School Safety Services

Conflict resolution or dispute management, including restorative justice strategies

• Second Step Violence Prevention Program: Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive.  Resolve Behavioral Health staff can assist school districts to implement the program as either an intervention or prevention strategy.

• International Institute of Restorative Practices (IIRP) Training at CIU 20 Office:  Restorative practices is an approach used in schools to resolve conflict and prevent harm.  This approach allows those who have been harmed to communicate the impact to those responsible, and for those responsible to acknowledge the impact and engage in actions to repair or make the situation right.  IIRP can provide various education programs to develop restorative practices in your schools.  

School-wide positive behavior support that includes primary or universal, secondary and tertiary supports and interventions in school entities

• Applied Behavior Analysis (ABA) Consultation: ABA services are supportive service that can be recommended by individuals, schools, or local agencies to specifically address behavioral needs. These behaviors needs can include individualized programming such as a Functional Behavioral Assessment and Behavior Support Plan.  In addition, the services can include group consultation such as classroom or district trainings and individual student case reviews. 

• Positive Behavioral Interventions and Supports (PBIS): PBIS is a multi-tiered system that improves the effectiveness, efficiency and equity of schools. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

School-based diversion programs

• School Based Outpatient Program:  These services include, but are not limited to, child and adolescent therapy assessment, individual therapy, family therapy, psychiatric assessment, psychiatric evaluation, medication monitoring, and telepsychiatry services provided in a school setting. If you have any interest in this services, please contact Mr. James McDonald, Director of Resolve Behavioral Health Services.  

• Behavioral Health Rehabilitation Services (BHRS) / Provider 50 Wraparound Services:  These services include short-term treatment focused on addressing the behavioral and emotional needs of children and adolescents from birth to 21 years of age. The BHRS program utilizes a solution-focused treatment approach that identifies a person's strengths and builds upon those strengths rather than allowing problems to become the main focus. This approach will allow clients and their parents/guardians find solutions for improving behaviors in the school, home, and community. These services can be provided in the school, home, and/or community setting. 

• Licensed Social Workers and Licensed Professional Counselors: This service includes individual and group therapy to special education students though the expertise of Licensed Social Workers and/or Professional Counselors. The focus of this service is to address underlying mental health symptoms impacting the students’ ability to successfully access their education. Examples of typical themes addressed in therapy include but are not limited to drug and the alcohol abuse, anger management, social skill acquisition, peer relationships, and stress and symptom management.  

• Truancy Diversion: The goal of this program is to reduce the number of days students are absent from school.  Secondary goals are to reduce the number of truancy-related referrals to county offices and to reduce the amount of time school districts expend on truancy-related issues.  Using a blend of prevention and intervention, the School Attendance Improvement Program provides assessment, family intervention, and citations to local magistrates.

• School Attendance Improvement Seminar: Being able to identify a solution and address underlying reasons for a student’s absence becomes essential in finding a solution.  This process cannot be fully effective without involving the student’s parents/guardians.  The purpose of this Seminar is to provide parents/guardians a template from which they can identify causes, inventory resources, and design/implement a plan to increase their child’s school attendance.  Part of this process will be to foster engagement between the parents/guardians and the referring school district.

• After School Program: CIU 20 can assist with the design and implementation of  a safe, structured and therapeutic environment for students to be delivered after school hours.  The program will consist of Recreational therapy, Group therapy and homework assistance in its effort to intervene with at risk students.

Risk assessment, safety-related, violence prevention curricula, including dating violence curricula and restorative justice strategies

• International Institute of Restorative Practices (IIRP) Training at CIU 20 Office:  Restorative practices is an approach used in schools to resolve conflict and prevent harm.  This approach allows those who have been harmed to communicate the impact to those responsible, and for those responsible to acknowledge the impact and engage in actions to repair or make the situation right.  IIRP can provide various education programs to develop restorative practices in your schools.  Colonial Intermediate Unit 20 can coordinate workshops and trainings, in addition to providing consultation.  

• Second Step Violence Prevention Program: Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive.  Resolve Behavioral Health staff can assist school districts to implement the program as either an intervention or prevention strategy.

• Question Persuade Refer (QPR) Suicide Awareness and Prevention:  QPR is an evidenced based program designed to train youths and adults in the identification and response to individuals contemplating suicide.  The training includes assessment skills such as knowledge of the behavioral, verbal and situational cues along with communication skills related to asking the question, listening to the response and seeking the necessary support to maintain an individual's safety.  The QPR training can be provided in a little as 90 minute increments and is designed to increase one’s confidence in the assessment and response to suicidal thoughts and ideations for the non-professional population (i.e. student, coach, aide, etc.). 

