School-wide Interventions And Alternatives To Suspension - Module 1

Progressive discipline uses incremental interventions to address inappropriate behavior with the ultimate goal of teaching pro-social behavior. With progressive discipline, disciplinary responses are coupled, when appropriate, with guidance interventions.

False. Progressive discipline does not seek punishment as a sole means of effectuating a change to student behavior. Instead, progressive discipline seeks concurrent accountability and behavioral change. The goal is prevention of a recurrence of negative behavior by helping students learn from their mistakes.

Punitive consequences (Answer B) are not part of an FBA or BIP.  The BIP (and the underlying FBA) is designed to provide supports and services that address the behavior and lead to improvement and not to be used as a punishment. FBAs and BIPs do contain a description of the problem behavior (Answer A), global and specific hypotheses as to why the problem behavior occurs (Answer C) and intervention strategies that include positive behavioral supports and services to address the behavior (Answer D).

C is the correct answer. During peer mediation, students facilitate resolving disputes between two people or small groups. It recognizes that there is validity to the conflicting points of view that students bring to the table and helps students work out a solution that meets both sets of needs. Because it is not an approach that affects all students (Answer B), it is not be a Tier 1 intervention. Rather, since it is appropriate for a subset of students or to address a subset of circumstances in which students have conflict (Answer C), it would likely be considered a Tier 2 support. While peer mediation may involve two or more students (Answer A), this is not criteria that would qualify it under any tier of support. Finally, peer mediation is not consider a type of discipline, so Answer D is not a correct response.

The following are examples of Tier 1 strategies that affect the whole school community:

A. Students have opportunities to give input and share ideas

B. Setting clear expectations for student behavior

D. School- wide community meetings

E. Recognition of student achievements

The following are examples of higher tiered interventions (Tier 2 or 3) that would be appropriate in more targeted

situations affecting fewer students:

C. Conflict resolution and peer mediation

F. Partnering with community based organizations to refer students with specific mental health needs

An MDR is required whenever a student with an IEP or 504 Plan has a disciplinary change of placement (Answer B). A disciplinary change of placement occurs if a student is removed from his/her current educational program:

1. for more than 10 consecutive school days as the result of a superintendent’s suspension;

2. for more than 10 cumulative school days in a school year as a result of a “pattern of removals.”

Answers A, C and D are incorrect because they describe scenarios that are broader than the actual requirement.

Universal interventions are Tier 1 interventions.  These are approaches that affect whole school community.

Targeted group interventions are Tier 2 interventions.  These impact 5-15% of the student population.

Intensive and individualized interventions are Tier 3 interventions.  These impact 1-5% of the student population.