to func on in a strong learning environment. These students may require addi onal informa on in the form of Func onal Behavior Assessments, Interven on Plans, and Behavior Support plans.
Posi ve Behavior Interven ons and Supports Posi ve Behavioral Interven ons and Supports (PBIS) is also a three- ered system designed to provide behavioral support to students. PBIS Tier 1 The core principles guiding Tier 1 universally apply to all students: • Effec vely teach appropriate behaviors to all children; • Intervene early before unwanted behaviors escalate; • Use research-based, scien fically validated interven ons 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 suppor ng students who are at risk for developing more serious behavior problems before they start; • Support is o en provided in small group interven on such as a social skills group or self-management group; • Supports are readily available and accessible based on demonstrated behavior; • Con nuous 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; • Mul -disciplinary team includes someone with applied behavior analysis exper se; • Wraparound supports pull together independent supports working with the child to form a collabora ve, collec ve, unified approach.
DISCIPLINARY PROCEDURES This sec on of the Student Code of Conduct pertains to the process used by the District in the inves ga on of reported viola ons and the applica on of disciplinary consequences when warranted by inves ga on results. Building Administrators can aid parents and guardians regarding ques ons around the Code of Conduct, including inves ga on, due process, process and procedures, appeal requests, and resources for students and families. The Student Code of Conduct defines specific acts which are considered viola ons of expected student behavior. School rules come from many sources including State Law, Board of Educa on Policy, and District Guidelines and Regula ons. A major considera on of the Student Code of Conduct is to iden fy appropriate disciplinary ac ons to bring about posi ve student behavior. The severity and frequency of the misbehavior and the age and maturity of the student are considered in defining appropriate disciplinary ac on. 27
