Students cannot wear or use their digital smart watches (Apple Watch, Samsung Watch, Gizmo) during the school day. Students may also not use cell phones or other personal electronics during the school day. If your child is seen with their smart watch, cell phone, or other personal electronics at school they will be reminded that it must be in their backpack for the entirety of the school day. If your child needs multiple redirections the device will be placed in the office and a parent will need to pick up the device.

We love and encourage our school's strong culture of riding bikes, skateboards, and scooters to school. Helmets must be worn at all times, and only devices legal for students to ride may be parked on campus. Registration of bikes is not required at this time. (NOTE: CLASS 2 and CLASS 3 E-BIKES and E-SCOOTERS ARE ILLEGAL FOR CHILDREN UNDER 16 TO RIDE). Review Central Marin Police E-bikes message from 8/15/25. Visit Safe Routes to School to learn more.

Larkspur- Corte Madera K-5 Discipline Guide

1 Mildly Disruptive

Incidents of behavior which distract from learning of self/another person(s)/ group in any setting

2 Moderately Disruptive

Incidents of behavior which create an unsafe space or distract from learning of self/another person(s)/ group; Any physical contact is not intended to cause harm or is not sexually inappropriate but is disruptive to learning.

3 Moderately Disruptive/Dangerous

Incidents of behavior which are potentially dangerous towards the student/ another person(s)/group; Any physical contact that does not cause physical harm* to another person but has potential to.

4 Severely Disruptive/Dangerous 

Incidents of behavior which are dangerous towards the student/another person(s) /group and cause harm

Level 1 - Mildly Disruptive 

Incidents of behavior which distract from learning of self/another person(s)/ group in any setting

Level 1 is typically redirectable behavior that does not require parent contact. It is not going to be logged in Aeries. If after multiple redirections/ adult interventions the behavior happens again, then it becomes a level 2 behavior.

Teacher Responses & Interventions May Include

• Defining, teaching, consistently re-teaching & acknowledging/rewarding uses of appropriate behaviors in all settings. Ideas include mystery reward, gem jar, class or team points.
• Relationship Building Practices (such as RP community building circles, using affective language, specific praise, and other rapport building strategies)
• Partnering with families to learn more about what works for each student
• Offering 1-on-1 role, rehearsal/practice of meeting behavior expectations in challenging circumstances
• Active supervision & proximity
• Prompts/reminders to use appropriate behaviors
• Offer help or modify assignment
• Student data gathering (cum file review, previous teacher, grade level team)
• Offer teacher supervised timed break (Peace Corner, break out room)
• Determine student interest and ways to engage them

Level 1 Behaviors

Language:

• Single incident of name calling, put down, teasing

Sounds:

• Disruptive Noise- repetitive sounds with objects (velcro), repetitive vocalizations including humming, whispering to others during instruction,
• Talking over others (or to others) during learning or instruction
• Raising voice above that of “normal” level-shouting/yelling or screaming
• First time chanting

Touch/ Gestures:

• Inappropriate facial expressions
• Accidental contact or interaction

Physical:

• Aggressive play
• Pushing/cutting into line

Movement: 

• Moving place or seat during instruction

Disrespect: 

• Intentional disrespect of adults
• Purposeful classroom disruption
• Intentional destruction of class/hallway display, tools/resources, student work (own/others), throwing tools /resources/ work
• Defacing others work/displays/resources
• Talking back to an adult
• Stealing- Taking something without permission (even just to borrow)

Refusal: 

• Adult Direction - Join group, join line, participate in activity, put object/ book away, redirection

Level 2 - Moderately Disruptive 

Incidents of behavior which create an unsafe space or distract from learning of self/another person(s)/ group;

Any physical contact is not intended to cause harm or is not sexually inappropriate but is disruptive to learning.

Mandatory Actions - Facilitated by Teacher

Intervention 

• Complete reflection sheet
• Restorative conversation with all students involved in the incident led by the classroom teacher.

Communication

• Email or call parents (same day). CC: IEP case manager and other certificated staff as needed.
• Log as discipline incident in Aeries

Classroom Consequences May Include:

• Loss of classroom privilege/experience
• Loss of free choice time
• Loss of fun Friday
• Restorative job/responsibility
• Loss of recess (teacher facilitated)

Additional Teacher Responses & Interventions May Include:

• Defining, teaching, consistently re-teaching & acknowledging/rewarding uses of appropriate behaviors,
• Relationship Building Practices (such as RP community building circles, using affective language, and other rapport building strategies)
• Partnering with families to learn more about what works for each student
• Offering 1-on-1 role, rehearsal/practice of meeting behavior expectations in challenging circumstances
• Active supervision & proximity
• Prompts/reminders to use appropriate behaviors
• Offer help or modify assignment
• Meet with family to create a plan, clarify expectations, next steps, consequences for future actions
• Offer teacher supervised timed break (Peace Corner, break out room)

Level 2 Behaviors

Repeated Level 1 Behavior (teacher discretion if 2x or more)

Language: Single/brief incident of inappropriate language and gestures

• Swearing
• Sexually inappropriate language
• Unkind comment (not rising the level of hate speech) toward an individual or a group about
• Saying or writing “I hate you”

Sounds:

• Imitating students/ others (stuttering, screaming, accents, repeating small mistakes)
• Second incident of chanting (depending on what they are saying could be level 3)

Touch/ Gestures:

• Unwanted poking, tickling, bumping, touching
• Single incident of middle finger

Physical:

• Any physical contact is not intended to cause harm or is not sexually inappropriate but is disruptive to learning or creates an unsafe space: kicking, punching, slapping, pushing, grabbing, poking, tickling, petting/patting, pinching spitting (raspberry or water), throwing objects
• Single incidents of unsafe behavior in/out of classroom:

