Utah - Multi-tiered Positive Behavior Supports: Programs and Services (S/D)

Programs And Services
Policy Type: 

State law requires districts to implement school-wide positive behavioral supports or tiered frameworks.

Utah Administrative Code R266-609-6. 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 administrative referral.

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

Utah Administrative Code R277-609-4. LEA Responsibility to Develop Plans.

(1) An LEA or school shall develop and implement a board approved comprehensive LEA plan or policy for student and classroom management, and school discipline.

(2) An LEA shall include administration, instruction and support staff, students, parents, community council, and other community members in policy development, training, and prevention implementation so as to create a community sense of participation, ownership, support, and responsibility.

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

  • (a) the definitions of Section 53G-8-210;
  • (b) written standards for student behavior expectations, including school and classroom management;
  • (c) effective instructional practices for teaching student expectations, including:
    • (i) self-discipline;
    • (ii) citizenship;
    • (iii) civic skills; and
    • (iv) social skills;
  • (d) systematic methods for reinforcement of expected behaviors;
  • (e) uniform methods for correction of student behavior;
  • (f) uniform methods for at least annual school level data-based evaluations of efficiency and effectiveness;
  • (g) an ongoing staff development program related to development of:
    • (i) student behavior expectations;
    • (ii) effective instructional practices for teaching and reinforcing behavior expectations;
    • (iii) effective intervention strategies; and
    • (iv) effective strategies for evaluation of the efficiency and effectiveness of interventions;
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