Student Behavior & School Safety

1. Clarification on progressive discipline approach:
Walk through a real example of the progressive disciplinary approach with possible scenarios—particularly for a student with a known history of behavioral incidences. What does this look like in practice, not just in the written policy and procedures?

Hypothetical Example for fourth grade student.

As shared at the parent meeting, multiple factors must be considered when identifying consequences and supportive measures for student behavior. The situation described below is hypothetical and is intended solely to help families understand the decision making process. It does not establish protocols or predetermined outcomes for all situations, as each circumstance is reviewed individually based on the specific context and student needs.

September-Student pushes a peer during math when they get an answer wrong.

Teacher Responds by directing student to a calm space in the classroom and processes through behavior with student.

• Consequences may include:  Student-teacher conference, Parent contacted.  Loss of privilege connected to behavior such as working with partner privileges suspended for remainder of week.
• Restorative Practices may include:  Student directed to apologize to other student. Zones of Regulation tool introduced to assist with making appropriate choices when frustrated.
• Teacher may write data only referral which means it is documented and admin/social worker made aware but was handled within classroom and student participated in restorative practice and consequences.

Later in September, the student kicks a peer during recess when he didn’t pass basketball to him.

• Student removed from recess area as playground supervisor or paraprofessional would use walkie to call office.
• Administrator or Social Worker would go to playground to remove student from playground as safety is the priority
• Student is taken to office and investigation begins. Administrator will questions student about what happened. Student will remain in office while additional information is collected including staff and other student statements.
• Once investigation is completed, consequences and restorative practices are implemented
• Consequences may include: formal office referral and parent conference with administrator.
• Restorative Practices may include: reflection with social worker on incident, plan of what appropriate response should be when frustrated (I will use words, I will tell an adult, Zones of Regulation), written apology to student.

November- student hits a different student on playground during basketball game.

• Student removed from recess area as playground supervisor or paraprofessional would use walkie to call office.
• Administrator or Social Worker would go to playground to remove student from playground as safety is the priority
• Student is taken to office and investigation begins. Administrator will question student about what happened. Student will remain in office while additional information is collected including staff and other student statements.
• Once investigation is completed, consequences and restorative practices are implemented.
• Consequences may include: formal office referral, parent conference with administrator, detention before or after school, recess plan with restrictions such as no basketball choice for two weeks.
• Restorative Practices may include: reflection with social worker on incident, review what appropriate response should be when frustrated (I will use words, I will tell an adult, I will ask for a break, Zones of Regulation), written apology to student, RtI social work support weekly to review expectations and  provide incentive for meeting expectations.

December- student pushes another student in line transitioning to Art.

• Student brought to office by teacher after dropping off class to Art.
• Investigation begins. Administrator will question student about what happened. Student will remain in office while additional information is collected including staff and other student statements.
• Once investigation is completed, consequences and restorative practices are implemented.
• Consequences may include: formal office referral, parent conference with administrator, one day in-school suspension.
• Restorative Practices may include: reflection with social worker on incident, use social work curriculum resources for reteaching what appropriate response should be when frustrated (I will use words, I will tell an adult, I will ask for a break), written apology to student, social work support weekly to review expectations and  provide incentive for meeting expectations, daily behavior chart reinforcing expected behavior with incentives and checking in with social worker each day to review if expectations were met,  friendship group with social worker.

February punches a peer in PE who he thought was cheating at game.

• Student removed from PE by administrator.
• Student is taken to office and investigation begins. Administrator will question student about what happened. Student will remain in office while additional information is collected including staff and other student statements.
• Once investigation is completed, consequences and restorative practices are implemented.
• Consequences may include: formal office referral, parent conference with administrator,  multi-day in-school suspensions.

Restorative Practices may include:

• Reflection with social worker on incident, review what appropriate response should be when frustrated (I will use words, I will tell an adult, I will ask for a break, Zones of Regulation, Size of the Problem),  use social work curriculum resources for reteaching, written apology to student, social work support weekly to review expectations and  provide incentive for meeting expectations, daily behavior chart reinforcing expected behavior with incentives, daily check in with social worker to review behavior chart, friendship group with social worker.
• Functional behavior analysis (FBA) recommended to collect data to understand why the student is showing challenging behavior so the team can design effective supports. It looks at what happens before, during, and after the behavior to identify its purpose and guide a Behavior Intervention Plan (BIP). Parent consent is required to complete an FBA and several weeks of data is needed to be collected. Class paraprofessional added to collect FBA data,  provide support to teacher/students and reinforce positive choices to student with behavioral challenges.

March- student pushes another student during recess.

• Student is removed from recess immediately
• Student is taken to office and investigation begins. Administrator will question student about what happened. Student will remain in office while additional information is collected including staff and other student statements.
• Once investigation is completed, consequences and restorative practices are implemented.
• Consequences may include: formal office referral, parent conference with administrator, one day out-of-school suspension and one day in-school suspension
• Restorative Practices may include: reflection with social worker on incident, review what appropriate response should be when frustrated, role play situations, use social work curriculum resources for reteaching,  written apology to student, social work support weekly to review expectations and  provide incentive for meeting expectations, daily behavior chart reinforcing expected behavior with incentives, daily check in with social worker to review plan, friendship group with social worker.
• Functional behavior analysis (FBA) is currently being completed to collect data to understand why the student is showing challenging behavior so the team can design effective supports. Class paraprofessional continues to collect FBA data,  provide support to teacher/students and reinforce positive choices to student with behavioral challenges.
• Assign a mentor that meets one time per week with student.
• Re-entry meeting prior to returning to class to review behavior plan and safety/supervision supports with team and parent.

Late March- Student hits and pushes another student on playground.

