Division and Community Involvement 
The support of the Local School Board, School Division Superintendent, and Central Office leadership has been instrumental in the success of this model. Community agencies work with our school leaders and support staff to increase access to mental health and other community services. The local Community Services Board has partnered with RCPS to provide mental health clinicians in our middle and high schools. 

Benefits for Students 
To effectively initiate change, there must be an ongoing understanding of behavior, why students engage and use behavior and the impact of trauma on behavior. Developing interventions will not be effective without a basic understanding of the impact behavior, trauma, and mental health have on learning. 

All students benefit from a Tiered Systems of Support program when implemented with fidelity. School environments are safe, calm and foster positive social, emotional and academic experiences. There is a decrease in students who engage in behavior requiring intense intervention or disciplinary action, a decrease in suspensions, and less time spent on negative behavior. Students are motivated to change negative behavior and are acknowledged for meeting positive behavior expectations. 

Individual students are supported through Interventions that are evidence-based, best practice and are supported by cognitive science and trauma research. 

Implementation Supports 

● Commitment and expectation from the Rockingham County School Board and Division Superintendent. 

● Designated Central Office personnel responsible for coordination and oversight of the Tiered Systems of Support 

● Revision of division discipline policies and procedures 

● A structured division-wide professional development plan including specific professional development for all teachers on the topics of social/ emotional development, trauma informed schools, behavior, classroom management, and proactive evidence-based classroom interventions 

● Ongoing data collection and evaluation of fidelity 

Current Staff and Focus Areas 
Staff 

●Elementary Behavior Intervention Specialists 

● Elementary Behavior Support Assistants 

● Elementary Intensive Needs Program (Strong Starts) 

● Middle School Behavior Support Assistants 

● Middle School Restorative Practices Specialists 

● High School Alternative to Suspension Program (BASE) 

● School Psychologists 

● School Social Workers 

● Board Certified Behavior Analysts (BCBA) 

● School Counselors 

Focus Areas 

● Trauma Informed Schools 

● Conscious Discipline 

● Sources of Strength 

● Threat Assessment

● Mandt® 

● Bullying Awareness and Prevention 

● Level I Grade Level Interventions 

● Child-Specific Meetings in partnership with community agencies 

Evidence for Implementation 
Previous and current discipline and behavior referral data for this school division provides evidence that a structured division-wide process that is proactive, responsive, and based on the best practices of social/emotional, behavior and mental health support is effective in reducing incidents of negative behavior and suspensions. Individual student data indicates improved skills for self-regulation and positive outcomes from intentional behavior intervention. The positions created for behavior support have been overwhelmingly beneficial to positive behavior change and increased school engagement.