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Federal Funding Sources for Ripple Effects Intervention System

The most common funding sources for Ripple Effects Whole Spectrum Intervention System are federal funds (IDEA, Title I (Regular, Stimulus, School Improvement) Title IV, V, VII and foundation funding. Sometimes, state funding for district level health and safety programs is used, often from pass-through federal grants.

IDEA

Ripple Effects meets Department of Education guidelines for LEAs to provide IDEA-qualified students:


1	Positive behavioral support in the least restrictive environment Ripple Effects includes the four major components of PBIS frameworks: data driven model, tiered intervention system, use of behavior shaping techniques, cultural responsiveness.
2	Early intervening services (RTI) to prevent out of class referral, especially wherever students of color are disproportionately assigned to Special Needs or Disciplinary environments Ripple Effects includes planning booklets, and templates for early intervening services (RTI), as well as actual, direct-to-student intervention delivery and data collection.

3	State-of-the-art assistive technology and training Ripple Effects provides assistive technology for students with social-emotional and behavioral disorders. In addition, peer narration, sound to text equivalents and micro lessons provide enhanced access to students with mobility, language processing, hearing, and attention disorders.

Title 1 School Improvement Grants (SIG)

School Improvement Grants are awarded for three years to fund “Turnaround,” and/or “Transformational,” or "Restart" models of change via innovative, evidence-based interventions, with the goals of improving school climate and increasing graduation rates.

Ripple Effects evidence-based student and PD software matches to 10 specific SIG requirements for:
• Increased Graduation Rates
• Improved School Climate
• Social-emotional supports/services
• Response to Intervention (RTI)
• Positive Behavior Support (PBIS)
• Increased learning time
• Technology-based supports and interventions
• Sustaining reforms after funding expires
• High quality, job-embedded professional development
• Professional development for RTI implementations

Title I and IDEA ARRA/Stimulus funds

Stimulus funds are recommended for one time purchase of intensive, district-wide, professional development for both special education and regular education teachers, which enable them to:


1	Scale-up evidence-based, school wide strategies for positive behavioral support Ripple Effects staff training and student problem solving software provides capacity to scale positive behavioral support without loss of fidelity to evidence-based practices.
2	Increase capacity to collect and use data to improve teaching and learning Ripple Effects provides assessment tools (group and individual levels; teacher and student driven) for use as repeated measures to evaluate need for - and impact of - interventions. Automated progress tracking provides LEAs with the capacity to collect dosage data in common, tab-delimited format and then correlate it with district data on student outcomes and other variables.

3	Sustain reforms after funding period ends Ripple Effects is a one time purchase with an expected useful life of four to five years

Title I Regular Funding

Title I funds school-wide intervention programs; School Improvement programs to address Achievement Gap/Discipline Gap, Support for ELL; Supplemental Educational Services and Early Intervening Services for those who have elevated risk of school failure. Professional Development Programs for each and all of these elements are allowed in the funding. Ripple Effects can be matched to Title I purposes, as seen below.


A	Meet educational needs of low-achieving children in high poverty schools; foster care, homeless, delinquent children	Specific student tutorials address overall school failure, as well as tutorials devoted to the special concerns of ELL, SWD, foster, homeless, Indian, neglected and delinquent children, including specific tutorials for criminal offenses that involve students in juvenile justice.
B	Close the achievement gap	Six NIH funded studies demonstrate that Ripple Effects significantly boosts academic achievement for poor and minority students.

C	Target resources to where needs and impact are greatest	Ripple Effects expands and leverages schools capacity to provide personalized student support services in a resource limited environment.

D	Use state assessment systems to ensure that students are … increasing achievement … especially the disadvantaged	Ripple Effects dosage data can be directly correlated with state assessment systems and school or district administrative data on GPA, absenteeism, and discipline referrals to ensure that achievement is increased overall and equally benefits disadvantaged students.

E	Provide flexibility in exchange for greater responsibility for performance	Ripple Effects modular system provides flexibility and supports accountability by directly tying intervention scope and sequences to site-based measurable goals. It includes identification of the measurement instrument in the implementation planning process.

F	Use school-wide programs or added services that increase the amount and quality of instructional time	Ripple Effects school-wide reduces loss of instructional time due to behavior problems. 11 instructional options for each tutorial and completely self-paced training add quality to instruction so that slower students can keep up and faster students are not left without challenge.

