student behavior	Teacher Facilitated Middle and High School Behavior Intervention(s) These may include, but are not limited to, the following and may be utilized in any order of intervention:
Low intensity behaviors that disrupt the routine of the classroom	Teach/Reteach Problem solving including student and teacher Conversations and support with the counseling office, interventionist or trusted adult Loss of privilege Assigned Seating Mediation/Apology Detention Home Contact
Non-Compliance / Work Refusal
Unwanted physical contact, excessive rough play, or invading personal space
Disrespectful or unkind behavior

Tier-2 Behavior Standards

Disruptive Behaviors & Rule Violations

These behaviors are purposeful or repeated low-intensity behaviors that interrupt the routine of the school day. These behaviors can be addressed both inside or outside the classroom by a teacher or with support from an administrator or other service provider(s).

Staff will discuss behaviors with the student, remind and reteach behavior expectations in a discreet, respectful, and private way.
Student and staff will work together to develop a mutually agreeable plan to help the student learn skills to successfully meet expectations.
Staff will then proceed with interventions, with home contact as needed.
If the student behavior does not change, the student will receive additional intervention inside or outside of the classroom by an administrator.
Students who are assigned to detention will have an opportunity to reflect on their behavior, problem solve for improved behavior, and make up for lost learning time.
Continued disruptive behaviors may escalate to more serious responses.

Disciplinary outcomes are within the discretion of the administration, based on the context and severity of the incident.

Student Behavior	Elementary Behavior Response(s) These may include, but are not limited to, the following and may be implemented in any order of intervention:
Behavior that does not meet school expectations	Teach/Reteach Warning Loss of privilege Restriction of computer privileges per student handbook/Acceptable Use Policy Assigned Seating Mediation/Apology Lunch/Recess Detention ISS/OSS Home Contact
Failure to report to assigned location
Intentional profanity
Misuse of electronic devices
Recording of staff or students
Repeated noncompliance
Repeated disruptions to the learning environment
Verbal Altercation
Instigating or inciting an altercation
Physical contact or invading personal space of others

Student Behavior	Middle and High School Behavior Response(s) These may include, but are not limited to, the following and may be utilized in any order of intervention:
Repeated tardy to class/school	Teach/Reteach Warning Loss of privilege Mediation/Apology Restriction of computer privileges per student handbook/Acceptable Use Policy Administrative Detention ISS/OSS Home Contact
Behavior that does not meet school expectations
Cutting class/detention
Intentional profanity
Forgery
Misuse of electronic devices/network
Repeated noncompliance
Repeated disruptions to the learning environment
Verbal Altercation
Instigating or inciting an altercation
Physical contact or invading personal space of others
Recording of staff or students
Theft

Tier-3 Behavior Standards

Safety Violations & Gross Misconduct

These behaviors constitute significant violation of safety for students, teachers, staff, and other members of the school community and will be addressed by the administration.

Administration will investigate behaviors with the student/witnesses, and proceed with corrective actions and parent contact.
Administration will consult and refer issues to School Resource Office when appropriate

Disciplinary outcomes are within the discretion of the administration, based on the context and severity of the incident. Behaviors that elicit a school emergency response, but not limited to:

Safety Violations

Student Behavior	Elementary Behavior Response(s) These may include, but are not limited to, the following and may be utilized in any order of intervention:
Aggressive physical conduct	Problem solving including student and teacher. Conversations and support with counseling office Loss of privilege Mediation/Apology Lunch/Recess Detention ISS/OSS Referral to the SRO Home Contact Behaviors that are deemed to be gross misconduct/safety violation may be referred to the SRO and/or Superintendent of Schools for additional suspension and/or possible expulsion by the School Board.
Bullying/Cyberbullying
Creating false alarm
False Allegations
Verbal altercation
Instigating or inciting an altercation
Harassment of an ethnic, racial, sexual, or religious nature, including but not limited to verbal, written, or physical means to another person
Vaping

Student Behavior	Middle and High School Behavior Response(s) These may include, but are not limited to, the following and may be utilized in any order of intervention:
Aggressive physical conduct	Conversations and support with counseling office Loss of privilege Mediation/Apology Lunch/Recess Detention ISS/OSS Referral to the SRO Home Contact Behaviors that are deemed to be gross misconduct/safety violation may be referred to the SRO and/or Superintendent of Schools for additional suspension and/or possible expulsion by the School Board.
Bullying/Cyberbullying
Creating false alarm
False Allegations
Verbal altercation
Instigating or inciting an altercation
Harassment of an ethnic, racial, sexual, or religious nature, including but not limited to verbal, written, or physical means to another person
Vaping

Gross Misconduct

Student Behavior	Elementary, Middle School, and High School Response(s) These may include, but are not limited to, the following and may be utilized in any order of intervention:
Arson	ISS/OSS Behaviors that are deemed to be gross misconduct may be referred to the SRO and/or Superintendent of Schools for additional suspension and/or possible expulsion by the School Board.
Threats to school safety
Causing a School Emergency Response
Riot Behaviors
Possession, use, under the influence of, or sale of tobacco products / vape/ drugs/alcohol
Weapon Possession
Vandalism

For additional information regarding Hudson School District Policies and Procedures, please refer to https://www.sau81.org/schoolboard/policies.