Intervention & Supports

School-Wide Supports and Interventions / MTSS

MTSS is a general education initiative, please see the Curriculum & Instruction website for additional information. 

Misconduct by Students with Disabilities

Discipline of Students with Disabilities and 504 Plans/Misconduct by Students with Disabilities 

The District shall comply with the Individuals With Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and the Illinois State Board of Education’s Regulations when disciplining students with disabilities.  No student with a disability shall be expelled if the student’s particular act of gross disobedience or misconduct is a manifestation of his or her disability. 

Isolated Time Out, Time Out, and Physical Restraint 

Isolated time out, time out, and physical restraint shall only be used if the student’s behavior presents an imminent danger of serious physical harm to the student or others, and other less restrictive and intrusive measures were tried and proven ineffective in stopping it.  The School may not use isolated time out, time out, or physical restraint as discipline or punishment, convenience for staff, retaliation, as a substitute for appropriate educational or behavioral support, a routine safety matter, or to prevent property damage in the absence of imminent danger of serious physical harm to the student or others.  The use of prone restraint is prohibited. 

Physical Restraint and Time Out Plan

Behavioral Interventions (Policy 7:230)

Behavioral interventions shall be used with students with disabilities to promote and strengthen desirable behaviors and reduce identified inappropriate behaviors. The School Board will establish and maintain a committee to develop, implement, and monitor procedures on the use of behavioral interventions for children with disabilities.

The District is committed to providing a learning environment for all students which is conducive to academic and social-emotional growth. District staff will intervene and support students in the least restrictive manner consistent with the student’s behavior.  Behavioral interventions should include a variety of techniques that help support a student's behavior within the school environment. Behavior interventions will incorporate procedures and methods consistent with practices in the field of behavioral intervention.  School personnel should use positive interventions to remediate inappropriate student conduct. The use of restrictive interventions should only be used when positive interventions have been unsuccessful in improving the student’s behavior. District 118 will monitor the use of any restrictive interventions in accordance with our board policies, School Code, and Illinois State Board of Education (ISBE) requirements. The District will provide ongoing staff development opportunities to staff as they pertain to behavior management, trauma-informed practices, de-escalation strategies, and restorative practices.

A behavior intervention plan may be written for students whose behavior significantly disrupts the student's ability, or the ability of other students, to benefit educationally.  A behavior intervention plan (BIP) shall be based on a functional behavior assessment (FBA) and shall include positive behavioral intervention strategies and supports to address the inappropriate behavior.  Functional Behavioral Assessment (FBA) is a process for identifying problem behaviors and developing positive behavioral interventions to improve or eliminate those behaviors. Completing an FBA will require guardianship/parental informed written consent.  All procedural safeguards and protections shall be applicable during the creation and implementation of behavioral intervention plans, as well as the resolution of any disputes. 

These interventions and procedures have been developed after reviewing and considering the Illinois State Board of Education (ISBE)  guidelines focused on behavioral interventions. ISBE is located at 100 N. First St., Springfield, IL 62777.  The District shall establish a parent-teacher advisory committee to assist the administration in the monitoring and development (or revision) of policies and procedures regarding behavioral interventions.