RoseburgPublicSchool District MTI Project

RESPONDING TO K-12 STUDENTS –

MULTI-TIEREDBEHAVIOR AND ATTENDANCE INSTRUCTION

In order to meet the behavior/attendance needs of all students, a strong system must be in place. Effective instructional decisions for individual students can only be made if intentional work has been done to create a strong core behavior/ attendance program. The core program is supported by carefully selected supplemental and intervention resources for students whose needs are not entirely being met with the core. Determining who needs interventions and what the appropriate interventions are, is also a process that requires careful study of the individual student data. To assist in this process, the following resources are included in this section:

 RoseburgPublicSchool District Comprehensive Assessment Plan

 RoseburgPublicSchool District Pyramid of Behavior Instruction

 Pyramid of Behavior Instruction Program Descriptors / Guidance

 Intervention Adjustments and Changes

MTI Decision Rules for Behavior, K-5

MTI Decision Rules for Behavior, 6-12

MTI Decision Rules for Attendance, K-12

 Evaluating and Adjusting your School-wide System

Comprehensive Assessment Plan – Behavior K-12

ASSESSMENT / PURPOSE / WHO IS TESTED / FREQUENCY / TYPES OF REPORTING
UNIVERSAL SCREENER / MTI Behavior Screening Form - Class / Screener to identify students who might need additional support / All students, K-5 using the elementary form.
6-12 students using the secondary form. / 2 x per year (October and January) / Group report indicates who needs to be assessed with the MTI Behavior Screening Form - Individual
SET (School-wide Evaluation Tool) / Assesses school-wide implementation of PBIS (health of the core) / SET is a systems tool / 1 x per year (late winter / early spring) /
  • School level report broken down by SET features

SWIS / Tracks and evaluates patterns of behavior. Data is used to drive decisions for the individual student as well as the system / SWIS is a data collection tool / On-going /
  • Multiple individual and group reports are available. See website at

DIBELS Next Benchmark composite score / Measures early reading skills that can be predictive of behavior / All students, K-5 / 3 x per year (fall, winter, spring) /
  • Multiple individual and group reports are available. See website at

DIAGNOSTIC TOOLS / MTI Behavior Screening Form - Individual / After administration of MTI Behavior Screening Form – Class, the MTI Behavior Screening Form –Individual is used to identify students needing additional support / K-5 students identified by MBSF-C screening, elem.
6-12 students identified by MBSF-C screening, sec. / 2 x per year (corresponding with MTI Behavior Screening Form - Class) /
  • Group report indicating students who need additional support

Thinking Skills Inventory – (Document that parent was informed) / Identifies skill based strengths and difficulties. Assists in modifying/refining Tier 2 instruction / interventions / K-12 students / As needed /
  • Individual or group data.

FBA* (Functional Behavior Assessment) / Identifies events preceding and maintaining problem behaviors / K-12 students being considered for intensive interventions. / As needed /
  • Individual student data

PROGRESS MONITORING / CICO / SWIS / Tracks student progress toward meeting behavior goals / Students on the CICO Program / Daily data collection /
  • Multiple individual and group reports are available. See website at

BSP (Behavior Support Plan) / Tracks student progress toward meeting BSP goals / Students with Behavior Support Plans / Frequency as outlined in the plan /
  • Individual student data

SKILLS MASTERY / Thinking Skills Inventory
(Document that parent was informed) / In addition to being used as a diagnostic assessment, this tool can also be used as a post assessment to determine skill mastery / K-12 students / As needed /
  • Individual or group data.

Observations (e.g. on task / off task; social interactions) / Determines if student has achieved their behavior goal / K-12 students / As needed /
  • Summary of individual student observation data

*FBA requires written parent consent using the FBA Parent Permission Form from the MTI database.

