POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS. CONTRACTOR shall comply with the requirements of Education Code section 49005, et seq., 56521.1 and 56521.2. LEA students who exhibit behaviors that interfere with their learning or the learning of others must receive timely and appropriate assessments and positive supports and interventions in accordance with the federal law and it’s implementing regulations. If the IEP team determines that a student’s behavior impedes his or her learning or the learning of others, the IEP team is required to consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior, consistent with Section 1414(d)(3)(B)(i) and (d)(4) of Title 20 of the United States Code and associated federal regulations. This could mean that instead of developing a Behavior Intervention Plan (“BIP”), the IEP team may conclude it is sufficient to address the student’s behavioral problems through the development of behavioral goals and behavioral interventions to support those goals. CONTRACTOR shall maintain a written policy pursuant to California Education Code section 56521.1 regarding emergency interventions and behavioral emergency reports. CONTRACTOR shall ensure that all of its staff members are trained in crisis intervention, emergency procedures, and evidenced-based practices and interventions specific to the unique behavioral needs of the CONTRACTOR’s pupil population. The training shall be provided within 30 days of employment to new staff who have any contact or interaction with pupils during the school day, and annually to all staff who have any contact or interaction with pupils during the school day. The CONTRACTOR shall select and conduct the training in accordance with California Education Code section 56366.1. CONTRACTOR shall maintain written records of the training and provide written verification of the training annually and upon request. Pursuant to Education Code section 56521.1, emergency interventions shall not be used as a substitute for a BIP, and shall not be employed longer than necessary to contain the behavior. Emergency interventions may only be used to control unpredictable, spontaneous behavior that poses clear and present danger of serious physical harm to the individual with exceptional needs, or others, and that cannot be immediately prevented by a response less restrictive than the temporary application of a technique used to contain the behavior. If a situation requires prolonged use of emergency intervention,...
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS. A. POSITIVE INTERVENTION SUPPORTS CONTRACTOR shall emphasize the use of Positive Behavior Interventions and Supports (PBIS) in their program by directly and explicitly teaching social skills, practice with self-regulation, giving specific and contingent reinforcement when they are used and provide constructive re-teaching or correction when behavior errors occur. In addition, PBIS should include increased access to academic supports as means to prevent behavior issues. If problem behaviors are high-risk and/or resistant to secondary intervention practices, the team should develop more focused, intensive and individualized interventions, e.g., a Behavior Intervention Plan (BIP) by completing a comprehensive function-based behavioral assessment.
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS. CONTRACTOR shall comply with the requirements of Education Code section 49005, et seq., 56521.1 and 56521.2 regarding positive behavior interventions. LEA students who exhibit behaviors that interfere with their learning or the learning of others must receive timely and appropriate assessments and positive support and interventions in accordance with the federal law and its implementing regulations. If the IEP team determines that a student’s behavior impedes his or her learning or the learning of others, the IEP team is required to consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior, consistent with Section 1414(d)(3)(B)(i) and (d)(4) of Title 20 of the United States Code and associated federal regulations. This could mean that instead of developing a Behavior Intervention Plan (BIP), the IEP team may conclude it is sufficient to address the student’s behavioral problems through the development of behavioral goals and behavioral interventions to support those goals.
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS. PBIS is a comprehensive, 3-tiered approach to implementing positive and consistent student discipline systems in schools. Unlike other approaches to student discipline, PBIS encourages a positive climate school wide, in all locations and for all students, by focusing systematically on:
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
