Behavior Intervention

• Improved Classroom Environment
• Enhanced Social Skills
• Better Academic Outcomes
• Increased Self-Regulation
• Prevention of Escalating Issues
• Greater Inclusion
• Empowerment for Students
• Stronger Relationships
• Support for Teachers and Staff
• Compliance with Legal and Ethical Standards

• California State Standards for Social Emotional Learning
• California School Climate Standards
• California Common Core Standards
• MTSS - Multi-Tiered Systems of Support
• Requirement to Collect and Report Incident of the Use of Restraint and Seclusion for All Students

Creating safe and supportive learning environments for all students is a top priority. Crisis Prevention Institute (CPI) strategies are designed to help educators and staff de-escalate challenging behaviors and respond to crisis situations with care, dignity, and respect. These evidence-based techniques promote safety while reducing the need for restraint or seclusion.

As a SELPA (Special Education Local Plan Area), we are committed to equipping school teams with the tools they need to implement proactive, preventative, and trauma-informed practices. We offer CPI Nonviolent Crisis Intervention® training to our member districts, providing educators, administrators, and support staff with the skills to recognize early signs of distress, prevent escalation, and ensure the safety and well-being of both students and staff.

Our training sessions are led by certified instructors and focus on building practical strategies aligned with legal and ethical standards. Through ongoing professional development, SELPA supports schools in fostering environments where positive behavior is reinforced, and students’ emotional and behavioral needs are understood and addressed.

• Behavior Intervention Plan
• Non-violent Crisis Intervention (CPI)

• Community Advisory Committee (CAC)
• CAHELP Outreach Team
• Desert Mountain Children's Center

• RTI - Response to Intervention
• SEL - Social Emotional Learning
• Restorative Practices
• MTSS - Multi-Tiered Systems of Support
• Trauma Informed Practices

• Provide behaviorally-related technical assistance to school districts and charter schools staff on special education program development and compliance with federal and state mandates.
• Facilitate professional learning opportunities for staff at regional and school-site levels on prevention and intervention of distressing behavior.
• Offer consultation and support on instructional and behavioral strategies for students.
• Assist districts/charters in meeting special education reporting requirements and compliance with educational standards.
• Support the acquisition and use of instructional materials and resources related to behavior intervention.
• Train to analyze student data and recommend curriculum modifications.
• Provide ongoing training on behavior management and instructional methodologies to staff.
• Foster positive working relationships with parents, staff, and other school personnel.
• Serve as a liaison with community organizations and agencies.
• Maintain effective communication with parents, staff, and external partners.
• Implement Research-Supported Interventions.
• Provide recommendations in relation to the monitoring and adjusting of behavioral interventions.

1. California Department of Education (CDE) & Related State-Supported Initiatives
   • Behavioral Intervention Strategies and Supports – School Environment (CDE): Provides authoritative guidance and tools to replace punitive discipline with supports that keep students learning and address systemic disproportionality in discipline. Includes toolkits, legal overviews, and references to statewide data dashboards on suspensions and expulsions.
   • Behavioral Intervention Plans (BIP) Guidance – CDE:
     Details legislative changes under AB 86 and AB 110 affecting special education and mandates technical assistance to local education agencies (LEAs). This includes stakeholder meeting archives and FAQs geared toward agencies and families. California Department of Education 
   • PENT (Positive Environments, Network of Trainers): 
     A statewide CA initiative created via a partnership between the Diagnostic Center (Southern CA) and SELPAs. PENT trains a “cadre” of trainers to disseminate evidence-based positive behavior practices. This includes forums, resources like the BIP Desk Reference, and a focus on cultural competency and legally defensible systems Diagnostic Center, Southern California 
2. National & University-Backed Centers
   • Center on PBIS (Positive Behavioral Interventions & Supports):
     A federally funded national technical assistance center supported by the U.S. Department of Education. Offers research-based frameworks (PBIS) across three tiers, promoting systems-informed, equitable, data-driven behavior supports. Recent evidence includes RCT findings on MTSS-B and new resources aligning threat assessment with PBIS.
   • IRIS Center (Vanderbilt University, Peabody College):
     Funded by the U.S. Department of Education’s OSEP, IRIS offers free, research-based online modules, case studies, and PD certificates targeting topics like FBA, BIP development, classroom behavior management, IEPs, accommodations, and high-leverage instructional practices.
   • NCII (National Center on Intensive Intervention):
     Housed at the American Institutes for Research and part of OSEP’s TA&D network, NCII specializes in data-based individualization (DBI). They support educators and administrators in implementing intensive academic and behavior interventions within MTSS frameworks, supplying tools, webinars, and consultation.
3. University-Based Well-Being Research
   • Greater Good Science Center (GGSC), UC Berkeley:
     A university-affiliated research center focusing on social-emotional well-being, grounded in psychology, education, sociology, and neuroscience. GGSC publishes science-based articles, podcasts (“Science of Happiness”), courses, and practical tools for educators and communities