School-Based Protocols

A trusted adult in the building is assigned to a student in order to provide regular coaching and displays examples of character and role modeling as well as potentially life-skill coaching. It may include contacting parents and coordinating with outside contacts. Please remember to document interactions on ENCORE.

FRF attends weekly District Case Management meetings, maintains consistent documentation and log of case load, provides responsive services, understands and interprets risk assessment summaries with parents and school case management teams, assists local school teams to implement strategies from risk assessment summary. Coordinates with community resources, build and strengthen relationships with students, families, school teams, and community resources, communicate and document in ENCORE regarding community services being received by student and family, obtain signed releases for AFRF and school to communicate with community resources, ensure confidentiality with only those who need to know for interventions. Participate in LCMT trainings. 

A behavior contract is a formalized, signed document between the school, the student, and the student’s parent/guardian that outlines expectations for attendance, academics, and behavior, as well as the consequences for violating the contract. Please remember to document on ENCORE.

Behavior Contract, Behavior Contract pdf

Behavior Contract Generic, Behavior Contract Generic pdf

Behavior Contract Simple, Behavior Contract Simple pdf

Behavior Contract Drug, Behavior Contract Drug pdf

Behavior and Academic Contract, Behavior and Academic Contract pdf 

A behavior intervention plan outlines the steps and practices that a team will implement to help a student behave appropriately. It should be based on a Functional Behavior Assessment that is conducted by the team to define the behavior of concern, and identify factors that contribute to and maintain the occurrence of the behavior. Based on this information the team should consider the strategies that will prevent the behavior from occurring, teach the student alternative behaviors to get what they need, and reduce reinforcement of inappropriate behavior while increasing reinforcement of appropriate behavior.

Fillable Form - Functional Behavior Assessment & Behavior Intervention Plan

PDF (Read only) Form - Functional Behavior Assessment & Behavior Intervention Plan

Check-In Check-Out - A highly researched and effective intervention, Check-In, Check-Out consists of a student checking in with an identified adult (e.g., counselor) to review their behavior contracts, goals, teachers providing feedback throughout the day, and the student checking out with the identified adult. This meeting takes place regularly, is scheduled on the adult's calendar, and is documented on ENCORE. The student takes the sheet home to be signed by the parent. This intervention provides the student with frequent self-analysis of his/her behavior and consequences for good behavior.

Sample Check-in Check-Out document

Best practices would be that all roads lead to communicating with the parent or guardian regarding any concerns related to the students conduct. If the concerns arise to a legal issue, then we would also include the resource officer (police). Document interaction in ENCORE.

A CCP is a collaborative effort between school and district staff to ensure that due process and district policies are being followed. 

Safe School Policy Review Form

DSD procedures regarding Critical Referrals

The criteria considered during the CCP to determine the response priorities, if a student is in immediate danger or involved in a mental health crisis.

7 Steps to a Critical Referral

Triage Intake Form

Safety Plan

Safety Plan (Spanish)

7 Steps to a Critical Referral (Adults)

Triage Intake Form (Adults)

Safety Plan (Adults)

If you have a life threatening emergency dial 911 immediately.
If you or someone you know is suicidal call 1-800-273-TALK (8255) or 911 immediately.

Davis Behavioral Health Crisis Line: For after hours and weekends crisis only (801) 773-7060

Stabilization and Mobile Response line: 1 (833) 723-3326

For additional supports, please click here.

Free courses offered through community mental health that address specific concerns and offer new skillsets. Listed below are resources found within Davis County.

Davis County Mental Health Directory

Hospitals & Psychiatric Treatment

DBH classes

Family Support Groups

Additional classes and trainings

District Case Management

DCMT is a multi disciplinary team that reviews safe school incidents and sets mandates for students and parents to ensure safe and orderly schools. Variance appeals are also reviewed by this team on a monthly basis. 

As a school administrator, if you find that a student violates one of the safe school behaviors found here...

