SFUSD Behavior Supports and Interventions
Many school-wide programs and interventions are already in place in SFUSD that enhance a sense of positive community within the schools, teach conflict resolution, and build skills that foster positive student behavior. Examples of these programs and interventions include:
Behavior Intervention Plan: A formalized plan to support students based on the results of a Functional Behavior Assessment typically performed by a school psychologist, behavior specialist, or board certified behavior analyst (BCBA).
Behavior Intervention Services (BIS) Counseling: Behavior Intervention is a tobacco and substance-use counseling intervention delivered by community health outreach workers, school counselors, school district nurses, deans or school social workers. This intervention consists of 2-3 one-on-one sessions that focus on why students are using drugs or alcohol. It supports students to set goals and make better informed choices relating to their drug or alcohol use.
Behavioral Response to Intervention (BRTI): A framework of multi-tiered systems of support used to respond to student needs for behavioral intervention. This includes universal Tier 1 supports for all students, Tier 2 individualized interventions for students who need more support, and more intensive individualized Tier 3 supports for students who demonstrate high level of need.
Check In, Check Out: A mentor based behavioral intervention which entails pairing a student with a mentor who will check in and check out with the student at the beginning and end of each day to review the goals on a daily behavior point sheet. The behavior sheet with success criteria will be provided to teachers by the SAP team.
Class Pass: The class pass intervention allows a student to have a predetermined amount of break passes decided by the SAP team to be used for immediate breaks in an area designated by the SAP team or teacher throughout a school day or a week. Students earn an incentive provided by the school for each pass they are able to preserve or based on a set criteria of passes saved at the end of the school day or school week.
Cultural Competency or Cultural Responsiveness: Using knowledge of the various cultural backgrounds of the students we serve to inform our interactions, practices, and interventions.
Deescalation aka Crisis Prevention and Intervention: The process of supporting students in avoiding or completing the cycle of escalation more quickly by appropriately responding to student levels of need
Environmental Observation: The process of identifying factors in the environment that may be contributing to student target behavior.
Functional Behavior Assessment (FBA): An assessment of student behavior and the environmental factors that occasion student behavior in order to determine the function of the behavior and provide appropriate intervention based on the science of Applied Behavior Analysis if necessary.
Home Visit: A visit to the residence of a student in order to make contact with parents if other methods have not been successful, when parents do not have the means to reach the school site, or upon parent request.
Peer Mediation: Conflict between students is resolved through a restorative conversation led by peers.
Positive Behavior Contract with Incentives: The SAP team along with a student agree to a criteria for success on a daily behavioral chart over a negotiated amount of time in order for the student to earn a desired incentive that can be provided by the school.
Positive Behavior Interventions and Supports (PBIS): An ideological framework which focuses on the use of positive support and teaching as a means of decreasing problem behavior as opposed to traditional punitive consequences. To review research on PBIS and other interventions, visit www.PBIS.org
Positive Peer Reporting: A Tier 2 behavioral intervention whereby a student is “randomly” selected as a recipient of positive comments from peers for a day. Positive comments serve as a means of earning an incentive for the entire class. A new student would be chosen each day to receive positive comments with the target student being selected more often as needed.
Restorative Practice (RP) Conference: A restorative conflict mediation used to repair emotional or psychological harm to individuals, families or the school community as well as support involved parties in creating solutions to prevent conflict in the future.
Self-Monitoring: This intervention requires student to have a daily behavior chart to assign themselves points at the end of each designated period (i.e. class period or academic subject). Teachers may also conduct periodic check-ins to support students in making appropriate assessments of their behavior when assigning points. Students earn an incentive provided by the school for reaching the point criteria for success determined by the SAP team
Student Assistance Program (SAP): A site-based team consisting of an administrator, teacher, wellness support (may be represented by a counselor, social worker, restorative practices coach, etc.), and other sources of student academic and behavior information convene to make data-based decisions about how to intervene when students present a need for increased academic or behavioral support.
School Home Note: A behavior chart where teachers give students points throughout the day. The behavior chart is then sent home to the parent(s)/ guardian(s) to deliver incentives (e.g. extended time or access to preferred home activities) if the student reaches the point criteria for success set by the SAP team. The SAP team may also determine the incentives based on the student’s interests, and the incentives can be provided by the school.
Skills Group or Intensive Skills Group: A series of group lessons targeting specific areas of behavioral skill deficits. Students should have an opportunity to both learn and practice new skills with peers.
Therapeutic Behaviors Support (TBS): Advanced behavioral support services provided by community-based organizations.
Wrap Around Services: Advanced behavioral support that is utilized to not only provide assistance for students but their families and may include supports both at home and in the school environment.
Process to Appeal for Redress if SWPBIS or RP have not been implemented at your school site: If RP or SWPBIS have not been implemented at your school site, you may appeal in writing to Director, Office of Pupil Services, 727 Golden Gate Avenue, San Francisco, CA (415) 241-3030 or at email@example.com. Within 30 school days of receiving a written claim of failure to implement SWPBIS or RP, the Director will meet with the person who filed the appeal and the school site administration to determine whether SWPBIS and/or RP have been implemented at the site. The Director will respond to the person who filed the appeal in writing to notify them of whether SWPBIS or RP has been implemented; and if the failure to implement is substantiated, to describe the remedial actions that will be taken.