Safe and Supportive Schools RP RtI PBIS “For children to learn to their full potential, and for us to make inroads in reducing dropout rates, students need to feel safe at, supported by, and connected to their schools.”-TOM TORLAKSON State Superintendent of Public Instruction Timeline of Events: Behavior RTI (RTIᴮ) framework arose out of the California Department of Education findings in 2011-12 that SFUSD was significantly disproportionate in our suspension, expulsion and referral for Special Education and African American students. In the 2013-14 SFUSD Strategic Plan, Behavioral and Instructional RTI, (RTI₂) is one of the five key priority initiatives. 2013-14 School Year: This year the leadership of the project shifted over from Special Education Services (SPED) to Student, Family and Community Support, (SFCSD). 18 more Middle and Elementary schools (Dos Cohort) joined the professional Development effort. This year’s sites have actively participated in designing elements of the PD by participating in a Site Advisory Council (SAC) where they provide input to the PD structure so that it is calibrated to their needs. SAC feedback has led us to increasingly focus on the synthesis between Behavioral RTI and good instruction, Trauma Awareness, Restorative Practice and cultural competence. 2014-16: The plan is to include all SFUSD schools in Behavioral RTI by the 16-17 school years. Our philosophy is to be open to the needs of the next cohorts of sites and to adapt the PD delivery to meet their needs. Human Capital: Coaching: On-site support is provided to sites from 6 PBIS coach positions and 6 BCBA behavioral specialists. (Not all positions have been filled yet) In addition some sites have used their site based budgeting to include RTIᴮ positions and support. On-Site Counseling Conference: This referral is for a school site seeking assistance outside of school-based interventions for students experiencing the following ongoing issues: o serious and chronic behavioral concerns in classes and in school resulting in at least two suspensions o engaging in severe at-risk behavior *Prior to a Counseling Conference referral, a school site has referred student to SAP, conducted SST and Follow-up, and/or parent conferences for a student; however, the behavior persists Behavioral Action Team: See next page Behavioral Action Team Behavior Behavior BCBA Head Analyst Counselor Attendance School CWAL Attendance Liaison Head Counselor Positive Student Engagement PBIS RP Peer Head Resources Counselor • Team members consist of RP coaches, PBIS coaches, Peer Resources, Pupil Services Head Counselors and Administrators, CWALs, Family Liaisons, Social workers and Nurses and Special Education. What Do We Do Professional Development RP RtI CPI Pax Peer Resources SAP/SST Second Step School Site Support/ Coaching RP PBIS Pax Attendance/ A2A Peer Resources SAP/SST COR/ Intervention Tracker Student/ Family Support RP Counseling CBO referrals Attendance support FYIT Peer Resources Second Step Juvenile Justice support Counseling Center@ Civic Center So How Can We Help YOU? We can help you provide the following to your staff, students and families: 1. Clear Goals and Expected Outcomes: In universal behavior supports, three to five behavior expectations are identified that describe how students should interact with others (e.g., be respectful, be responsible, be safe; Horner et al., 2005). 2. Appropriate Instruction: Students are presented information on behavior expectations, including examples of appropriate and inappropriate behavior so that students clearly understand the concept being taught. Students are then provided with opportunities to practice appropriate behavior to build fluency. 3. Monitoring: Frequent monitoring allows school personnel to intervene early to correct errors and encourage students to continue correct responding. 4. Positive Feedback and Encouragement: The benefit of a tangible acknowledgment system is that it helps to prompt staff to acknowledge students and makes the acknowledgment more apparent for the students. 5. Correcting Errors: Review teaching of the expectations, and reinforce students for engaging in appropriate behavior before providing negative consequences for inappropriate behavior (Sugai, Horner, & McIntosh, 2008). 6. Support Staff: Developing Systems Capacity: Building leadership team membership includes the building administrator and a representative group of individuals (i.e., teachers across grades and support staff). The members of this team should have leadership capacity to support the staff in implementing effective practices with fidelity.