Student Behavior & School Safety
If you have a question that you can't find the answer to in the FAQs and other resources below, please send us an email at questions@palos118.org.
Behavior Statistics
Aggressive Behavior is defined as behavior that does physical or psychological harm to a staff person or another student. Prohibited conduct specifically includes, without limitation, any use of violence, intimidation, force, noise, coercion, threats, stalking, harassment, sexual harassment, public humiliation, theft or destruction of property, retaliation, hazing, bullying, bullying using an electronic device, or other comparable conduct.
Inappropriate Physical Contact is defined as aggressive physical action against another including but not limited to deliberate hitting, pushing, poking, shoving, kicking, pinching, tripping, biting, spitting, punching or scratching another person.
May 28, 2026
Behavior Statistics as of March 31, 2026
Behavior Statistics as of February 28, 2026
January 30, 2026 Physically Aggressive Behavior |
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|
Total |
KG |
1 |
2 |
3 |
4 |
5 |
|
|
East |
2 |
0 |
0 |
0 |
0 |
0 |
2 |
|
West |
1 |
0 |
0 |
0 |
1 |
0 |
0 |
|
Inappropriate Physical Contact |
|
Total |
KG |
1 |
2 |
3 |
4 |
5 |
|
|
East |
15 |
2 |
0 |
4 |
5 |
3 |
1 |
|
West |
12 |
2 |
1 |
4 |
1 |
2 |
2 |
Physically Aggressive Behavior
| Total | 6 | 7 | 8 | |
|
South |
2 |
1 |
1 |
0 |
Inappropriate Physical Contact
| Total | 6 | 7 | 8 | |
|
South |
4 |
1 |
3 |
0 |
FAQs
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
Important Documents
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.
Board Policies
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.