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CHS SPED Systems of Intervention Model-

Specific Details
This document will outline the specific functions of different interventions and outline the
roles and responsibilities of staff involved so that clarity and effective communication
can be established and the most appropriate interventions put in place for students.

Table of Contents
Procedure/Intervention Page

Roles and Expectations for CHS Staff 2

Problem Identification Process 3

Academic Interventions 4

Behavior Interventions 6

Social Emotional Interventions 8

Roles and Expectations for CHS SPED

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In Following Areas of
Interventions
Academic Behavioral Social/Emotional
Responsible: Responsible (Pre-referral) Responsible:
Case Manager (primary) Case Manager (primary) Grade Level Social
Grade Level Grade Level Dean Worker (primary)
Dean(secondary) (secondary) Case Manager
Administration (tertiary) Administration (tertiary) (secondary)

Responsible (Post- How do we identify

How do we identify referral):
need: grade reporting, Administration (primary)
staff communication Grade Level Dean
(secondary)
see flowchart Case Manager (tertiary)
need: -Identified by any
staff recognizing
student need

*Center Based EBD

Case Manager (CM directs
EAs) (primary)
Behavior Interventionist
(secondary)
Deans (tertiary 1)
Administration (tertiary)

How do we identify need: -

Referral
-Attendance Reports from
social workers
-Identified need by staff

Problem Identification Process:

The process for proactively identifying student issues with academics, attendance,
social/emotional and/or behavior will be as follows:
What is the enrollment process for new SPED students, should dept. chair be included in
enrollments? What is the role of AP and counselor? Child study review to determine MN
eligibility for all students?
Are we getting students assigned to case managers who will see them in classes?
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Flowchart for Problem Identification/Intervention:

Academic Behavioral Social/Emotional

Grade Reports- Classroom PBIS Interventions Case manager, classroom

Run 3 Times per Semester for used (expectations defined for teacher, student or other staff
Case Manager (mid-quart., teachers/staff) report need to social worker.
quart., mid-quart)
Behavior Reports run and data Social workers will stay current
If one or more NCs are listed reviewed by AP with needs of students and
(CM) If two or more then communicate with team as
include dean/AP appropriate.
Referral written: AP reviews IEP
and determines action (informs
Document: IEP Reviewed by case manager, records data in
case manager for services IC)
provided, attendance checked,
record of failing class(es)
Uses tools in the intervention
model. Documents action in IC
Document: Hold meeting with
student (form?) and inform
parent. Ensure parent has If behavior becomes repetitive
information to access IC then refer to Child Study. Child
Study team adjusts plan for
Communicate with teachers of student in accordance with
classes student is failing to needs.
offer support and ensure due
process of IEP. Communicate
with any other necessary team
members as professional
discretion warrants.

Document: Make use of tools
that are available from the
academic section of the
intervention model.

Academic Interventions:
Included below is a brief description of each intervention in order to provide more
information that was allotted in the intervention model.

Resource Room- This room is located in 212A. The Resource Room is staffed by special
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education teachers and educational assistants who are available all hours of the school day to
assist students with work completion and to help provide IEP accommodations such as reading
tests aloud identified on the student's IEP. Data of student usage of the resource room is
available under the academic tab in Infinite Campus. When students are struggling
academically- If student is allowed access to the room:
Dean or case manager may meet with student to review their usage of the
Resource Room and provide tour/introductions to Resource Room staff to
acquaint the student with the room and policies of the room.
Dean or case manager may call home to discuss with parent the usage of the
Resource Room for their student and stress its importance as a tool for success.