• Student is removed from recess immediately.
• Student is taken to office and investigation begins. Administrator will question student about what happened. Student will remain in office while additional information is collected including staff and other student statements.
• Once investigation is completed, consequences and restorative practices are implemented.
• Consequences may include: formal office referral, parent conference with administrator,  multiple day out-of-school suspension and one day in-school suspension
• Restorative Practices may include: reflection with social worker on incident, review what appropriate response should be when frustrated, role play situations, use social work curriculum resources for reteaching,  written apology to student, social work support weekly to review expectations and  provide incentive for meeting expectations, daily behavior chart reinforcing expected behavior with incentives, daily check in with social worker to review plan, friendship group with social worker,  Analyze completed functional behavior analysis (FBA) data and revise Behavior Intervention Plan (BIP) to include strategies to teach replacement behaviors and adjust environmental factors.
• Assign an individual paraprofessional to assist with increased supervision and implement BIP strategies.
• Team recommends special education evaluation.
• Re-entry meeting prior to returning to class to review behavior plan and safety/supervision supports with team and parent and obtain consent for special education evaluation. Special Education Evaluations may take up to 60 school days to complete.

Progressive Discipline and Restorative Practices will continue to be implemented while the special education evaluation is in progress. These supports remain in place to address behaviors, promote skill development, and maintain a safe and supportive learning environment during the evaluation period.

As part of the evaluation process, the multidisciplinary team may determine that a self‑contained special education classroom is appropriate to utilize as a diagnostic placement. This temporary placement would allow the team to collect additional data on the student’s learning, behavior, and response to increased structure and support. Any diagnostic placement would be time‑limited and used solely to inform eligibility and service recommendations until the evaluation is completed.

2. Who has the discretion to make decisions regarding discipline? Assistant principal? Principal? What stays within the building and what gets escalated to central admin and/or the school board?

Principals and assistant principals have discretion to make decisions regarding discipline in most cases. Incidents involving a threat to school safety, physical aggression resulting in injury, weapons, drugs, vaping, criminal activity, reports of alleged bullying, violations of Title IX (sexual harassment), or any other incident that causes a substantial disruption to the school must be reported to a district administrator prior to disciplinary action.

The superintendent and school board must be notified of all suspensions.

3. What are next steps if behavior continues to escalate despite interventions?

If a student’s behavior continues to escalate despite interventions, we follow a structured escalation process to ensure safety and provide appropriate support.  If behavior is repetitive or escalating, the PBIS Yellow Team will analyze data from the Tier 2 and Tier 3 interventions to confirm fidelity of implementation and adjust strategies or increase intensity of interventions if possible. If no additional interventions through RtI and PBIS can be identified, the student would be referred to the problem solving team which includes administrator, teachers, psychologist, social worker, parent and additional specialists if appropriate such as the occupational therapist or speech and language pathologist to discuss the effectiveness of current interventions, determine if a behavior intervention plan or safety plan needs to be developed/revised and determine if student should be referred for a special education evaluation. If behaviors pose safety risks, the team may agree to a temporary special education setting while the evaluation is being completed.  Supports would also be increased with wrap-around services such as counseling, social work or mental health partnerships coupled with increased supervision. For students with IEP, team may consider therapeutic day school or specialized program outside the district once the team has exhausted all supports and services within the home school.

4. How are “consistently disruptive” and “significantly disruptive” behavior defined? Can these behaviors be quantified? (FAQ nos. 18 and 19)

When looking at a behavior that is consistently disruptive it;

• Occurs repeatedly or frequently, not just once.
• The disruption happens often enough that it becomes a pattern.

A significantly disruptive behavior;

• Has an immediate, noticeable impact on safety, order, or the ability of others to function.
• May happen only once, but the severity makes it a serious issue.

There’s no specific number. These terms aren’t based on a fixed count—like “three times equals consistently disruptive” or “one time equals significantly disruptive.” Instead, they’re determined by context, impact, and patterns.

5. Is a student who has exhibited physically aggressive behavior towards other students and/or staff considered an “immediate threat” for purposes of removing recess privileges? …removing from the bus? (FAQ no. 15)

Yes, recess can be withheld if a student poses an immediate safety threat to themselves or others. Physically aggressive behaviors can also result in suspension from the bus. 

6. Do the school buildings provide any sort of report to the district administration and/or the school board summarizing behavioral incidents? What is the frequency of the reports? What information is included?

Any incident that poses a threat to school safety—such as physical aggression resulting in injury, possession of weapons, drugs, vaping, criminal activity, reports of alleged bullying, Title IX violations, or any situation causing substantial disruption—must be reported immediately to district administration. Incidents that result in suspension are also reported.

Beginning January 2026, building administrators will review monthly reports with district administrators of incidents of physical aggression and inappropriate contact. This new district-level review is designed to ensure schools are responding effectively and consistently to these types of inappropriate behaviors. This process will help us better identify areas where additional district support may be needed.

The district is also actively increasing resources to support students in learning appropriate behaviors. Recent staffing recommendations include adding social workers at the elementary level to provide targeted interventions and proactive strategies that help students develop positive social and emotional skills.

“A significant percentage of inappropriate behavior at the elementary level happens during less structured time such as recess.” (FAQ no. 15)
 

7. What is the current ratio for supervision at outdoor recess? Indoor lunch recess? Is there an adult present at all times in each classroom during indoor recess?

During AM and PM outdoor recess, three full‑time supervisors are always present, supported by paraprofessionals assigned to each grade level, resulting in an average supervision ratio of about 1:20 - 1:25 (depending on grade level). If it is indoor recess the classroom teacher will supervise students and if they need to leave the classroom a full-time supervisor or paraprofessional will supervise until their return.

During lunch and lunch recess, additional parttime supervisors join the supervision team. Each lunch period typically includes 5-6 adults including supervisors, paraprofessionals and possibly certified staff. The student to staff ratio during these times ranges from roughly 1:20 to 1:25 depending on the specific grade level. For indoor recess, an adult is present in every classroom to ensure consistent supervision.

8. What is the district doing to improve this situation?

The district has taken steps to strengthen supervision by adding an additional full‑time supervisor for the 2025–2026 school year and increasing paraprofessional staffing at specific grade levels to provide more targeted support.

Support for teachers:
• Protocol for call for help due to classroom disruption? Who answers the call and who responds? 

When there is a significant disruption that impacts learning or safety, teachers are expected to contact the main office immediately. The office then contacts designated responders by phone, two-way radio, and/or over school announcement system (if necessary).

Depending on the situation, responders may include building administrators, school social worker, school psychologist, and/or other CPI-trained staff.

One or more of these individuals respond promptly to assist and support the classroom and remove student if needed.

