Utah School Discipline Laws & Regulations: Multi-tiered Frameworks and Systems of Support

Discipline Compendium

Utah School Discipline Laws & Regulations: Multi-tiered Frameworks and Systems of Support

Category: Prevention, Behavioral Interventions, and Supports
Subcategory: Multi-tiered Frameworks and Systems of Support
State: Utah

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R277-400-8. Prevention and Intervention.

(3) An LEA shall also develop or incorporate to the extent resources permit:

(b) tiered student assistance programs.

R277-609-2. Definitions.

(14) "Positive behavior interventions and support" means an implementation framework for maximizing the selection and use of evidence-based prevention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of a student. [...]

(16) "Policy" means standards and procedures that include:

(a) the provisions of Section 53G-8-202 and additional standards, procedures, and training adopted in an open meeting by a local board of education or charter school board that:

(iii) requires training regarding:

(B) the use of restorative practices, positive behavior interventions and supports, and emergency safety interventions.

R277-609-4. LEA Responsibility to Develop Plans.

(4) A plan described in Subsection (1) shall include:

(l) policies and procedures for the use of emergency safety interventions for all students consistent with evidence-based practices including prohibition of:

(viii) for a student with a disability, emergency safety interventions written into a student's IEP, as a planned intervention, unless:

(C) a positive behavior intervention, based on data analysis has been written into the plan and implemented.

R277-609-6. Implementation.

(1) An LEA shall implement strategies and policies consistent with the LEA's plan required in Section R277-609-4.

(2) An LEA shall develop, use and monitor a continuum of intervention strategies to assist students, including students whose behavior in school falls repeatedly short of reasonable expectations, by teaching student behavior expectations, reinforcing student behavior expectations, re-teaching behavior expectations, followed by effective, evidence-based interventions matched to student needs prior to suspension or court referral.

(3) An LEA shall implement positive behavior interventions, supports, and restorative practices as part of the LEA's continuum of behavior interventions strategies.

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