Step One: Trigger or Crisis Observed
Pause – Presence – Observe. Identify distress, not defiance. Prevent escalation and preserve the student’s right to FAPE.
The 6-Step Restoration Process
Step Two: Safety & Regulation Support
Reduce sensory load. Create a calm space or use trusted staff. No questioning until regulated. Stabilize the nervous system.
Step Three: Restoration Conversation
Once calm, ask: “What happened?” “What do you need?” Focus on repair, not punishment.
Step Four: Documentation
Log triggers, supports, and outcomes. Attach to the FBA. Data replaces blame and informs evidence-based decisions.
Step Five: IEP / 504 Team Review
If patterns repeat, reconvene the team. Revise the behavior plan and environment. Compliance = collaboration.
Step Six: Family Communication
Notify parents within 24 hours. Share restorative steps and invite input. Partnership prevents escalation.
Legal & Ethical Foundation
This model translates the behavioral support requirements of IDEA and Section 504 into a trauma-informed process. It creates a legal duty to support regulation, not punish dysregulation.
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34 C.F.R. § 300.324(a)(2)(i)
IEP teams must consider positive behavioral interventions and supports (PBIS) when behavior impedes learning.
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20 U.S.C. § 1415(k)
Disciplinary protections and manifestation determinations for students with disabilities.
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OSEP Dear Colleague Letter (2016)
Failure to provide necessary behavioral supports may constitute a denial of FAPE.
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Endrew F. v. Douglas County (2017)
IEPs must enable progress “appropriate in light of the child’s circumstances.”
Expected Outcomes
Fewer Exclusions
Reduction in suspensions, restraints, and seclusions.
Improved Learning
Better regulation leads to more instructional time.
Stronger Partnerships
Strengthened parent–school collaboration and trust.
Clearer Compliance
Documented legal compliance and staff confidence.