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

Intensive, Individual Interventions (Tertiary Prevention) Individual Students Assessment-based High Intensity. Intensive, Individual Interventions (Tertiary Prevention) Individual Students Assessment-based Intense, durable procedures. Targeted Group Interventions (Secondary Prevention)

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

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  1. Intensive, Individual Interventions • (Tertiary Prevention) • Individual Students • Assessment-based • High Intensity • 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 • Small Group Interventions • Some Individualizing • Targeted Group Interventions • (Secondary Prevention) • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • (Primary Prevention) • All students • Preventive, proactive • Universal Interventions • (Primary Prevention) • All settings, all students • Preventive, proactive School-Wide Systems for Student SuccessA Response to Intervention Model Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  2. Three Levels of Behavior Support(developed by the Institute on Violence and Destructive Behavior, University of Oregon, 1999)

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

  4. 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.

  5. 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

  6. 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

  7. SDCSC Team Membership • Two to five teachers • School principal • Pupil services personnel • Students • Parents • Classified staff • Community members • Others as needed

  8. 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

  9. Program Project ALERT (6 to 8), www.projectalertbest.org Project Northland (6 to 8), www.hazelden.org Project Toward No Tobacco Use (TNT, 6 to 8): www.etr.org Second Step (K to 3), www.cfchildren.org Impact on Behavioral Outcomes Alcohol and other drugs Tobacco use Alcohol and other drugs Tobacco use *Sound SEL Instructional Practice: responsible decision-making Tobacco use Safe learning environments *Sound SEL Instructional Practice: self-awareness, self-management, relationship skills, responsible decision-making List of science-based, research-validated programs that meet standards for Healthy Kids, CA Department of Education, and CASEL cont.

  10. 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

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