Policy 409.05 – Behavioral Intervention and Classroom Management

Purpose
The Elkhorn Public Schools District is committed to creating a learning environment where every individual is valued, respected, and supported. Grounded in Nebr. Rev. Stat. 79-262.01, this policy emphasizes the shared responsibility for individuals for their actions and their ability to learn, grow, and thrive.

General Principles
As part of the school district’s commitment, the district is implementing a tiered system of support to foster a positive school climate and culture, encourage appropriate student behavior, and provide the necessary supports for academic and behavioral success. This policy does not replace the Student Discipline Act when behaviors warrant action under that Act.

Standards
The school district will implement a tiered system of supports for behavioral success. Tier 1 will include universal supports established at the district, school, and classroom levels and available to all students. Tier 2 will include targeted supports, established at the district, school, and classroom levels and available to students as needed. Tier 3 will include intensive and individualized supports, established with support from the district, school, and classroom levels and available to students on an individual basis.

Addressing Dysregulated Behaviour and Classroom Removal
This policy provides a structured approach for managing dysregulated behavior that disrupts the learning environment or poses safety concerns. The aim is to ensure the safety and well-being of all students and staff while supporting the student in developing self-regulation skills and reintegrating into the classroom.

  1. Criteria for Removal
    1. Safety Concerns: Immediate removal may occur if a student poses a threat to their own safety, the safety of others, or the environment.
    2. Disruption to Learning: Removal may be necessary if the student’s behavior significantly disrupts instruction or the learning environment.
    3. Attempted Interventions: Whenever possible, staff should use de-escalation techniques, behavior redirection, or other Tier 1 or Tier 2 interventions before considering removal. Severe behaviors that endanger safety may bypass prior Interventions.
  2. Procedure for Removal
    1. Behavior Documentation: The teacher or staff member documents the behavior leading to the removal, including antecedents, attempted interventions, and the incident itself. A clear, objective description of the behavior is essential.
    2. Safe Transition: The student is escorted to a designated safe space, such as the office or a designated calming area. Efforts are made to ensure the student remains calm and safe during the transition.
    3. Notification: Parents/guardians are notified as soon as possible about the removal. A detailed account of the behavior and any interventions attempted should be shared.
  3. Transition Back to the Classroom
    1. Restorative Meeting: A meeting involving the student, parents/guardians, and school staff members should be scheduled to review the behavior, its impact, and steps to prevent recurrence. The meeting emphasizes restoring relationships and understanding the root cause of the behavior.
    2. Behavior Support Plan (if needed): For recurring incidents, a behavior support plan is developed or reviewed, including targeted interventions and supports aligned with
      the student’s needs.

Required Behavioral Awareness and Intervention Training

  1. The Elkhorn School District, independently or through the educational service unit, will develop and provide behavioral awareness and intervention training to employees with behavioral management responsibilities.
  2. Such training must be consistent with the model policy developed by the State Department of Education.
  3. Behavioral awareness and intervention training must be provided by the school district or the educational service unit to which the school district belongs.
  4. The length of such training will be at least 1 hour, but no more than 2 hours.
  5. Behavioral awareness training must include, but not be limited to, evidence-based training on a continuum that includes:
    1. Recognition of detrimental factors impacting student behavior, including, but not limited to, signs of trauma.
    2. Positive behavior supports and proactive teaching strategies, including, but not limited to, expectations and boundaries.
    3. Verbal intervention and de-escalation techniques.
    4. Access to a registry of local mental health and counseling resources.
    5. Incorporation of the requirements for the Behavioral Awareness Point of Contact (BAPC) in accordance with 79-3603 which includes:
      1. Each school building must designate one or more school employees as a BAPC.
      2. Each BAPC must have knowledge of community service providers and other resources available for students and families.
      3. Each BAPC must coordinate access to support services for students; and
      4. The school district must indicate BAPC for such school district on the website of the school district and in any school directory of the school that BAPC serves.
      5. Each employee with behavior management responsibilities must complete the behavioral awareness and intervention training during the 2026-27 school year or during the first year of employment with the district.

Monitoring and Review
The school district regularly reviews and updates this policy to ensure its effectiveness and compliance with 79-262.01. This policy must be included with any notifications required under the Student Discipline Act.

 

Approved: August 11, 2025