Embedded Files
Centering Equity Within MTSS-B
Centering Equity Within MTSS-B
Culturally Responsive Field Guide
Revised Culturally Responsive Field Guide.pdfCulturally Responsive TFI Add On Scale
TFI -Cultural Responsiveness Add-On.docxStudent Voice
Expectations
Acknowledgement system and preferences
Responses to problem behavior
Student perception
Examples
Survey
Google form
Focus groups
Utilizing current student groups
Building a Positive School and Classroom Community
Building a Positive School and Classroom Community
Additional Resources
Branding Quarter 1 Flier.pdfQtr. 3 Prevention (19-20).pdfMTSS-B Quarter 3 Flier 2020.pdfMTSS-B Quarter 1 (1).pdfMTSS-B Quarter 2 Flier.pdfRevised.pdfRESORATIVE PRACTICES
RESORATIVE PRACTICES
Chat Questions
What happened?
What were you thinking and feeling at the time?
What have you thought about since?
Who do you think has been affected? In what way?
What do you think you need to do to make things right?
Affective Statements
- Explain the impact and scope of harm resulting from the student’s behavior
- Humanize yourself. Share your emotions and how the student’s behavior is making you feel.
- Use “I” statements that express a real, genuine feeling.
- Focus on the behavior, not the individual and his/her worth.
- Use a respectful tone.
- Examples
- “When ___ happens”
- “I notice/I feel ___”
- “I really need___”
- “I really would like you to ___”
Restorative Classroom
Restorative Mindset - "WITH" Style is dominant - High requirements/expectations and High support/encouragement; engage students in a participatory process; BOTH students and teacher are held accountable for change.
Restorative Language - Encourages positive interaction; Uses "I" statements to remain non-judgmental; gives student positive feedback through empathetic listening.
Restorative Questions - used to promote reflection for those harmed by others' actions and for responding to challenging behaviors/those who have caused harm.
Classroom expectations are determined/agreed upon collectively and displayed in a prominent area.
ALL students have a voice in decision making- Students have the opportunity to give input towards a decision that will affect them.
Inclusion of all students into classroom activities, decision making, and rituals, UNLESS student is receiving accommodation which benefits THAT student.
Teacher voice level remains normal in response to negative behaviors/events. Compassion/empathy is shown, actively listen to one another when speaking, attempt to understand speakers' perspective.
Tier 1 Team
Tier 1 Team
Roles
Leader/Facilitator
Notetaker
Timekeeper
Data Manager
Other Members: Contribute Ideas and Participate
Actions
Meet regularly
Review action plan at each meeting
Review data at each meeting
Set actionable steps to support Tier 1
School Wide expectations
School Wide expectations
Define Expectations
branding-equity_53247603 (3).pdfTeach All Students
Elementary Example
Secondary Example
Practice and Fidelity Checks
Practice
Role playing
Scenarios
Reflection
In specific locations
Fidelity Checks
Did all students receive the instruction as designed?
Examples
Exit ticket
Staff or students submit a Google form
Teacher highlight name at the end of lesson (within Google slides) to show completion of the lesson
Fidelity Check: TFI Walkthrough
Allows teams to survey staff and students about their knowledge of expectations and the acknowledgement system.
TFI Walkthrough.docxEncouraging appropriate Behavior
Encouraging appropriate Behavior
Acknowledgement and Feedback
branding-equity_54099260 (2).pdfSpecific Positive Feedback Flyer#1.pdfSpecific Feedback at Home
Belmont Parent Acknowledgement.pdfWhat To Do With Tickets?
Elementary Examples
Whole School: School-Wide Drawing
Whole School Goal and Incentive
Individual Student Drawings-Based on Interest
Secondary Examples
School Store
Drawings
Teacher Incentive for Giving Tickets
Track Ticket Data
Systems for Responding to Problem Behavior
Systems for Responding to Problem Behavior
Example: Problem Behavior Definitions
Problem Behavior & Motivation Definitions.pdfbranding-equity_53374173 (1).pdfElementary Flowchart Examples
Major Flowchart.pdfElliott Major_Minor Behavior Matrix (1).pdfSecondary Flowchart Example
20-21 Culler Minor:Major flowchart.pdfLHS Classroom vs. Office.pdfEffective Responses to Problem Behavior
Effective Responses to Problem Behavior
Additional Resources
Additional Resources
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