• Social Emotional Learning (SEL) - Training, Implementation assistance, and consultation: CIU 20 has extensive experience in the selection and implementation of evidenced-based Social and Emotional Learning curriculum.  We can assist school entities in their endeavors to choose and implement SEL curriculum tailored to their specific need (available online or face-to-face).

Classroom management

• Positive Behavioral Interventions and Supports (PBIS): PBIS is an Implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students. For schools beginning to implement SWPBS, training and consultation can include, but is not limited to, an overview presentation to the faculty, building needs assessment and 3-5 days of training for the core SWPBS team that includes development of expectations, lesson plans, acknowledgement systems and dissemination procedures.For schools implementing SWPBS, training and consultation can include, but is not limited to, monthly meetings with the core SWPBS team and assistance with data collection, data analysis, problem solving and assessment of implementation fidelity. Additional topics can include expanding into the targeted/secondary and individual tiers with data collection and intervention strategies.

• Applied Behavior Analysis (ABA) Consultation: ABA services are supportive service that can be recommended by individuals, schools, or local agencies to specifically address behavioral needs.  These behaviors needs can include individualized programming such as a Functional Behavioral Assessment and Behavior Support Plan.  In addition, the services can include group consultation such as classroom or district trainings and individual student case reviews.  ABA services can be provided by a Board Certified Behavioral Analyst (BCBA) or a Bachelor's level clinician under the supervision of a BCBA. 

• Therapeutic Aggression Control Techniques (TACT2) National Training Center Trainings (TACT2, TBM) (Training of Trainers or Training):  TACT2 is is a 3-day (18 hours) staff training program in behavior management, de-escalation, and crisis intervention.  TACT2 helps staff develop skills to manage misbehaviors while enhancing relationships with troubled children and youth.  Because of its comprehensive content, TACT2 is most often offered in schools, group homes, residential treatment, shelters, and alternative schools/settings to support and serve high-risk youth.  CIU20 is a National Training Center for the TACT2 Program and can provide certification training to staff and train the trainer certification programs.  If you are interested, please contact Dr. Christopher S. Wolfel, Assistant to the Executive Director for Student Services and TACT2 Master Trainer.  

• Registered Behavioral Technician Training (RBT):  RBT and related services includes the direct services, trainings and supervision associated with the RBT credential.  Individuals with the RBT credential can implement strategies under the supervision of a BCBA clinician and within the guidelines of ABA science.  Individuals interested in obtaining the RBT credential can take part in a 40 hour online training program and receive the necessary supervision  and observations, related to a 105 skill checklist, which are required for the testing and approval of the RBT credential.  A combination of the direct services, training and assessment can be developed to meet individual provider/district needs.

• Classroom Management: This training series is intended to enhance and improve educators’ classroom management skills through the study and use of evidence-based practices. CIU 20 can provide consultations or one-on-one intensive trainings on this topic.  

Development and implementation of research-based violence prevention programs that address risk factors to reduce incidents of problem behaviors among students, including, but not limited to, bullying

• Second Step Violence Prevention Program: Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive.  Resolve Behavioral Health staff can assist school districts to implement the program as either an intervention or prevention strategy.

• Safe2Say Something Program:  Regionalized consultation provided through Emergency Preparedness Committee.  The focus of the Safe2Say Something Program is to ensure that every Pennsylvania student, parent, teacher, and community member has access to a safe and anonymous way to report any concerns about their safety or the safety of others. With an emphasis on early intervention and prevention through awareness and education, the program manages information through the reporting tip line, website form, or mobile app, and follow-up is conducted through the tracking of disposition reports, data collection, and quality control. 

• OLWEUS Bullying Prevention Program: The Olweus Bullying Prevention Program is designed to improve peer relations, and make schools safer, more positive places for students to learn and develop its goal include: reducing bullying problems among students, preventing the development of new bullying problems and achieving better peer relations at school.

• Applied Behavior Analysis (ABA) Consultation: ABA services are supportive service that can be recommended by individuals, schools, or local agencies to specifically address behavioral needs. These behaviors needs can include individualized programming such as a Functional Behavioral Assessment and Behavior Support Plan.  In addition, the services can include group consultation such as classroom or district trainings and individual student case reviews.  ABA services can be provided by a Board Certified Behavioral Analyst (BCBA) or a Bachelor's level clinician under the supervision of a BCBA. 

