DeSoto Parish Special Education's philosophy to behavioral management is to first create a positive and supportive classroom environment that focuses on building strong relationships with students, establishing clear expectations, using positive reinforcement, providing structure and routine, and addressing individual needs through strategies like visual supports and functional behavior assessments (FBAs), all with the goal of promoting positive behaviors and maximizing student learning potential. 80% of students should respond to Tier I Supports. If this percentage is much lower, then the focus should be on class-wide supports first.

The links below serve as a resource to support district administrators, teachers, and support staff in the day-to-day implementation of practices to support students with disabilities and their behavior and discipline response.

The Behavior Handbook provides personnel with uniform and consistent procedures to respond to behavioral concerns, writing behavior plans, functional behavioral assessments, and policies and procedures for disciplinary removals and hearings.

The Seclusion and Restraint Guidelines provide uniform and consistent procedures for responding to students experiencing crises that require the use of physical restraint or seclusion to maintain safety.

The Suspension Response Flowchart provides the response of the IEP team to disciplinary removals, while the Preparing for an MDR outlines what an administrator should do prior to a MDR/Hearing.