EDUCATOR TOPICS
Find gaps in your school's behavior systems, prioritize them, and then action plan with resources at your fingertips. We designed our Gap Analysis Tool (see below) to be relatively short and informal so that it's practical and reusable. We recommend using it to supplement more comprehensive MTSS system-check tools (e.g., the SEMI in Minnesota).
SCRED Behavior Model (Handout).pdfSelect and procure a core curriculum.
Identify dedicated instructional time in your master schedule.
Prepare a pacing guide for teachers to follow.
Train teachers to deliver the curriculum effectively.
Monitor fidelity of curriculum delivery (ex. walkthrough observations).
As new teachers enter the district, provide curriculum training.
Identify how teachers will document integration of life skills into academic instruction (ex. lesson plans, unit guides).
Provide teachers with training and extensive examples of integration across academic content areas.
Provide teachers with ample collaboration time to plan and document integration.
Select 3-5 school-wide expectations/core values.
Prepare lists of rules—organized under those 3-5 expectations—for each common area in the school.
Procure signage for common areas, which includes the 3-5 school-wide expectations + specific rules for each common area.
Procure banners for each classroom, which feature the 3-5 school-wide expectations.
Prepare instructional materials. Train teachers to teach the 3-5 school-wide expectations and rules for common areas. Also train teachers to solicit student input when creating their classroom rules (aligned to the 3-5 expectations) and to teach and rehearse classroom procedures.
As new teachers enter the district, prepare them to teach (A) expectations/rules for common spaces and (B) expectations/rules/procedures for their classroom.
Identify evidence-based behavior strategies that the school considers fundamental (i.e., a "must have" skill for staff).
Train teachers to utilize these strategies — in a trauma-informed and culturally responsive manner.
Use walkthrough observations to assess fidelity.
Provide ongoing training on the strategies — informed primarily by fidelity data and discipline referral data.
Embed the core behavior strategies in the staff evaluation process, keeping expectations clear and consistent.
Provide non-evaluative instructional coaching. This involves training peer coaches or instructional coaches and planning how coaching support will be allocated.
As new teachers and staff enter the district, train them on the school's core behavior strategies. These staff should also be a priority for coaching support.
Train staff to understand and apply the Mood Meter tool.
Procure appropriate seating, regulation tools, and signage for each classroom calming space. Signage should include a Mood Meter + calming strategies poster and a procedure poster for the classroom calming space.
Train teachers and paraprofessionals on the supplies and procedures for classroom calming spaces.
Prepare instructional materials, and train teachers to rehearse the calming space procedure with students.
As new teachers and staff enter the district, provide training on Mood Meter and how to manage a classroom calming space.
Prepare a major/minor chart, using behavior labels that match the terminology in your Student Information System.
Train all staff on the procedures for "minor" vs. "major" behaviors, including the post-referral re-entry process.
Train teachers to respond effectively to "minor" behaviors (see "Core Behavior Strategies").
Each fall, review the major/minor chart with staff and ensure all staff have a printed, up-to-date chart.
Identify dedicated space(s) and staff who will work with students when students earn discipline referrals.
Prepare a procedure document that explains detailed steps for the functioning of discipline space(s).
Prepare the aforementioned spaces, including providing supplies for student processing.
Train the aforementioned staff on the aforementioned procedures.
Select a published protocol for suicide risk assessment.
Provide training for student support specialists on this protocol.
Develop local procedures, which describe how the protocol will function in your school.
Select a published protocol for self-injury risk assessment.
Provide training for student support specialists on this protocol.
Develop local procedures, which describe how the protocol will function in your school.
Select a published protocol for threat assessment.
Per the selected model, identify appropriate members of a threat assessment team.
Provide training for team members on the threat assesssment protocol.
Annually, engage in proactive communication to stakeholders (i.e., staff, families) regarding the protocol.
Annually, gather the threat assessment team for a brief "tune up" meeting.
Identify dedicated time when teachers will review their students' behavior data.
Provide teachers with guidance on how to apply Tier 1 behavior strategies to address problematic behavior patterns.
Provide teachers with a menu of "Tier 1.5" interventions.
Select evidence-based intervention program(s) that match student needs and that the school can maintain.
Provide supplies and training for interventionists — including how they will collect progress monitoring data.
Select the team responsible for making Tier 2 entry and exit decisions.
Train the team on the purpose of each Tier 2 intervention program and how to match student needs with the available intervention options.
Identify the progress monitoring assessment to be used in conjunction with each Tier 2 intervention program.
Train the interventionists and Tier 2 entry/exit team to visually analyze progress monitoring data and make objective decisions.
Ensure that the Tier 2 entry/exit team reviews progress monitoring data at least monthly.
Train interventionists on the basic principles of behavior science (ex. competing pathways and behavior functions).
Train interventionists to collect data on Antecedents, Behaviors, and Consequences (ABCs) — via record review, interviews, and observations. This is a mini-Functional Behavioral Assessment (mini-FBA; less intensive that what would occur for a student with an IEP).
Identify a team responsible for coordinating mini-FBAs.
Determine a template for individual behavior plans.
Provide interventionists with a menu of function-based behavior strategies.
Train special educators on the basic principles of behavior science (ex. competing pathways and behavior functions).
Train special educators to collect data on Antecedents, Behaviors, and Consequences (ABCs) — via Record review, Interviews, Observations, and Testing (RIOT). This is a Functional Behavioral Assessment (FBA).
When planning or adjusting the special education department schedule, allocate sufficient staffing to provide this level of programming for the volume of students who need it.
When planning or adjusting the special education department schedule, allocate sufficient staffing to provide this level of programming for the volume of students who need it.
When planning or adjusting the special education department schedule, allocate sufficient staffing to provide this level of programming for the volume of students who need it.
Allocate a classroom, licensed teacher, and paraprofessional support necessary to run a successful center-based program.
Develop a program manual that includes procedures for instruction, data collection, student entry/exit from the program, etc.
Provide program staff with training on specialized behavior management techniques, such as de-escalation skills and operating student point cards.
Train special educators on the process of considering alternative placements (ex. home-based, altered school day) through the lens of FAPE.
Select and procure multiple evidence-based curriculums for use by special educators.
Train special educators to provide Specially Designed Instruction — adapting the content, methodology, and delivery to address a student's unique needs. This can be supported via a curriculum map.
Train special educators to write Individualized Education Programs (IEPs) and Behavior Support Plans (BSPs).
Provide special educators with a menu of function-based behavior strategies.
Identify a multi-step problem solving model for planning and implementing individualized interventions. Train special educators to understand and follow the steps of the model.
Identify a team responsible for reviewing the progress of special education students and, when needed, recommending intervention changes to IEP teams.
Train special educators to visually analyze progress monitoring data and make objective decisions.
Ensure that the aforementioned team reviews progress monitoring data at least monthly.