Thorough, district wide school safety, violence prevention, emergency preparedness and all-hazards plans, including revisions or updates to such plans and conducting emergency preparedness drills and related activities with local emergency responders

• ALICE (Alert, Lockdown, Inform, Counter, Evacuate) Trainings:  Assessments/consortium pricing Active Shooter Response Training Instructor Course

• Emergency Preparedness Drills and Activities - Consultation for event planning

• Risk and Vulnerability School Safety Assessments: Assessments provide comprehensive examinations of physical facilities and operational procedures; identify critical assets, threat potential and vulnerabilities; and offer recommendations to improve security. 

• First Aid, CPR and AED Training

• Crisis Management Institute:  Crisis and trauma present some of the most difficult situations in our schools. Each of our schools has an in-house team, sometimes called the Rapid Response Team, which responds when a tragic event happens. To support these teams and the students they serve, the CIU20 Flight (Crisis Response) Team can be called to assist with all aspects of crisis and trauma with the assurance that the needs of each school community will be respected and honored.  

• Emergency Operation Plan Consultation 

Security planning and purchase of security-related technology, which may include metal detectors, protective lighting, specialty trained canines, surveillance equipment, special emergency communications equipment, automated external defibrillators, electronic locksets, deadbolts, trauma kits and theft control devices and training in the use of security-related technology. Security planning and purchase of security-related technology shall be based on safety needs identified by the school entity's board of school directors

• Consortium Pricing on Equipment and Installation

• School Safety Conference with Exhibitor Options

Staff training programs in the use of positive behavior supports, de-escalation techniques and appropriate responses to student behavior that may require immediate intervention

• Therapeutic Aggression Control Techniques (TACT2) National Training Center Trainings (TACT2, TBM) (Training of Trainers or Training):  TACT2 is is a 3-day (18 hours) staff training program in behavior management, de-escalation, and crisis intervention.  TACT2 helps staff develop skills to manage misbehaviors while enhancing relationships with troubled children and youth.  Because of its comprehensive content, TACT2 is most often offered in schools, group homes, residential treatment, shelters, and alternative schools/settings to support and serve high-risk youth.  CIU20 is a National Training Center for the TACT2 Program and can provide certification training to staff and train the trainer certification programs.  If you are interested, please contact Dr. Christopher S. Wolfel, Assistant to the Executive Director for Student Services and TACT2 Master Trainer.  

• Positive Behavioral Interventions and Supports (PBIS) Training:  PBIS is an Implementation framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students. For schools beginning to implement SWPBS, training and consultation can include, but is not limited to, an overview presentation to the faculty, building needs assessment and 3-5 days of training for the core SWPBS team that includes development of expectations, lesson plans, acknowledgement systems and dissemination procedures.For schools implementing SWPBS, training and consultation can include, but is not limited to, monthly meetings with the core SWPBS team and assistance with data collection, data analysis, problem solving and assessment of implementation fidelity. Additional topics can include expanding into the targeted/secondary and individual tiers with data collection and intervention strategies.

Administration of evidence-based screenings for adverse childhood experiences that are proven to be determinants of physical, social and behavioral health and provide trauma-informed counseling services as necessary to students based upon the screening results

• Administration of evidence-based screenings and trauma-informed counseling: RESOLVE can administer for member districts and/or interested parties in an effort to become a Trauma Informed School system, one of the first steps is to strategically administer adverse childhood experiences screenings.  Doing so, aids in defining the collective impact that trauma is potentially having on its student body.  Once understood and defined, the implementation of Trauma Informed Practices becomes more meaningful.

Trauma-informed approaches to education...

• Provide certified guidance counselors, licensed professional counselors, licensed social workers, licensed clinical social workers, school psychologists and other professional health personnel to provide services to students and school employees.

• Develop collaborative efforts between the school entity and behavioral health professionals to identify students in need of trauma support and to provide prevention, screening, referral and treatment services to students potentially in need of services.

• Provide consultation and collaborating with regards to education in the curriculum, including training of school employees, school directors and behavioral health professionals to develop safe, stable and nurturing learning environments that prevent and mitigate the effects of trauma.

• Provide services for children and their families, as appropriate, who have experienced or are at risk of experiencing trauma, including those who are low-income, homeless, involved in the child welfare system or involved in the juvenile justice system (Trauma-Focused Cognitive Behavioral Therapy)