Behavior MTSS

Behavior MTSS was previously known as PBIS--Positive Behavior Interventions & Supports. There are three tiers:

Tier I:

Tier 1 provides high quality instruction and behavioral supports for all students in general education. More than 80% of students will be successful in this tier. Classroom management and individual student behavior is based on expectations, responsibility, and proactive feedback.

If a student fails to learn at a level/ rate similar to his/her classmates, the teacher will:

• • • Change the type of instructional or behavioral strategy (intervention)

    • Increase the intensity or level of the intervention (for example, adding small group instruction to whole group instruction).

    • Increase the duration of the intervention (for example, increase small group instruction from 15 to 30 minutes).

    • Increase the frequency of the intervention (for example, from twice per week to four times per week).

Once several interventions have been unsuccessful and the student is not responding adequately, the student will be referred to the Tier II Team to discuss further interventions.

Tier II:

Students may be referred to a Tier II intervention as needed.

Check In/ Check Out (CICO)

Students may be referred to CICO. The student will be assigned to an adult mentor to follow the CICO procedures. Progress will be monitored and graphed for at least 4 weeks. The team will re-evaluate the intervention after the four-week period.

How is CICO implemented?

• • • • A student checks in with a specific adult at the start of the school day.

      • The adult gives the student a point sheet that has the goals/ expectations the student is working on.

      • The adult speaks briefly with the student in a positive manner, to encourage them and remind them what they need to focus on to meet their goal.

      • The student goes through their day with the point sheet having each teacher check how well they did during that time period.

      • At the end of the day, the student checks out with the same adult they checked in with. The adult briefly talks with the student, asking them how they feel they did, what they did well on, and what they need to work on.

      • A copy of the score should be turned into the grade level counselor for monitoring progress.

      • The student then takes their point sheet home on Friday to show and discuss it with their parent to be signed and returned.

      • The daily goals may be used along with a reward system where the student receives an incentive for meeting their goal.

Social Skills Group

Students may be referred to a social skills group. These groups will meet weekly and will focus on re-teaching and practicing specific appropriate behaviors. Students will be placed in groups with same age peers and length of participation may vary for each student. Behaviors will be observed to monitor progress. If after 4 weeks the student is not responding to Tier II interventions, a more intensive or additional intervention may be considered.

Tier III:

Students that require individualized, intensive support will receive Tier 3 interventions. This will be data driven and will focus on those students that are not responding to Tier 1 or Tier 2 supports.

1. Tier 3 interventions may include:

a. Functional behavioral assessment

b. Specific treatment plans

c. Other interventions determined to be appropriate for individual students

PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. The 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions.