The windsor central school district is located in broome county, new york and serves 1,700 students in grades prek-12

The proposed project will address the district's need to provide comprehensive, system-wide activities to address student risk factors for violence by implementing evidence-based, data-driven programming that supports students' social emotional and mental health needs, increases their connectedness to school, and improves school climate. The structure of the project is built on two inter-related frameworks: 1) multi-tiered systems of supports (mtss), a comprehensive approach that includes universal screening for social emotional needs and universal preventive programming; data-based, collaborative decision-making to provide increasing levels of targeted, evidence-based interventions for struggling students; and regular progress monitoring to assess interventions and facilitate necessary adjustments; 2) trauma-informed programming, a multi-tiered approach that is endorsed by the national child traumatic stress network, which was established by congress in 2000 to serve as a national resource for developing and disseminating evidence-based interventions. Evidence-based trauma-informed programming will include trauma-informed skills for educators (tise), cognitive behavioral intervention for trauma in schools (cbits), and bounce back. Two district staff will complete train-the-trainer programs to build internal capacity to sustain the project activities. Universal social emotional learning programs will include second step for grades k-8 and school-connect for grades 9-12. All students will be screened semi-annually using the devereux student strength assessment to identify students who may need more intensive (tier 2 or 3) interventions. The district will also implement two tools to facilitate data-driven decision-making: impact for cbits and branching minds, which integrates mtss data from multiple platforms. An mtss team will select a school climate survey to be implemented annually (for students, staff, and parents) and will complete a school climate improvement self-assessment and action planner annually. A trauma-responsive schools team will complete trauma-responsive schools implementation self-assessments annually and will plan activities to implement additional trauma-responsive programming as indicated by the assessment. Expected results include: training for at least 80 staff members in tise; training for 9 district mental health professionals in cbits; training for 6 district mental health professionals in bounce back; certification of 2 district mental health professionals as trainers of tise, cbits, and bounce back; achieving scores of to some extent or to a great extent in all five areas of the school climate improvement assessment; reduction in student self-reported risk factors for violence below the 2018 baseline; and reduction in disciplinary referrals by 10% per year.