Framework for Intervention/Staged Intervention

Framework for Intervention/Staged Intervention (FFI/SI) is an approach to the management of low-level disruptive behaviour in the classroom. It uses a peer support model, enabling teachers to support each other in forming solutions.

The approach provides a structure which helps schools to implement change, while putting the teacher at the centre of the process. A 'no blame' culture is adopted, creating a supportive environment for staff. The commitment to confidentiality sets a positive context for problem solving.

Why use FFI/SI?

Most teachers would agree that low-level disruption that can seriously undermine classroom learning and teaching. FFI/SI provides a framework of support for teachers to deal with this, ensuring that they keep control of their classroom.

While the focus is on low-level disruption, there is considerable evidence that FFI/SI can prevent minor problems from escalating into major ones. The highest level of the framework offers a mechanism to track higher level problems if they do occur.

How can FFI/SI be used?

A member of staff is trained as the school behaviour co-ordinator (BeCo). The BeCo should be a staff member who is respected by their colleagues, not necessarily a member of the senior management team.

The BeCo is then given time to help classroom teachers to develop their own solutions to their individual classroom management difficulties. A problem for one teacher may not concern another but with FFI/SI every concern is approached in a non-judgemental way.

The BeCo acts as a 'sounding-board' for their colleague, supporting the teacher to identify their classroom problems and develop a strategy to overcome them. As it is vital that the class teacher remains in control, the BeCo does not take the problem on their own shoulders.

Three levels of intervention

FFI/SI emphasises interventions at what is called Level 1, which looks at the teaching and learning environment and making appropriate adjustments to reduce disruption.

It is only at the later levels (2 and 3) that the specific needs of individual children start to be explored. Studies suggest that upwards of 80% of low-level classroom disruptions can be dealt with successfully at a Level 1 intervention.

Who has used FFI/SI?

East Ayrshire Education Authority piloted the initiative and has co-ordinated its subsequent rollout across Scotland.

Supporting documents

These supporting documents have been provided by East Ayrshire Council and include templates for:

• behavioural environment checklist
• behavioural environment plan
• case studies
• behaviour frequency record
• individual behaviour plan
• review of behavioural environment plan.

These Word document templates can be downloaded, printed or amended according to your school's needs.