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District outlines tiered behavior, probation and reentry process to reduce repeat suspensions
Summary
The superintendent presented a detailed tiered behavior framework (tiers 1–4) and a probation/reentry checklist intended to break cycles of repeated suspensions through graduated interventions, wraparound services and a formal probation meeting before any recommendation for expulsion.
Pecan School District 401 administrators described a multi‑tiered behavior intervention system and a formalized probation and reentry process aimed at diverting students from repeated out‑of‑school suspensions and ensuring families receive coordinated support before a board‑level expulsion hearing.
Why it matters: The framework is meant to standardize how schools respond to serious or repeated student misconduct, document steps taken by school teams, and provide clear criteria before recommending formal removal or expulsion. The process attempts to reduce recurrence by combining school interventions, family engagement and community wraparound services.
What the district presented: Staff outlined tier 1 (universal classroom supports), tier 2 (targeted interventions), tier 3 (intensive supports) and a tier 4 pathway for severe or repeated incidents. The tier 4 process includes documenting incidents and interventions, conducting a site behavior‑team review, holding a formal probation meeting before reentry (with options for referrals to community partners), and, if probation is violated, preparing an expulsion recommendation with legally required notices and hearings. The packet describes who should be present at each step, documentation the school must collect and options for alternatives to expulsion, such as temporary alternative placements.
Special‑education protections and legal steps: Staff told the board that students covered by IEPs or Section 504 plans have additional protections; a total of 10 out‑of‑school suspension days or other changes in placement may trigger eligibility reviews and manifestation determinations under special‑education rules. The administration said the behavior‑team checklist and the required documentation will be used to demonstrate the district completed due diligence prior to board action on expulsions.
Wraparound services and community partners: The district proposes inviting representatives from a community coalition or behavioral health partners to probation meetings (with parent permission) to identify immediate resources and supports, and to engage the family in a coordinated plan prior to any final disciplinary step.
Board reaction: Trustees praised the documentation and asked that materials be shared with the board in advance of any expulsion hearing so members have time to review the full chronology and interventions taken by school staff.
Next steps: Staff will adopt the districtwide forms and checklists, use them when students move into Tier 3/4 processes, and present case packets to trustees ahead of any formal board hearing so members can review documented steps and recommendations.