• In the teacher’s contract Section 7.5.c: “The parties recognize that pupils having special physical, mental, and emotional problems may require specialized classroom experience and that the presence of such pupils in regular classrooms may interfere with the normal instructional program and place extraordinary demands upon the teacher. The parties agree that when these demands become overly burdensome, the teacher, case manager and a representative of the teacher’s choosing may bring the issue to the attention of the building principal. The principal shall endeavor to work collaboratively with the parties in order to find a solution.”

8a. Can you elaborate on how this has been implemented in recent years at Palos West?

When a student has physical or social-emotional challenges that require extra help, teachers have several ways to request problem solving support:

1. Response to Intervention (RtI) for General Education Students

• Teachers complete an RtI form and submit it to the school psychologist.
• The psychologist schedules collaboration meetings to review the student’s needs and plan interventions.

2. Support for Special Education Students

• Each student has a case manager who works closely with the teacher and grade-level team.
• Teachers can request a team meeting with specialists such as the social worker, occupational therapist, speech-language pathologist, psychologist and administrator for problem-solving.

3. Administrative Support

• Teachers may reach out to building or district administrators to schedule a team meeting for additional planning and resources.

4. Ongoing Collaboration

• The special education department holds regular collaboration days to review student progress and update behavior plans proactively.

The building principal and/or district administrator is involved in all problem-solving options. This ensures that if increased supports are needed—such as additional staff, resources, or changes to a student’s plan—they can be implemented quickly and effectively. Their participation helps maintain consistency, prioritize safety, and provide the authority to approve necessary adjustments.

9. What is being done to address the shortage of paraprofessionals? What can we do in the meantime to ensure teachers and students are getting adequate support in the classroom?

The district has been addressing the paraprofessional shortage by using substitutes to cover open positions throughout the year and by hiring additional paraprofessionals through outside agencies. These steps help ensure that classrooms continue to receive the support needed so teachers and students have consistent assistance in the meantime.

10. Would it be possible to rotate certified staff into unstructured times as additional supports?

The school district offers additional compensation to certified staff members interested in supervision positions. Several certified staff members already assist with supervision during lunch and recess.

11. How do you determine when a student needs a 1:1 aid? Are all of those current positions filled?

The need for a 1:1 paraprofessional is determined by the student’s IEP team or by a students safety plan, based on factors such as safety needs, physical needs, communication needs, or other supports identified through the IEP process. Currently, all 1:1 paraprofessional positions are fully staffed.

Classroom size:

12. What is considered an appropriate classroom size?

The school district strives for the following student-teacher ratios:

• Kindergarten: 21 to 25
• Grades 1-3: 21-25
• Grades 4-5: 24-28
• Grades 6-8: 26-30

13. What is the current ratio of students with IEPs in a general ed classroom?

District 118 follows ISBE’s General Education IEP Ratio Rule in which a general education class must be composed of at least 70% students without IEPs.  For example, if a classroom has 20 students, no more than 6 students would have IEPs.

14. Can you share a historical view of the amount of children with IEPs/504? Has the amount of support staff kept up with the pace of needs within the classroom?

Historical View of Students with IEPs

2021	14.8%
2022	15.7%
2023	14.6%
2024	15.5%
2025	16.5%
State Average 2025	16.3%

Below is a table illustrating the changes in District support‑staff staffing levels over the past ten years, reflecting how the District has adapted to meet the evolving needs within our classrooms.

	2015	2020	2025
Psychologists	2	3	3
Social Workers	3	4	8
Speech and Language Pathologists	7	8	10
Occupational Therapists	2	2	3
Special Education Teachers	18	19	22
EL Teachers	2	6	13
Paraprofessionals	35	37	49

 

CPI training:
15. How many teachers are CPI certified? Who responds to calls, and what if no one responds due to availability of personal discretion?

There are currently 42 Palos West staff members who are CPI certified, including administrators, general and special education teachers, specialists, and paraprofessionals. When a staff member needs assistance, they contact the front office, which then use the two-way radio or a building announcement to request support. Office staff ensure that someone responds. Administrators, social workers, and psychologists are typically the first to respond, with additional staff called as needed based on the level of support required.

PBIS:
16. Does the district think this model is working well for students with behavioral concerns?

Based on our data and ongoing review, we believe PBIS is working well for most students, including those with behavioral concerns. As shared at the parent meeting, at Palos West, 90% of students have one or fewer office referrals, and 81% have none. This indicates strong universal supports. For students who need additional support, we utilize targeted Tier 2 and Tier 3 interventions within the PBIS framework to address specific behavioral needs. These supports are continuously monitored and adjusted to improve outcomes.

17. How do you balance positive reinforcement being viewed by other students as a reward for negative behavior?

This is a common challenge in classroom management. The goal is to make sure that positive reinforcement is viewed as encouraging desired behavior rather than rewarding inappropriate ones. The key relates to the feedback that is used in conjunction with positive reinforcement. We seek to provide positive reinforcement with specific feedback to all students, and not just the few who are having difficulties following expectations.

18. How has the teaching staff responded to utilizing PBIS? Have we considered any other programs for teaching SEL to our students?

Our schools have a PBIS committee that includes teachers, specialists, and administrators. This committee is open to any staff members who would like to participate. This committee meets throughout the year and over the summer to review structures, share feedback, and make adjustments to ensure PBIS supports a positive learning environment. The feedback from staff has been essential in refining our approach.

For SEL, we currently use Responsive Classroom as our SEL program. We have received feedback from staff regarding the need for a more direct SEL program. Therefore, we are currently piloting two SEL programs to determine which will best support our students. When this committee completes the pilot, one program will be selected for implementation in the 2026-2027 school year. As with any new program, professional development will be provided to all staff to ensure implementation is done with integrity.

