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    Level TWO Escalated Intervention Toolkit

    (for School-Based TIX Coordinators)

    updated 11.16.23

    The following are OPTIONS for school-based coordinators when responding to behaviors that are persistent (hasn't stopped with repeated intervention) or pervasive (impacting school climate) Title IX behaviors.

    Tracking and Reporting

    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 (tri-folds, posters, coordinator posters)

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

    LEVEL TWO School-Based Interventions

    Incident inquiry form (alternative to written statements)

    Purpose: This tool is available to you as an alternative to written student statements when conducting a school-based investigation into a report at level 2. It guides you to integrate information already received through a TIX report or to start your response to a discipline referral for a TIX incident, through effective and trauma-sensitive questioning that prepares you to confidently apply school-based discipline. Should the incident escalate to a level 3 TIX Investigation, the information on this form will be valuable and easy to build on. NOTE: Do not use this form for a report of possible sexual assault or severe dating violence (automatically goes to level 3). Instead, notify the TIX Office to refer the matter. For more information about the (sometimes confusing) way that we “figure out what happened” in a TIX incident, see this FAQ.

    Warning Letter (for student who caused harm); strongly recommended at Level 2

    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.

    Stay Away Agreement (grades K-5)

    Purpose: Stay-away agreements are a common elementary school behavior support when interrupting bullying or bias. They set expectations for students, provide needed structure, and increase staff awareness while offering an opportunity for students to build relationships, conflict resolution, and responsible decision-making skills. This version is adapted for younger students - see below for more information about this tool. Stay Aways are different from No Contact Agreements in that students may stay in the same classroom as long as the teacher is able to intentionally keep them apart during group activities. A No Contact, on the other hand, requires a class move (see more below).

    Stay Away Agreement (grades 6-12)

    Purpose: The reporting student who was harmed may request a stay-away agreement be put in place by the school in order for them to fully access their learning and feel protected against recurring incidents. Alternatively, the TIX Coordinator may choose to put in place a stay-away agreement because the incident continues to disrupt classroom/school climate and students will benefit from the structured expectations. Agreements should be shared with classroom teachers with guidance for how to accommodate in the classroom (no partnering, grouping, etc…) While staff are responsible for supporting this agreement, the students are responsible for independently keeping space from each other through their decision-making and building valuable SEL skills. (Some students will benefit from adult support to plan ahead, problem-solve, and debrief situations.) This tool is different from a no-contact order (NCO) in the following ways: schedules are not required to be changed, violations do not automatically result in suspension, and students may continue to be in shared peer groups and common spaces. 

    No Contact Agreement (grades 6-12)

    Purpose: No Contact Orders are an escalated intervention and can be used as follows: 1) to prevent retaliation during a TIX investigation; or 2) after conducting a safety assessment that warrants this escalated intervention. NCOs are equally applied to all parties involved; failure to abide by the agreement can and should result in disciplinary action in consultation with the Student Conduct Coordinator.

     

    School-based discipline

    Purpose: We worked very hard to align the TIX levels with the "types" illustrated in the 2023-24 Student Discipline handbook. Once you determine that school-based discipline is appropriate, contact your Student Conduct Coordinator about what to enter into Synergy. In cases that you think may escalate to Level 3, an investigation will be necessary before exclusionary discipline may be applied.

    Confidential advocacy (HS only)

    Purpose: We encourage PPS high school students of all genders who experience sexual harassment or assault, domestic or teen dating violence, and/or harassment based on gender identity or sexual orientation to connect with a confidential advocate as soon as you are able. Advocates are employed by two local non-profit agencies - Raphael House and VOA Homefree of Oregon. While they do not work for PPS, advocates work closely with school administrators and the TIX team and are familiar with PPS policies and procedures, including TIX investigations. As of 2023, every comprehensive high school has (at least) one advocate who holds office hours regularly. They are also available using the PPS student hotline - text or call 503.809.4357 anytime. Available in English and Spanish.

    Educational support meeting (with 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. 

    Educational interruption meeting (with student who caused harm); strongly recommended at Level 2

    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.

    Behavior Intervention and Support Plan (for student who caused harm)

    Purpose: A behavior plan is intended to uphold the safety and well-being of all students and to prevent any recurrence of harm through another TIX incident. If efforts to educate about TIX and clarify behavior expectations were not successful at level 1, a behavior plan can formalize the agreement between the student/family and school about what behavior is expected, how support will be offered, and the consequences that will occur if unsuccessful.  In the table, add content that is very specific to the student and your school (ex: check-in phone before going to the first period for two weeks; lunch detention). Ideally, targeted skill-building interventions are also included. This template is optional and schools are encouraged to use the plan type and development process that is codified at their school.                                                                                                                                                                                                                                                                                                                                                                                                                                

    Student Support Plans (for student harmed)

    Purpose: A personalized support plan can be developed for the student who has been harmed by a Title IX incident so they may fully and freely access their education, have a sense of safety at school, and build their socio-emotional skills. Creating this plan communicates clearly to the student and family that the school is taking their physical and emotional safety seriously and actively ensuring there are no barriers to attending school and participating in class- it communicates care. A support plan can also be helpful in instances where a student shares vague reports, or no reports at all, about things happening because it can formalize a process for reporting and getting help. Support plans typically include increased connection to a Student Services Provider and school-appropriate strategies for coping with emotions like anxiety. The plan may include basic learning accommodation, at a level lower than a 504 plan. Any new incidents should trigger revisiting this plan to see if additional support is needed and will escalate the interventions with the student(s) causing the harm.

    SIRC (Sexual Incident Response) Level 1-2

    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

    Please review the school climate and Tier 1 options (such as Title IX presentations), available in the Level ONE toolkit

    In addition to the lessons and guidance offered in Level One, discuss within your school team how you may utilize student leadership or affinity groups to address the impact of the incident on the school community, such as Q/GSAs, SAFER Clubs, Consent Culture, etc.

    Restorative Circle/conversation

    Purpose: the May 2020 Title IX regulations, for the first time, offer the opportunity to use informal resolution strategies when addressing lower-level incidents of sexual harassment or gender-based discrimination. While the district office does not have the staff to coordinate this, the district's RJ team has been invaluable in supporting restorative work in schools when something occurs.  

    A Five is Against the Law + slides for teaching

    Purpose: created for students with Autism, this text is a straightforward, compassionate guide for teens and young adults who struggle to understand consent. It’s concrete approach to a highly nuanced topic helps dispel some of the confusion teens have with the concept by providing opportunities to explore, apply and ask questions.

     Consent/health relationships resources 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. 

    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!