to function in a strong learning environment. These students may require additional information in the form of Functional Behavior Assessments, Intervention Plans, and Behavior Support plans.
Positive Behavior Interventions and Supports Positive Behavioral Interventions and Supports (PBIS) is also a three-tiered system designed to provide behavioral support to students. PBIS Tier 1 The core principles guiding Tier 1 universally apply to all students: • Effectively teach appropriate behaviors to all children; • Intervene early before unwanted behaviors escalate; • Use research-based, scientifically validated interventions whenever possible; • Monitor student progress; • Use data to make decisions. PBIS Tier 2 The core principles guiding Tier 2 involve a subset of students not successful with Tier 1 supports alone: • Focus is on supporting students who are at risk for developing more serious behavior problems before they start; • Support is often provided in small group intervention such as a social skills group or self-management group; • Supports are readily available and accessible based on demonstrated behavior; • Continuous monitoring and consistent use of data is used to make decisions. PBIS Tier 3 The core principles guiding Tier 3 in most schools include, between 1-5% of students, those whom have not met success with Tier 1 and Tier 2 supports: • Students receive more intensive, individualized support to improve behavioral (and academic) outcomes; • Multi-disciplinary team includes someone with applied behavior analysis expertise; • Wraparound supports pull together independent supports working with the child to form a collaborative, collective, unified approach.
DISCIPLINARY PROCEDURES This section of the Student Code of Conduct pertains to the process used by the District in the investigation of reported violations and the application of disciplinary consequences when warranted by investigation results. Building Administrators can aid parents and guardians regarding questions around the Code of Conduct, including investigation, due process, process and procedures, appeal requests, and resources for students and families. The Student Code of Conduct defines specific acts which are considered violations of expected student behavior. School rules come from many sources including State Law, Board of Education Policy, and District Guidelines and Regulations. A major consideration of the Student Code of Conduct is to identify appropriate disciplinary actions to bring about positive student behavior. The severity and frequency of the misbehavior and the age and maturity of the student are considered in defining appropriate disciplinary action. 27
