Schools in the district continue to increase staff capacity to reduce challenging behaviors through participation in school-wide Safe and Civil Schools programs. This includes proactive and positive strategies for improving school-wide responsibility and discipline, classroom management, positive behavior support and motivation.
For students with challenging behaviors in the classroom, a behavioral contract may be negotiated between the student and teacher, parent, peer or other adult. If a student’s challenging behaviors persist or escalate, despite typical interventions, a pre-referral process is initiated. The teacher notifies parents of concerns, collects data regarding student concerns and refers the student to the school counselor. School and district staff make observations and develop intervention strategies, which the teacher implements. Staff and parents meet periodically to discuss progress.
If a student’s challenging behaviors persist or escalate, in spite of pre-referral interventions, he or she will be referred for evaluation. Part of this evaluation includes a functional behavior assessment. The purpose of conducting the assessment is to guide the development of a behavior intervention plan. The plan, which includes a comprehensive array of strategies, should focus on both reducing or eliminating the problem behaviors and increasing appropriate desired behaviors.
If a student with persistent challenging behaviors qualifies for special education, an individualized education program (IEP) is developed, based on the evaluation recommendations. Specially designed instruction is provided at the student’s home school.
Should the behavior persist or increase in spite of substantial interventions, the student may be referred to in-district placement in the Cascade Program. This program is designed to support special education students who are experiencing emotional, psychological, or behavioral disorders that clearly interfere with function in school.
When a student’s challenging behaviors escalate in spite of very substantial special education intervention and the student is considered a danger to themselves and/or others, use of highly trained non-district personnel might be used to support the student and avoid endangering staff and other students. If this intervention does not work, there may be a referral for change of special education placement to a more restrictive setting to provide more intensive emotional/behavioral interventions than available in-district.