Positive Intervention Centers (PICs); Classroom Disruption
The District designed PICs so that a teacher can provide a student a short time (no more than 30 minutes or no more than the remainder of one class period) and a positive and supportive environment to de-escalate if they are feeling angry, overwhelmed or in need of a time-out. The teacher in the PIC will have the student fill out a reflection form to help identify the root cause of the feelings, de-escalate the situation, and assist in helping to restore the student back into the classroom or classroom setting. PICs are available at most middle schools, high schools, and large K-8 schools.
Based on Arizona Revised Statute 15-841
A teacher may send a disruptive student out of the classroom for 30 minutes or the duration of the period provided such action is consistent with this Student Code and only where one of the following condition exists:
1. The teacher documented that the student has repeatedly interfered with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn; OR
2. The teacher has determined that the student’s behavior is so unruly, disruptive or abusive that it seriously interferes with the teacher’s ability to communicate effectively with other students in the classroom or with the ability of the other students to learn.
|Teacher may ...|
> send no more than three students out in a period.
|Teacher may not ...|
> send students in the first 15 minutes of class or at the end of class.
> send students until after they have attempted interventions.
> send the same student more than three times before sending them to a principal/assistant principal for review.
|Staff will ...|
> document student names and the classes they come from and will review the information regularly to ensure appropriate use of the PIC, monitor disparities, and determine if students need additional interventions.
Policy Regulation JK-R1
Principals may immediately remove a student whose presence poses a continuing clear and present danger to persons or property or an ongoing threat of disrupting the academic process.
Principals may immediately remove a student whose presence poses a continuing clear and present danger to persons or property or an ongoing threat of
disrupting the academic process.
disrupting the academic process.
Positive Alternatives to Out-Of-School Suspension
Principals are encouraged to utilize positive alternatives to suspension wherever practicable.
Abeyance Contracts (Regulation JK-R4)
An Abeyance Contract is a behavior contract that may be offered to a student who is facing a suspension. The Abeyance will shorten or eliminate the suspension days. The administrator, parent/guardian, and student must agree to and sign the Abeyance Contract, with the understanding that if the student violates the contract with a suspendable violation, the remaining suspension days must be served.
ABEYANCE CONTRACTS MUST BE OFFERED BY PRINCIPALS/ASSISTANT PRINCIPALS WHEN A STUDENT HAS VIOLATED THE FOLLOWING INFRACTIONS: FIGHTING; POSSESSION OR USE OF DRUGS OR ALCOHOL.
In-School Suspension (ISS) (Reassignment to a Different Class or Area)
ISS is an alternative to short-term suspension and is only used in schools that do not have ISI. Students in ISS may be supervised by a highly qualified teacher or other staff member, and will continue to receive their core curriculum in a supervised setting.
In-School Intervention (ISI)
ISI is an alternative to short-term suspension where students will continue receiving classroom instruction from content-certified teachers in a classroom on campus (ISI is available at all middle schools, all high schools, and large K-8 schools).
District Alternative Education Program (DAEP)
DAEP is an alternative to long-term suspension. It is a voluntary program that provides 6th – 12th-grade students with the opportunity to continue their education and reflect on the underlying behaviors and circumstances that led to the inappropriate behavior. DAEP assists students in learning appropriate behaviors and making better choices so they can be a successful student when they are restored to their home school.