Safe School Policy Review Form

You will then document in the ENCORE discipline screen and give an administrative narrative of the incident. Hold a due process meeting with the student's parent/guardian and issue a Notice of Suspension & Referral to District Case Management and complete the Case Management Team Referral paperwork (found in ENCORE under the "discipline" screen). You will also give parent/guardian a copy of the District Case Management Tri-fold document. Review Parent Statement and Student Statement opportunities (all of these forms are found in ENCORE). 

For more information, please click here

LCMT

A comprehensive school based team that meets weekly to review individual student as well as school-wide concerns. Please remember to document data and interventions in ENCORE.

Referral to LCMT

If a parent or teacher requests testing or a referral to Local Case Management, be sure to gather data and information from them in order to help support the team with your decision making.

Sample Referral Forms (Obtained from Centennial Jr High)

• Parent
• Teacher

Sample Secondary At-Risk Form (Obtained from Bountiful Jr High

School-wide LCMT Intervention Plan

Each school should work towards having a written plan for their school's effective Local Case Management Team. Things that should be included may be...

• Specific roles and responsibilities for team members
  • Administrator and/or facilitator, note taker, time keeper, data analyst, assigned follow-up coach to support intervention implementation
• Expectations for interventions and data collection
• Step by step process for referral
  • Who to contact for each step of the process
  • Expected timelines for the majority of referral (e.g. Try multiple interventions for _ weeks)
  • Required pre-referral actions for...
    • Teacher
    • Administrator
    • Other staff members
  • Sample Intervention Process

For more information, please click here

Documentation is necessary but insufficient by itself. The information should be intentionally escalated to the right people.

Interactions with students pertaining mental health, safety, or other pertinent events in the student's life that should be shared with his or her well-being shall. be documented in ENCORE in the interventions or discipline screen. Administrators should document FERPA information in the "Administrative note" or "Counselor/School Psychologist note".

Interventions or support plans created/implemented for a student's success need to be followed up by a trusted adult at a minimum every two weeks. Please remember to document interactions in ENCORE.

Home Visit

Home visits are centered around student's overall safety and/or mental health concerns. These are mandated intervention that involves district security coordinators and school administrators, meeting with student, parent/guardian at their home.

Weapons Discussion / Gun Locks

Dialogue about access/security of any potential weapon owned by a parent/guardian, and/or student. Gun locks are available through the Davis School District free of charge.

Parents will often do whatever it takes to keep their children safe in their own homes. For example, they may put gates around swimming pools or use child-proof caps on medication. Precautions like these may be necessary to ensure that their home is a danger-free zone, especially for children, who are still too young to know what to do in an unsafe or uncertain situation. 

But what about the dangers that exist outside of their homes?

Parents who own guns and keep them in their home may take every measure to lock them up or teach children about gun safety. Whether or not parents keep guns at home, their children may encounter guns elsewhere, where parents might not be able to ensure their safety. 

If the parents themselves don’t own guns, the children are going to have friends whose parents own guns.

When discussing guns in the home, the emphasis should be on safe storage and not ownership.

If the parent does keep a gun in their home, ask what precautions they take to safely store the gun.

The primary responsibility of the IET is to work in coordination with Student and Family Resources/Safe Schools Clinical Team in providing Clinical Therapeutic intervention to students and families for District Case Management referrals/Local Case Management Team referrals/Educational Family Resource Facilitator referrals/Mobile Outreach/Crisis Response. The IET will attend secondary District Case Management (DCMT) weekly to become familiar with cases and parties involved.

Review DCMT assessment results and assist parents and students in implementing a therapeutic regimen. Ensure confidentiality involving only those who need to know for intervention. Obtain signed release to interact directly in a therapeutic manner with individual students and families as well as small group therapy. The IET will maintain documentation of an on-going case load, provide delivery of short term Individual counseling to students and families. The IET will bridge to Community Treatment options as clinically necessary. Provide Consultation and triage to Local Teams. Provide clinical notes for on-going case load Additional responsibilities as determined by Safe Schools Clinical Team Coordinator, DCMT, or Director of Student and Family Resources.

