Multi-Tiered Systems of Support (MTSS) Tier 2

1. Multi-Tiered Systems of Support (MTSS) Tier 2 None of us is as skilled as all of us! Developed by the FUSD PENT Cadre: Karen DeOrian

3. FUSD Continuum of Standards CSTP 1.3Engages all students in a variety of learning experiences that are appropriate to the instructional learning outcomes, the students’ level of understanding, and the multiple learning modalities to ensure all students have accommodations to address the many different ways they learn. CSTP 3.6 Addresses the Individual Education Plan (IEP) goals and objectives of students with special needs, and makes logical and integrated accommodations in the classroom with curriculum or extra support services to meet the learning needs of special needs students. CSTP 4.4 Addresses IEP goals and objectives appropriately, and integrates materials, resources, and technologies that support special needs student populations. CSTP 5.2 Infuses assessments strategically and systematically throughout instruction to collect ongoing assessment data appropriate for the range of learning needs, including IEP goals and goals for English Learners.

4. Participation Participation Voice Level 0 when others are sharing Responding to the attention signal Working with team members to complete activities Reading assigned text Non-Participation Side bar conversations Off topic computer usage Excessive Cell Phone Usage/Texting Leaving early Returning late from lunch

5. Norms Start and Stop on time Cell Phones off or on silent Computer Usage Actively participate KeepSidebar Conversations to a minimum Be respectful and responsible

6. Learner Objectives • Understanding Behavior Management Principles • Setting and Teaching Expectations • Organization of the Classroom • Identify how interacting positive with students will decrease challenging behaviors. How to use positive and effective strategies to keep students motivated and on task in the classroom, replacement behaviors, reinforcers • Differentiating the Levels of Classroom Structure • Understand the importance of correcting misbehavior fluently • Developing Tier 2 Behavior Interventions

7. BIP Guiding Principles • Positive behavioral support is grounded in person centered values

8. 7 The 7 BIG Ideas 1) Multiple tiers of behavior support: the service of delivery logic of providing a graduated sequence of intensifying interventions in order to match services to student needs.

9. Academic Systems Behavioral Systems • Universal Interventions • All students • Preventive, proactive Multiple tiers of behavior support • Intensive, Individual Interventions • Individual students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures Tier 3 1-5% Tier 3 1-5% Tier 2 5-10% Tier 2 5-10% • Selected Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Selected Group Interventions • Some students (at-risk) • High efficiency • Rapid response Tier 1 80-90% Tier 1 80-90% • Universal Interventions • All settings, all students • Preventive, proactive Slide used with permission: Dr. J. Sprague, University of Oregon; www.pbis.org

10. Tier 1All students – 80-90% likely to be “enough” • Continuous progress monitoring, with data based decision making using evidence based materials • Principal supervises fidelity and data collection • Teachers implement with fidelity and report ongoing data • District office supports adoption, training, data aggregation 80-90% likely to respond

11. The CHAMPS Approach • Based on 30+ years of behavior research • Guides the educator in how to make effective decisions about managing behaviors • Not a “program,” but rather an “approach” or “model” • Believes everyone should be treated with DIGNITY and RESPECT CHAMPS training

12. The CHAMPS Belief There are five variables that staff can manipulate to increase the chances that students will behave in a safe a civil way… • Structure • Teach • Observe • Interact Positively • Correct stoic CHAMPS training

13. Goals • Create a safe, civil, and productive school • Keep kids emotionally safe • Discipline with dignity • Develop students who are • Respectful • Responsible • Motivated • Highly engaged in meaningful tasks CHAMPS training

14. STOIC The Definition of Stoic is “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.” stoic CHAMPS training

15. Structure • The way the classroom is structured has a huge impact on student behavior; therefore, effective teachers carefully structure their classrooms in ways that promote responsible student behavior. • Physical Arrangements • Scheduling issues • Routines and procedures • Transitions stoic CHAMPS training

16. Teach • Effective educators overtly teach students how to behave responsibly and respectfully in every classroom situation, for example: • Teacher-directed instruction • Independent seatwork • Cooperative groups • Tests stoic CHAMPS training

17. Observe Effective educators monitor student behavior by physically circulating whenever possible and visually scanning all parts of the classroom frequently. In addition, effective educators use meaningful data to observe and monitor trends across time. stoic CHAMPS training

18. Interact Positively • Educators should focus more time, attention, and energy on acknowledging responsible behavior than attending to student misbehavior • Interact in a warm and welcoming manner • Give age appropriate, non-embarrassing feedback • Increase positive feed back • Non-Contingent Attention stoic CHAMPS training

19. Correct Fluently • Educators should preplan their responses to misbehavior to ensure that they respond in a brief, calm, and consistent manner. • Brief: Allows you to continue teaching • Calm: Model responsible ways to deal with conflict • Consistent Corrections: Allows you to be fair • Immediate Corrections: Prevent minor misbehaviors from escalating stoic CHAMPS training

20. stoic Aligns with the ABCs of Misbehavior

21. Sprick, R., (2009). Safe & Civil Schools: Behavioral Response to Intervention: Creating a continuum of Problem-Solving & Support. Eugene, Oregon: Pacific Northwest Publishing, INC. (Pg 4)

22. Sprick, R., (2009). Safe & Civil Schools: Behavioral Response to Intervention: Creating a continuum of Problem-Solving & Support. Eugene, Oregon: Pacific Northwest Publishing, INC. (Pg 4)

23. Sprick, R., (2009). Safe & Civil Schools: Behavioral Response to Intervention: Creating a continuum of Problem-Solving & Support. Eugene, Oregon: Pacific Northwest Publishing, INC. (Pg 4)

