We're working and collaborating with schools and educational communities to implement real solutions to behavior management that foster safe, inclusive, and positive climates.
All of our work is part of a Multi-Tiered System of Support to organize and deliver resources, strategies, and expectations to all schools we work with. MTSS includes Positive Behavior Interventions and Support, Response to Intervention, Restorative Discipline, and Social Emotional Learning.
Positive Behavior Interventions and Supports is a decision making framework for campus teams that guides selection, integration, and implementation of the best research based practices and interventions for improving outcomes for all students.
PBIS is founded on a three-tiered model and addresses school-wide systems, classroom management, and individual student supports.
Response to Intervention is a framework addressing the needs of all students through high quality instruction, tiered intervention strategies, frequent progress monitoring of student academic and behavioral decisions, and the application of child response data to important educational decisions.
We offer a school year commitment form which includes system checks, targeted training, follow up consultation visits, monthly check-in sessions, and RTI network meetings.
Restorative Discipline is a community building based intervention system, which seeks to build stronger, more empathetic approaches to behavior management.
Restorative Discipline shifts the traditional system of punishing rule breakers into a system which focuses on problem-solving, personal accountability, conflict resolution, and personal growth.
Through this process, students learn how to interact and manage their relationships with peers and adults. They become better equipped to understand how their actions impact others and how to monitor future behavior.
Social Emotional Learning encompasses every interaction that occurs in student’s lives and the emotional context in which they’re set.
When we take the time to learn from these bad interactions we are better able to harness the potential to benefit from both good and bad situations. These benefits range from increasing a student’s sense of place within a community, to building a stronger sense of empathy and responsible decision making.