As you think about what supports you are wanting, please consider whether or not the concerns are student specific, or maybe the entire class could benefit from some supports in that area. There is also the possibility that other teachers are having the same issues or concerns, and if that's the case it may be beneficial to bring this to a school team that is assigned with addressing whole school concerns. Click here to access resources and recommendations to help elicit some of those conversations that teachers may be having in the schools related to student behavior.

The goal of the program is to implement research based approaches to decrease criminogenic risk-factors, improve positive youth development, and keep communities safe. Students will attend after school and some Saturdays.

JJS Program Description

FERPA consent form

A Risk Assessment is an intervention that is recommended by the LCMT which grants students and parents full access to the safe schools clinical team as well as district resources.

What is the purpose of the assessment?

• To provide the Case Management Team with information to assist in making decisions about student safety.
• To determine risk of harm to self, students and/or staff.
• To help develop individual safety plans or other supports to keep all students safe.
• To support student needs.

Assessment FAQs

Sample Threat Assessment and Response Protocol (Obtained from the "Comprehensive School Threat Assessment Guidelines: Intervention and Support to Prevent Violence", written by Dewey Cornell, 2018)

A formalized, signed contract to help student conflict resolution and coexist in a school building by regulating face to face 3rd party and social media communications. Please remember to document contract in ENCORE.

Sample No Contact Contract

Sample No Negative Contact Contract

All major student concerns need to be communicated to the local case management team so that the team is aware that a student may need support. Example concerns may include student safety, suspension, behaviors, academics, and mental health. Please remember to document these decisions in ENCORE.

School/District administration meet with the parent/guardian and student to discuss district policies and expectations regarding safety and behavior.

Safe School Policy Review Form

Safe School Policy Review Form (Spanish Version)

DSD Student Conduct Policy

Video Example of Policy Review

Given the school's custodial and tutelary responsibility for children, and the Board's intent to preserve a safe environment for all students and staff, the Board recognizes that school officials must have the authority to conduct reasonable searches of students and student property. Schools are held to a lesser standard of reasonable suspicion, not the higher court standard of probable cause. Please remember to document interactions in ENCORE.

For more information related to searching lockers, vehicles, student's personal belongings, and student's persons, please click here (p.18).

An LCMT can decrease or limit a student's access to the school building by reducing the number of class periods/hours offered to a student. This intervention is often used due to behavior or safety concerns. *Students with IEPs or 504s must continue to have services maintained. Please remember to document this intervention in ENCORE.

A release of information (ROI) is obtained so that a school (under FERPA) can communicate with a medical facility/professional (under HIPAA). This allows a school to view medical records and information as they use that information for educational decision-making. It must be outline both parties and be signed by the parent. Please remember to document this in ENCORE.

A safety plan (spanish version) is completed to establish consistent practices for school personnel to follow when there is a student who displays unsafe behavior (e.g., suicidal ideation, threat of harm to self or others) and there is concern about the student engaging in unsafe behavior in the future.

It involves an educator (e.g., administrator, counselor, school psychologist) and the student working together to 1) identify personal warning signs for at-risk behavior, 2) define what the student will do during a crisis, and 3) identify trusted adults in the student’s life whom they can go to for help. The safety plan supports students in developing skills for responding to emotional crises and, in the case of suicidal ideation, strengthens the desire to live.

Please always remember to ensure that all required team members are informed as part of this process (Administrator, Counselor/Psych, & Parent). Please also remember to document with confidence in ENCORE.

We can assist you in evaluating the environment of your school to help maximize the safety of staff and students. This service should be formally accessed through the District Case Management Team but you are welcome to call for consultation. Be aware that if the student has an IEP, or is being tested, the Special Education Department should be contacted first. As a pre-referral to the courts, we can send letters and help clarify the law to parents. Assistance for referral to the appropriate social services is available if applicable. Sometimes it just helps to have someone outside the immediate school environment assist so the relationship with the school is not compromised.

DSD procedures regarding Critical Referrals

Safe Schools Clinical Team is a clinical consultation and assessment program providing input to the Student Services Case Management Team and feedback to parents and administrators.

The following services are available without charge to district educators, parents and students when referred by Case Management:

• Risk assessments for safe school violations, including aggression, drugs, sexual misconduct, fire-setting, harm to self, etc.
• Consultation to local school case management
• Parenting classes and other community resource information
• Mental health screening, consultation and referral
• Safe school intervention support for local schools
• Training to school staff on drug addiction, anxiety, personal boundaries, depression, and sexting. Please call the main office to schedule.

For more information please click here

The SafeUT Crisis Text and Tip Line is a statewide service that provides real-time crisis intervention to youth through texting and a confidential tip program – right from your smartphone. 

SafeUT answers crisis calls, texts, and chats – about yourself or someone else – 24/7. These services are anonymous and confidential.

An LCMT intervention to help a students academic or social success. Schedule changes are often used to resolve conflicts. Please remember to document this intervention in ENCORE.

School Director and school administration determines if it is safe for the student and for the school to have the student return to school. If the student is safe, school administration will outline a plan for that student’s safe return. 

If the student is not safe, the case will be taken to district case management for consideration of an alternative placement.

An LCMT intervention to help a students academic or social success. Seating charts are often used to resolve conflicts. Please remember to document this intervention in ENCORE.

Suspension

For purposes of this policy, suspension is a temporary (10 consecutive school days or less) interruption of District services and activities. A student who is suspended may, at the principal’s discretion, have access to homework, tests, and other schoolwork through a home study program, but will not be allowed to attend classes or participate in any school or District activities during the period of suspension.

Notice of Suspension & Referral to District Case Management

District Case Management Tri-fold for parents

In-School Suspension

In-school suspension (ISS) is a school-level intervention that can be used with especially challenging behavior. ISS should be used in cases where it is important to maintain a safe and positive learning environment and the student of concern would benefit from remaining in the school building, rather than being sent home. In order for ISS to be effective, the school should consider the following guiding principles and practices.

In-School Suspension Guidelines

Expulsion

For purposes of this policy, expulsion means removal from the school of attendance for a period longer than ten (10) consecutive school days. Recognizing that students who commit violent or disruptive acts may pose safety problems for the community as well as schools, the Davis School District will work with parents to provide alternative educational placement and programs for students, where appropriate and feasible. However, the Board retains the authority to exclude the student from all District schools, programs, or activities for the period of expulsion. In cases of total expulsion from the District, the legal obligation of complying with state compulsory education laws becomes the sole responsibility of the student's parents or legal guardian.

For more information related to District Policy for either Suspension or Expulsion, please click here

"10 day rule"

Students w/disabilities (taken from the Utah Least Restrictive Behavioral Interventions Technical Compliance Manual)

When a student has made a threat to harm others, it is helpful for an administrator to conduct a threat investigation/observation in order to determine the level of risk. This can be completed by the administrator before conducting a CCP (Contact, Consult, Plan) with the District Case Management Team as it will inform the discussion and determination of an appropriate response. 

Secondary Threat Investigation/Observation

Elementary Threat Investigation/Observation

If a student has been in a residential treatment facility for longer that 4 weeks, it is suggested that they schedule a meeting with student and family resources department before returning to their boundary school. Transition meetings look at appropriate placement, academic goals, and continued treatment plans.

Voluntary Risk Assessments is an intervention that is recommended by the LCMT which grants students and parents full access to the safe schools clinical team as well as district resources.

What is the purpose of the assessment?

• To provide the Case Management Team with information to assist in making decisions about student safety.
• To determine risk of harm to self, students and/or staff.
• To help develop individual safety plans or other supports to keep all students safe.
• To support student needs.

Assessment FAQs

Sample Threat Assessment and Response Protocol (Obtained from the "Comprehensive School Threat Assessment Guidelines: Intervention and Support to Prevent Violence", written by Dewey Cornell, 2018)