6.2.3 Matrix of Supports/Interventions for Defiance and Disruptive Behaviors

After repeated student incidents, the school principal or designee is responsible for making sure the student is on the Coordinated Care Team’s (CCT) agenda for the next available CCT meeting, and leading and partnering with other school staff, students, and families (the term family is used to include parents, caregivers and guardians) in the support and intervention process. A CCT exists at each school and focuses on school climate, family partnership, attendance, and student / family services. 

This matrix also has some supports/interventions for teachers to try by themselves (see matrix labeled “Suggested classroom intervention options for teachers to try in the classroom”) or to try with CCT support (see matrix labeled “Suggested intervention options for teachers to try with CCT support”). The supports/interventions are used primarily in response to incidents, but can be also used in a proactive and preventative way. 

After repeated incidents, the school administrator or CCT will:

1. Connect with families: The school Principal or a designee has a conversation with the student’s family. 
   The family’s unwillingness to speak does not prevent the CCT from attempting to move forward with interventions and support for the student.
2. Convene the CCT and relevant teachers: The principal or designee should contact the representative of the CCT to place the student on the agenda for the next available CCT meeting. The relevant teacher(s) should also be invited to attend this meeting, along with the principal and/or designee. 
3. Select appropriate supports/interventions: The CCT should then, in collaboration with teachers, families, and students involved in the incident, select appropriate supports/interventions from the relevant section of the matrix (see below) to implement. The CCT should review the student’s academic and behavioral data to determine the need for intervention or modification to current interventions.
4. Document plans: The CCT, in conjunction with relevant teachers, should document the selected supports/interventions and any plans developed in the appropriate place in Synergy, alerting any additional teacher(s) to review the plan/interventions. The CCT should provide guidance to teachers/staff on how to store information related to student incidents and interventions in Synergy. The CCT can reach out to the Resource Link at sflink@sfusd.edu or 415-340-1716 (during hours of operation) for consultation as needed.
5. Implement plans: The selected support/intervention should be implemented for a minimum of 4–6 weeks. 
6. Follow-up actions: After 4-6 weeks of implementation, the CCT should return to the goals set with the student and assess the extent to which each goal has been met. Based on this assessment, the CCT should decide whether to maintain, intensify, or phase out the intervention. Additional interventions should be attempted if the first intervention was not successful. Families should be informed of progress and any changes made to intervention plans.

For families: 

The school administration and the CCT will work with the student’s family to learn about the student’s needs and what they feel will help to resolve it. Any intervention and support plans made by the CCT should be shared with families. 

For additional information about how to access any student related records, families can connect with their school’s administration office at any time. 

Printable PDF version of the matrix

A printable PDF version of this matrix can be found at this link: 
https://drive.google.com/drive/folders/10Mct5SowKrh4tRCVORAUY0YYkRUycd5C?usp=sharing