1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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 ModelAcademic Systems Behavioral Systems
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
Intensive social skills training Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around)
services Targeted: Classroom and small group strategies 5-10% of students
Intensive social skills training Self-management programs Parent training and collaboration Adult mentors (check-in) Increased academic support
Universal (all students) School-wide system of support 80-90% of students
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
ProgramI 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.
ProgramProject 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
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