Special Education Infrastructure:

19. Can you clarify the model our district follows for special education?

District 118 offers a full spectrum of educational placements designed to meet the diverse needs of students with disabilities, ranging from specialized instruction in the general education classroom to resource support, self-contained classrooms, and, when necessary, therapeutic day programs outside the district.  The least restrictive environment is where students remain in their general education setting and receive accommodations or modifications outlined in their IEP. Supports may include co-teaching, push-in services from a special education teacher, paraprofessional assistance, and access to tools like assistive technology or sensory breaks. At the resource level, students may receive part of their instruction in a resource room, typically for targeted academic or behavioral interventions. This setting provides small-group or individualized instruction for specific subjects or skills while allowing students to participate in general education classes for the remainder of the day. For students who require more intensive support than can be provided in general education or resource settings, self-contained classrooms offer a highly structured environment with smaller class sizes. These classrooms provide individualized instruction, behavior management systems, social-emotional support, and access to related services such as speech, occupational therapy, or social work. They also include specialized staff and tools like sensory equipment and assistive technology. The most restrictive placement, Therapeutic Day Programs, are considered only when all in-district supports and services have been exhausted and the student continues to struggle to make progress. Therapeutic programs combine academic instruction with clinical services such as counseling, social work, and behavior therapy. These settings are designed for students with significant emotional or behavioral needs that cannot be met within the district schools.

20. Have we ever implemented co-taught classrooms? Would the district consider having co-taught classrooms depending on the ratio of students with IEPs or other behavioral needs?

District 118 currently offers co-taught classrooms at the middle school level for reading and math. At the elementary level, co-taught and push-in services are provided when available. The district is always looking to increase co-teaching opportunities at the elementary level based upon student need and available financial resources.

21. Would we consider a “self-contained” classroom for students with behavioral needs?

The District has self-contained special education classroom Pre-school-Grade 8.

22. Would the district consider hiring behavioral interventionists to help support building administrators and staff?

Yes, Palos 118 is considering hiring a district employed BCBA to assist with behavior management for all students, not just students with an IEP/504 plan. Currently, the school district contracts BCBA services with our special education cooperative, but we are exploring hiring an in-house BCBA.

Trust and communication
23. Can admin start looking for solutions for better communication with parents while still upholding privacy laws?
Yes, improving communication with parents while respecting student privacy is a priority for the district. We recognize that families want timely and clear information about school matters, and we are committed to finding solutions that balance transparency with legal requirements under FERPA and other privacy laws.

Connection to our school board:
24. Can we reimplement a committee with parents, teachers, administrators and board members that meets regularly to openly discuss current issues and concerns?

The school district is currently engaged in planning both the creation of new committees and adding parents to existing committees to increase opportunities for ongoing dialogue. We will share these plans with our parents as soon as they are finalized.

To ensure specific concerns are being addressed promptly, the school board has a chain of command policy that encourages parents to first communicate concerns with the appropriate teacher or building administrator. If additional support is needed, the next step is to reach out to a district administrator. This process helps ensure issues are resolved promptly and by those closest to the situation.

25. Are there any other avenues to share information with our school board, other than sending emails and making public comment?

The school board values hearing from parents and welcomes input from the community and is currently exploring additional avenues for parents to share information, such as through parent surveys.

26. Can we connect the teacher’s union to the school board on a regular basis to hear concerns?

To ensure teacher concerns are addressed promptly, the superintendent and assistant superintendent meet with the president of the teacher’s union at least monthly to listen to concerns and work collaboratively to address them. Members of the Board and union sit on several committees together to listen to concerns, particularly on matters involving student safety and student behavior. These committees include the District Safety Committee and the Parent-Teacher Advisory Committee/Behavior Interventions Committee (Handbook Committee).

27. We can all agree we are in a really difficult place of reaction rather than prevention. I understand this may be difficult with parents who are onboard with IEPS and even ones that refuse. This ultimately places a large stress in the primary classroom. The co-taught classroom model was in place 15-20 years ago at the 118 elementary level. , I know I have asked about this in my own meetings. It has worked well at Palos South and they currently operate on this model. It has worked well for my own 3 students. Considering all of the challenges we are facing here, when can we seriously consider this supportive model at the elementary level? Can we not all agree that this may be the best model to support all of our students with varying levels of need including behavioral? Specifically looking at Math and ELA scores, I am positive this would be beneficial. I am sure you have some type of measurable data that would support this. Of coarse budget is always the concern but ultimately the well being of all of our students is most important. It is evident the teachers need the support. Is this not a way to support primary teachers and our students alike? Especially elementary students with increased needs and needs for support at this level as provided to the middle school students. I would imagine this extra support would not only positive affect behaviors in the classroom but also positively affect academics.

District 118 currently offers co-taught classrooms at the middle school level for reading and math. At the elementary level, co-taught and push-in services are provided when available. The district is always looking to increase co-teaching opportunities at the elementary level based upon student need and available financial resources.

Palos West Safety Meeting Questions

28. Can you please walk us through a hypothetical situation involving a serious behavioral incident from start to finish including:

a)      What does this look like in practice, not just in the policies and procedures?

b)      Who responds to an initial call from a teacher/staff?

c)      Who has the discretion to make decisions regarding discipline?

d)      Which incidents stay within the building and which ones get escalated to central admin? ...to the school board?

e)      What type of information is documented as part of the process?

f)       Who else is notified of the incident (e.g., parents of other students present in the classroom)?

Hypothetical Behavioral Situation:

A student punches another student in class resulting in injury.

29. Initial Incident & Response

What happens in real time?

• The teacher immediately ensures safety: separates students, checks for injuries
• Teacher calls the Office requesting someone come to class to remove student

Who responds to the initial call?

• Typically, Principal or Assistant Principal will go to the class to remove student. If not available, social worker or psychologist will go to classroom.
• If the situation escalates (e.g., ongoing aggression, medical emergency), multiple CPI trained staff will go to classroom to assist and nurse will be available if needed.
• Student is brought to office to begin investigation. Student is asked details of what happened. Student remains in office until additional information is collected including teacher report, witness statements, statement from victim. Once all information is collected and reviewed, consequences and supportive measures are determined.

 

30. Decision-Making on Discipline

Who has discretion?

Principals and assistant principals have discretion to make decisions regarding discipline in most cases. Incidents involving a threat to school safety, physical aggression resulting in injury, weapons, drugs, vaping, criminal activity, reports of alleged bullying, violations of Title IX (sexual harassment), or any other incident that causes a substantial disruption to the school must be reported to a district administrator prior to disciplinary action.

The superintendent and school board must be notified of all suspensions.

Escalation Levels

Stays in the building:

• Minor physical aggression, verbal altercations, classroom disruptions.
• Handled by Principal/AP with parent contact and documentation.