24. S How much Structure do you need? The amount of structure provided in the classroom will depend primarily on the risk factors for the students. There are three levels, high, medium, and low. • Many immature or emotionally needy students= risk factors are likely high and you need a tightly structured classroom. • Many mature or independent students= risk factors are likely low and you can develop a more loosely structured plan. • Consider how your teaching style relates to structure… CHAMPS training

25. S Classroom Management & Discipline Planning Take 4 minutes to quietly complete the Classroom Management and Discipline Planning Questionnaire in the Handbook How to Score: 0-30 Low 31-60 Medium 61-120 High out CHAMPS training

26. S Getting Started…. Scheduling for Instructional Time Physical Space in the Room Attention Getting Signals Beginning and Ending Routines Define & Teach Expectation CHAMPS training

27. Tier 2 - Some Students –5-10%? 5-10% or ?? likely to need • Continuous progress monitoring, with data based decision making using evidence based materials • Principal supervises fidelity and data review • Site Team on-going problem solving---(expanded as needed); Can be IEP/504 team • Selected implementers provide intervention with fidelity • District office supports adoption, training, data aggregation and dis-aggregation

28. Why we “SNAP” The Amygdale is the section of the brain that determines the “fight or flight” instinct in us when we are presented with a conflict. It asks: • Is it something I hate? • Is it something I fear? • Is this something that hurts me? If the answer is YES you will have a reaction CHAMPS training

29. Simple Solutions There are a few simple solutions educators fall back on when behavior is out of control: • An increase in emotional intensity • An overdependence on role-bound authority • An overdependence on punishment • Wishing and Hoping! CHAMPS training

30. Understanding Students “Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love to chatter in all places of exercise. They no longer rise when elders enter the room; they contradict their parents, before company, gobble up their food and tyrannize their teachers.” Socrates, 400 B.C

31. If you always do what you have always done you will always get what you have always gotten. Is that enough?

33. Tier 3 interventions • Highly individualized • Based on functional assessment • May include multiple agencies and interventions with highly data driven, frequent decision making

34. Intensive – 1-5% or ?? • Continuous progress monitoring, with data based decision making using evidence based materials • Principal supervises fidelity and data review • Site Team on-going problem solving---(expanded as needed); Can be IEP/504 team • Selected implementers provide intervention with fidelity • District office supports adoption, training, data aggregation and dis-aggregation 1-5% or ?? likely to need

35. Three Tiered Interventions 1, 2, 3… • Tier 3: Intensive, individual interventions • Assessment-based • Intense, durable procedures • Tier 2: Selected group interventions for some at-risk students • Individual behavior Intervention planning • Individual interventions • High efficiency • Rapid response • Tier 1: Universal interventions in all settings for all students • Preventive, proactive • Positive environments for all students • Effective classroom practices • Reinforcement altered when needed

36. Simple to Complex • Exhaust Tier 2: • Behavior Contracts • School Home Notes • Self-Monitoring • Check in/Check out • Check Data • Time to Evaluate/Understand: Why? Evaluate Tier 1  Evaluate Tier 2 • Evaluate Tier 1: • Check environment • Check ratio of positive to corrective (3:1 and 9:1) • Check relationships

37. 7 2) Evidence-based/scientifically validated interventions: the idea that the interventions or supports implemented under an RtI/MTSS model of behavior are supported by scientific research to improve student social and behavior function.

38. 7 3) Universal, proactive screening: a systematic process of detecting a subset of students from the entire student population who are struggling behaviorally and are at-risk for experiencing a range of negative short- and long-term outcomes. This is not a traditional SST Model: Refer- Test- Place

39. 7 4) Progress Monitoring: the formative assessment practice of the students’ academic or behavioral performance and evaluation of the effectiveness of instruction.

40. 7 5) Treatment Integrity/Fidelity: the notion that interventions or supports being implemented in an RtI/MTSS model for behavior should be implemented as intended to enable appropriate and legally defensible decision-making.

41. 7 6) Data-Based Decision-Making: a critical element of the problem-solving process that entails evaluating student response data in order to make decision whether to intensify, keep in place, modify or remove particular interventions or supports.

42. 7 7) Problem-solving: the dynamic and systematic process that guides the team’s behavior in • Identifying & Analyzing the problem • Developing & Implementing a plan of action • Evaluating the outcomes of the plan

44. www.pent.ca.gov/dsk/bipmanual.html BIP Desk Reference This resource will provide you specific strategies for behavior modification and give you step by step instructions for creating an effective classroom.

45. Research-Based Behavior Plans We focus on the variable we can manipulate based on the principles of STOIC • A BIP is a proactiveplan used to address behaviors that impede learning • May be written for any student • Should be done as a team • A BIP specifies what the adults will do to address challenging behaviors “impeding the learning of a student or peers.”

46. BIP: Definition Used for problem behavior based on the purpose of function of the behavior.

47. BIP: Definition The primary implementers of BIPs are school staff (e.g., teachers, paraprofessionals, support staff…) who provide positive behavior supports.

48. BIP: Purpose • Teach a FunctionallyEquivalentReplacementBehavior (FERB) • Modify environmental conditions that contribute to the behavior • Outline changes needed to reduce the need for the problem behavior

49. BIP Guiding Principles • ALL behaviors are learned • appropriate • inappropriate • Problem behaviors • are related to the contextin which they occur • serve some function for the student

50. BIP Guiding Principles • Effective interventions are based on a thorough understanding of the student, including • Social contexts • The function of the problem behavior