Behavioral Interventions


Every dynamic community with involved members is likely to experience problems involving multiple perspectives and opinions worthy of respectful consideration. At Hardy, we employ a consistent process for resolving differences in a collaborative manner, keeping the best interests of children at the heart of all decisions.


Teachers are the original point of contact for any concern involving a student at Hardy. Parents are encouraged to phone, email, or schedule a Zoom appointment with their child’s teacher to discuss any issue involving their child’s school experience. Each party typically shares his/her own unique perspective of problems and we encourage all participants to consider multiple points of view when discussing concerns. In the event that the issue does not involve the teacher, parents may go directly to the principal.


Invite the principal to meet with the teacher and parent. A new set of eyes is often helpful in exploring solutions. Like Step 1, Step 2 involves a collaborative effort to design a problem solving plan. Other staff members may be called in at this point to assist as needed, such as the school counselor. All involved parties will create or review a plan which is then implemented and monitored by the group members as needed.



Schedule a meeting with the principal to outline on-going concerns, the steps that have been taken to resolve them, and an assessment of outcomes to date. The principal will investigate, modify the plan generated in Step 2 as needed, and prepare a written response for the parent and teacher. The principal will then closely monitor the plan’s implementation and report progress to the parent at a mutually agreed upon date.



In rare instances, the Hardy staff and parents may be unable to reach consensus on the resolution of problems after attempting to do so in Steps 1, 2, and 3. The parent may contact the San Diego Unified School District Office of Quality Assurance, to notify their staff of the problem and the steps taken to resolve the problem to date. Additional details regarding the complaint process and parents’ rights are detailed in Facts for Parents, a district publication distributed to all families each year.


Community Code of Conduct ALL Citizens of Hardy Elementary School

1. Speak respectfully to everyone and make sure others do the same.

2. Keep hands, feet, and objects to themselves.

3. Help keep our school clean and safe.

4. Include everyone in games played fairly.

5. Practice peace in the classroom and out/NO BULLYING! Behavioral Interventions : Supporting the Development of Citizenship The “STEP” sequence is designed to allow the students opportunities for learning to make better choices with the support of the teacher, counselor, parent, guidance assistant, and principal.

Step 1 – Reminders and coaching/teacher documentation/parent contact to gain insights

Step 2 – Coaching and reinforcing/teacher documentation/parent contact to enlist support

Step 3 – Reinforcing and monitoring improvement/teacher documentation/parent contact to share progress

Step 4 – Refer to counselor or guidance assistant or principal to develop written plan containing goals, daily monitoring/reporting to parents, incentives/counselor documents plan implementation and outcomes

Step 5 – Refer to Student Study Team to refine/revise plan and enlist additional support for child. Student Study Team may include the student’s parent(s), teacher, the education specialist, school psychologist, school counselor, principal, and, if needed, and Language/Speech Specialist. Written Student Study Team records (documenting Steps 1 – 5) are shared with all team members and a copy is filed in student cumulative records.



The principal collaborates with the appropriate staff members in identifying consequences that match the child’s developmental stage, history, and intention.

Consequences may include:

  • Verbal warning from adult
  • Verbal warning + phone call to parent
  • Time out or work in a buddy room
  • Modified recess* spent writing personal reflection to be signed by teacher and parent
  • Multiple missed recesses* and parent conference *Student does not have free play at recess. They have snack, drink, and a bathroom break and directed exercise area.
  • Verbal and/or written apology
  • Parent visit to class (pending COVID safety guidelines on campus) Temporary move to another classroom
  • Loss of privileges
  • In-school suspension
  • Suspension from school (severe property damage or physical assault only)


  • Zero Tolerance acts (weapons/knives/toys that resemble weapon, drugs, cigarettes, matches, lighters)
  •  Fighting Bullying
  • Defiance of school personnel
  • Racial slurs/profanity/put-downs/threats
  • Stealing/extortion
  • Damage to school or private property (caused or attempted to cause)
  • Sexual harassment (grade 4 and up)


Hardy has established a successful program for developing a sense of student agency through personal responsibility. As part of a district-wide initiative, Hardy continues to implement Positive Behavioral Interventions and Supports model. PBIS was established to address the behavioral and discipline systems needed for successful learning and social development of students. The school-wide system includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. A system of acknowledgements will help motivate students to try their best and to encourage others as well. One important piece of PBIS is to create a set of expectations that are well-known to all members of our school community.

At Hardy we teach students the acronym, WISE, to help practice those expectations. Our motto reads…

W – Winning Attitude

I – Integrity

S – Show Respect & Responsibility

E – Encourage Others

Students who demonstrate the HARDY WISE WAY at our school will earn “Wise Way” recognition in the classroom. The acknowledgement system recognizes positive behavior in the lunch court and cafeteria, hallways, restrooms, at morning drop-off and afternoon dismissal, and during recess. Teachers, monitors, and school staff will keep track of students who exhibit positive behaviors and good character this year.

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