Climbing on classroom furniture, unsafe use of classroom tools or other equipment, running/jumping, throwing food, pulling/pushing peer to get by them or get them out of the way

Movement: Leaving a classroom or supervised space w/o permission of a supervising adult and returning on own or when prompted

Disrespect: 

• Intentional destruction of: class/hallway display, tools/resources, student work (own/others), student property, throwing tools /resources/ work out of window
• Continuous Intentional Disrespect of Adults, Purposeful Classroom Disruption
• Misuse of Property/Computers (signing in as someone else, deleting others’ work, etc)
• Stealing- Taking something that is not yours with intent to keep it and returning it when asked/caught by an adult
• Lying/ Making false accusation
• Spreading rumors/ triangulating
• Showing inappropriate pictures or writing or tech searches to peers

Harassment/ Relational Aggression:

• Unwelcome behavior after being told to stop
• Intentional exclusion/ unkindness
• Exercising social status and power over another

Level 3 - Moderately Disruptive/Dangerous 

Incidents of behavior which are potentially dangerous towards the student/ another person(s)/group;

Any physical contact that does not cause physical harm* to another person but has potential to.

Mandatory Actions

Action 

• Teacher / Staff Member contacts office for support (admin, behavior support team, ed specialist, counselor, etc)

Intervention by administration or counselor

• At least one of the consequences below
• Reflection sheet
• Restorative conversation if agreed to by all parties

Communication by administration

• Email or call parents (same day). CC: IEP case manager and other certificated staff as needed.
• Admin/ Counselor log as assertive discipline incident in Aeries

Additional Office Response if needed

• Contact Behavioral support team members- Admin, Counselor, Safety Care Team
• Behavior Support Team member to support on arrival (remove student/s from space if possible/required)
• Behavior Support Team member to complete restorative conversation protocol and decide on further action
• Use Safety Care Strategies if required (Help, Prompt and Wait)

Consequences May Include

• Loss of Morning Recess
• Loss of Lunch Recess
• Loss of Both Morning Recess and Lunch Recess
• Loss of Multi-day Recess lunch
• Behavior Intervention Time (removed from class for up to one day)
  • Students working classwork/behavioral follow-up with support from teacher and additional staff in designated area away from the classroom

Level 3 Behaviors

Repeated Level 2 Behavior (teacher discretion if 2x or more)

Language:

• Verbal abuse towards a group or person
• Threats
• Inappropriate language (swearing at someone, sexually explicit)- see below
• Targeted abuse verbal/physical (witnessed/reported) towards an individual or group (including sexist language)
• Hate Speech (grades K-3)

Sounds:

• Chanting (mean-spirited, at a specific person)

Touch/ Gestures:

• Sexually inappropriate touch or talk towards another person: grabbing, hugging, kissing, gestures, mooning, humping, pantsing (if accidental in course of play then pantsing is level 2)

Physical:

• Physical contact with another which does not cause physical harm* to another person but has potential to: punching, slapping, kicking, biting, choking, pushing, grabbing, pinching
• Use of an object (class tools, furniture or other objects) which does not cause physical harm* to another person but has potential to: hit, stab, throw

*Physical harm requires medical attention

Movement: 

• Leaving or not returning to a classroom or supervised space without permission of a supervising adult and refusal to return

Disrespect:

• Taking another person’s possessions without intent to return
• Spitting on a person
• Vandalism
• Stealing- Theft of high value items

Level 4 - Severely Disruptive/Dangerous

Incidents of behavior which are dangerous towards the student/another person(s) /group and cause harm

MANDATORY ACTIONS

Action 

• Teacher / Staff Member contacts office for support (admin, behavior support team, ed specialist, counselor, etc)

Intervention by administration or counselor

• At least one of the consequence below
• Reflection sheet
• Restorative conversation if agreed to by all parties

Communication by administration

• Call parents. Notify IEP case manager and other certificated staff as needed.
• Admin/ Counselor log as assertive discipline incident in Aeries
• Suspension Notice Sent by Admin when applicable

Consequences May Include

• Loss of Both Morning Recess and Lunch Recess
• Loss of Multi-day Recess Lunch
• Meeting with Parents, Student, Teacher, Admin
• Suspension
• Expulsion

Additional Office Response if needed

• Contact Behavioral support team members- Admin, Counselor, Safety Care Team
• Behavior Support Team member to support on arrival (remove student/s from space if possible/required)
• Behavior Support Team member to complete restorative conversation protocol and decide on further action
• Use Safety Care Strategies if required (Help, Prompt and Wait)

Level 4 Behaviors

Repeated Level 2 or 3 Behavior (in some instances)

Language:

• Repeated Harassment (see Level 3)
• Hate Speech (grades 4-5)

Touch/ Gestures:

• Pantsing or touching privates (grades 4-5)

Physical:

• Physical contact causing physical harm* to another person: punching, slapping, kicking, biting, choking, pushing, grabbing, pinching,
• Use of an object (class tools, furniture or other objects) causing physical harm* to another person: hit, stab, throw
• Fighting (intentional bodily harm)
• Throwing an Object (with the intent to hurt someone)

*Physical harm requires medical attention

Movement: 

• Leaving school site w/o permission of a supervising adult
• Climbing out of or on sides of school buildings
• Climbing on classroom furniture

Disrespect:

• Vandalism
• Sustained unsafe behavior in/out classroom
• Unsafe use of classroom tools or other equipment

Possession:

• An object which has potential to harm (individual/group)
• An illegal substance at school
• A weapon