RoseburgPublicSchool District Pyramid of Behavior Instruction

GRADE / Tier I
All students
Core Curriculum / Tier II
Strategic
Core + Intervention / Tier III
Intensive
Core + Intervention or
Reduced/Replacement Core + Interventions
Program Options* / Program Options / Program Options
K-12 /
  • School rules and behavior expectations are explicitly taught to all students.
  • All students regularly and consistently acknowledged for demonstrating behavior expectations.
  • All students reliably corrected when behavior expectations are not demonstrated. Positive behavior expectation re-taught and reinforced immediately.
  • Strong Kids - School-wide social / emotional curriculum delivery
/
  • Re-teach expectations
  • Check In / Check Out Program
  • Adult Mentoring (3 x3)
  • Peer Mentoring
  • Targeted social/emotional/ behavioral skills groups (e.g. Second Steps; Steps to Respect)
  • Behavior Contracts
/
  • Individual Behavior Support Plan (BSP)
  • School-based Therapist – grades 6-12
  • More time or smaller group size for targeted social/emotional/ behavioral skills groups (e.g. Second Steps; Steps to Respect)

Who does this work? / All staff / Appropriate staff as determined by the GrIP Team / Appropriate staff as determined by the GrIP Team

Revisit the Core:

  • If monthly review of office discipline referral data indicates patterns in location, time, grade, type and frequency of incidents.
  • If more than 20% of all students received 2 or more referrals.
  • If more than 30% of referrals occur in a specific area of the school – re-teach specific common area behavior expectations, acknowledge/reward positive behavior and correct inappropriate behavior immediately.
  • If more than 40% of referrals occur in classrooms, re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms.
  • If more than 15% of all students are targeted for a Tier 2 intervention.

PYRAMID OF BEHAVIOR INSTRUCTION, K-12

Program Descriptors/Initial Guidance

Introduction:

This document is designed to give MTI teams guidance relative to the different interventions that are currently on Roseburg Public Schools’ Pyramid of Behavior Instruction, K-12.

In addition to a summary of the program, specific information is provided regarding:

  • What skills are addressed with the intervention
  • The grade level at which the intervention is appropriate
  • If the intervention is intended to be a strategic or intensive intervention
  • Pre-requisite skills that must be in place prior to a student being assigned the intervention
  • Assessments/data that must be used to determine if the program is appropriate for meeting the sub-skills need of the student
  • Assessments to use to progress monitor
  • Who can provide training on this intervention
  • Where you can find more information about the intervention

Applying this information via the MTI team process should be helpful in determining appropriate interventions to meet students’ needs. An intervention is only as effective as the quality of the implementation and progress monitoring.

If you have another intervention that is not on the pyramid, submit your request to use the intervention, along with supporting research of effectiveness to the MTI District Leadership Team for consideration.

Program Name: Strong Kids Programs

Publisher: Brookes Publishing Company

Instructional focus:
Social and emotional skills
Resilience
Coping skills / Grade Level:
K-12 / Implementation Level/Grade:
Core: X
Enhancement:
Strategic:
Intensive: / Time Required to Teach the Program: 10 lessons total. Once per week for 30-45 minutes per lesson.

What pre-requisite skills must a student have prior to using this intervention?:

This program does not require any pre-requisite skills.

Program Summary:

The Strong Kids programs are brief and practical social-emotional learning curricula designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and adolescents. The program includes Strong Start for grades K-2, Strong Kids for students in grades 3-8, and Strong Teens for high school students. Each program includes 10-12 basic lessons that are designed to be taught in approximately 35-45 minute sessions. The programs are aimed at both prevention and early intervention and can be used effectively with high-functioning, typical, at-risk, or emotionally-behaviorally disordered students in a variety of settings.

Program Determination, Placement and Progress Monitoring:

Assessments/Data used to determine if the program is appropriate for meeting the skills need of the individual student:

Assessments used to progress monitor:

The Strong Kids and Strong Teens programs include Unit Tests (a Symptoms Test and a Knowledge Test) that are designed to be delivered before and after implementation of the program. The Symptoms Test is a brief, 10-item self-report measure of negative affect and internalizing problems. The Knowledge Test is a 20-item objective test to measure students’ knowledge of social-emotional concepts and coping skills that are taught in the curriculum.

Training available through:

Office of Student Services

For more information on this program:

Program Name: Check In – Check Out (CICO)

Publisher:

Skill focus:
School-wide behavior expectations (e.g., Be Safe, Be Kind, Be Responsible) / Grade Level:
K-12 / Implementation Level/Grade:
Core:
Enhancement:
Strategic: X
Intensive: / Time Required to Teach the Program:

What pre-requisite skills must a student have prior to using this intervention?:

This program does not require any pre-requisite skills.

