Belonging and Proactive Supports

Understanding Levels of Behavior

Lake Forest District 67 uses the Safe & Civil Schools framework to guide how we teach, support, and respond to student behavior. This approach helps ensure that expectations are clear, consistent, and developmentally appropriate across all schools.

On this page, you’ll find charts that outline the different levels of behavior from classroom-managed concerns to those that require office or administrative support. By using common language and expectations, we create predictable environments where students know what is expected, feel supported, and can focus on learning and belonging.

Organize by school level with clear visuals/charts:

• Elementary Schools
  • Cherokee 
  • Everett 
  • Sheridan
     
• Deer Path Middle School

The Parent-Teacher Advisory Committee is established under Board policy to guide the development of student behavior policies and procedures. This committee is joined with the Behavioral Interventions Committee, as permitted under Board policy, so that both functions are carried out together in one collaborative group.

The committee brings together parents, teachers, and other individuals with relevant expertise to review and provide recommendations to the Board of Education. Its work includes examining student discipline, disruptive behavior, school bus safety, reciprocal reporting with law enforcement, and the administration of medication in schools. In its role as the Behavioral Interventions Committee, it also develops and monitors procedures for supporting students with disabilities in accordance with Board policy 7:230.

We are grateful for the expertise and insight our committee members will provide as we work together to develop best practices and solutions that benefit all students. Thank you to the following individuals for agreeing to serve on the committee:

Committee Members:

• Ms. Hilary Humer – Speech Pathologist, Everett School
• Dr. Jenny Sterpin – Administrator
• Mr. Sam Paulsen – Principal, Deer Path Middle School
• Dr. Megan Eigenrauch – Principal, Everett Elementary School
• Ms. Kelly Belew – LBSI, Cherokee
• Ms. Tyra Jambois – District Instructional Coach
• Ms. Jamie Crouch – Cherokee Parent
• Ms. Aleksandra Strzelecki – Everett Parent
• Ms. Sarah Lohr – DPM Parent
• Ms. Amanda Davis – Everett Parent
• Mr. Kevin McClintock – Cherokee Parent
• Ms. Molly Flynn – Cherokee Parent
• Ms. Kristin Lambropoulos – Cherokee and DPM Parent
• Ms. Jessica Morrell – Cherokee Parent
• Ms. Aubrey Sheldon – Cherokee Parent
• Ms. Julie Monteiro – Cherokee Parent
• Ms. Joalida Smit – DPM Parent
• Mr. Kevin Kaminsky – DPM & Cherokee Parent
• Ms. Katherine Najjar – DPM Parent

Meeting Dates & Agendas: Upcoming and past agendas/minutes

 Planned Topics for 2025–2026:

1. October 1, 2025: Kickoff Meeting: Stronger Together – Building a Culture of Belonging and Behavior Support

2. November 5, 2025: Behavior Support Central: A Family-Friendly Hub for Expectations, Interventions, and Tools

3. February 4, 2026: Belonging in Action: Building a Culture of Upstanding Through Advisory

4. April 8, 2025: Behind the Behavior: How Coaching is Shaping a Positive School Culture

Agenda Handouts
To help you prepare and stay aligned, we’ve included key resources:

• Agenda 2025–2026: This outlines the priorities, topics, and focus areas for the current year.
   
• Agenda and Slides 2024–2025: A look back at last year’s agenda and materials to provide continuity, context, and a record of our shared progress.
• Board Policy
• Is CHAMPS Evidence Based? 
   

Together, these documents connect where we’ve been to where we are going, ensuring clarity and alignment as we move forward.

Agenda 25-26 

Agenda and Slides 24-25

🗓This Year’s Theme: Stronger Together – Building a Culture of Belonging & Behavior Support.

🚫 Bullying Intervention & Prevention

• Bullying vs. Conflict: Clear definitions.

Bullying (including cyberbullying) is any severe or repeated behavior—physical, verbal, written, or electronic—directed at a student that may:

• Cause fear of harm to person or property
• Negatively affect physical or mental health
• Disrupt academic performance
• Limit participation in school activities or services

Cyberbullying is bullying through the use of technology or electronic communication, including email, internet posts, instant messages, or other digital platforms.

It includes:

• Creating a webpage or blog that impersonates someone else to cause harm.
• Knowingly posting content under another person’s identity.
• Sharing messages or materials electronically that are intended to harass, intimidate, or humiliate and cause the effects outlined in the definition of bullying.

For more information on the District's bullying policy, please refer to District 67 Board Policy 7:180 Prevention of and Response to Bullying, Intimidation, and Harassment.

Bullying

• Definition: Repeated, intentional behavior meant to harm, intimidate, or control another student.
• Power Imbalance: There’s an actual or perceived imbalance of power (physical strength, social status, popularity, access to embarrassing info, etc.).
• Pattern: It happens more than once or is likely to be repeated.
• Goal: To cause harm: emotional, social, or physical.
• Examples: Spreading rumors, repeated name-calling, exclusion on purpose, threats, physical aggression, and online harassment.
• Reporting Process: Staff or parent notifies the principal/ administrator of the report of the incident of bullying as soon as possible after the report is received. The report can be made orally or in writing.
• Bullying Procedures: The principal or administrator must inform parents or guardians within 24 hours if:
  • A student is involved in an alleged incident of bullying.
  • A student engages in self-harm, determined to be the result of bullying.

• The administration shall make all reasonable efforts to complete the investigation within 10 school days after the report is received.
   

• During the investigation, the principal or administrator should:

  • Consider additional relevant information that emerges.

  • Notify the district’s non-discrimination coordinator if protected statuses are involved.

  • Implement measures to stop the behavior, including eliminating a hostile environment.

Student Conflict

• Definition: A disagreement, argument, or clash of opinions between students.
• Power Balance: Usually between equals, there’s no ongoing imbalance of power.
• Pattern: Often isolated or situational, though conflicts can recur if not resolved.
• Goal: Not to intentionally harm, but to assert one’s perspective, meet a need, or respond to frustration.
• Examples: Arguing over rules in a game, disagreeing on a group project, friends having a falling out.
• Reporting Process: Students and families can report concerns to their classroom teacher or building principal to work with the family to evaluate and determine next steps.

Resources: 

• Bullying One Pager
• BOE 7:180 Prevention of and Response to Bullying, Intimidation and Harassment