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Level ONE Early Intervention Toolkit

(for School-Based Coordinators)

updated 11.15.23

Reporting and Tracking

Link to district central report form (all grades)

Purpose: a simple, accessible way for the PPS community (students, parents, staff, community, etc.) to report an incident and receive help. When a report is made, it goes directly to the district Title IX office. Within 24 hours, the full report is shared with the school-based coordinator.  

School-based coordinator: although you may choose to track progress at the school level (see School-specific intervention tracker below), you do not need to notify the district office for Levels 1-2. Behaviors that become persistent (do not stop after intervention) or pervasive (impacting the broader school community) should be reported to the TIX office for consultation and collaboration. You may use the online report form to notify the district office and receive assistance or use any preferred contact method.  Title IX District Support info.

In-person report form (K-5)

Purpose: It is essential that all community members can easily report possible TIX violations they experience or witness. This requires us to have multiple, low-barrier paths to reporting. This school-based paper form can be filled out independently by a student or done collaboratively with another supportive adult at school, like their counselor. If a student comes to report an incident in person to the TIX Coordinator, they can use it to guide the conversation, filling it out as the student speaks. The information gathered by this form is enough to move forward with early interventions, but you may need to gather additional information at level 2 through the incident inquiry form. Note: the language used to describe possible TIX incidents is intentionally age-appropriate, aligned with how sexual harassment LGBTQ+ bullying, and gender-based discrimination can present in elementary school.

In-person report form (6-12)

Purpose: It is essential that all community members can easily report possible TIX violations they experience or witness. This requires us to have multiple, low-barrier paths to reporting. This school-based paper form can be filled out independently by a student or done collaboratively with another supportive adult at school, like their counselor. If a student comes to report an incident in person to the TIX Coordinator, they can use it to guide the conversation, filling it out as the student speaks. The information gathered by this form is enough to move forward with early interventions, but you may need to gather additional information at level 2 through the incident inquiry form. Note: This form is identical to the online report that goes to the TIX Office.

School-specific intervention tracker (all grades) 

Purpose: TIX Coordinators are encouraged to copy this template for their school and use it to monitor student progress, document interventions, provide transparency for your Principal, support collaboration with key partners, and gather information to observe school climate trends. It is designed to guide you through the levels and help you notice points of escalation. While all tools are listed in the drop-down menus, you do not need to use all of them or go through them in a certain order. “At a Glance” sheets are set up on additional tabs if you would like to separately list stay-away agreements, no-contact orders, and/or behavior plans.

Title IX collateral (trifolds, posters, coordinator posters)

Purpose: an accessible option for sharing TIX info with students and families. Download, print, and post!

Level ONE School-Based Interventions

The following are OPTIONS for school-based coordinators when responding to low-level Title IX behaviors.

Educational support meeting (with the student who has been harmed)

Purpose: This one-to-one student and staff meeting provides immediate support and TIX education to students reporting/impacted by their peers’ behavior. By meeting FIRST with the student who may have been harmed we are prioritizing their needs and access to their education while presenting next-step choices that place them “in the driver’s seat.” Your goal is to leave with a plan for interventions with the student who caused harm, communication with parents, and continued support at school. This conversation differs from an investigation because it does not seek to find facts, substantiate a report, or pursue disciplinary action. 

PK-2 modified w/picture book: for PK-2, we center a picture book relevant to the topic (body autonomy, gender bias/bullying, gender stereotypes, etc…). The read-aloud helps us to discuss the issues through the characters in the story (while really thinking/feeling/talking about what’s happened). Establishing emotional safety without judgment or shame, a student (along with a trusted adult) is able to practice interrupting bias or learning about personal boundaries. We include parents, too, modeling the read-aloud and talking together, which helps build confidence when enforcing those lessons at home. 

Educational interruption meeting (with the student who caused harm)

Purpose: This one-to-one student and staff meeting is an early intervention in behaviors that may violate Title IX and have been reported by school community members as causing harm and disrupting the learning environment. Your goal is to provide education and clarify behavior expectations at school while helping them to synthesize and reflect so the behavior does not occur in the future. This conversation differs from an investigation because it does not seek to find facts, substantiate a report, or pursue disciplinary action. (Do not ask for a “statement” at this time.) In fact, the effectiveness of the intervention is rooted in the hypothetical- the student does not need to agree that the reported behaviors occurred or admit to any wrongdoing. This frees up the student to more openly ask questions and build understanding.

PK-2 modified w/picture book: for PK-2, we center a picture book relevant to the topic (body autonomy, gender bias/bullying, gender stereotypes, etc…). The read-aloud helps us to discuss the issues through the characters in the story (while really thinking/feeling/talking about what’s happened). Establishing emotional safety without judgment or shame, a student (along with a trusted adult) are able to practice interrupting bias or learning about personal boundaries. We include parents, too, modeling the read-aloud and talking together, which helps build confidence when enforcing those lessons at home. 