Program Summary:

Check-in/Check-out (CICO) is designed for students who fail to meet school-wide behavior expectations but do not yet require intensive, individualized services. Students on the program check in and out with a positive adult at school each day, and carry a point card throughout the day to receive specific feedback from teachers on their behavior. CICO is implemented school-wide- all teachers and staff are trained and when students are nominated for the program they receive support quickly.

Program Determination, Placement and Progress Monitoring:

Assessments/Data used to determine if the program is appropriate for meeting the skills need of the individual student:

●Teacher, administrator, or parent recommendations and SWIS data (office discipline referrals) can be used to select students that might be appropriate for the program.

Assessments used to progress monitor:

●Data from students’ daily point cards are entered into CICO-SWIS, where this data is graphed and used to monitor student progress toward daily behavior goals.

Training available through:

Roseburg Public Schools Department of Student Services

For more information on this program:

Program Name: Second Steps

Publisher:

Skill focus:
Social-emotional skills
Social competence
Pro Social Behavior / Grade Level:
K - 9 / Implementation Level/Grade:
Core:
Enhancement:
Strategic: X
Intensive: / Time Required to Teach the Program:
45 minutes, one to three times a week.

What pre-requisite skills must a student have prior to using this intervention?:

This program does not require any pre-requisite skills.

Program Summary:Second Step is a classroom-based social-skills program for children 4 to 14 years of age that teaches socio-emotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing theories. The program consists of in-school curricula, parent training, and skill development. Second Step teaches children to identify and understand their own and others’ emotions, reduce impulsiveness and choose positive goals, and manage their emotional reactions and decisionmaking process when emotionally aroused. The curriculum is divided into two age groups: preschool through 5th grade (with 20 to 25 lessons per year) and 6th through 9th grade (with 15 lessons in year 1 and 8 lessons in the following 2 years). Each curriculum contains five teaching kits that build sequentially and cover empathy, impulse control, and anger management in developmentally and age-appropriate ways. Group decision making, modeling, coaching, and practice are demonstrated in the Second Step lessons using interpersonal situations presented in photos or video format.

Program Determination, Placement and Progress Monitoring:

Assessments/Data used to determine if the program is appropriate for meeting the skills need of the individual student:

  • Needs assessment

Assessments used to progress monitor:

  • Process evaluation
  • Outcome evaluation

Training available through:

Committee for Children

For more information on this program:

Committee for Children
2815 SecondAvenue, Suite 400
Seattle, Washington98121

800-634-4449

Program Name: Steps to Respect

Publisher:

Skill focus:
Teaches elementary students to recognize, refuse, and report bullying, be assertive, and build friendships. / Grade Level:
3-6 / Implementation Level/Grade:
Core:
Enhancement: X
Strategic: X
Intensive: / Time Required to Teach the Program:
45 minute weekly classroom presentations over 8-10 weeks

What pre-requisite skills must a student have prior to using this intervention?:

This program does not require any pre-requisite skills.

Program Summary:STEPS TO RESPECT can help kids feel safe and supported by the adults around them so that they can build stronger bonds to school and focus on academic achievement.This Bullying Prevention Program is designed to decrease bullying at school and help students build more supportive relationships with each other. The program's dual focus on bullying and friendship is based on research showing that friendship protects children from the harmful effects of bullying. Students learn a variety of friendship skills, including strategies for making and keeping friends, and steps for joining a group activity. Steps to Respect also teaches children skills for coping with bullying, including recognizing bullying, using assertive behaviors to refuse bullying, and reporting bullying to adults.

Program Determination, Placement and Progress Monitoring:

Assessments/Data used to determine if the program is appropriate for meeting the skills need of the individual student:

  • Social emotional learning checklist

Assessments used to progress monitor:

Mid-Stream Implementation Assessment

Training available through:

Committee for Children

Regional or on-site, one-day training

For more information on this program:

Committee for Children
2815 SecondAvenue, Suite 400
Seattle, Washington98121

800-634-4449

Intervention Adjustments and Changes

Adjustments to Intervention

Considerations to make in response to data analysis before changing the intervention

(see “Change in Intervention” below)

  • Options for Instruction (Logistics)
Change instructor / interventionist
Change seating within group
Provide instruction in small units throughout the day
Provide a break (scheduled or break pass)
Change physical environment

Options for Curriculum/Program

Re-teach

Match intervention to skill need

Check fidelity of implementation of program

Provide additional training

Add a coaching component

Options for the Student

Motivation

Add incentives

Change incentives

Give choices

Increase success level

Increase positive reinforcement

Increase communication between interventionist, classroom teacher and parent

Change in Intervention

(Constitutes a new intervention, decided upon by MTI team)

  • Add 15-minutes per intervention session (extra time could be used to pre-teach core content)
  • Reduce group size by 2-3 students
  • Change or add curriculum according to behavior protocol

MTI BEHAVIOR DECISION RULES, K-5

“How do we respond when students don’t learn?”

