Boost provides additional, tailored supports for children who need them.
Our beliefs:
CARE, done well, helps all students feel safe at school and connected to their teachers.
Some students will need targeted and tailored interventions (also known as Tier 2 & 3 supports) for students who need additional support to feel safe, connected and ready to learn.
Some students will communicate through extreme behaviors. A non-punitive system of support and skill-building functions to rebuild safety and connection and helps students learn different ways of managing emotions.
Boost includes three components:
Increased Support
Immediate Response
Tailored Intervention
Our Approach to Increased Support
We increase our support for children who - through their past experiences at school, observed challenges early in the school year, or personal trauma histories - show that they may benefit from a deeper sense of safety and connection at school. These early supports often alleviate the need for tailored interventions.
Specific strategies:
Our Approach to Immediate Response
When students communicate through extreme behaviors, we respond in ways that maintain safety for everyone. A non-punitive system develops safety, connection, and replacement skills so that students can succeed in the future.
Specific strategies:
Our Approach to Tailored Intervention
Students who have difficulty feeling safe and connected after sustained efforts will need additional support. Teachers and behavior staff collect ABC data and collaborate through the RTI process to determine the most effective intervention for each student. These strategies require expertise beyond what can be conveyed through written resources; if you would like to partner with us to receive coaching support & guidance, please use the Contact form to inquire about a partnership.
Specific strategies:
De-escalation Strategies
Therapeutic groups and other evidence based programs
When to Use Immediate Response Boost Strategies
Reflect-Practice- Repair (RPR)
Primary Use: First response for behaviors that require more support then can be given in the classroom setting, and occur outside of recess time.
When to Use:
Harmful or hurtful behavior that requires dedicated reflection
Incidents that need active practice of alternative behaviors
Situations where restorative conversations are needed
Completed with a classroom teacher without removal from their environment when possible, while other students are working independently or during another quiet time in the classroom schedule
When removal of the student from their environment is warranted for the safety and learning of the student and/or their classmates
Structured Recess (SR)
Specifically for recess-related physically unsafe behavioral incidents
As a secondary intervention after RPR if behavior occurs during recess
Structured Recess is not appropriate for non-recess related incidents.
Restorative In-School Suspension (RISS)
For extreme incidents that cause severe harm or damage
As a third-tier intervention after RPR and SR have been attempted
When extended time is needed for reflection and restoration