1. Build Positive Behavioral Interventions and Supports (PBIS) in schools by providing specialized training on trauma-informed practices and cultural competency, allocating funds for additional support staff, and implementing tiered interventions tailored to students' individual needs and functional behavior assessments. Example activities include:

• • Train staff on implementing alternative discipline practices, such as restorative justice practices, for all students including students with disabilities. Provide staff with time to understand, build, and implement an effective system of Positive Behavioral Supports in Schools (PBSIS), to ensure there are clearly defined and articulated expectations, transitions, routines, and behavioral interventions for students.
  • Invest in specialized training for staff on trauma-informed practices, cultural competency, and strategies for supporting students with diverse learning needs within the PBIS framework.
  • Allocate funds for hiring additional support staff, such as behavior specialists, school counselors or social workers, to provide Tier 2 and Tier 3 targeted interventions and support for students with disabilities who require additional assistance.
  • Invest in developing individualized behavior plans and support for students with disabilities, based on functional behavior assessments and evidence-based practices.
  • Provide resources for implementing tiered interventions and supports (Tier 1, Tier 2, and Tier 3) to address the diverse needs of students with disabilities, focusing on prevention, early intervention, and intensive support as necessary.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y

2. Implement, with fidelity, New Jersey Tiered Systems of Support (NJTSS) in schools by establishing clear structures and processes for data-driven decision-making, implementing evidence-based interventions at multiple levels of support, and fostering collaboration among educators, families, and community partners to address students' diverse needs effectively. Example activities include:

• • Allocate funds for training teachers, administrators, and support staff on the principles and practices of NJTSS, including tiered interventions, data-driven decision-making, and collaboration among educators.
  • Provide ongoing professional development opportunities focused on evidence-based instructional strategies, behavior management techniques, and social-emotional learning approaches within the NJTSS framework.
  • Invest in specialized training for staff on identifying and supporting students with disabilities within the NJTSS model, including strategies for differentiation, accommodations, and individualized supports.
  • Allocate funding for implementing data systems and assessment tools, such as universal screeners to support the collection, analysis, and utilization of academic, behavioral, and social-emotional data to inform decision-making at each tier of support.
  • Invest in technology resources and software platforms that streamline data collection, progress monitoring, and intervention planning within the NJTSS framework.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y

3. Provide school-based mental health services that integrate school-based interventions, collaborate with community-based providers, develop crisis response protocols, and support families in accessing culturally and linguistically appropriate resources. Example activities include:

• • Build a referral system to coordinate with community-based treatment and providers.
  • Create a re-entry program for students transitioning from hospitalization or treatment.
  • Develop and execute a crisis response plan, which should include training staff and even students (e.g., Psychological First Aid) on strategies to prevent, prepare for, respond to, and recover to help and heal in a time of crisis at the individual, school, and/or community level.
  • Support parents and families and their ability to access community-based resources with consideration to cultural and linguistic needs.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y

4. Foster a climate and culture that promotes inclusivity, respect, and support for all students, staff, and families, and utilizes feedback mechanisms to continually assess and improve the school's cultural competence and responsiveness to diverse needs. Example activities include:

• • Leverage tools such as the New Jersey Department of Education (NJDOE) school climate survey and New Jersey School Climate Improvement (NJSCI) platform to gather feedback from stakeholders.
  • Survey students and staff on how welcoming the school/LEA environment is for students of color, students with disabilities, LGBTQ+ identifying students, students who are Multilingual Learners, and students from low-income backgrounds. Include questions to assess staff’s cultural competence to identify areas for improvement.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y

5. Use data-based decision making by systematically collecting and analyzing various forms of data to identify student needs, track progress, and inform instructional planning and interventions. This process includes utilizing comprehensive data management systems, analyzing data to identify disparities in student outcomes, and providing ongoing training to staff on how to effectively use data to tailor instruction and support individual student needs. Example activities include:

• • Utilize various methods and tools to collect data (e.g., Start Strong assessment data, benchmark assessment, informal reading inventories, class discussions, etc.) to identify gaps in student knowledge and skills.

• • Purchase and use a comprehensive data management system that aggregates data from various sources to help teachers make better informed and timely decisions on how to tailor teaching to individual student needs.
    • Periodically analyze data to understand how different groups of students may be unequally represented in various courses.
    • Help school staff learn how to better use data to tailor instruction, including formative data to prepare students for transitions to higher level classes. Pay special attention to various student groups, such as Multilingual Learners and migrant/homeless students.

• • Employ ongoing progress monitoring and offer individualized supports tailored to the diverse needs of students.
    • Utilize screenings and other assessment measures to carefully assess placement options along a continuum, aiming to maximize opportunities for students with disabilities to access the least restrictive environment.
    • Establish clear and consistent criteria for determining when a student should enter or exit a higher level of support.
    • Collaborate closely with special education staff to streamline referrals and services for students with disabilities. Students with disabilities may not need Tier 3 support across all subjects or settings.
    • Guarantee that all screenings and support mechanisms are tailored and suitable for Multilingual Learners, ensuring equitable access to resources and interventions. 

• • Provide training on formative practices and additional planning time to help staff continually monitor student learning progression towards learning objectives by:
    • Documenting student progress toward learning objectives as well as identifying needs and patterns of learning.
    • Implementing strategies to support student self-monitoring of their successes and challenges.
    • Breaking down concepts or skills within each learning goal to accommodate students’ learning rates.
    • Establishing new goals for student learning based on learning objectives.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y

6. Establish continuous improvement processes and structures within the school system to regularly assess the effectiveness of inclusive practices and interventions. This may involve forming improvement teams, setting improvement goals, implementing evidence-based practices, and monitoring progress over time.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y

7. Ensure equity and opportunity by addressing disproportionality and promoting inclusive practices that align with the mission and vision to foster a more equitable and inclusive learning environment for all students, including students with disabilities. Example activities include:

• • Allocate resources for professional development opportunities focused on equity, diversity, and inclusion for educators, administrators, and other school staff. This may include funding for workshops, seminars, conferences, and ongoing training programs that address topics such as:
    • Implicit bias,
    • Cultural competence,
    • Inclusive teaching practices,
    • Culturally responsive teaching practices that honor the diverse backgrounds, experiences, and identities of students,
    • Culturally relevant curriculum materials, and
    • Initiatives to promote inclusive school climates that celebrate diversity.

• • Allocate funding to support the development and expansion of inclusive education programs that provide equitable access to high-quality educational opportunities for students with disabilities. This may include funding for staffing, specialized instructional materials, assistive technology, and professional development for educators.
  • Invest in data collection and analysis tools, such as data dashboards and reports, to monitor and evaluate equity-related indicators within the education system.
  • Invest in equity audits and action planning processes to assess the effectiveness of current policies, practices, and procedures in promoting equity and addressing disproportionality. Use the findings from these audits to develop targeted action plans with specific goals, strategies, and timelines for advancing equity and eliminating disparities within the education system.

ESEA Title I-A	ESEA Title II	ESEA Title III-A	ESEA Title IV-A	McKinney-Vento	IDEA
Y	Y	Y	Y	Y	Y