Student Behavior and Discipline

Students with chronic behavior problems face significant challenges in the classroom. Students displaying behavior problems often exhibit other high-risk indicators such as excessive absenteeism, lack of engagement, academic difficulties in multiple content areas, and grade retention. In order to ensure  all students’ are successful academically, school systems and schools must also play an essential role in student’s social and emotional well being and be a place that teaches skills needed to navigate life.

Multi-Tiered System of Supports: Effective behavior systems should be a critical component of every school system and school. The Department is focused on providing support and resources needed to implement a tiered system of response for student behavior and supports.

Behavioral Intervention: The Department is committed to enhancing school climate and improving behavioral intervention practice in schools. School systems and schools should prioritize utilization of evidence based behavioral interventions to ensure students have access to  Tier 2 and/or Tier 3 supports to manage behavioral challenges.

Social-Emotional Learning: School systems should implement and prioritize evidence based social-emotional learning to support individual student growth and promote a healthy school climate and culture.



Multi-Tiered System of Supports

Schools that achieve sustained high performance for all students, including students with disabilities, have been shown to employ a multi-tiered system of supports (MTSS). MTSS is a “comprehensive system that screens all students to identify needs early and provide real-time interventions and supports that can be intensified, if needed. MTSS uses data-based problem solving and decision making across all levels of the educational system for supporting students.” MTSS prioritizes alignment of resources and support for students, teachers, and staff. MTSS includes universal screening of all students for social and emotional needs, collaborative data-based decision making to guide more intensive screening and referrals, evidence-based interventions for students who struggle in routine instructional settings or with social-emotional behaviors, and frequent progress monitoring to assess interventions and facilitate necessary adjustments.

School systems should identify and implement a system of behavioral intervention response that aligns with the MTSS framework. This will include the use of implementation science to bolster the five tenets of MTSS: (1) Team-Driven Shared Leadership, (2) Data Based Problem Solving and decision making, (3) Layered Continuum of Supports, (4) Evidence Based practices, and (5) Family, School and Community Partnering. All five tenets must be reflected in the overall plan submitted.

Evidence Based Interventions

The primary objective of all behavioral intervention practice is to ensure struggling students are identified and receive appropriate evidence-based interventions to assist them in progressing toward graduation, postsecondary education, and career readiness. Evidence based interventions should be selected to target each specific area of student behavior, ranging from reducing aggression, addressing trauma, reducing disruption, etc. 

Social-Emotional Learning

Recent research demonstrates that to be successful in adult life, students must master not only core academics,but also master social emotional skills and a mindset that embodies a good citizen (Bock, 2015). Socio-emotional functioning of students, a non- academic component of schooling, is inextricably intertwined with academic functioning. 

Social-Emotional Learning (SEL) curricula and strategies should be implemented within a Multi-Tiered Systems of Support (MTSS) framework. Use of an SEL curricula is one component of a system of prevention, response and intervention to assist students struggling with disruptive or concerning behaviors. The SEL curriculum should be used heavily in workforce learning to expand awareness of SEL deficiencies and as a tier 1 intervention for problematic student behavior.



Support Tools

FileDownload
2019-2020 Behavioral Intervention Vendor Guide Download
2019-2020 Behavioral Interventions Portfolio Download
Regional Positive Behavior Intervention Support (PBIS) Facilitators Map Download
Social-Emotional Learning (SEL) Curricula and Strategies Portfolio Download



2019 Behavioral Intervention Summit Materials

FileDownload
2019 Behavioral Intervention Summit Program Download
Alternative Education Redesign Download
Building a Strong Professional Development Plan to Enhance Evidence-Based Behavioral Intervention Download
Building Partnerships with Family and Community Download
Creating Long-Term Capacity in Behavioral Response Using Implementation Fidelity Measures Download
Does Your Code of Student Conduct Measure Up Download
Engaging Students with Social-Emotional Interventions for the Classroom Download
Guidance on Student Interviews (Johns Hopkins) Download
Leveraging Positive Behavioral Interventions and Supports as a Tiered Response System for Students Download
Ontrack with Algebra 1 Download
Planning Effective Community Partnerships For Expanded Mental Health Supports Download
Prioritizing Eligible Funding Sources to Support Behavioral Intervention and Implement a MTSS Download
Recognizing and Responding to Adverse Childhood Experiences Using Trauma- Informed Approaches Download
Responding to Behavioral Outliers in the Classroom Download
Supporting Diverse Learners with Innovative Strategies to Promote Success Download
The Charrette Protocol (Johns Hopkins) Download
The Power of Climate and Culture to Transform School Community Download
Things that make you go Hmmm.... Download
Using Evidence Based Behavioral Interventions to Increase Student Success Download
Using Restorative Practices to Build Positive Relationships and Classroom Communities Download
Utlizing Cross Cultural Competencies to Bolster Equitable Discipline Practices Download



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