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“The intentional CPS shift in terminology to a multi-tiered system” from RtI is meant to integrate both academics and behavior as uniformly critical to student success in our educational system.” - Integration of academic and social-emotional dimensions of learning- ILT involvement as problem solving team- Documentation of progress monitoring (on-going)- Protocol for analyzing data in greater detail, and inclusive of priority groups
From RtI to MTSS
Intensive individual interventions for students who have not responded to a school-wide positive and proactive system and targeted intervention.
Functional Behavior Assessment (FBA)/Behavior Intervention Plan (BIP), Individual Counseling, Saturday Support Program
Tier 2: Strategic
Supplemental targeted intervention for students who are in need of behavioral support in addition to a school-wide positive and proactive system.
Check –In/ Check-out, Reflection/Structured Detention, Student Council – Peer Jury, Peace Circles with a small targeted group
Tier 1: Core
Universal preventative, proactive, and positive school-wide discipline practices.
Positive Behavior Intervention Support (PBIS),
Social Emotional Learning (SEL), Promoting Alternative Thinking Strategies (PATHs), Peace Circles
Designed to provide intensive targeted intervention to the most at-risk learners who have not responded adequately to Tier 2 instruction. Tier 3 instruction.
Remediation, Daily Individual/Small group Intervention
Tier 2: Strategic
Supplemental-targeted instruction in addition to Tier 1
SES Afterschool Program, Saturday School, Compass Learning, RAZ kids, Small group intervention targeting deficit area
Tier 1: Core
Common Core Standards Based Instruction, Balanced Literacy/Guided Reading, Differentiated Instruction/
RIT Band Instruction, Go Math/Math Connects, Traits Writing, Leveled
5-10% of Students
10 to15% of Students
80 to 90% of Students
Meet Performance Indicators
All Staff Preventative and Proactive
Select that influences ELs’ linguistic and academic development.
Teaching and Learning
Targeted Supports Productive Classrooms Supportive School Climates Positive Relationships Social Emotional Learning RestorativePractices
SOCIAL & EMOTIONAL LEARNING
Social and emotional learning (SEL) involves processes through which children and adults develop fundamental emotional and social competencies to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
SEL is a process whereby children and adults develop competencies in 5 areas:
SEL Goal 1
Develop self-awareness and self-management skills to achieve school and life success.
SEL Goal 2
Use social-awareness and interpersonal skillsto establish and maintain positive relationships.
SEL Goal 3
Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Clore & Huntsinger, 2007; Zeidner, 1998; Wentzel, 1998;1999;2000; Osterman, 2010; Allen et al., 2011
Positive emotions help us pay attention, remember, solve problems, and make decisions.
Negative emotions suppress attention and memory.
Mindsets like self-efficacy and school connectedness influence motivation and effort.
Relationships are the foundation for learning.
Teachers can effectively reinforce SEL throughout their academic instruction.
CREATE POSITIVE LEARNING CLIMATE
School climates with positive relationships, clear expectations, and collective responsibility establish appropriate behaviors as the norm. Respectful, learning-focused, participatory classroom environments with well-managed procedures and behaviors maximize learning time
(Examples: PBIS or Foundations, Second Step, Restorative Conversations, Talking Circles)
TEACH SOCIAL AND EMOTIONAL SKILLS
Explicit curricula, along with integrated instructional practices that promote social and emotional development, teach students how to form positive relationships, make responsible decisions, and set goals. These are critical skills for college and career success.
(Ex: Peer Jury, Check In/Check Out)
For at-risk students, classroom-based responses can help de-escalate behavior problems, clinical group interventions address anger, trauma, and violence; and restorative practices provide students with strategies to resolve conflicts
For students with the highest levels of need, highly-targeted and individualized behavior strategies provide more intensive intervention and monitoring.
3. Implement Plan (What can be done to solve it?)
4. Evaluate (Did it work?)
1. Define the Problem (What is the problem?)
2. Problem Analysis (Why is it occurring)?