Warning Letter (for student who caused harm)

Purpose: This tool can be used at level 1 OR level 2 and is intended to follow an educational interruption meeting with the student who may have caused harm. It may be used instead of a think or reflection sheet or as a next-step intervention for behavior that has recurred. It is intended to stamp the students’ learning as well as clearly document and communicate conduct policy and behavior expectations to the student and their parent/guardian. The tool may be preferred for students not yet able to acknowledge the impact or take accountability for their choices. The warning letter marks the transition from educational interventions to possible school-based discipline.

Student Think Sheet (K-5 with the student who caused harm)

Purpose: After the educational interruption meeting, the student is supported to continue personal reflection and demonstrate their understanding of expectations. It stamps the learning and is their takeaway from the conversation. This may be completed independently or through conversation and may be shared with their parent/guardian. If you already use another think sheet, feel free to use it or edit this one to match your common practice. NOTE: You may choose to substitute this think sheet with the TIX Warning Letter if you are seeking a firmer setting of expectations.

Student Reflection Sheet (6-12 with student who caused harm)

Purpose: After the educational interruption meeting, the student is supported to continue personal reflection and demonstrate their understanding of expectations. It stamps the learning and is their take-away from the conversation. This may be completed independently or through conversation and may be shared with their parent/guardian. If you already use another restorative justice reflection tool, feel free to use it or edit this one to match your common practice. NOTE: You may choose to substitute this reflection sheet with the TIX warning letter if you are seeking a firmer setting of expectations.

Response to Harmful, Inappropriate, or Problematic Sexual Behavior at School

The following options are most appropriate for K-5 students exhibiting sexualized behavior at school.

Brooks Traffic Light

Purpose: This innovative resource uses a traffic light tool to categorize the sexual behaviors of young people, to help professionals: 1) make decisions about safeguarding children and young people; 2) assess and respond appropriately to sexual behavior in children and young people; 3) understand healthy sexual development and distinguish it from harmful behavior. The tool identifies sexual behaviors as green, amber, or red, providing educators with criteria for the level of concern and guidance about how to make decisions in the best interest of children.  The traffic light tool provides examples based on the age of a child broken down as follows: ages 0-4, 5-9, 10-13, and 14-17.  Full guide for using the tool 

SIRC (Sexual Incident Response)

Purpose: to explain the underlying “why” of harmful, problematic, or concerning sexualized behavior that occurs at school. SIRC is a tool most appropriate for K-5 and sometimes used in 6-8. The tool may uncover risk factors for child abuse or trauma history, which allows school staff to tailor individualized interventions based on what is learned. SIRC is not an investigative tool nor can it be used in school discipline.  Contact Alex Kahl for more information.

School Climate & Student Support Practices

Tier 1 lessons

Tier 1 lessons (PK-2)

Purpose: For PK-2, we center a picture book relevant to the topic (body autonomy, gender bias/bullying, gender stereotypes, etc…). The read-aloud helps us to discuss the issues through the characters in the story (while really thinking/feeling/talking about what’s happened). Establishing emotional safety without judgment or shame, a student (along with a trusted adult) are able to practice interrupting bias. We include parents, too, modeling the read-aloud and talking together, which helps build confidence when enforcing those lessons at home.  

Tier 1 lessons (3-5)

Purpose: Short, simple lessons for upper elementary students to introduce the concept of sexual harassment (what it is, how to report it and how to interrupt it).  This lesson can be adapted for younger students.

All-Staff Trainings

Speak Up! Against Bias and Slurs; Link to Speak Up! materials folder

Purpose: Speak Up! is a school climate option for addressing school culture, particularly those who are experiencing biased language on a regular basis. We have been using the Speak Up! protocol for over a year. We recommend school-wide implementation for all schools, but especially when an incident of hate or bias occurs that impacts feelings of safety and belonging at school. This protocol is intended to create a consistent language that all students, staff, and families can use with fidelity.  Start by training and implementing with your staff followed by students and parents. The following Google folder has everything you need to implement Speak Up! schoolwide, including slide decks, training manuals, activities, and more. Please reach out to the TIX team if you have questions! Link to school posters

Counselor/social worker cadre

Purpose: presented to various cadre groups in the 2022-23 school year including school counselors, school social workers, and school psychologists. It provides a broad overview of how Title IX is implemented at PPS.

Consent education (for student-service providers)

Purpose: this guide, created by the Title IX office, offers student service professionals working in schools with guidance and resources for responding to consent violations at school. 

Student Lessons + Presentations

TIX for elementary; middle; high; folder of all TIX student presentations

Purpose: these examples, created by the district office as well as examples from schools we work with, are a good starting point if you want to educate your school community about gender-based harassment. You may copy and adapt as you wish.  All presentations created by schools and shared here are done with permission.

TIX and consent culture (High School)

Purpose: to provide supplemental lessons for high school students about consent and equitable relationships. Feel free to copy and adapt!