• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas MultiKansas Multi--Tiered System of Support (MTSS)Tiered System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007 Draft

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectationsexplicitly taught and reinforced

• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention

design

80-90%

10-15%

1-5%

• Focus: Students not at benchmark with marked difficulty• Time: + 60 min./ 5 times per week• Grouping: Smaller groups <3• Program: Intensified and possibly customized targeted skill interventions

Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard protocol interventions

• Assessment: Weekly DIBELS

• Focus: All students• Time: K 70 min. of core

1-3 90 min. of core + 30 min. workshop4-6 60 min. of core + 30 min. workshop + 30 min. LA

• Program: Evidence-based core curriculum & instruction: Open Court Reading - including workshop

• Assessment:DIBELS K-6 Fall/Winter/SpringMAP 3-6 Fall/Spring

• Focus: Students not at benchmark• Time: + 30 min./ 3-5 times per week (during workshop time)• Grouping: Small groups < 5• Program: Supplemental targeted skill interventions

K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally

• Assessment: 2x month DIBELS

Schoolwide Academic Support

Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral

Grouping: Individual or small groupProgram: Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measureable outcomes

and office referrals

Focus: Students needing additional behavior support2-5 Office referrals or SIT referral

Grouping: Small group or individualProgram: Function-based interventions/supports

Daily check-in/check-outAssessment: Teacher/student ratings and office referrals

Focus: All students All settingsProgram: 3-5 defined, positively stated, and explicitly taught expectations

Continuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviors

Assessment: SWIS – Schoolwide Information SystemKANDIS – Kansas Discipline System

School-Wide Social Behavior Support

Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral

Grouping: Individual or small groupProgram: Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measureable outcomes

and office referrals

Focus: Students needing additional behavior support2-5 Office referrals or SIT referral

Grouping: Small group or individualProgram: Function-based interventions/supports

Daily check-in/check-outAssessment: Teacher/student ratings and office referrals

Focus: All students All settingsProgram: 3-5 defined, positively stated, and explicitly taught expectations

Continuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviors

Assessment: SWIS – Schoolwide Information SystemKANDIS – Kansas Discipline System

Overland Park’s School-Wide Social Behavior Support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SW PBS

Procedures: Procedures: Do We Have Them? Do We Have Them?

Entering the classroomEntering the classroomWhen they are tardyWhen they are tardyLeaving the classroomLeaving the classroomAsking a question Asking a question When they need a When they need a

pencil or paperpencil or paperSharpening pencilsSharpening pencilsTurning in papersTurning in papersMaking up HomeworkMaking up Homework

Attention to the teacherAttention to the teacher

When they are absentWhen they are absent

Working in groupsWorking in groups

The fire alarm soundsThe fire alarm sounds

When to listenWhen to listen

When to ask a questionWhen to ask a question

When their work is doneWhen their work is done

They are unpreparedThey are unprepared

Turning in HomeworkTurning in Homework

Logical Consequences vs. PunishmentLogical Consequences vs. Punishment

LOGICAL CONSEQUENCESLOGICAL CONSEQUENCES• TeachTeach• Leave the child with feeling of Leave the child with feeling of

control control • Use thinking wordsUse thinking words• Provide choices within firm Provide choices within firm

limitslimits• Are given with empathyAre given with empathy• Are tied to time and place of Are tied to time and place of

the infractionthe infraction• Are similar to what would Are similar to what would

happen to an adult in happen to an adult in comparable situationcomparable situation

• Emphasizes what a student Emphasizes what a student should do should do

• Teaches students to take Teaches students to take responsibility for their choicesresponsibility for their choices

• Increases self-esteemIncreases self-esteem

PUNISHMENTPUNISHMENT• ControlControl• Leaves the child feeling Leaves the child feeling

powerlesspowerless• Uses fighting wordsUses fighting words• Demands complianceDemands compliance• Is given with angerIs given with anger• Is arbitraryIs arbitrary• Emphasizes what a students Emphasizes what a students

should should NOTNOT do do• Results in the student focusing Results in the student focusing

on the adult rather than on on the adult rather than on their choicestheir choices

• Decreases self-esteemDecreases self-esteem

PBIS teams PBIS teams CONSISTENTLYCONSISTENTLY review the review the following following datadata/graphs:/graphs:

““The Big 5”The Big 5”

The average number of referrals:The average number of referrals:• Per day per monthPer day per month• By type of behaviorBy type of behavior• By locationBy location• By time of dayBy time of day• By studentBy student