Interventions for Support

Forced apologies are counterproductive, but there are times when an offender is able to offer a written apology, a verbal apology or an apology of action (something specifically the student will do to make it right with the person(s) harmed).  In all cases, students should have the support of adults to plan and deliver an apology.  

NOTE: At Revere High School, we do not do “forced apologies.”  This template is designed as a guide to support students who independently feel the need to apologize.  

• A Problem-Solving Student Conference can be used for academic concerns or behavior concerns.  This structure provides students and teachers the opportunity to to reflect on a series of questions, identify action steps that will help them learn a target behavior and be more successful, and agree on how to monitor progress (includes follow-up call with a caregiver) 

• Conference between Student, Caregiver(s), Counselor and Teacher(s) to help increase positive student behavior and/or academic success. A conference is appropriate when in-class interventions that address academic setbacks or persistent behavior concerns have not led to improved student outcomes. The purpose of the conference is to share concerns and strengths, to discuss the plan the student and staff members(s) have created, and invite the parent/caregiver to share their ideas for supporting their child. Depending on the situation, it might also include the student. 

• Less formal than a conference and more personal than an email, educators should use phone calls to notify caregivers of concerns. 

• Staff members may coordinate with the Supervisor of Attendance to visit a student’s place of residence due to truancy or other concerns regarding the student’s well-being.  At times this includes coordination with Revere Police to conduct a wellness check.  

• A conference can be used when a student is removed from class between student and teacher facilitated by the AP or Counselor prior to the student returning to class. Outlines student’s actions and works to find appropriate behavior for class.

• Change of Schedule: Permanently or temporarily modifying a student’s schedule in the event it will increase student behavior success.

• Location Change:Temporarily moving a student to a different location to encourage more prosocial behavior.

• Supervised Down Time: Supervised down time occurs when a student needs a break from their normal school due to conflict.

• Reflective Sheet that allows students to reflect on behavior and the consequences to themselves and others regarding safety. Should incorporate guided questions and goal settings.

• Goal Setting: Working with the student to create behavior goals to avoid future negative behaviors.

• Process by trained school staff to resolve student interpersonal conflicts between students and peers or between students and staff. Conflict mediation is aimed at teaching students more constructive means of handling conflict. I-statements, ground rules and a mediator are imperative to, exploring possible solution options, selecting solution options, and reaching an agreement.

• Student-Student Mediation: Is facilitated by trained mediators (i.e. administrator, a Student Support Team member, students). The goal of mediation is for people involved in the conflict to constructively work out differences in a way that solves the problem and preserves the relationship. This process is voluntary. Participants agree to have mediators facilitate a process in which a mutual solution and agreement is reached. Mediators do not offer solutions or advice. The mediator’s role is to encourage problem solving between the participants so that they are able to generate their own solution.

• Student-Teacher Mediation: An automatic intervention when a teacher has submitted at least three referrals for the same student. The teacher and the student can move beyond past conflicts and resentments to build a better relationship. They can then take actions that will support the students’ improved performance in the classroom. These conferences are facilitated by trained mediators (i.e. administrator, student support staff) and require a pre-meeting with the teacher. Conference between the student and teacher facilitated by Restorative Interventionist, Counselor or Assistant Principal.

• Opportunity to Improve: Students agree to engage in OTI Mentoring with RHS Faculty after school and/or on Saturdays

• Big Brothers Big Sisters Big Futures Mentoring Program: BBBS Big Futures Mentoring Program is open to all rising 9th grade students and is designed to provide 80-100 RHS 9th Graders with community based mentoring and support.  

• RISE-uP Peer Mentoring: Pair the student with a RISE-uP Fellow and staff member to model and support prosocial behavior and self-regulation.

• Social Contract: RHS written agreement signed by the Assistant Principal, student, and guardian that outlines school expectations, conversation/dialogue with all stakeholders recommended.

• Check and Connect: An intervention driven by student needs to promote school connection, problem-solve with a student, and support transitions (home to school, and within the school).

• Check In - Check Out:  A Tier 2 -3 intervention that provides students with frequent feedback and coaching throughout the day on a Learning and Life Competency target behavior that comes from a Behavior Problem Solving Conference. CICO is standardized monitoring intervention that increases positive adult contact while providing frequent feedback, daily home-school communication, and positive reinforcement contingent on meeting behavioral goals. It includes a quick goal setting strategy that involves the student setting specific and measurable behavior goals with a staff member to gauge success for a brief period of time.