IEP Accommodations- Vary according to identified student need

Attendance Contract- Process for monitoring and intervening with students who have
attendance issues. Reports are run on a biweekly basis (approximately) indicating students
who have at least 3, 20 and 40 unexcused absence periods all school year. From there, deans
are assigned to meet with and do attendance contracts or make contact with the students are
on the 20 or more list who have in school truancy issues (skipping class periods during the
school day). Social workers meet with students with 20 or more with out of school
truancy/unexcused absence issues and make contact with a parent/guardian as needed. From
that initial 20 list, deans and social workers should be monitoring further issues with unexcused
absences and assigning consequences, referring to the be at school process, bringing families
in for meetings or using other intervention strategies that may be effective/appropriate. Once a
student is referred to be at school (must have at least 6 full days of absence or equivalent in
partial days), an outside worker is assigned to try to engage with the student and family, to
monitor attendance and to provide supports to try to increase school and class attendance. A
parent can decline this service. It is voluntary. The school can continue to make more referrals
in the system (Star 1, Star 2, Star 3). Star 3 is the highest referral we can make and then the
county attorneys office has to decide whether or not to write a truancy petition and have the
case heard in court. For students who are older (16 and above) they are rarely if ever sent to
court. Even for our younger high school students (14, 15), the intervention process with the
outside agency is often the most that they will get. For in school truants, Tiffany and I also run a
report quarterly to find our highest flyers and send those names to the deans so they can follow
up. We know there is a high correlation between skipping classes and failing classes. The first
step is just to show up.

Catch Up Cafe- Students are placed into a room with staff member and potentially
student tutors during their lunch hour to complete missing work/assessments.
Teachers, case managers, deans or administration may assign students.

Check and Connect- (training needed for additional staff using this) Check
and Connect is a monitoring and school engagement procedure tool that can be used
by school personnel to maintain students engagement with school. The program is
research-based and was designed under the assumption that effective dropout
prevention must focus on indicators of school engagement and early warning signs of
school withdrawal, such as chronic absenteeism or course failures. The program was
originally developed for high-risk urban students at the secondary level. There are two
components:
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Check: The purpose is to systematically assess the extent to which students are
engaged in school or, conversely, are exhibiting signs of school withdrawal.
Connect: The purpose is to respond on a regular basis to students educational
needs according to their type and level of risk for disengagement from school.

Skills A -Organizational service class to assist students demonstrating need with skills
like time management, tracking missing work, self advocacy, etc.

Guided Study- Study hall setting with special education staff support to assist in
organization and work completion. Credit is earned for this class.

Behavior Interventions:
Included below is a brief description of each intervention in order to provide more
information that was allotted in the intervention model.

FBA - Functional Behavioral Assessment, If a student is having significant and recurring

behavior issues the IEP team should review the FBA and update this as needed.
PBSP- Positive Behavior Support Plans should be developed/reviewed by IEP team for
students demonstrating significant and recurring behavior issues. This is a plan based off of the
FBA to recognize student strengths, motivators and to assist all staff working with the student in
successful intervention techniques and tools for working for this student.
SDC- Student Development Center is a behavior processing room where student may access
if granted as an accommodation on their IEP to take breaks as needed and process behavior
with a trained staff when advocated or directed by staff.
Skills B- Special education service class based on developing greater social skills and
working with identified behavior issues on an individualized level.
Permanent Pass - Students needing to leave class on a daily or long term basis for
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medical or other recognized behavioral issues may be issued a permanent pass so that they
can more easily access needed movement.
IEP Accom.- IEP team determines necessary individual accommodation, modification or
assistive technology needs of student. Review as needed or annually. Information available in
the IEP and legally mandated to be followed as written in plan.
Lunch Detention- Students are required to sit at a specific lunch table in the lunch
room as consequence. The table is monitored by a dean.

Behavior Interventionist (Works with Students in Setting III- EBD)

Responsibilities :
1. Review FBA/PBSP of all EBD Center based students.
2. Meet with each student weekly to review IEP goals/weekly goals, behavior
reports(minor/major).
3. Ensure communication of goals set to the student's team.
4. Process issues with students daily as needed.
5. Member of crisis team.
6. Utilize an identified system for data collection.
7.Record documentation of meetings including interventions, processing and progress on
goals(IC)
8. Meet with teachers and support staff during weekly child study meetings and present data.
9. Attend IEP meetings/parent conferences as needed.
10. Support the development and recording of interventions based on behavior support plans
and input from teachers, education assistants,behavior analyst, administration, and district
staff.

