Behaviorial Supports
Laurel Public Schools is committed to creating safe, positive, and inclusive learning environments where all students have the opportunity to succeed academically, socially, emotionally, and behaviorally. We recognize that behavior is a form of communication and that students may require varying levels of support to develop the skills necessary for success in school.
The district utilizes a Multi-Tiered System of Supports (MTSS) to provide proactive, evidence-based behavioral interventions designed to promote positive student outcomes. Behavioral supports are individualized and based on each student's unique strengths, needs, and educational goals.
Positive Behavioral Supports
Behavioral supports are intended to teach, reinforce, and encourage positive behaviors while reducing barriers to learning. Whenever possible, interventions focus on prevention, skill development, and positive reinforcement rather than punishment.
Behavioral supports may include:
- Positive Behavior Intervention Plans (BIPs)
- Social-emotional learning instruction
- Check-In/Check-Out systems
- Self-monitoring strategies
- Visual schedules and supports
- Structured routines and predictable environments
- Positive reinforcement systems
- Social skills instruction
- Sensory supports and regulation strategies
- Restorative practices
- Classroom accommodations and environmental modifications
Functional Behavioral Assessment (FBA)
When a student's behavior significantly interferes with learning or the learning of others, the school team may conduct a Functional Behavioral Assessment (FBA) to better understand the purpose or function of the behavior. Information gathered through observations, data collection, interviews, and review of educational records is used to identify patterns and develop appropriate interventions.
The results of an FBA may be used to develop or revise a Behavior Intervention Plan (BIP).
Behavior Intervention Plans (BIP)
A Behavior Intervention Plan is developed when additional individualized behavioral supports are needed. The plan identifies:
- Behaviors of concern;
- The function of the behavior;
- Positive replacement behaviors to be taught;
- Preventative strategies;
- Reinforcement systems;
- Staff responses to behavior;
- Crisis prevention and de-escalation strategies, when appropriate; and
- Methods for monitoring student progress.
Behavior Intervention Plans are reviewed regularly by the educational team and revised as needed based on student progress.
Students with Disabilities
For students receiving services under an Individualized Education Program (IEP) or Section 504 Plan, behavioral needs are considered as part of the educational planning process. When behavior interferes with learning, the IEP Team or Section 504 Team will determine appropriate supports, accommodations, interventions, and services necessary to provide the student with meaningful access to education. Behavioral supports are individualized and are designed to help students develop self-regulation, communication, social, and problem-solving skills while promoting success in the least restrictive environment.
Family Collaboration
Laurel Public Schools believes that successful behavioral support requires collaboration among students, families, educators, and community partners. Parents and guardians are valued members of the educational team and are encouraged to participate in developing, implementing, and reviewing behavioral supports. Open communication between home and school helps ensure consistency and promotes positive student outcomes.
Commitment to Positive School Climate
Laurel Public Schools is committed to fostering learning environments where students feel safe, respected, and supported. Through positive behavioral interventions, restorative practices, and individualized supports, the district strives to help every student develop the behavioral, social, and emotional skills necessary for success in school and beyond.