Escalates to Central Admin:

• Serious physical harm, repeated major incidents, threats of violence, or anything requiring long-term suspension/expulsion.
• Central Admin ensures consistency and legal compliance.

Escalates to School Board:

• Cases involving possible expulsion

Documentation

What gets documented?

Incident report including:

• Date, time, location
• Students involved
• Description of behavior and antecedents
• Actions taken (by teacher and admin)
• Witness statements (if applicable)
• Consequences assigned
• Parent communication log
• Restorative Practices/Follow-up plan (e.g., counseling, behavior contract)

5. Notifications

• Who is notified?
• Parents/guardians of involved students.
• Parents of other students present
• Usually only if their child was directly impacted (e.g., injured, threatened, witnesses interviewed during investigation).
• General classroom parents are notified when the incident affects overall safety.
• Central Administration for major incidents.
• School nurse if medical attention was needed.

31.      What are the roles of the assistant principal vs principal when it comes to behavior and discipline issues?

Principals and assistant principals have discretion to make decisions regarding discipline in most cases. Incidents involving a threat to school safety, physical aggression resulting in injury, weapons, drugs, vaping, criminal activity, reports of alleged bullying, violations of Title IX (sexual harassment), or any other incident that causes a substantial disruption to the school must be reported to a district administrator prior to disciplinary action.

The superintendent and school board must be notified of all suspensions.

32.      Please talk to us more about CPI training. What constitutes the need for a call for someone who is CPI certified? Who responds to calls? What if no one responds (assuming it's based on availability and personal discretion)?

CPI training focuses on preventing and safely responding to escalating behaviors through de‑escalation strategies, supportive interventions, and, when absolutely necessary, trained physical safety techniques. A call for CPI‑certified support is made when a student’s behavior is escalating to a level where safety may be at risk, de‑escalation attempts are not effective, or additional trained staff are needed to maintain a safe environment.

When assistance is needed, staff contact the front office, which immediately radios or announces for CPI‑certified responders. Administrators, social workers, and psychologists are typically the first to respond, with additional trained staff called based on the level of need. Office staff ensure that someone responds so support is not left to personal discretion or availability.

33.      How do you handle positive reinforcement (PBIS) being viewed, at times, by other students as a reward for negative behavior? Alternatively, is there a point when positive reinforcements become detrimental to other students?

This is a common challenge in classroom management. The goal is to make sure that positive reinforcement is viewed as encouraging desired behavior rather than rewarding inappropriate ones. The key relates to the feedback that is used in conjunction with positive reinforcement. We seek to provide positive reinforcement with specific feedback to all students, and not just the few who are having difficulties following expectations.

We recognize that if positive reinforcement is perceived as inconsistent or excessive, it may feel unfair to other students. To prevent this, reinforcement must be tied to clear expectations and applied equally to all students. We look to maintain an environment where all students feel supported.

34.       Who, specifically, is on the Crisis Response Team? (FAQ no. 7)

The Crisis Response Team includes the Principal, Assistant Principal, Social Workers, and the School Psychologist. Additional CPI‑trained staff may join the team when extra support is needed.

35.       Who, specifically, is on the Building Threat Assessment Team? (FAQ nos. 9 and 13)

As stated in the district Threat Assessment Protocols and Procedures,  https://www.palos118.org/fs/resource-manager/view/277de0f6-d2f7-4240-8387-c5f7bbd95218

Threat assessment team includes Suptendent or designee, Building Principal or designee, Director of Student Support Services, School Social Worker, School Psychologist, Counselor, Others as assigned/deemed appropriate

36.       How are "consistently disruptive" and "significantly disruptive" behavior defined? Can this be quantified? (FAQ nos. 18 and 19)

When looking at a behavior that is consistently disruptive it;

• Occurs repeatedly or frequently, not just once.
• The disruption happens often enough that it becomes a pattern.

A significantly disruptive behavior;

• Has an immediate, noticeable impact on safety, order, or the ability of others to function.
• May happen only once, but the severity makes it a serious issue.

There’s no specific number. These terms aren’t based on a fixed count—like “three times equals consistently disruptive” or “one time equals significantly disruptive.” Instead, they’re determined by context, impact, and patterns.

37.      You acknowledged that, "A significant percentage of inappropriate behavior at the elementary school level happens during less structured time such as recess." (FAQ no. 15) What is the district doing to improve the situation? What about indoor recess? What about the bus?

The district has increased supervision during recess for the 2025–2026 school year and continues to reinforce expectations with students to promote appropriate behavior. Zones were implemented to create a more structured recess environment.  Staff monitor the effectiveness of these efforts through behavioral referrals and ongoing review. For indoor recess, expectations are reviewed and supervision is maintained to ensure a structured environment. On school buses, assigned seating is used when needed to support safety and positive behavior.

38.      Is a student who has exhibited physically aggressive behavior towards other students and/or staff considered an "immediate threat" for purposes of removing recess privileges? ... removing from the bus? (FAQ no. 15)

Yes, recess can be withheld if a student poses an immediate safety threat to themselves or others. Physically aggressive behaviors can also result in suspension from the bus. 

39.   Would you consider creating a new committee of administration, staff and parents that meets monthly (or some other agreed upon cadence) to openly discuss current issues, rumors and concerns (understanding that specific student incidents cannot be discussed)?

The school district is currently engaged in planning both the creation of new committees and adding parents to existing committees to increase opportunities for ongoing dialogue. We will share these plans with our parents as soon as they are finalized.

40.   What kind of due diligence does the district do to review our practices with those of comparable districts? What about practices between East and West?

The superintendent meets monthly with other superintendents from comparable districts to collaborate, share data, and review effective practices. These meetings allow the school district to benchmark our approaches, learn from successful strategies in other districts, and continuously improve our own systems.

Administrators meet monthly with district leadership to collaborate, review data and ensure    consistent practices.

41.   There have been rumors of elementary students serving in-school suspensions being allowed to act as "principal for the day," work on art projects or bead kits, distribute cardinal cards, etc. Can you please speak to this and clarify what an in-school suspension looks like for elementary school students?

