Regulation 5400-3

Students

Behavioral Intervention & Classroom Management

Reviewed and affirmed by the Board: 2025-06-24
Last Revision: 2025-06-24
Original publish date: 2025-06-24
Related policies & regulations: 5400, 5400-1, 5400-2
Legal references: § 79-262.01.

GENERAL PRINCIPLES

As part of the school district's commitment, the district is implementing a tiered system of support to foster a positive school climate and culture, encourage appropriate student behavior, and provide the necessary supports for academic and behavioral success. This approach is guided by Sound Infrastructure and Shared Leadership, Layered Continuum of Support, Data-Based Decision-Making and Communication and Collaboration. This policy does not replace the Student Discipline Act when behaviors warrant action under that Act.

STANDARDS

Tier 1: Universal Supports

	District Level	School Level	Classroom Level
Sound Infrastructure & Shared Leadership	Develop and maintain a district-wide behavior framework, ensuring alignment with the district’s vision and goals. Establish a leadership team to oversee implementation and sustainability.	Create school-level leadership teams to implement the district behavior framework. Build systems to support staff in the consistent implementation of universal behavior strategies.	Teachers set up clear, consistent behavior expectations aligned with school and district policies. Classroom routines and physical environments are structured to promote positive behaviors.
Layered Continuum of Support	Ensure all schools have access to evidence-based universal behavior practices and instructional tools for promoting positive behavior.	Develop a school-wide plan for teaching and reinforcing positive behavior expectations for all students.	Integrate the development of emotional and interpersonal skills into daily instruction and explicitly teach expected behaviors.
Data-Based Decision-Making	Implement a district-wide behavior data system for tracking student behavioral incidents, attendance, and other indicators of behavior. Analyze district trends to guide support for schools.	Use behavioral data to assess school culture, climate and adjust universal supports.	Collect and reflect on classroom behavior data to identify patterns of behavior and adjust teaching practices as needed.
Communication and Collaboration	Share district-wide behavior policies, expectations, and data with all collaborators, including families and the community.	Establish a Tier 1 team to develop universal supports and share information on these supports with all collaborators.	Teachers collaborate to implement strategies to support all students and maintain regular communication with all collaborators, including families.

Tier 2: Targeted Supports

	District Level	School Level	Classroom Level
Sound Infrastructure & Shared leadership	Provide a menu of evidence-based Tier 2 interventions and training for implementation.	Develop Tier 2 intervention teams to identify students in need of Tier 2 intervention as well as implement and monitor interventions.	Teachers collaborate with Tier 2 teams to integrate targeted interventions. i
Layered Continuum of Support	Allocate resources to support targeted interventions, such as additional staff or training for Tier 2 interventions.	Implement targeted interventions that may include feedback, explicit skills instruction, or mentoring	Provide targeted supports such as daily progress monitoring, structured break.
Data-Based Decision-Making	Use district-wide systems to track the effectiveness of Tier 2 interventions and adjust as needed.	Monitor progress using schoolwide and Tier 2 intervention data and input data in district-wide systems.	Document daily data on student progress to evaluate the impact of interventions.
Communication and Collaboration	Facilitate communication between schools, families, and community partners about available Tier 2 supports.	Engage families in the intervention process by providing regular updates and involving them in problem solving and goal setting.	Maintain open lines of communication with families about their child’s progress and strategies to promote support the behavior goals at home.

Tier 3: Intensive, Individualized Supports

	District Level	School Level	Classroom Level
Sound Infrastructure & Shared leadership	Ensure access to specialized staff to design and oversee intensive interventions.	Assemble a Tier 3 team to develop and implement Tier 3 interventions such as Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).	Collaborate with the Tier 3 team to integrate individualized interventions into classroom expectations that align with school and district policies.
Layered Continuum of Support	Allocate and coordinate resources to support intensive interventions, such as internal and external services as well as training for Tier 3 interventions.	Develop and implement plans that include individualized strategies such as prevention, teaching, reinforcement, etc.	Consistently implement accommodations and modifications, such as sensory supports or de-escalation plans, to address individual behaviors.
Data-Based Decision-Making	Regularly use districtwide systems to track the effectiveness of Tier 3 interventions and adjust as needed.	Input Tier 3 data into districtwide systems and monitor progress using school wide data along with Tier 3 intervention data.	Document daily data on student progress and adjust individualized strategies as data indicates.
Communication and Collaboration	Partner with community agencies to align supports for students with complex needs.	Conduct regular meetings with families to review and revise plans based on student progress.	Provide ongoing feedback to families and specialists about the student’s daily performance, progress, and needs.

ADDRESSING DYSREGULATED BEHAVIOR AND CLASSROOM REMOVAL:

This policy provides a structured approach for addressing dysregulated behavior that disrupts the learning environment or poses a safety concern. The aim is to ensure the safety and wellbeing of all students and staff while supporting the student in developing self-regulation skills and reintegrating into the classroom.
1. Criteria for Removal
  1. Safety Concerns: Immediate removal may occur if a student poses a threat to their own safety, the safety of others, or the environment.
  2. Disruption to Learning: Removal may be necessary if the student’s behavior substantially disrupts instruction or the learning environment.
  3. Attempted Interventions: Whenever possible, staff should use de-escalation techniques, behavior redirection, or other Tier 1 interventions before considering removal. Severe behaviors that endanger safety may bypass prior interventions.
2. Procedure for Removal
  1. Behavior Documentation: Staff documents the behavior leading to the removal, including antecedents, attempted interventions, and the incident itself. A clear, objective description of the behavior is essential.
  2. Safe Transition: The student accesses a designated safe space, such as the office, a designated calming area, or another space that can support regulation. Efforts are made to ensure the student remains calm and safe until returning to class.
3. Post-Removal Actions
  1. Notification: Parents/guardians are notified as soon as possible about the removal. A detailed account of the behavior and any interventions attempted are shared.
  2. Restorative Processing: Staff will process with the student to review the behavior, its impact on learning, and steps to prevent recurrence. A meeting involving the student, parents/guardians, teacher, and administrator may be needed to review the behavior, its impact, and discuss appropriate accountability measures as well as steps to prevent recurrence. Efforts to process the behavior should emphasize restoring relationships and understanding the root cause of the behavior.
  3. Student Plan for Support (if needed): For recurring incidents, a behavior support plan is developed or reviewed, including targeted interventions and supports aligned with the student’s needs. The plan may include strategies such as check-ins, mentoring, or additional behavioral learning supports.
4. Transition Back to the Classroom:
  1. The student returns to the classroom with appropriate support which may include additional Tier 2/Tier 3 supports.
  2. Expectations and routines are explicitly reviewed with the student.
  3. A strengths-based approach is applied to recognize and reinforce improvement in behavior.
  4. As needed, follow up meetings are scheduled to review data, evaluate progress and adjust interventions and supports as needed.
COMMUNICATION & COLLABORATION

Families are partners in addressing the student’s behavior and supporting reintegration. School staff will provide clear and transparent communication about any incident, the student’s plan for return, and available resources. Collaboration will also occur between general education, special education, school psychologist, behavior specialists, school counselors, and/or social workers to ensure all supports align with the student’s needs and strengths.

REQUIRED TRAINING:

The District will ensure that school employees are trained in behavioral awareness and intervention as required by this Policy and state law. The Superintendent is hereby delegated the authority and responsibility to develop or contract for such training and to ensure that the appropriate staff receive said training as required by state law.

This policy must be included with any notifications required under the Student Discipline Act.