School-Wide Systems for Student Success A Response to Intervention Model

Academic Systems Behavioral Systems

Intensive, Individual Interventions (Tertiary Prevention) •Individual Students •Assessment-based •High Intensity Targeted Group Interventions (Secondary Prevention) •Some students (at-risk) •High efficiency •Rapid response •Small Group Interventions • Some Individualizing 1-5% 5-10% 1-5% 5-10% Intensive, Individual Interventions (Tertiary Prevention) •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions (Secondary Prevention) •Some students (at-risk) •High efficiency •Rapid response Universal Interventions (Primary Prevention) •All students •Preventive, proactive 80-90% 80-90% Universal Interventions (Primary Prevention) •All settings, all students •Preventive, proactive

Three Levels of Behavior Support

(developed by the Institute on Violence and Destructive Behavior, University of Oregon, 1999)

Intensive:

High-risk students Individual intervention 1-5% of students

Targeted:

Classroom and small group strategies 5-10% of students

Universal

(all students) School-wide system of support 80-90% of students                Intensive social skills training Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Intensive social skills training Self-management programs Parent training and collaboration Adult mentors (check-in) Increased academic support Social skills training Positive, proactive discipline Teaching school behavior expectations Active supervision and monitoring Positive reinforcement system Firm, fair, and corrective discipline

School-wide Discipline and Climate Steering Committee (SDCSC) and Intervention Progress Team (IPT)

Functions of the SDCSC (Universal)

          Addresses and prevents 80 to 90% of problem behaviors Determines the areas of need within the school Sets priorities within school Identifies needed strategies, staff training, and resources Oversees program implementation and evaluation within school Provides ongoing support for staff members implementing positive behavior support programs Shares outcomes and makes program modifications as necessary Coordinates school and community services Monitors and evaluates progress and procedures in place to ensure fidelity of program implementation, continued support, and program effectiveness Selects research-based programs

Functions of the IPT (Targeted and Intensive)

        Designs and coordinates intensive and early intervention programs for the remaining 10% to 20% of the students who are at risk of severe academic or behavioral problems Conducts proactive, regular student screening and coordinates and shares information with the SDCSC Initiates functional assessments Monitors positive behavioral interventions and supports for individual students.

Coordinates school and community services Monitors and evaluates progress and procedures in place to ensure fidelity of program implementation, continued support, and program effectiveness.

Analyzes data Plans interventions

Establishing a School-Wide Plan in the Social/Emotional and Behavioral Areas    The programs developed by the school-wide discipline and climate steering committee (SDCSC) will address and prevent about 80% to 90% of student problem behaviors, and early intervention will address about an additional 5% to 10% of student problem behaviors.

The IPT needs to be developed to address students needing early interventions and the remaining 1% to 5% of students.

Typically, 1% to 7% of students are associated with about 50% of the behavior problems in a school.

Developing an Organizational Structure

Why Have a School-Wide Discipline and Climate Steering Committee?

      It is impossible for one staff member to develop, implement, and maintain a school-wide discipline program. It takes a team.

Involvement promotes change Members share varied perspectives, set priorities, and help support other staff members.

Multiple models are available More individualized training of team members is possible Closer monitoring and supervision of pilot programs are possible

School-Wide SDCSC Responsibilities

       Assesses the needs of staff Develops a comprehensive school plan based on factors that contribute to problem behaviors as well as positive behaviors Sets priorities Identifies needed strategies, staff training, and resources Oversees and assists with staff training Oversees program implementation and evaluation Shares outcomes and makes program modifications as necessary

SDCSC Team Membership

        Two to five teachers School principal Pupil services personnel Students Parents Classified staff Community members Others as needed

List of science-based, research-validated programs that meet standards for Healthy Kids, CA Department of Education, and CASEL

Program

I Can Problem Solve (Pre-K, K-3), www.researchpress.com

Lions Quest Skills for Adolescence (6 to 8), www.lions-quest.org

PeaceBuilders (K to 5), www.peacebuilders.com

Positive Action (K to 6), www.positiveaction.net

Impact on Behavioral Outcomes

 Safe learning environments *Sound SEL Instructional Practice: self-awareness, social awareness, self-management, relationship skills, responsible decision-making  Alcohol and other drugs * Sound SEL Instructional Practice: self awareness, self management, relationship skills, responsible decision-making  Safe learning environments * Sound SEL Instructional Practice: relationship skills, responsible decision-making   Alcohol and other drugs Safe learning environments * Sound SEL Instructional Practice: self-awareness, self management

List of science-based, research-validated programs that meet standards for Healthy Kids, CA Department of Education, and CASEL cont.

Program

Project ALERT (6 to 8), www.projectalertbest.org

Impact on Behavioral Outcomes

  Alcohol and other drugs Tobacco use Project Northland (6 to 8), www.hazelden.org

  Alcohol and other drugs Tobacco use *Sound SEL Instructional Practice: responsible decision making Project Toward No Tobacco Use (TNT, 6 to 8): www.etr.org

 Tobacco use Second Step (K to 3), www.cfchildren.org

 Safe learning environments *Sound SEL Instructional Practice: self-awareness, self management, relationship skills, responsible decision-making

References and Resources

        California Department of Education: Character Education ( www.cde.ca.gov

) California Department of Mental Health, “Prevention and Early Interventions (PEI) Resource Materials ( www.dmh.ca.gov

) CalSTAT Technical Assistance and Training, “California Cadre of BEST Trainers” ( www.calstat.org

) Eber, L. with IL PBIS Network, “NASDSE Satellite Conference Series, May 9, 2007” ( www.pbisillinois.org

) Healthy Kids ( www.hkresources.org

) Sugai, G., “School-Wide Positive Behavior Support and Response to Intervention” (RTI Action Network, www.rtinetwork.org

) Ventura County Model for Using Response to Intervention (RtI) for Special Education Eligibility, DRAFT 3.13.08

Ventura County Office of Education, “Creating Asset Rich Environments for Children and Youth,” 12/07