WEBVTT 00:00:05.926 --> 00:00:07.376 My name is Sarup Mathur. 00:00:07.376 --> 00:00:10.336 I am a Clinical Professor in the Division of Curriculum 00:00:10.336 --> 00:00:12.756 and Instruction at Arizona State University. 00:00:13.426 --> 00:00:20.346 The schoolwide approaches are comprehensive in nature, and they target not only the academics 00:00:20.346 --> 00:00:23.046 but also behavioral components for all students. 00:00:23.616 --> 00:00:27.446 That means that if there is a need for the classroom teacher 00:00:27.606 --> 00:00:34.786 to target upon social-emotional aspects of behavior-social skills, social problem solving, 00:00:35.046 --> 00:00:39.656 self-control-that they are able to provide that instruction within their classrooms. 00:00:39.686 --> 00:00:44.876 The idea is that the supports are aligned starting from the school level, 00:00:45.116 --> 00:00:50.516 moving on to the classroom level, and then to an individual who may need those supports. 00:00:50.826 --> 00:00:56.106 At the systemwide level, there might be some schoolwide, building-related rules 00:00:56.276 --> 00:00:58.556 and expectations that might be targeted. 00:00:58.886 --> 00:01:03.466 At the classroom level, the teacher might be reviewing those schoolwide types of rules 00:01:03.746 --> 00:01:06.696 and then also focusing upon the need of the classroom. 00:01:07.086 --> 00:01:11.686 And then at the individual level, that must be very targeted type of support 00:01:11.776 --> 00:01:13.986 that that particular individual needs. 00:01:14.406 --> 00:01:20.416 The success of this model depends upon that there is leaderships commitment 00:01:20.776 --> 00:01:27.056 and that they provide capacity-building efforts for teachers and other professionals 00:01:27.126 --> 00:01:29.736 to provide services and supports to these students 00:01:30.226 --> 00:01:34.766 and that they actually develop policies surrounding these supports 00:01:35.116 --> 00:01:37.446 that are needed for these children. 00:01:38.016 --> 00:01:41.696 It is extremely important to conduct a need assessment prior 00:01:41.696 --> 00:01:43.866 to implementing the schoolwide approaches. 00:01:44.446 --> 00:01:48.856 That's when we get an idea about the relevance of the target behaviors. 00:01:49.286 --> 00:01:51.046 Are they important to be addressed? 00:01:51.926 --> 00:01:54.656 How many times this behavior actually occurs. 00:01:55.036 --> 00:02:02.536 Across the context, across different classrooms, cafeteria, bus, library, media center, 00:02:03.056 --> 00:02:06.166 how often do we see these problems are happening? 00:02:06.556 --> 00:02:10.696 We need to look at the policies surrounding that particular behavior, 00:02:11.056 --> 00:02:13.626 and that may also emerge through the need assessment. 00:02:13.936 --> 00:02:17.996 If we need more policies of supervision in some of these areas 00:02:17.996 --> 00:02:21.166 so that there are certain hotspots that can be identified, 00:02:21.596 --> 00:02:25.386 and then we can target the relevant behaviors that need to be addressed. 00:02:26.466 --> 00:02:32.256 As far as the tracking, ongoing tracking and monitoring of these behaviors, is concerned, 00:02:32.686 --> 00:02:38.746 we need to be constantly looking at how we are improving at these directions, 00:02:38.796 --> 00:02:41.466 if disruptive behaviors are reducing. 00:02:41.466 --> 00:02:43.956 And when we look at office referral data, 00:02:44.686 --> 00:02:48.846 do we find that these incidents of behaviors have reduced significantly 00:02:48.976 --> 00:02:51.686 after implementing the schoolwide approaches? 00:02:52.336 --> 00:02:57.016 So, it becomes very important for the leadership team to be looking at both aspects, 00:02:57.426 --> 00:03:02.876 the need assessment and also ongoing tracking of student behavior. 00:03:02.876 --> 00:03:09.466 The establishment of a schoolwide intervention team is almost essential in delivering services 00:03:09.466 --> 00:03:15.316 at the school level, and there might be representatives from different disciplines. 00:03:15.736 --> 00:03:22.066 We may have psychologists, counselors, social workers, teachers, general educators, principals, 00:03:22.376 --> 00:03:29.076 paraprofessionals, parents involved in providing some feedback to this process. 00:03:29.506 --> 00:03:35.286 Otherwise, we might be missing some of the important information that we need to have 00:03:35.646 --> 00:03:39.566 from various stakeholders who are interested in the education 00:03:39.566 --> 00:03:41.656 of all children within that school. 00:03:41.656 --> 00:03:46.186 Once we have a schoolwide level of support accessible to all students, 00:03:46.636 --> 00:03:51.946 the chances are that the students within the classroom level would be needing less support 00:03:52.046 --> 00:03:57.316 because they already are supported at the schoolwide level for some of these behaviors 00:03:57.346 --> 00:04:02.506 because these behavioral supports exist at a broader level and at a broader context. 00:04:02.836 --> 00:04:07.276 The schoolwide approaches, once they are implemented successfully, 00:04:07.276 --> 00:04:09.496 have great benefit for all these students. 00:04:09.966 --> 00:04:16.946 Once these procedures are implemented by trained personnel and we have systemic approaches 00:04:17.005 --> 00:04:22.506 to these interventions, we find that these students really benefit from these approaches. 00:04:22.836 --> 00:04:25.896 We stay away from being fragmented in our approaches. 00:04:25.896 --> 00:04:29.346 Everybody has this common good in mind for these students. 00:04:29.676 --> 00:04:32.316 The students are successful in their academics. 00:04:32.696 --> 00:04:38.126 They have less behavioral problems, and we find that these comprehensive approaches then tend 00:04:38.166 --> 00:04:40.406 to yield better results for these students.