• Collaborative & Proactive Solutions: The Collaborative & Proactive Solutions approach for Collaborative Problem Solving has two major tenets. First, challenging behavior in kids is best understood as the byproduct of lagging cognitive skills – for example, in the domains of flexibility/adaptability, frustration tolerance, and problem solving -- rather than as attention-seeking, manipulative, limit-testing, or a sign of poor motivation. Second, these challenges are best addressed by teaching children the skills they lack (just as you would with any other developmental delay) and helping them solve the problems that reliably and predictably precipitate their challenging episodes.

• Safety Plan: A description of the steps that school staff (and the student, if applicable) should follow when there is a serious risk of self-harm or harm to others. A safety plan outlines preventative and responsive actions that promote safety and well-being during acute circumstances, including: increasing supervision and monitoring, identifying a point person and location for de-escalation, when necessary, and identifying a communication chain. A Safety Plan may be created as part of a debrief process after a crisis, or can be created preventatively when a team determines it is necessary.

• Adolescent Community Reinforcement Approach (ACRA): ACRA is run by our partners at North Suffolk Mental Health. The goal of this program is to increase the educational/vocational/social and family reinforcers of a student to support stability – family involvement is part of this program

• AMP Mentoring Program (AMP): Project AMP is run by our partners at North Suffolk Mental Health. It is designed to provide mentoring to students who may be struggling with some common issues that are impacting them in some way. This could include stress, academic issues, social pressure, substance issues, etc. 

• I-Decide:  I-Decide is run by our partners at North Suffolk Mental Health. This is a diversionary program (vaping, nicotine, cannabis, other substances) to address student-specific substance use concerns.

• Outside Mental Health Agency or Partner Service. Individual counseling is a responsive and goal-oriented service designed to meet students' immediate needs and concerns.  Revere High School collaborates with a variety of community partners to provide students with access to individual clinical service.  Individual counseling provides students’ the opportunity to meet privately in a confidential setting to address a range of personal, interpersonal and behavioral challenges. 

• School Social Worker: Group Counseling Session. Social workers run ‘group’ with students who need counseling or skill-building around a specific topic.  These group counseling sessions are designed for students to collaboratively discuss common personal, interpersonal, and behavioral challenges.

• School Social Worker: Individual Counseling Session.  School Social Workers meeting individually with students to discuss personal, interpersonal and behavioral challenges.  

• Substance-Use Assessment: An assessment by an outside provider that evaluates the type, amount, frequency, and consequences of an individual’s substance use, their perception of their use, and readiness to change. This assessment, along with a review of family history and other individual factors will be used to develop an action/treatment plan.

• Functional Behavioral Assessment (FBA): This assessment, run through the Special Education Department, identifies where, when, and the likely reasons why a behavior of concern happens. This information is used to inform a behavior support plan that includes strategies to address the reasons why the behavior is occurring and reduce unwanted behaviors that are impacting the student's access to learning.

• Child Requiring Assistance (CRA): A CRA case is one where parents, guardians, or school officials ask the court to help supervise a child.   RPS GUIDE MS & HS   QUICK REFERENCE CASE PROCESS

• Affective Statements & Questions (TEMPLATE) : “Affective Language” is a powerful skill to model ways of expressing our feelings and needs. Naming feelings helps students develop a larger vocabulary to use words vs. acting out emotions. It also helps students understand the impact of their actions. 

• Restorative Conversation (Small Impromptu Conference) LINKED QUESTIONS & ARTICLE: Use of a set of strategic, flexible questions with a teacher, administrator, or student support staff member to determine the root cause(s) of a problem or interpersonal conflict and agree on an action to make things right. They are an effective intervention when one student behaves in a way that impacts their own learning, directly harms an individual or the group, or when two or more students are involved in an interpersonal conflict.

• Restorative Circle: Problem Solving Circles are meant to help a group of students reflect on some of the challenges that surface in the class community or a situation within the class. Students use each other as resources to solve problems together. This Circle reinforces that students have the capacity and agency, with guided support, to work out problems that show up in the classroom.

• Restorative Conference: A conference in which students, people harmed by the incident, and sometimes parents or adult allies share their perspectives, reflect on the impact of students’ behavior, and agree on a resolution that will mend relationships, repair harm, and restore students’ good standing.  A partial conference can involve only one party (ex, Victim, Offender, etc.)