This is very well done and provides a lot of guidance around templates/samples (e.g. pg.39,40).   I also am excited to see the student behavior categories as well as the sample Investigative decision making process for administrators.  The sample investigative piece will require thorough training for administrators from division leadership.  Also, the leveled systems and correlating behaviors, are great guidance for divisions and administrators.  Areas that I would like to look at a little bit closer include, pg. 28, where it states that, "schools should make academic assignments available." and I am wondering why this is phrased in an optional manner.  Also, on page 37, under the 4 key functions: "preventing physical and/or social-emotional harm to others." but shouldn't this say self and others as it is stated on the previous page.  On page 37 as well, I am slightly concerned about the verbage of "delivering disciplinary responses to unwanted behavior".   I think the way that is phrased feeds into the mindset of discipline being just punishment and I think that it should say delivering "punitive" responses.  On page 44, "temporary loss of privileges" needs examples because students should not lose recess as a privilege loss, so what would be examples that are recommended for this example?  My final question is guidance around behaviors that are repeatedly demonstrated by students and avoiding the use of harsher punitive outcomes on the basis of students repeating the same behaviors and staff/admin. feeling the pressure to remove kids from class and or apply suspension.  In closing, this is very, very well done and exciting efforts around supporting students who are in need of greater supports to reach improved outcomes and ultimately a better quality of life.