G	Promote school wide reform	Ripple Effects targets non-academic factors in school success that operate at the school climate, peer group and individual level.

H	Provide substantial opportunities for professional development	Ripple Effects provides 160, fully self-contained, learner regulated, interactive tutorials to develop leadership, classroom management skills, cultural competence and program implementation skills.

I	Coordinate services under Title I with each other, and with other educational services	Ripple Effects system is a fully integrated, enterprise solution that can be used for a range of Title I purposes, with centralized data collection and capacity to export and correlate data with student information systems.

J	Afford parents meaningful opportunities to participate	Ripple Effects provides a post card system of parental notification of positive behavior and a personal trainer manual to boost parenting skills in 12 key areas. It enables parents to participate as facilitators.

Title IV, V, VII and OJJDP Funding

In addition to Title I and IDEA funding, there are several other federal programs which can be sources of funding for Ripple Effects, Title IV (Safety, health, community), Title V (Counseling), Title VII B (Homeless), and OJJDP (Delinquency prevention). Title II D EETT (Technology) is also sometimes used for funding.

IV	Target resources to where needs and impact are greatest	Ripple Effects expands and leverages schools capacity to provide personalized student support services in a resource limited environment.

V	Use state assessment systems to ensure that students are … increasing achievement … especially the disadvantaged	Ripple Effects dosage data can be directly correlated with state assessment systems and school or district administrative data on GPA, absenteeism, and discipline referrals to ensure that achievement is increased overall and equally benefits disadvantaged students.

VIII	Provide flexibility in exchange for greater responsibility for performance	Ripple Effects modular system provides flexibility and supports accountability by directly tying intervention scope and sequences to site-based measurable goals. It includes identification of the measurement instrument in the implementation planning process.

OJJDP   - Delinquency Prevention

Office of Juvenile Justice, Delinquency Prevention funds are designed to reduce involvement in delinquent behavior. Ripple Effects software provides indicated, personalized interventions for pre-delinquent behavior. It is currently used with thousands of students in disciplinary settings, including ISS. It also provides tutorials that address most common, misdemeanor level, juvenile offenses, including “victimless crimes.” It includes a built-in progress tracking system to meet reporting requirements. Several well-designed studies have shown that use of Ripple Effects results in reduced aggressive behavior and increased pro social behavior.

Glossary of Acronyms RE: Behavioral Interventions


EIS	Early Intervening Services; supporting kids at risk of failure before they are referred to either special ed or discipline settings
RTI	Response to Intervention: A particular model of tiered EIS, based on matching the level of intervention to student needs: All students get proactive support; many getting target intervention for group level risks, and a much smaller group get indicated intervention after they’ve shown there is a problem.

FBA	Functional Behavioral Assessment: looking at not just presenting behavior, but the contexts in which it occurs and the potentially positive functions it has for a particular student. For example, for a kid who acts out in classes where he is called on to read, but not in other classes, that acting out may have the function of diverting attention from his learning problem. Used as part of RTI assessment process.

PBIS/ SW PBS	Positive Behavioral Intervention Support. School wide positive behavioral support. Not a program, but a framework for behavioral RTI, which begins and ends with objective data (measurements); includes policy recommendations, universally teaching behavioral expectations, tiered intervention, behavior modification strategies, cultural responsiveness.

SWIS	School-Wide Information System; The particular behavior information system designed and distributed by the same people who developed the PBIS model at University of Oregon.

SEL	Social-Emotional Learning; SEL programs are often called character education and/or asset building. Most often identified with universal programs to promote core social emotional capacities is a systematic way. Covered in RE “Universal Promotion” booklet.

EBD EDBD	Emotional-Behavioral Disorders; also called Emotionally Disturbed and Behavior Disorders. After reading, the largest category of special ed referrals; hugely, disproportionately African American, Native American, and in high school, Latino.

BIP	Behavioral Intervention Plan, a subset of IEP. (Individual Education Plan required by law for Special Education students)

ISS	In School Suspension, detention: discipline setting frequently the site of indicated behavioral intervention.

CASEL	National Center for Academic, Social and Emotional Learning The king maker in SEL

NREPP	National Registry of Evidence Proven Practices – keeper of model program lists for National Institutes of Health

SIG	School Improvement Grants: Specific title I funding in large amounts for schools with consistently low student performance – academic and behavior.