During an in school suspension, a student is supervised by a staff member in a private setting and is expected to complete classwork assigned by their teacher(s). The social worker provides support and instruction related to the behavior that led to the suspension and may offer additional activities connected to that instruction. Students are allowed supervised movement breaks, either inside or outside the building, with a staff member. Students serving an in school suspension are not assigned roles such as “principal for the day,” nor are they given art projects, bead kits, or other activities.

If you hear a rumor that is concerning, please reach out to a building or district administrator to discuss.

42.   Do the school buildings provide any sort of report to district administration and/or the school board summarizing behavioral incidents? What is the frequency of the reports? What information is included?

Any incident that poses a threat to school safety—such as physical aggression resulting in injury, possession of weapons, drugs, vaping, criminal activity, reports of alleged bullying, Title IX violations, or any situation causing substantial disruption—must be reported immediately to district administration. Incidents that result in suspension are also reported.

Beginning January 2026, building administrators will review monthly reports with district administrators of incidents of physical aggression and inappropriate contact. This new district-level review is designed to ensure schools are responding effectively and consistently to these types of inappropriate behaviors. This process will help us better identify areas where additional district support may be needed.

The district is also actively increasing resources to support students in learning appropriate behaviors. Recent staffing recommendations include adding social workers at the elementary level to provide targeted interventions and proactive strategies that help students develop positive social and emotional skills.

43.   How does the district handle uncooperative parents/guardians? What rights does the school have to move forward with discipline, additional support, etc.?

Our goal is always to work together with families to support students. Sometimes, parents and schools may have different opinions about behavior plans or discipline.

If a student engages in behavior that requires a consequence, an administrator will contact parents to explain the investigation, the outcome, consequences implemented and the supportive measures we will put in place. If parents disagree with the consequences, administrators will listen and clarify as best they can the reason for the consequence. However, the student will serve that consequence because discipline decisions are the sole discretion of the District.

If parents are still not in agreement, we invite them to meetings to discuss how we can work together to prevent the behavior from happening again. If parents choose not to participate in creating a safety plan, behavior plan, IEP, or 504 Plan, the school will still create the plan and provide the supports outlined to help the student succeed.

For students receiving special education services, if parents do not consent to evaluations or placements, the District can proceed through a legal process called “due process” to ensure the student’s needs are met.

Safety is always of the utmost importance, therefore, if behaviors pose a safety risk, we will implement safety/support plans, increase supervision, or make temporary adjustments to keep the all students safe.

44.   Can you speak to the use of self-contained classrooms, or equivalent, for students with severe behavioral issues?

When a student shows significant behavioral challenges, we use a structured approach to provide support. Students receive Tier 2 and Tier 3 behavioral interventions through the Response to Intervention. These are targeted strategies designed to help improve behavior and keep the student engaged in learning. We closely track data to see if the student is making progress with these interventions. If the data shows the student is not improving, we refer them for a special education evaluation. Once parents give consent, the team may:

• Expedite the evaluation process to finalize an Individualized Education Program (IEP) with a more supportive placement such as self-contained, or
• Agree to a diagnostic placement during the evaluation. This means the student may temporarily move to a self-contained special education classroom while the evaluation is completed.

Our goal is always to provide the right level of support as quickly as possible to keep students safe and successful.

45.  Per Section 7.5(c) of the Professional Negotiation Agreement published on the district's website... What does the principal do when a teacher reaches out, perhaps multiple times, expressing concerns regarding student behavior affecting instructional time? Can you please provide some examples of solutions that have been or could be utilized if a teacher reaches out expressing concerns or a need for further assistance?

When a student has physical or social-emotional challenges that require extra help, teachers have several ways to request problem solving support:

1. Response to Intervention (RtI) for General Education Students

• Teachers complete an RtI form and submit it to the school psychologist.
• The psychologist schedules collaboration meetings to review the student’s needs and plan interventions.

2. Support for Special Education Students

• Each student has a case manager who works closely with the teacher and grade-level team.
• Teachers can request a team meeting with specialists such as the social worker, occupational therapist, speech-language pathologist, psychologist and administrator for problem-solving.

3. Administrative Support

• Teachers may reach out to building or district administrators to schedule a team meeting for additional planning and resources.

4. Ongoing Collaboration

• The special education department holds regular collaboration days to review student progress and update behavior plans proactively.

The building principal and/or district administrator is involved in all problem-solving options. This ensures that if increased support is needed—such as additional staff, resources, or changes to a student’s plan—they can be implemented quickly and effectively. Their participation helps maintain consistency, prioritize safety, and provide the authority to approve necessary adjustments.

46.   What role does the school board play in all of this? What more could they be doing to better support our district's needs?

The school board establishes policies that guide behavior expectations and disciplinary procedures. These policies are outlined in Section 7 of the school board’s policy manual. It allocates resources for staffing and programs that promote positive student behavior, and it monitors progress to ensure policies are implemented effectively. Most recently, the board approved additional financial resources to hire two additional social workers to support elementary school students and teachers.

The school board dedicates many hours to supporting our district’s needs, meeting multiple times per month to provide oversight, monitor and revise board policies and consider recommendations from district administration responsible for the day-to-day operation of the school district.

47.   What more can parents do in a volunteer capacity within the school? For example, some teachers request parent volunteers to assist with reading and/or math groups, while others do not. Could the administrators further encourage teachers to ask for volunteer help in the classroom? Are there restrictions that could prevent parent volunteers in the school?

The school district is excited to explore additional volunteer opportunities, particularly in the area of teaching students about appropriate behavior. We are currently considg ways to integrate parent volunteers into our school PBIS systems, SEL programs, supporting students during unstructured times throughout the school day and more. District administrators will be meeting soon with staff to explore options and ask that parents reach out to us if they have ideas they’d like us to consider.

1. What steps are taken when a student demonstrates repeated or severe behavioral issues? When a student demonstrates repeated or severe behavioral issues, Palos 118 utilizes progressive discipline which is an approach that uses incremental interventions and consequences to address inappropriate student behavior and focuses on teaching appropriate social skills to prevent recurrence. Consequences increase based on the severity and frequency of behavior, age, and special education needs.  The Student Handbook for 2025-26 includes the student behavior plan along with the levels of consequences. Progressive discipline is coupled with restorative practices through counseling and Positive Behavior Interventions.
    