School-wide decision making occurs in MTI Team meetings fall, winter and spring.

Grades K – 5

The MTI Behavior Screening Form – Class will be completed two times a year (October and January) by a student’s classroom teacher for the entire class.
The MTI Behavior Screening Form – Individual will be completed two times per year by a student’s classroom teacher for students identified by the MTI Behavior Screening Form – Classwho might need help. At this time, the team may want to consider other diagnostic assessments (see Comprehensive Assessment Plan)
Consider intervention and goals for students when:
Chronic problems with social/emotional/behavioral skills occur as defined by:
-3 or more major discipline or counseling referrals in a 30-day period
-A score of 65 or less on the MTI Behavior Screening Form – Individual
Monitor and graph progress at appropriate intervals determined by the GrIP Teamif the team determines a group intervention is necessary. Record information on the MTI Student Intervention Profile.
Modify interventions when:
The student does not make adequate progress toward his/her behavioral goal after three to six weeks of implementation of the intervention. Additional intervention information must be added to the appropriate databases and the MTI Student Intervention Profile.
Provide an individualized interventions when:
The student fails to make adequate progress after 2 consecutive strategic interventions. Afunctional behavior assessment (FBA) will be completed using Functional Assessment Checklist for Teachers and Staff (FACTS). Information from this instrument will be used to design the individual intervention.
Provide a second individualized intervention when:
Progress from the first individualized intervention is inadequate. An FBA will be conducted and an individualized behavior plan will be designed based upon this data. More information may be gathered (i.e. – developmental history, BASC, BERS) if the team determines more information is needed. At this point, specialists, as appropriate, will be asked to assist in intervention planning (e.g. – CDS teacher, sped teacher, school psychologist, mental health counselor and/or other outside agencies).
A referral for special education may be considered if progress under the second individualized intervention is inadequate.

*FBA requires written parent permission.

MTI BEHAVIOR DECISION RULES, 6-12

“How do we respond when students don’t learn?”

School-wide decision making occurs in MTI Team meetings fall, winter and spring.

Grades 6-12

The MTI Behavior Screening Form – Classwill be completed ______
The MTI Behavior Screening Form – Individualwill be completed______for students identified by the MTI Behavior Screening Form – Class who might need help. At this time, the team may want to consider other diagnostic assessments (see Comprehensive Assessment Plan)
Consider intervention and goals for students when:
Chronic problems with social/emotional/behavioral skills occur as defined by:
-3 or more major discipline or counseling referrals in a 30-day period
-A score of 65 or less on the MTI Behavior Screening Form – Individual
Monitor and graph progress at appropriate intervals determined by the GrIP Team if the team determines a group intervention is necessary. Record information on the MTI Student Intervention Profile.
Modify interventions when:
The student does not make adequate progress toward his/her behavioral goal after three to six weeks of implementation of the intervention. Additional intervention information must be added to the appropriate databases and the MTI Student Intervention Profile.
Provide an individualized interventions when:
The student fails to make adequate progress after 2 consecutive strategic interventions. A functional behavior assessment (FBA)* will be completed using Functional Assessment Checklist for Teachers and Staff (FACTS). Information from this instrument will be used to design the individual intervention.
Provide a second individualized intervention when:
Progress from the first individualized intervention is inadequate. An FBA* will be conducted and an individualized behavior plan will be designed based upon this data. More information may be gathered (i.e. – developmental history, BASC, BERS) if the team determines more information is needed. At this point, specialists, as appropriate, will be asked to assist in intervention planning (e.g. – CDS teacher, sped teacher, school psychologist, mental health counselor and/or other outside agencies).
A referral for special education may be considered if progress under the second individualized intervention is inadequate.

*FBA requires written parent permission.