Accountability Matrix

Introduction

Lincoln Public Schools supports a clear discipline system that emphasizes prevention of prohibited student conduct, student accountability for actions, and restorative practices. Students are expected to follow school expectations by being respectful, responsible, and safe. In order to function properly, public school education must provide equal learning opportunities for all students. In addition to the regular curriculum, good citizenship must be taught and demonstrated. This includes an appreciation for the rights of others.

In Lincoln Public Schools, accountability is defined as a transparent and consistent process that includes a combination of re-teaching skills, repairing harm, appropriate consequences, and communication. As part of the PAR Behavior Framework, the PAR Accountability Matrix was field tested in Lincoln Public Schools during the 2024-2025 school year to support decision-making for accountability for students in grades K-12. The accountability matrix, derived from the Responsibilities of Students, is a tool for staff and administrators to respond consistently and appropriately when students engage in unwanted behavior. This tool is designed to offer consistency at all levels across the district so that students are disciplined equitably from school to school when their behavior requires consequences. The matrix is designed to assist all individuals, including students, in understanding the consequences of violating school rules. It is important that students, staff, administrators, and parents/guardians are knowledgeable about the responses to behavior that may be used.

The matrix does not replace effective classroom practices or minor behavior management that occurs on a daily basis. Rather, it provides progressive steps when a behavior increases in frequency, duration, and/or intensity. Certain violations, such as weapon possession, fighting, sexual misconduct, and drugs/alcohol use/possession will require initial administrative action.

All behavioral situations are unique and may require building administrators to consult with Student Services or Special Education for guidance or an alternate response. The accountability matrix works in conjunction with LPS’s system for intervention and support. Additionally, it is necessary to consider alternative discipline plans within Behavior Intervention Plans (BIPs) to ensure consistency with support, interventions, and responses.

As is the case with the Responsibilities of Students, the matrix is reviewed regularly to ensure ongoing improvement. Revisions will be made on a continuous basis.

Consequence Definitions

Consequences are responses by school staff in response to a student’s behavior and used to decrease the likelihood of the behavior from reoccurring. They are intended to help students understand the impact of their actions, take responsibility, and make positive choices in the future. The goal is always to support learning, promote safety, and maintain a positive, respectful school environment.  The following are potential consequences that may be used in response to a violation of the Responsibilities of Students.

Before/Lunch/After School Detention:  Assigned time outside of instructional hours for a student to reflect on behavior and complete instructional, reflective, or restorative activities.

Contact Parent/Guardian:  Communication with a student’s parent/guardian by phone, email, or note to inform them about behavior and collaborate on supporting the student.

Document Behavior:  Recording an incident in the LPS student information system to ensure patterns are monitored and appropriate interventions are applied.

Expulsion: Expulsion shall mean exclusion from attendance in all schools within the system for a period not to exceed the remainder of the semester in which it took effect unless the misconduct occurred (a) within 10 school days prior to the end of the first semester, in which case the expulsion shall remain in effect through the second semester, or (b) within 10 school days prior to the end of the second semester, in which case the expulsion shall remain in effect for summer school and the first semester of the following school year, or (c) unless the expulsion is for conduct specified in Policy 5480, in which case the expulsion shall remain in effect for the period specified therein.

In-Class Movement: Changing a student’s seat or location within the classroom to reduce disruptions or prevent further behaviors.

In-School Suspension:  The student remains at school but is removed from the regular classroom environment for a defined period while receiving instruction, behavior support, and time to complete instructional, reflective, or restorative activities.

Long-Term Suspension:  Exclusion of a student from attendance in all schools and grounds within Lincoln Public Schools for a period exceeding five school days but less than 20 school days. 

Meeting (Student/Staff/Family):  A scheduled conversation involving the student and key collaborators (staff, parent/guardian, etc.) to discuss behavior concerns and create a plan for support.

Out-of-Class Movement:  A short removal from the classroom (e.g., a cool-down space or time with another adult) to help the student regulate and prepare to return to instruction by being given time to complete instructional, reflective, or restorative activities.

Out-of-School Suspension:  Temporary removal from school for a defined number of days (under 5 days) due to serious or repeated behavior violations. The student is not allowed on any school campus during this time.

Processing with Student:  A collaborative and reflective conversation between a staff member and student to understand what occurred, review the missing skill, and provide appropriate accountability.

Reassignment:  Mandatory reassignment shall mean the involuntary transfer of a student to another school.  

Referral to Student Services: A conference at the Department of Student Services to review the basis for the suspension/referral, obtain the facts about the suspension/referral and to develop a plan so the student will have a more successful experience in school.  

Teaching/Re-teaching:  Providing instruction or reminders about expectations, rules, or routines to reinforce appropriate behavior

Verbal Redirect:  A brief, in-the-moment correction given by a staff member to guide a student back to appropriate behavior.

Violations and Consequences

Level of Behavior

Location Where Managed

Defined

Level 1 Minor

Classroom Managed

Incidents that minimally disrupt the environment.

Level 2 - Minor

Classroom Managed/Office Supported

Incidents that disrupt the flow of the environment but might not completely derail it.

Level 2 - Major

Office Managed

Incidents that have an increased impact on the environment.

Level 3 - Major

Office Managed

Incidents are significantly disruptive and can have a major impact on the environment.

Level 4 - Major

Office Managed + Student Services Managed

Incidents are serious and potentially dangerous, posing a significant threat to the safety and wellbeing of individuals or the environment. 

All behavior incidents are unique and the level of disruption, intensity, frequency, and duration are considered when classifying behavior to determine responses and consequences. Some violations have clearly defined consequences based on the nature of the offense.

A. Insubordination

Insubordination

Defined: Willfully disobeying any reasonable written or oral request of a school staff member.

Level of Behavior

Level 1 – Minor
Incidents that minimally disrupt the environment.
Level 2 – Minor
Incidents that disrupt the flow of the environment but might not completely derail it.
Level 2 – Major
Incidents that have an increased impact on the environment.
Level 3 – Major
Incidents are significantly disruptive and can have a major impact on the environment.
Level 4 – Major
Incidents are serious and potentially dangerous, posing a significant threat to the safety and wellbeing of individuals or the environment, which also includes refusal of search.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out-of-school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
B. Voicing Disrespect

Voicing Disrespect

Defined: The voicing of disrespect to an adult.

Level of Behavior

Level 1 – Minor
Verbal disrespect in a manner that does not include profanity, derogatory language, or threats. This verbal disrespect causes minimal disruption to the environment.
Level 2 – Minor
Verbal disrespect that includes profanity not directed at the adult. These behaviors can disrupt the flow of the classroom or work setting but might not completely derail it.
Level 2 – Major
Verbal disrespect that includes name calling, profanity, or derogatory language directed at the adult. This may include repeated Level 1 behaviors, increased intensity, frequency, and duration of Level 1.
Level 3 – Major
Verbal disrespect that includes name calling, profanity, or derogatory language directed at the adult. This can be targeted verbal disrespect with intent to harm and may have caused a major disruption to adults directly or indirectly involved. This may include repeated Level 1 behaviors, increased intensity, frequency, and duration of Level 1 or 2.
Level 4 – Major
Incidents are serious and potentially dangerous, posing a significant threat to the safety and wellbeing of individuals or the environment, which also includes refusal of search.This is targeted/intentional verbal disrespect that is repeated and has increased intensity, frequency, or duration. The verbal disrespect caused a major disruption/harm to another adult directly or indirectly involved. These behaviors may include aggression.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
C. Use of Violence, Force, or Threat

Use of Violence, Force, or Threat

Defined: Use of violence, force, coercion, threat, intimidation, or other conduct done in a manner that constitutes a substantial interference with school purposes or making any communication that a reasonable recipient would interpret as a serious expression of intent to harm, or causing, or attempting to cause injury. Knowingly and intentionally causing or attempting to cause personal injury shall result in an expulsion for the semester in which it occurred and the next semester unless caused by accident, self-defense, or on the reasonable belief that the force used was necessary to protect some other person and the extent of force used was reasonably believed to be necessary.

Level of Behavior

Level 1 – Minor
Defer to Level 2 Major – Office Managed
Level 2 – Minor
First occurrence of disrespectful messages in any format related to gender, ethnicity, sex, race, religion, disability, physical features, or other protected class and there is a minor/local disruption.
Level 2 – Major
Behaviors, including speech, that are more serious or repeated, go beyond classroom-managed responses, and disrupt the learning environment or school safety, but do not involve clear threats or physical harm/injury. This behavior is considered a local disruption.
Level 3 – Major
Behaviors, including speech, that pose a greater risk to safety, demonstrate intent to harm, or cause major disruption. This may include targeted or intentional language, such as expressing a grievance and intent to retaliate, that raises concern about potential directed violence. These situations require an immediate and serious response due to their impact on individuals directly or indirectly involved.
Level 4 – Major
The most severe behaviors that may involve intentional harm, credible threats, or ongoing safety concerns that may include aggression. These may be repeated or escalating in intensity, frequency, or duration, and often involve targeted language or actions, including speech, that raise concerns about potential directed violence. Such behaviors cause major disruption or harm to individuals directly or indirectly involved or a significant disruption to the environment.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Safety Plan
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g., student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out-of-school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion

     

     

     

D. Property Damage and Theft

Property Damage

Defined: Willfully causing or attempting to cause substantial damage to property, including the setting of a fire of any magnitude, stealing or attempting to steal property of substantial value, or repeated damage or theft involving property.

Level of Behavior

Level 1 – Minor
Accidental damage of school or personal property that is of value between $0-$10.
Level 2 – Minor
Willful damage of school or personal property that is of value between $0-$10.
Level 2 – Major
Accidental or willful damage that is/may be permanent that is of value between $10-$100.
Level 3 – Major
Accidental or will damage is permanent and makes items/property unusable that is of value between $100-$499.
Level 4 – Major
Accidental or willful damage that is permanent or renders items or property unusable, and exceeds a value of $500. This also includes setting a fire on school property.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
  • Restitution

Theft

Defined: Willfully causing or attempting to cause substantial damage to property, including the setting of a fire of any magnitude, stealing or attempting to steal property of substantial value, or repeated damage or theft involving property.

Level of Behavior

Level 1 – Minor
Theft of school property that is of value between $0-$10.
Level 2 – Minor
Defer to Level 2 Major
Level 2 – Major
Theft of school property that is of value between $10-$100, or personal property on school grounds/transportation.
Level 3 – Major
Theft of school or personal property on school grounds/transportation that is of value between $100-$500.
Level 4 – Major
Theft of school or personal property on school grounds/transportation that is of value over $500. This may also include repeated theft or theft by force.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out-of-school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
  • Restitution
E. Harassment and Bullying

Harassment and Bullying

Defined: Knowingly and intentionally engaging in harassment or bullying. Bullying is defined as any ongoing pattern of unwanted, aggressive behavior which may include physical, verbal or electronic abuse on school grounds, in a vehicle owned, leased or contracted by the school being used for a school purpose by a school employee or designee, or at school-sponsored activities or school-sponsored athletic events. (Lincoln Public Schools Policy 5482)

Level of Behavior

Level 1 – Minor
Defer to Level 2 Major
Level 2 – Minor
Defer to Level 2 Major
Level 2 – Major
Initial incidents of harassment or bullying that are targeted, intentional, and ongoing and cause limited impact or disruption and do not involve threats or physical harm.
Level 3 – Major
More severe, persistent, or escalating harassment or bullying behaviors that create a significant impact on the learning environment or student wellbeing. May involve credible threats, aggressive harassment, or incidents that are causing harm.
Level 4 – Major
Most severe, high-risk, or sustained harassment or bullying, potentially involving direct threats of violence, hate speech, or physical aggression.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Safety Plan
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out-of-school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
F. Profane or Abusive Language or Conduct

Profane or Abusive Language or Conduct

Defined: The use of language, written or oral, or conduct, including gestures, which is profane or abusive to students or staff members. Profane or abusive language or conduct includes, but is not limited to, that which is commonly understood and intended to be derogatory toward a group or individual based upon economic status, race, ethnic background, culture, gender, sexual orientation, religion, age or ability.

Level of Behavior

Level 1 – Minor
Non-profanity related name-calling or use derogatory language in a conversational, non-targeted manner, causing a minor disruption. Verbal disagreements may occur, but the tone remains generally civil and assertive, with minimal escalation. The situation causes little disruption, and students typically return to their regular activities with minimal adult support.
Level 2 – Minor
Profanity, including name-calling or derogatory language, either indirectly or conversationally. The language may reference individuals or groups without being directly targeted. Disagreements may be tense but remain minimally disruptive, with a generally civil tone and limited escalation. Students typically return to their regular activities with minimal adult support.
Level 2 – Major
Profanity, name-calling, or derogatory language directed at another individual or group, resulting in a local disruption. This includes tense disagreements involving direct profanity or harmful language. The disruption impacts the environment.
Level 3 – Major
Targeted or intentional use of profanity, name-calling, derogatory language, or behavior intended to harm or that results in significant disruption or harm to individuals or groups, either directly or indirectly. This may include intense verbal disagreements that escalate to personal attacks, creating a major disruption. May also involve repeated Level 1 or Level 2 verbal incidents.
Level 4 – Major
Targeted or intentional name-calling and language or behaviors that are repeated or have increased in intensity, frequency, or duration, resulting in significant impact on individuals or groups, either directly or indirectly. These behaviors may include aggression or escalate into high-intensity disagreements that carry a risk of physical aggression, including verbal threats of harm. Profanity or derogatory language may be present, and the situation may involve repeated verbal altercations.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
G. Weapon

Weapon

Defined: Knowingly possessing, handling, or transmitting any object or material that is ordinarily or generally considered a weapon with a blade less than 3.5 inches or that has the appearance of a weapon or bringing or possessing any explosive device, including fireworks.

Level of Behavior

Level 1 – Minor
Defer to Level 2 Major
Level 2 – Minor
Defer to Level 2 Major
Level 2 – Major
Possession of a non-functional, look-alike weapon, small item with a blade under 3.5 inches, or a single firework without intent to threaten or harm, and no disruption or safety concern was caused.
Level 3 – Major
Possession, intent to use, or use of a weapon-like item or firework that creates a local disruption or causes concern, but there is no direct threat or harm. This may also include the repeated possession of items of this nature.
Level 4 – Major
Repeated or intentional behavior involving a weapon-like object, including threats or use of an object intended to intimidate or cause harm.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
H. Dangerous Weapon

Dangerous Weapon

Defined: Knowingly and intentionally possessing, using, or transmitting a dangerous weapon with a blade more than 3.5 inches other than a firearm. This conduct shall result in an expulsion for the semester in which it occurred, and the next semester.

Level of Behavior

Level 1 – Minor
Defer to Level 2 Major
Level 2 – Minor
Defer to Level 2 Major
Level 2 – Major
Knowingly possesses a dangerous weapon with a blade longer than 3.5 inches, but there is no indication of intent to use, threaten, or cause harm.
Level 3 – Major
Knowingly possessing or referencing a weapon in a way that causes alarm, intimidation, or disruption, but without using it.
Level 4 – Major
Displaying, use, attempted use, or credible threat involving a dangerous weapon.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
I. Firearm

Firearm

Defined: Knowingly and intentionally possessing, using, or transmitting a firearm on school grounds, in a school-owned or utilized vehicle, or during an educational function or event off school grounds, or at a school-sponsored activity or athletic event. This conduct shall result in an expulsion for one calendar year. “Firearm” means a firearm as defined in 18 U.S.C. 921, as that statute existed on January 1, 1995. That statute includes the following statement: “The term ‘firearm’ means (a) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (b) the frame or receiver of any such weapon; (c) any firearm muffler or firearm silencer; or (d) any destructive device.”

Level of Behavior

Level 1 – Minor
Defer to Level 4
Level 2 – Minor
Defer to Level 4
Level 2 – Major
Defer to Level 4
Level 3 – Major
Defer to Level 4
Level 4 – Major
Student has a firearm in their possession/vehicle on school grounds.

Potential Responses and Consequences

  • Process with student
  • Out-of-class movement
  • Document behavior
  • Contact parent/guardian
  • Mandatory Out of School Suspension (5 days) and referral to Student Services with expulsion/reassignment
J. Public Indecency or Sexual Conduct

Public Indecency or Sexual Conduct

Defined: Public indecency or sexual conduct.

Level of Behavior

Level 1 – Minor
Defer to Level 2 – Minor
Level 2 – Minor
Inappropriate, non-aggressive, or non-threatening sexualized behaviors that are isolated and not directed at others in a harmful way.
Level 2 – Major
Intentional or repeated sexualized behavior that causes disruption or discomfort in the school environment, possibly involving others but not threatening or harmful in nature. May involve non-consensual or repeated actions.
Level 3 – Major
Targeted, recurring, or escalating behaviors of a sexual nature that may involve inappropriate contact or serious disruption. These behaviors impact the learning or safety of others. creates a hostile environment or involves direct contact, coercion, or harassment.
Level 4 – Major
Serious, repeated, or sexual conduct or public indecency that significantly disrupts and poses a significant safety or wellbeing concern, though not classified as sexual assault. Behavior may reflect ongoing patterns or intensity that disrupts the school community.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
  • Title IX Investigation
K. Sexual Assault (includes attempted)

Sexual Assault (includes attempted)

Defined: Sexually assaulting or attempting to sexually assault any person. This conduct may result in an expulsion regardless of the time or location of the offense, if a complaint alleging such conduct is filed in a court of competent jurisdiction.

Level of Behavior

Level 1 – Minor
Defer to Level 4
Level 2 – Minor
Defer to Level 4
Level 2 – Major
Defer to Level 4
Level 3 – Major
Defer to Level 4
Level 4 – Major
Sexual assault or attempt to sexually assault any person. This conduct is not contingent on time or location of the offense if reported to Law Enforcement.

Potential Responses and Consequences

  • Process with student
  • Out-of-class movement
  • Document behavior
  • Contact parent/guardian
  • Out of School Suspension (5 days)
  • Safety Plan
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
  • Title IX Investigation
L. Dress Code

Dress Code

Defined: Dressing or grooming in a manner wherein such dress is dangerous to the student’s health and safety or to the health and safety of others or repeated violations of the student dress and grooming standards; dressing, grooming, or engaging in speech that is lewd or indecent, vulgar, or plainly offensive; dressing, grooming, or engaging in speech that school officials reasonably conclude will materially and substantially disrupt the work and discipline of the school; or dressing, grooming, or engaging in speech that is a reasonable observer would interpret as advocating illegal drug use.

Level of Behavior

Level 1 – Minor
Defer to Level 2 – Major
Level 2 – Minor
Defer to Level 2 – Major
Level 2 – Major
First occurence of grooming or dress that promotes activities that are illegal for use by minors including but not limited to tobacco, alcohol, or drugs; or clothing that has inappropriate language, profanity, gestures, etc. that causes a local disruption.
Level 3 – Major
Repeated occurrences of grooming or dress that promotes activities that are illegal for use by minors including but not limited to tobacco, alcohol, or drugs; or clothing that has inappropriate language, profanity, gestures, etc. that causes a substantial disruption. This also includes the refusal to remedy the dress code violation.
Level 4 – Major
Dress, grooming, or speech that poses a clear safety risk, promotes hate, violence, or illegal behavior, or involves ongoing and escalating violations that significantly interfere with school safety and operations.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
M. Drugs, Alcohol, Etc.

Drugs, Alcohol, Etc.

Defined: Engaging in the selling, using, possessing or dispensing of alcohol, tobacco, narcotics, drugs, controlled substance, imitation controlled substance, e-cigarette vapor products, inhalant or being under the influence of any of the above; or possession of drug paraphernalia. Use of a controlled substance in the manner prescribed for the student by the student’s physician is not a violation. The term “under the influence” has a less strict meaning than it does under criminal law. For school purposes, the term means any level of impairment and includes even the odor of alcohol or illegal substances on the breath or person of a student; also, it includes being impaired by reason of the abuse of any material used as a stimulant.

Level of Behavior

Level 1 – Minor
Defer to Level 4
Level 2 – Minor
Defer to Level 4
Level 2 – Major
Defer to Level 4
Level 3 – Major
Defer to Level 4
Level 4 – Major
Under the influence of and/or in possession of drugs or alcohol. This also includes the reasonable suspicion of being under the influence and/or in possession of drugs or alcohol.

Potential Responses and Consequences

  • Process with student
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
  • SCIP (School Community Intervention & Prevention) Referral
  • Safety Plan
N. Technology and Electronic Devices

Technology

Defined: Violation of technology guidelines.

Level of Behavior

Level 1 – Minor
Misuse of technology that is minor, unintentional, and does not disrupt learning or violate safety.
Level 2 – Minor
Disruptive behavior involving technology that interferes with learning but is not harmful to others.
Level 2 – Major
Use of technology that is inappropriate, disrespectful, or against classroom/district expectations.
Level 3 – Major
Technology use that creates an unsafe environment or targets others in harmful ways.
Level 4 – Major
Serious violations involving harm, harassment, security threats, or illegal activity. These behavior incidents are potentially dangerous, posing a significant threat to the safety and wellbeing of individuals or the environment.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Corrective plan
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion

Electronic Devices

Level of Behavior

Level 1/1st Offense:

The student does not put the electronic device in the designated storage location. Office is notified.

The device is returned to the student at the end of the day from the office.

Level 2 Minor/2nd Offense:

The student does not put the electronic device in the designated storage location. Office is notified.

Returned to the student at the end of the day.

Level 2 Major/3rd Offense:

The student does not put the electronic device in the designated storage location. Office is notified.

Returned to the student at the end of the day and a building-level in-school corrective plan developed.

Level 3/Habitual Non-Compliance:

The student does not put the electronic device in the designated storage location. Office is notified.

Discipline referral will be made and a personalized phone plan will be made.

Level 4 – Major

Repeated non-compliance despite interventions.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Corrective plan
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
O. Plagiarism/Copyright

Plagiarism/Copyright

Defined: Plagiarism or copyright infringement by students is considered academic dishonesty and is prohibited. (Lincoln Public Schools Policy 6442)

Level of Behavior

The level of academic dishonesty is determined collaboratively by teachers, building administrators, and curriculum specialists.

Potential Responses and Consequences

  • Full credit
  • Partial credit
  • Receive a zero
P. Recording Without Permission

Recording Without Permission

Defined: Recording the image or voice of another person with an electronic device, without the express permission of the person recorded or the failure to promptly delete such a recording following the request of the person recorded.

Level of Behavior

Level 1 – Minor
Defer to Level 2-Major
Level 2 – Minor
Defer to Level 2-Major
Level 2 – Major
Recording of the school environment or another person without their consent and it causes minimal disruption.
Level 3 – Major
Recording of unwanted behavior on school grounds, including the intentional capturing, posting, reposting, or sharing of videos or images without consent. This also includes repeated recordings without permission or refusal to delete content upon request.
Level 4 – Major
Intentional recording of another person that is profane, obscene, abusive, or invasive or posting content that is pornographic in nature. These actions may cause significant harm or violate the safety and privacy of others. This also includes repeated recordings without permission or refusal to delete content upon request.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
Q. LPS Transportation

LPS Transportation

Defined: Willfully violating the behavioral expectations for those students riding Lincoln Public Schools buses.

Level of Behavior

Level 1 – Minor
These are behavior incidents that create minimal disruptions to the environment.
Level 2 – Minor
Defer to Level 4
Level 2 – Major
Incidents that are more disruptive and may impact the environment to a greater extent. Behaviors may include repeated Level 1 behaviors, increased intensity, frequency, and duration of Level 1.
Level 3 – Major
Incidents that are more serious in effect and may impact safety. These actions are significantly disruptive and may be repeated.
Level 4 – Major
These behavior incidents are serious and potentially dangerous, posing a significant threat to the safety and wellbeing of individuals or the environment. These behaviors may be repeated.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
R. Truancy and Tardiness

Truancy and Tardiness

Defined: Truancy or tardiness, which includes failure to attend or being late to school or assigned classes or activities.

Level of Behavior

The level of truancy and tardiness is determined collaboratively by teachers, building administrators, and Student Services.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Collaborative Plan
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion
S. Unlawful Activity

Unlawful Activity

Defined: Engaging in any unlawful activity which constitutes a danger to other students or interferes with school purposes.

Level of Behavior

Potential Responses and Consequences

Citations are considered a secondary violation. Refer to the letter of the primary behavior associated with the citation to determine the appropriate responses and consequences.

T. Repeated Violations

Repeated Violations

Defined: Repeated violation of any of the rules adopted by the School District or the school.

Level of Behavior

Level 1 – Minor
Defer to Level 2 – Minor
Level 2 – Minor
Behaviors can disrupt the flow of the classroom or work setting but might not completely derail it and may be repeated.
Level 2 – Major
Behaviors with an increased impact on the classroom environment and may be repeated with increased intensity, frequency, and duration.
Level 3 – Major
Behavior incidents that are more serious in nature and cause significant disruption. They may involve repeated behaviors that have escalated in intensity, frequency, or duration, resulting in a major impact on the environment.
Level 4 – Major
Behaviors that serious and potentially dangerous incidents that pose a significant threat to the safety and wellbeing of individuals or the school environment.

Potential Responses and Consequences

  • Verbal redirect
  • Process with student
  • Teaching/re-teaching
  • In-class movement
  • Document behavior
  • Out-of-class movement
  • Contact parent/guardian
  • Meeting (e.g. student/staff, student/parent/staff, etc.)
  • Before/Lunch/After school detention
  • In school suspension
  • Out of school suspension
  • Referral to Student Services
  • Long-term suspension
  • Reassignment
  • Expulsion