1. Intervention Center (IC)
Stated goal is to return these pupils
to the regular education least
restrictive setting as soon as
possible

2. Intervention Center (IC) Program Summary:
• Not to be a separate program that totally
supplants regular educational programming
• Supplemental/intervention setting to regular
classrooms.
– Cannot be a ‘life-sentence’; but is a temporary
intervention with the goal to return students fully to
regular classroom setting
• This will not supplant any current regular
programing, such as all current counseling
services will remain the same.

3. Intervention Center (IC) Program Summary:
• IC placement is to be considered temporary
– Placement of seconds to a few minutes, to have
a timeout or cool down, so they can return to
the regular setting
– Possible need for days or weeks to transition
back to the regular setting.
– In many cases, part days in both the IC and
regular setting may be appropriate.
• IC Students under a full regular schedule
and on regular classroom teacher’s rosters.

4. IC Schedule:
• IC students are to be in a regular schedule and
regular programming as the default; the IC is
only for intervention purposes
– Student normal school time of 8:00 am to 3:40 pm
– Occasionally a student may have a shortened day, if
that is appropriate - transportation
• Check out at the end of the day
• Additional counseling/tutor service after-hours

5. Intervention Center (IC) Staff:
• Counselor hired to be a main person in the IC
– Have competencies, in identifying and addressing the
issues and concerns of troubled students.
– Have training to help students experiencing and
demonstrating the effects of stress from multiple avenues
be it environmental, emotional, or otherwise.
• Professional teacher to mentor and tutor students
• Aide(s) may be added, if needed, for additional
paraprofessional education and supervisory
purposes.

6. Intervention Center (IC) Staff:
• IC staff will be trained in August in proper restraint
techniques.
• Additional training for educating children on the
autistic spectrum is being planned for during the
school year (a grant is being written).
• Mandate to cooperate with regular classroom
teachers
– Individual Learning Plan for each student placed in the IC
– Attempt to keep students on pace with peers.
– Still on classroom teacher record; return asap

7. Intervention Center (IC) Staff:
• Mentor and tutor
– Students to gain both the academic and appropriate
behavioral and emotional skills to return to the regular
programming as soon as possible.
• IC staff are responsible for full documentation
– All IC interactions will need to be recorded by IC staff in
the SIS along with all attendance and other records as
appropriate.
• IC staff will make parent contacts as needed and
applicable.

8. IC Students
• Eligible students are K to Grade 12 aged children
that have difficulty in the regular setting
• All students now placed at New Frontiers or
Wyalusing at the end of the 2011-2012 school
year will be placed in this program to start the
2012-2013 school year
• Lessen separate services which are contracted
out

9. IC Fiscal Impact
• Savings, estimated to be over $100,000 (potential of
$130,000) from transferring students to new program.
• Staff Increases
– Add Counselor $70,000
– Add Aide(s) as needed $15,000 per
• One-time costs
– Administrative offices to HS (location of IC)
• A/C partially/fully under EE
• Minimal office changes, handled internally
– Another van may be needed (grant funded)

10. Students will have individualized
services as appropriate.
• Students placed at New Frontiers and Wyalusing
• Any ISS (in-school-suspension) situations would be
assigned to, and supervised in, this program.
• Seclusion
• Daily 3:40 check out at the end of the day
• Counselor will work with children after school by
appointment to do further prevention and
intervention work

11. IC Academic program goals
• The overriding goal is to intervene to keep students
on track with their peers academically
– At the minimum, academic progress should be equivalent
to increases of grade level peers
• Stretch goal is for IC students to exceed academic
progress of grade level peers; this is especially
important if the pupil is below proficiency
– Substantially more resources per student than regular
programming
– Significantly more intervention support
– Very low student to staff ratio

12. Academic Success Measured
• Measured by monitoring the academic progress
on grade appropriate testing
– Grades / progress
– MAP
– WKCE
– Explore
– Plan
– ACT
– TABE
– etc.
• Use Growth Mindset!

13. IC Behavioral program goals
• Through prevention and intervention services,
overall school behavioral issues will lessen.
• Students should wean off IC services and return
back into the regular setting as soon as appropriate
• The ultimate goal for the IC is to work so well that
students stay in the regular setting more frequently
and that IC services can be scaled back or eliminated

14. Behavioral Success Measured
• Less overall student disciplinary referrals
recorded in the schools
• Students return back to regular classrooms
– Significantly more intervention support
– Substantially more resources per student than regular
programming
– Very low student to staff ratio
• Use Growth Mindset!

15. IC monitoring
• Quarterly reports will be made to the Board
of Education
• Progress reports on academic progress will be
forwarded to the Board when testing results are
available
• Behavioral change reports on disciplinary referral
data will be forwarded to the Board at the end of
each quarter/semester

16. Reserve right to change placement to an
outside setting or expulsion (hope not to need this)
• If the learning environment in the school is
severely negatively impacted by a pupil’s
disruptive behavior, then the pupil may need to
be placed in an outside setting or expelled
• If the health and safety of the pupil, other
students, and or any staff member is
compromised, then the student may need to be
placed in an outside setting or expelled