Conduct / Behavior Policy

The R School approach to discipline is founded on developmentally appropriate expectations and is mindful of children’s individual needs. We encourage self and community-awareness, personal responsibility, and consideration for self and others through the development of respectful relationships and provision of supportive guidance when conflicts or frustrations arise.

Although we believe that challenging behavior is the result of lagging skills or other unmet needs, we must also maintain a safe and secure environment for all children.  Therefore, the following guidelines will be used to address specific behavior concerns according to the following levels:

  1. Disrespectful
  2. Disruptive
  3. Dangerous
  4. Deadly

Level 1:  Disrespectful Behavior

Disrespect toward others or self is something we strive to notice, monitor, document, and find ways to redirect to help everyone in the R School Community feel comfortable.  Disrespect toward self or others may include, but is not limited to, the following:

  • Lying to teachers or staff (minor issue)
  • Passive resistance to academic or behavioral expectations
  • Non-physical, conflict with peers (name-calling, exclusion, talking over, etc.)
  • Repeated lack of effort, failure to submit work as assigned, and general lack of engagement

When students show disrespect to self or others, teachers and staff may address the behavior in various ways, including, but not limited to:

  • verbal correction or reminder, or other non-verbal signal
  • physical redirection:  change of location, seat, or activity
  • student reflection journal or activity
  • documentation
  • discussion with parents or guardian
  • professional intervention

Level 2:  Disruptive Behavior

Disruptive behavior is behavior that negatively affects the learning environment of other students, and as a result, diminishes the experience for others.  Disruptive behavior may include, but is not limited to the following:

  • Lying to teacher or staff (minor or major issue, but not dangerous)
  • Verbal or physical (non-violent) resistance to academic or behavioral expectations that don’t put self or others in danger but do disrupt the learning of others
  • Conflict with peers that includes minor, physical or social/emotional disruption
  • Repeated difficulty with keeping hands to self, touching other students and their belongings without permission, or invading others' personal space in other ways
  • Lack of engagement, behavior is disrupting the learning of others (banging toys, moving educational items during activities, misusing activity props or materials, purposefully distracting others who are trying to participate, etc.)

When students become disruptive, teachers and staff may address the behavior in various ways, including, but not limited to, the following:

  • any or all of the interventions used for Level 1 concerns
  • temporary removal from the classroom or activity, always under adult supervision
  • provide alternative activities that contribute to the well-being of the disruptive student or to the overall environment of R School (taking a walk to pick up trash, providing assistance to other teachers or students, etc.)


Documentation, Temporary Removal from Class, Other Consequence[2]/Action (disruptive)



Level 3:  Documentation & call to parents for pick-up[3] (dangerous)

  • Leaving class, building, or approved areas without permission / refusing to remain with the group when transitioning from one area to another
  • Violent or disruptive outbursts, including inappropriate language, banging of objects, etc.
  • Physical violence / fighting or instigating physical fights with others
  • Inappropriate use of technology (search, download, view, or access in any way while on campus or with any R School devices: sexually explicit, discriminatory, defamatory or libelous material)
  • Abusive language or verbal interactions with others, Bullying (see attached) that threatens the well-being of another student
  • Behavior that purposefully or because of negligence or misbehavior, endangers self or others (examples: goofing around in woodworking class while using the skill saw)


Level 4:  Documentation, Parent Phone Call for Pick up, & Temporary Suspension (deadly)

  • Purposeful endangerment of self or others, including physical violence and other behaviors.
  • Threats of violence to self or others.
  • Possession of dangerous substances, including but not limited to weapons, illegal drugs, or alcohol.
  • Bullying (see attached)
  • Escalated or continuous behaviors described in Level 3 over a period of of a class or activity.


Level 5:  Dismissal

Continuous repetition of any behaviors described in Levels 2-4.

Discretion of the R School Executive Director (non-discriminatory)


Any of the above behaviors may ultimately lead R School to recommend or require the intervention of other professionals, including learning, behavior, emotional, occupational, and psychological specialists. These interventions are not covered in the regular tuition and fees and therefore may require additional financial obligation from parents/guardians. 

R School teachers and staff are continually striving to address the unique needs of all students and will always attempt to design behavior expectations and interventions that help the students develop strengths in academics as well as in social and emotional behaviors. Teachers and staff view behavior concerns as symptoms of unmet needs and therefore do not attempt to "fix" or "correct" behaviors without also considering interventions to identify and address the unmet needs of the students.  However, we must also create expectations for students that maximize the potential of R School for everyone.  See our Statement of Beliefs about Student Behavior for more information on our philosophy.


[2] What this “other consequence” might be for Level 1 and Level 2 is TBD. At some point, if we implement interventions with therapists, learning specialists, ABA’s, the “other consequence” may be an evaluation/series of classes/sessions, etc. ?

[3] Attempts should be made to redirect the student, but the school director, teacher, or other staff will use their best judgement about whether it is in the best interest of the student, or other students, to call parents for immediate pick up.