2. What intervention frameworks are used to help students succeed? District 118 uses Positive Behavioral Interventions and Supports (PBIS) framework to improve student behavior, academic success and school climate. PBIS framework has a multi-tiered system of support including Tier 1 universal supports, Tier 2 targeted supports for some students and Tier 3 intensive supports for fewer students. The Student Handbook for 2025-26 outlines the PBIS supports available in each tier.
    
3. What are the district’s legal responsibilities when it comes to ensuring the safety of students and staff? District 118 fulfills all legal obligations to ensure the physical and emotional safety of students and staff. There are several federal laws and regulations District 118 has policies in place for including Title IX, Individuals with Disabilities Education Act, and Gun-Free Schools Act.  Additional policies in place to ensure safety include 7:180-Prevention of and Response to Bullying, 7:190- Student Behavior, 7:230-Midconduct by Students with Disabilities, 7:250 Student Support Services. District 118 also has in place a plan for threat assessment reporting and response systems and crisis response training.
    
4. How is the learning environment protected in situations where behavior poses a disruption or safety concern? District 118 uses preventive measures, immediate response protocols and supportive interventions when behavior poses a disruption or safety concern. If a student exhibits a behavior that threatens safety, staff will immediately remove the student from the setting to the office. Crisis response plans are followed for severe threats. Progressive discipline along with restorative practices are implemented prior to reintegrating a student back into the learning environment.
    
5. How does the district assess whether its behavioral and mental-health supports are effective? Palos 118 uses student data to assess if behavioral and mental health supports are effective. The schools review their student behavioral, academic and social-emotional data regularly. Data reviewed includes office discipline referrals, suspensions, standardized test scores, grades, and social-emotional screening results. Specific behavior intervention plans in place for students include a process for monitoring data to evaluate progress and effectiveness. 
    
6. What data or criteria are used to determine whether additional interventions or alternative placements are necessary? The data listed above is used to determine whether additional interventions or alternative placements are necessary.
    
7. What training, resources, or staffing supports are provided to teachers who work with students exhibiting significant behavioral challenges? Multiple trainings are provided to teachers to support behavioral challenges including Crisis Prevention Intervention which provides training in verbal and non-verbal strategies to calm students and prevent escalation along with trauma-informed practices through Global Compliance Network to understand how trauma impacts behavior and ways to respond appropriately. Behavior Intervention Plans provide guidance to teachers on implementing individual plans for some students. Crisis Response Teams are in place at each school to respond to behavioral emergencies.  Multiple school social workers and psychologists are available to teachers for consultation and direct student support. Paraprofessionals are in place to assist with supervision and individualized behavioral support. Board Certified Behavior Analysts are contracted through the Southwest Cook County Special Education Cooperative for additional level of support when needed.
    
8. Are there plans to increase support in areas such as classroom aides, training in de-escalation, or access to mental-health professionals? The district has a Certified CPI Trainer who conducts monthly Crisis Prevention Intervention trainings for staff. Over 100 district staff members are CPI trained, and new staff continue to receive training as needed. This ensures teachers and paraprofessional are equipped with de-escalation strategies and crisis response skills.  The District also increases the number of paraprofessionals throughout the year based on emerging student needs. This provides additional classroom support for students with significant behavioral challenges. District Administrators meet regularly with social workers and psychologists to assess and determine the need for additional mental health resources.
    
9. I would like to understand the district’s policy regarding threats involving a weapon. Is there not a zero-tolerance policy in place? When a student makes a threat involving a weapon, we implement the procedures outlined in the Threat Assessment Protocols and Procedures. A threat assessment is conducted by our building threat assessment team, and the outcome of the assessment is shared with a district administrator. Each threat is categorized as low, moderate, high, or imminent. Whenever a threat is made involving a weapon, parents are contacted by a school official to determine if the student has access to a gun. For all threats categorized as moderate or above, law enforcement is contacted, and a home visit is requested by the district to determine if guns are in the home. At any threat level, the school district requests law enforcement do a home visit if a parent indicates there is a gun in the home. We do this for all grade levels, including kindergarten. Student discipline for these types of threats is based on the outcome of the threat assessment and when involving law enforcement, information we learn from them. Your email references “zero tolerance policies.” Prior to 2016, the school district had zero tolerance policies. However, the passage of Senate Bill 100 prohibits zero tolerance policies, with little exception. The incident referenced at the Board of Education meeting was processed using the protocols outlined above. A threat assessment was completed and fell within the low category. Parents were contacted to determine if the student had access to guns and the student received disciplinary consequences for making a threat. Parents are always notified when there is a creditable threat to student safety. When a student brings an inappropriate object to school or an object that falls within the definition of weapon outlined in our board policy, we send notifications. For further review, you can also see our Student Behavior Policy (7:190) in our School Policy Manual.
    
10. Why can't the District share more information about a student situation or their behavior? Does the public have a right to this information? Schools are limited in their ability to share specific details about incidents involving students due to privacy laws like FERPA (Family Educational Rights and Privacy Act) and IDEA (Individuals with Disabilities Education Act), as well as district policies. FERPA, for instance, is a federal law designed to protect the privacy of student education records. Under FERPA, schools are restricted from sharing personally identifiable information from a student's records without written consent from the parent or eligible student. IDEA also imposes additional privacy requirements for students with disabilities, further limiting the type of information schools can disclose publicly. District policies reinforce these federal regulations, prioritizing student privacy and limiting information that can be shared with the public. For example, local policies and procedures restrict the release of photographs, recordings, and other identifiable student information without consent. These policies ensure that student privacy is safeguarded in alignment with federal requirements and community expectations, allowing schools to protect sensitive information while maintaining transparency within the boundaries of the law.
11. I want to know what kind of discipline a student who is not my child is facing. Why can’t I get access to that information? Any student’s discipline information is part of their education records, which are protected under federal privacy law. With rare exception, education records are only available to the student themself, their parents/guardians (if the student is younger than 18) and some school officials.
12. When is the school district required to contact law enforcement when dealing with a student behavior issue? Pursuant to Board Policy 7:190 and Board Policy 5:90, school officials shall contact local law enforcement when they receive a report of: A person in possession of a firearm on or around school grounds; Any person on school grounds that is or was involved in a drug related incident; When a school suspects a student is in immediate danger.
     
