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Multi-Tiered Systems of Support

Forms and Information

Discipline Referral Flowchart

RLHS MTSS Tier 1 Social Emotional Initial Request for Assistance

RLHS Behavior Decision Rules 2016-17

PBIS ROAR Matrix

What Multi-Tiered Systems of Support exist for Behavioral Concerns?

The Round Lake Area Schools believe that life-long success depends upon self-discipline. Therefore, we partner with the Illinois-Midwest PBIS Network to implement behavior management plans aligned with the Positive Behavioral Interventions and Supports (PBIS) model.

What is PBIS?

Positive Behavioral Interventions and Supports, or PBIS, is a model that emphasizes positive – not punitive – behavior management plans. This model provides multi-tiered systems of support for students, and approaches behavioral challenges like academic challenges.

Tier One – Universal High Expectations for All Students

The Round Lake Area Schools expect all members – staff and students alike –to demonstrate behavior that is respectful, responsible and safe. These expectations are for all students, across all grade levels, in every area of every school. All students are taught these expectations through “cool tools” or mini lessons designed to teach behavioral expectations in a certain area. These expectations are laid forth in a behavioral matrix, which is created by each building’s PBIS Universal Team.

Students who meet these expectations receive praise, reward coupons, additional privileges and may participate in school-wide celebrations. Students who struggle to meet these behavioral expectations are retaught the behavioral expectations for the areas in which they struggle, and are given multiple opportunities to practice the expected behavior.

Tier Two – Relational Interventions

Students who struggle to meet the universal behavioral expectations will be referred to the Tier Two team, and will follow the same process for behavioral concerns and interventions as they do with academic concerns and interventions. As with academic interventions, tier two interventions include more intensive monitoring of student behaviors as prescribed by an intervention plan created by the team and documented in eRTI.

The most common tier two interventions include Check In/Check Out, in which a student is assigned a staff “mentor” who checks in with the student first thing in the morning, and checks out with them at the end of the day. These students track their behavior through a Daily Point Report (DPR), in which students may earn 2, 1, or 0 points for being respectful, responsible and safe during each period. Additional check-in points may be added, or expectations specific to that particular student if needed. DPRs are sent home nightly as a communication vehicle between school and home. The weekly percentage of days when the goal has been met should be entered in the “RTI Tier 2 Follow Up/Intervention Progress” section of eRTI.

Another tier two intervention are Social/Academic Instructional Groups (SAIG) which teach social skills and behavioral expectations in the academic setting, while learning academic content. These groups may be led by the classroom teacher, or any building staff member, but are typically overseen by the building social worker. The student will continue to use a DPR, which will be recorded weekly in the “RTI Tier 2 Follow UP/Intervention Progress” section of eRTI.

Tier Three – Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)

Students who demonstrate major behaviors on a consistent basis will be recommended to the school’s problem solving team (PST). The PST will invite the parents to a meeting in which the student’s prior behavioral challenges and responses to tier two interventions are reviewed. If deemed appropriate, the school psychologist will lead the PST in performing a simple functional behavior assessment (FBA), and will create a simple behavior intervention plan (BIP) in collaboration with the teachers who work directly with the student.

Tier two and tier three interventions will include documented behavior monitoring, to track whether or not the intervention is successful in helping students meet behavioral expectations.

How are students identified and placed in the Multi-Tiered Systems of Support for behavioral concerns?

Office Discipline Referrals are the “universal screener” for behavioral supports. Building PBIS teams, in collaboration with building PSTs, should select a criteria that best targets their individual students. The criteria for interventions at RLHS are below: