Intervention Team

Intervention & Supports Team – SOUTH HIGH

(661) 831-3680

Joshua Porter, Assistant Principal of Instruction

Ext.77033 e-mail

Manuel Vasquez, Dean of Student Behaviors & Supports

Ext. 77033 e-mail

Terrence Banks, Dean of Student Behaviors & Supports

Ext. 77014 e-mail

Irene Ramey, Head Counselor

Ext. 77194 e-mail

Staci Wright - Site Coordinator (PBIS-MTSS)

Ext. 77186 email

Alfredo Chavez – Intervention Counselor

Ext. 77198 e-mail

Jackie Lilly, Intervention Counselor

Ext. 77187 e-mail

Maritza Ayala, School Social Worker

Ext. 77130 e-mail

Joe Maldonado - Interventionist

Ext. 77130 e-mail

Derrel Henderson - Behavioral Interventionist

Ext. 77882 e-mail

Renata Cruz - Substance Abuse Specialist

Ext. 77130 e-mail

Paige Jelmini - School Mental Health Clinician

Ext. 77355 e-mail

Mary Matt - School Psychologist

Ext. 77350 e-mail

Kevin Valentine - School Psychologist

Ext. 77351 e-mail

Jesus Romero - Parent & Family Center, Community Specialist

Ext. 77245 e-mail

Travon Johnson - School Community Specialist

Ext. 77882 e-mail

Brent Williams - School Community Specialist

Ext. 77883 e-mail

Miroslava de León Ruiz - School Community Specialist

Ext 77130 e-mail

Mental Health Services

https://www.kernhigh.org/apps/pages/index.jsp?uREC_ID=1672931&type=d&pREC_ID=1824721

Resources- Parents and Guardians

https://www.kernhigh.org/apps/pages/parentresources

Tier I (Universal) Interventions and Supports:

All Tier 1 interventions are facilitated by all staff on school campus for ALL STUDENTS. Through Tier 1, ALL students learn about positive behavior expectations using the School Behavior Matrix and using structures and routines in a class setting. Our counselors are able to provide a variety of mental health and family support resources. South High staff are here to support ALL STUDENTS with personal, social, and mental health concerns.

Tier II Interventions and Supports:

Tier 2 Intervention and Supports are those designed for 10-15% of the students who are not responding effectively to the Universal Supports of the school Tier 1/ RIGHT. These students need more intensive interventions to reduce problem behaviors. These interventions are designed to be quickly accessed, highly efficient, flexible, and to bring about rapid movement. Students who are not responding to Tier 1 interventions can be submitted for Tier 2 for more targeted, small group services. The Tier 2 team consists of the Intervention Counselor, Interventionist, Social Worker, School Psychologist, Mental Health Clinician and administrator.

At-Risk Indictors

Behavior
Attendance
Grades/Credits
Personal-Social

Sources for Identifying Students for Tier 2 Supports

Parents
Students
Staff
Screening Tools

WHAT SERVICES ARE OFFERED?

South High implements a number of Evidence Based Interventions (EBIs). Additional EBIs may be added as curriculum becomes available.

Additionally, qualifying students may be enrolled in On Campus Intervention (OCI) or Rebel Advocacy Center (RAC) to provide further intervention and support.

Tier II Interventions may include:

▪ Why Try

Why try is a strength-based approach to helping youth to overcome their challenges and to improve

truancy, behavior, and academics outcomes. It is based on solution focused brief therapy and multisensory learning.

▪ Forward Thinking/Interactive Journaling Interactive Journaling is a structured and experiential writing process that motivates and guides youthtoward positive life change. This cognitive behavioral curriculum has nine different journals that offer a variety of strategies for facilitating one-to-one and group sessions.

▪ Conflict Mediation (RAC)

Conflict mediation is aimed at teaching students more constructive means of handling conflict.

I-statements, ground rules and a mediator are imperative to, exploring possible solution options, selecting solution options, and reaching an agreement.

▪ Mentoring

On site mentoring programs engages and empowers youth to increase resiliency, positive behaviors, and

healthy decision-making through outside organizations such as, Youth Leaders (Foster Youth/Homeless) and Garden Pathways.

▪ Grade/Attendance Checks

Grade/Attendance checks can help gauge where a student is at in their academic career. Absences can

be a sign that a student is losing interest in school, struggling with schoolwork, dealing with a bully or facing some other potentially serious difficulty.

Targeted Tutoring/Academics

▪ Check In-Check Out (CICO)

CICO is standardized monitoring intervention that increases positive adult contact while providing frequent feedback, daily home-school communication, and positive reinforcement contingent on meeting behavioral goals.

▪ Restorative Circles/Practices (RAC)

Restorative circles/practices are reactive, consisting of formal or informal responses to incidents after it

occurs. They foster safe learning environments through community building and constructive conflict resolution and can be seamlessly integrated into the classroom, curriculum and culture of schools.

▪ The C.A.T. Project

The C.A.T. Project is a small group program for adolescents with anxiety. It is cognitive-behavioral in

nature, and provides psychoeducation and requires exposure tasks. The program provides education about anxiety, skills for identifying and managing anxiety, and an approach to face one’s fears and develop mastery. The overall goal is emotional adjustment.

▪ Small Groups

Small groups will be varied and depend on the need of each individual school site. Small groups teach

teamwork ability, improves self-directed learning, enhances student-faculty and peer-peer interaction, develops self-motivation, allows the student to test their thinking, and helps with acceptance of personal responsibility for own progress.

- - Substance Abuse (OCI, ASPIRE, AND SAS)
  - Coping Skills
  - Social Skills
  - Grief Group

▪ Community Resources/Referrals (Social Worker/Counselors)

Community resources/referrals is a systems approach to establish and integrate a network of Student Behavior and Supports between the school, family, and community. They can be in the areas of prevention, intervention, advocacy and treatment.

Tier III Interventions and Supports:

Tier III focuses on the individual behavior of the remaining 5-10% of students who are not responding to the Universal and Tier II Systems of Support. These students are experiencing a life crisis or have developed chronic problem behaviors.

- - Case Management and Linkage

1. 1. Referring student to mental health services with Child Guidance or Private insurance and following up

- - Crisis Assessment and Intervention

1. 1. Conducting suicide assessments
  2. Re-entry plan when student returns back to school from Mary K Shell or Bakersfield Behavioral Health Hospital (BBHH).

- - Direct Therapeutic Interventions with Tier 3 Students

1. 1. Provide/teach coping skills to help them in the classroom
  2. Facilitate small Tier 3 focused groups (for those needing more support after Tier 2 groups).