13. In what other instances does the school district contact law enforcement when dealing with a student behavior issue? School officials may contact local law enforcement for reasons outlined below. Please note this is not an exhaustive list and the school district routinely consults with local law enforcement on school safety matters. When a student makes a threat involving a weapon, we implement the procedures outlined in the Threat Assessment Protocols and Procedures. A threat assessment is conducted by our building threat assessment team, and the outcome of the assessment is shared with a district administrator. Each threat is categorized as low, moderate, high, or imminent. Whenever a threat is made involving a weapon, parents are contacted by a school official to determine if the student has access to a gun. For all threats categorized as moderate or above, law enforcement is contacted, and a home visit is requested by the district to determine if guns are in the home. At any threat level, the school district requests law enforcement do a home visit if a parent indicates there is a gun in the home. The school district may request the assistance of law enforcement when conducting searches for illegal drugs or seizures of illegal drugs pursuant to Board Policy 7:50. Student conduct that is suspected to include criminal activity pursuant to Board Policy 7:190.
     
14. What is progressive discipline and how is it implemented in our schools?

Progressive discipline is the use of a continuum of interventions and consequences for misbehavior, with the intensity of support and severity of consequences increasing with repeated or more series infractions. When determining the progression of support and consequences, school administrators consider the seriousness of the offense, frequency, and student history. The goal of progressive discipline is to prevent recurrence of inappropriate behaviors and promote positive behaviors.

Examples of progressive discipline:

Early Interventions

• Parent contact
• Verbal reminders
• Reviewing school/classroom expectations
• Reflective activities or assignments
• Removal of distractions
• Social work support
• Peer Mediation
• Behavior Contracts

Intermediate Interventions

• Detention (middle school)
• In-school suspensions
• Social work support
• Meeting with parents
• Bus Suspensions
• Daily Behavior Chart
• Loss of Privileges

Heightened Interventions

• Out-of-school suspensions
• Individualized safety plans
• Alternative school placements
• Law Enforcement Referral (criminal activity)
• Expulsions

15. Are loss of recess privileges a part of the elementary school progressive discipline plan?

A significant percentage of inappropriate behavior at the elementary school level happens during less structured time such as recess. While Palos 118 firmly believes that loss of recess privileges is an appropriate and effective consequence to address inappropriate behavior at the elementary level, public schools in Illinois are prohibited from taking away recess for misbehavior unless the student is an immediate threat to their safety or the safety of others
 

16. What is an in-school suspension?

During an in-school suspension, the student is removed from the classroom(s) and engages in activities under the supervision of school personnel that include but are not limited to reviewing school/classroom expectations, engaging in reflective activities and/or assignments in consultation with a school social worker and completing school assignments.

Students are not allowed to use personal technology devices, play games or engage in activities that would encourage students to repeat inappropriate behavior.
 

17. How does the school district determine when a student will receive an out-of-school suspension for inappropriate behavior and what restrictions are placed on schools for issuing out-of-school suspensions?

Senate Bill 100 requires school officials to limit the number and duration of expulsions and out-of-school suspensions to the greatest extent practicable, and, where practicable and reasonable, shall consider forms of non-exclusionary discipline before using out-of-school suspension or expulsions.

Suspensions of three days or less may only be used if the student’s presence poses a threat to school safety OR a disruption to other students’ learning opportunities.

Suspension of 4 or more days may only be used if other appropriate and available behavioral and disciplinary interventions have been exhausted AND the student’s presence in the school poses a threat to the safety of other students, staff, or the school community, OR substantially disrupts the operation of the school.

18. What is the process for responding to consistently disruptive students from the classroom?

Students engaging in consistently disruptive behaviors that cannot be addressed through progressive discipline are referred to a school-based team of professionals that review the student’s discipline record, the frequency of disruptive behavior, the student’s history and the effectiveness of current supports.

The team may:

• Identify additional behavior supports
• Create a behavioral intervention plan
• Create an individualized safety plan
• Recommend the addition of a classroom paraprofessional
• Recommend a functional behavior assessment (requires parental consent)

19. What is the process for removing consistently disruptive students from the classroom?

When a student’s behavior becomes significantly disruptive, staff first implement in‑class strategies such as redirection, de‑escalation, and brief breaks. If the behavior continues or presents a safety concern, support staff or an administrator may intervene, and the student may be temporarily removed to a supervised location to de‑escalate. Parents are notified, and the student participates in a re‑entry process to review expectations and support a successful return. If the student is unable to return, progressive discipline measures are applied, with ongoing interventions added as needed.

If there are no other successful interventions or supports that can be implemented within the general education classroom, then a special education referral would be initiated to determine if the student is eligible for special education support and the appropriate placement for services.
 

20. How do students reengage after a multi-day out-of-school suspension?

Re-Engagement meetings are required for students returning from multi-day out-of-school suspensions. These meetings are designed to ensure students have the appropriate support in place to successfully return to school. Depending on the severity of the behavior that resulted in the suspension, a school-based team in consultation with the student’s parents may develop a written safety plan that outlines specific supports the student will receive.

In addition to the important documents provided in this section and as part of the Targeted School Violence Prevention Program, the school district has a Crisis Management Plan and Violent Event Response and Reunification Plan reviewed annually by the District Safety Committee. The District Safety Committee is comprised of school officials, staff, parents, local law enforcement, first responders and other government agencies. This committee meetings twice annually in the fall and spring. The school district does not publish it’s Crisis Management Plan or Violent Event Response and Reunification Plan.

• District 118 Discipline Policies, Practices, and Supports Presentation
• Threat Assessment Protocols and Procedures
• Student Behavior Plan
• Prevention of and Response to Bullying, Intimidation, Harassment Plan

The following policies from the District 118 Policy Manual cover topics related to safety, student behavior, intervention procedures, and discipline. The full District Policy Manual can be found HERE.

• 4:170 Safety
• 4:190 Targeted School Violence Prevention
• 7:180 Prevention of and Response to Bullying, Intimidation, and Harassment
• 7:190 Student Behavior
• 7:200 Suspension Procedures
• 7:210 Expulsion Procedures
• 7:220 Bus Conduct
• 7:230 Misconduct by Students with Disabilities