MARCH2003

Question: We would like to have more information on the“ planning center” model?

Answer: The planning center model was briefly highlighted in the Frequently Asked Question for October 2002. I have received several questions since that time about the centers. Here is some additional information that I hope you will find helpful.

The planning center model was originally developed in a middle school in Westerly, Rhode Island, to provide support to children and families. These centers facilitated the early identification of, and interventions into, problems that students were having. Staff worked with students to teach them coping and problem-solving skills to manage their difficulties. These centers also served to prevent the escalation of inappropriate behaviors by addressing academic, emotional, or behavioral problems before they became crises.

The middle school planning center was developed to be used by students with behavior disorders and those who had been identified as at risk. A student did not require an IEP to receive support at the center. In fact, after 3 years of programming, statistics showed that about 50% of the students serviced by the center had not been identified as special education students. The center served as an alternative space within the school that provided a temporary cool-down period. The goal was to assist students in learning how to manage and take responsibility for their own behavior, including academic achievement.

This program served as a building-wide support program and was open to all students, whether or not they had IEPs. Each student involved in this support program had an individual behavior plan developed by the support services team. The team comprised a school psychologist, a school social worker, a behavior specialist, and a school administrator. The team reviewed referrals once a week and conducted individual program reviews on a scheduled basis. Team members consulted with teachers or parents and administered classroom observations. They communicated with area agencies, physicians, and therapists and provided feedback to teachers and staff within the school. It was their view that the diverse expertise of the professionals involved with the team helped create an academically stimulating and behaviorally sound environment for the students involved with the support services team.

Each member of the support services team contributed to the prevention model. The school psychologist responded to teacher concerns, conducted observations, processed screenings, administered reevaluations, communicated with physicians, conducted parent and child counseling, and served as a member of the multidisciplinary team. The school social worker completed social histories; assisted with home issues; conducted social skills groups, individual counseling, changing family groups, and support groups; and served as a member of the multidisciplinary team. The behavior specialist provided the framework for the planning center program. He or she performed all aspects of the center as previously described, as well as engaging in consultations with classroom teachers, coordinating all communications regarding students in the center, and providing many schoolwide and districtwide training activities.

The planning center provided many resources in one room: student support, emotional time-out, crisis intervention, individualized academic support, and a social network. Some students came to the center at scheduled times for academic assistance, organizational assistance, relaxation training, anger management training, or reality therapy. No single philosophy was followed. They used whatever worked for each student. When a student used the room, the professional present recorded the reasons the student was there. This documentation was the basis of the quarterly report summarizing how well the students used the center, how often they came to the center, and which interventions or recommendations were beneficial for the continuation of the program.

During the first year of the planning center, many issues had to be resolved. The center looked much more like a crisis center or a detention hall. Students were sent to this area for almost any minor infraction that occurred in the classroom. No communication was being exchanged between the classroom teacher and the planning center. Simultaneously, however, the school was conducting meetings, holding in-service training, and developing team procedures. After the first semester, the planning center settled down as communication systems and procedures were created and followed. Processes were developed for making a referral, for sending a student out of class to the center, and for contacting administrators or parents if needed. By the second year, the operations were running very smoothly.

The results of the program were clearly evident. Truancies, suspensions, retentions, failing grades, and major aggressive episodes decreased, whereas passing grades, school attendance, number of special needs students who made honor roll, student mediation, and satisfied staff and parents increased. This support program was truly viewed as a schoolwide support service and prevention model and not as a special education program.

Within 5 years, the district expanded the centers and had one in several elementary schools, the middle school, and the high school.