School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review

If the proposed penalty is the minimum five-day suspension, the student and the student’s parent will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. If the proposed penalty exceeds the minimum five-day suspension, the student and the student’s parents will be given the same notice and opportunity for a hearing given to all students subject to a long term suspension. If the proposed penalty is the minimum five-day suspension, the student and the student’s parents will be given the same notice and opportunity for an informal conference given to all students subject to a short-term suspension. The district has a long standing set of expectations for conduct on school property and at school functions.

Creating a Positive Culture

Districts’ approaches to safety span everything from bullying prevention to active shooter drills. Indeed, strategies such as increasing access to mental health and counseling resources, adopting social and emotional learning practices, implementing restorative practices, and adopting structures and practices that foster strong relationships have been found to significantly reduce school violence and improve school climate. Schools can monitor progress by setting measurable goals that track improvements in student behavior and regularly analyzing behavioral trends to identify areas needing intervention adjustments. Professional development opportunities and ongoing support help educators refine their skills, leading to a more cohesive approach in applying behavior support strategies. Techniques such as positive behavior reinforcement, social skills training, and conflict resolution can effectively address and reduce disruptive behaviors, leading to a more harmonious school environment.

Appendix 4: SSCSD Cardiac Emergency Response Plan (CERP)

• Whenever possible, NCSD has in the past and will continue to provide instruction for students for whom remote learning through digital technology is not appropriate or possible on campus and in-person.
• School environments today are too complex — and school safety and security too important — to leave in the hands of a single administrator or school resource officer.
• Kurth and Zagona (2018) asked educators to indicate whether data collection procedures included students with ESN and to what extent they were involved in examining discipline data for students with ESN.
• Researchers and school psychologists have stressed the importance of simple lockdown procedures that could be used to respond to a variety of concerns beyond active shootings.
• This is particularly beneficial as students move from elementary to middle school, then to high school, and as full-time, part-time, and substitute employees travel among the schools.

The District Wide Plan is responsive to the needs of all schools/buildings within the district and is consistent with the more detailed Emergency Response Plans required at the building level. Each group within the New Jersey ARP ESSER Funding Information building will be represented to include a teacher, a custodian, a nurse, a physical education teacher, a building level PBTA representative, a resource officer (as available), a support staff member, and a community member. The Health and Safety Committee will also communicate the district safety plan to the building leadership teams (BLTs), monitor and coordinate the health and safety plans of the BLTs, and address health and safety issues identified by the BLTs. When the superintendent is alerted to a situation, each staff member in their office is assigned a school building to notify by phone, cellular, or pager with specific instructions according to level of emergency. The district-wide plan was adopted by the school board after at least one public hearing that provided for the participation of school personnel, parents, students and any other interested parties.

When drills are conducted, students and staff shall be informed that the activities being conducted are a drill and not an emergency. Shelter-in-place– Used to shelter students and staff inside the building. Evacuate– Used to evacuate students and staff from the building. All students are expected to promptly report violations to a teacher, school counselor, building principal, assistant principal, or the superintendent.

The actual hours of the instructional day are discussed throughout the year with representative leadership groups. Decisions on whether or not non-instructional employees should report to work will be made and communicated in real time by the appropriate supervisor or administrator based on whether services can be provided in a safe and efficient manner. Teachers will follow the same communication protocols that are established in school for addressing areas of academic or behavioral need.

However, although SWPBIS has the potential to help schools foster inclusion, the research we reviewed demonstrates that students with ESN are not consistently included in all aspects of SWPBIS. Furthermore, field experiences in which pre-service teachers support students with ESN in inclusive school environments may foster a more inclusive and equity-focused teaching philosophy (Kurth et al.2021). As noted by researchers and our consultants, school personnel training practices focused on the inclusion of students with ESN are needed to guide SWPBIS teams in these efforts. For example, Walker and Loman (2022) suggested that SWPBIS teams should work closely with teachers of students with ESN to consider adapting existing supports using UDL principles and evidence-based practices for this student population (e.g. Loman et al.2018) and establishing meaningful data collection procedures that reflect students with ESN. As such, it will be important for SWPBIS teams to identify strategies that promote meaningful and equitable involvement in SWPBIS across all educational settings for students with ESN. Although over 25,000 schools in the United States have adopted SWPBIS and research evidence suggests positive student and school personnel outcomes (e.g. Baule and Superior 2020; James et al.2018; Ross et al.2012), there remain concerns about the inclusion of students with ESN (Kurth and Enyart 2016).

Parents are provided a mandatory questionnaire through our Student Information System at the beginning of each year with a series of district information questions that include the level of Access students have to computing devices and Internet access at their place of residence. It is also preferable to have teachers and student support staff provide instruction from their classrooms. All faculty, staff and students will be encouraged to utilize their own personal face coverings but the district will secure and provide face coverings as needed. The use of cloth face coverings to reduce the spread of communicable diseases is important to the health and safety of faculty, staff and students. The District-Wide School Safety Team assumes responsibility for development and compliance with all provisions of this plan and implementation at the building level through the Building-Level Emergency Response Team. The District supports the school buildings by deploying district resources that support the Emergency Response Teams and the Post-Incident Response Teams in the affected school(s).