Restorative Practices - Restorative practices is a social science that integrates

developments from a variety of disciplines and fields including education, psychology, social
work, criminology,sociology, organizational development and leadership in order to build
healthy communities, increase social capital, decrease crime and antisocial behavior, repair
harm and restore relationships. Currently as a district we have contracted a group as a district
in our secondary schools called Community Mediation Restorative Services (CMRS) that comes
into the building up to two times a week to mediate between willing individuals asking or being
determined to need these services. Additional personnel trainings in restorative justice for
select individuals from the building from the book Circle Forward are being considered by the
district Alternative to Suspension Committee.

Check and Connect- (see academic section)

Back on Track (BOT)- Students are placed in BOT instead of being suspended from
school as a consequence. Teachers operate under the push-in model where they are
expected to provide curriculum and instruction for a brief time in the day. Student is in a
structured environment, required to turn over phone and not allowed out of the room unless
bathroom break is required.
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Social/Emotional:
Included below is a brief description of each intervention in order to provide more
information that was allotted in the intervention model.

Skills E- Included below is a brief description of each intervention in order to provide

more information that was allotted in the intervention model. Service class designed to
support students in the area of emotional needs.

Referral to Therapist-If a staff member feels that a student might benefit from seeing
the in school therapist, that student is referred to the student assistance team (SAT) for
discussion. Some things to keep in mind about this. The student has to want to receive
therapy. It is voluntary. Insurance is billed. It is like going to an outside therapist at an
agency. The agency we work with is People Incorporated. Jenna Seal is our assigned
therapist. There is a small grant to cover students who do not have insurance.
Parent/guardian must consent to services. And we try to look for a barrier to having the
student be able to get to outside services. Lack of transportation, family chaos issues,
lack of insurance, cultural issues, etc. It is also helpful to think of using the therapist
with students who have a history of being bullied or students who have school based
issues that could best be addressed in therapy during the school day at school

Social Workers
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Wellness check
No Harm Contracts-
Signs that would indicate a need for a no-harm contract:
1) student expresses wanting to die or hurting themselves
2) Fresh cutting or other wound is visible
Staff that should be notified to respond:
1)School Social Worker
2) School Psychologist
3) In School Therapist if the student is a client
3) School Counselors if a Social Worker or Psychologist is not available

No-Harm contracts go by many names, including the following:

No harm commitment, No-suicide contracts, no-suicide agreements, suicide prevention
contracts, etc.
But regardless of what you choose to call them, no-harm contracts can be useful tools in helping
to prevent suicides and continuous self-harm behavior.

Note that no-harm contracts are not legal documents; they are agreements that outline what a
person needs to do if he or she becomes suicidal or has the strong urge to harm/cut himself.
They have been used by clinicians in the U.S. since 1973, and are growing in popularity among
family members and friends of individuals who are or have been suicidal.
The first and most important section of no-harm contracts is the unequivocal agreement that the
individual signing the contract will, under no circumstances, die by suicide. Then the next
section lists names and phone numbers that an individual needs to call if he or she becomes
suicidal.
No-suicide contracts also need to emphasize that the individual must call 911 or the local
emergency number if he or she is in immediate danger of dying by suicide; and if the suicidal
thoughts are relatively mild, then he or she will call 1-800-SUICIDE or any of the other listed
numbers.
Anything that is not necessary should not be put in the contract.
After the agreement has been completed, both parties sign and date the contract.

Anyone who has been (or is potentially) suicidal should sign a no-suicide contract with his
clinician and with family or friends.
After the contract is signed, review the terms of the contract and make sure that there are no
misunderstandings about what will be done if the individual becomes suicidal.

Lastly, ensure, that the no-suicide contract is kept in a secure place and is easy to find. So if the
individual who signed it becomes suicidal, he or she will be able to easily find it.

Please note that a no-harm contract is not a substitute for assessment and treatment. All
suicidal individual should be professionally assessed and treated immediately. Again, a no-harm
contract is one additional tool that may be used in conjunction professional treatment.

We should not try to force anyone to sign a no-harm contract, gently persuade the person by
pointing out its importance -- it can help save his or her life.

And everyone should clearly understand that using a no-suicide contract in no way guarantees
that an individual will not die by suicide.
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Permanent Passes
Access Outside Resources - Social Workers
IEP Accommodations (review and communicate to team)

Check and Connect (see academic section)

SDC (see behavior section)
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