Tier 1 Behavior Team Planning Guide and Action Plan

Tier 1 Behavior Team Planning Guide and Action Plan

2015-16

4 Step Problem Solving Process

The application of a data-based problem-solving and decision-making cycle in and across all three tiers of instruction is a critical component of an effective MTSS. The problem-solving process is important for making instructional adjustments that will continually improve both student performance and the rate at which it progresses. The process is also essential for assessing (using student responses to the instruction) the effectiveness of the tiered instruction and interventions being implemented.

Essentially, the problem-solving process in MTSS is a self-repeating, self-correcting, ongoing methodology for effective decision making at all levels of the system and across all three tiers. In fact, the logic and process of data-based decision making in education is embedded in a variety of instructional structures that educators already use, such as school improvement planning, student progressions, reading plans, positive-behavior supports, progress monitoring, continuous-improvement models, and district policies and procedures.

Define the problem by determining the differences between what is expected and what is occurring. Ask, “What specifically do we want students to know and be able to do?” compared with what they currently know and are able to do. In the area of academics, the “what we expect students to know and do” is driven by the Common Core Standards that guide instruction at each grade and subject area. In the area of behavior, what we expect students to know and do is guided by age-appropriate student engagement behaviors and the pro-social behaviors that support a positive school climate.

Analyze the problem using data to determine why an instructional gap is occurring. Generate hypotheses (reasons why students are not meeting performance goals) based on evidence-based content knowledge, alterable variables, and instructionally relevant areas. Gather and analyze assessment data to formulate hypotheses. Link hypotheses to instruction and interventions so that suppositions lead to evidence-based decisions. Ask, “Why is/are the desired goal(s) not being met? Is there reason to think that students, including English-language learners (ELLs) and students with disabilities, are not getting full access to the general curriculum? In the case of ELLs, is there reason to think that the district does not have an effective English-language development strategy in place? What are the barriers to student(s) doing and knowing what is expected?”

Develop and implement an intervention plan based on an analysis of how well individual students or groups of students are meeting performance goals. Identify the rate of student progress necessary to achieve the goal within a specified time frame. Delineate how the progress of individual students or groups of students will be monitored; how program implementation will be supported; and how the plan will be readjusted based on the data. Ask, “What are we going to do and how do we know we have done it?”

Measure response-to-instruction and intervention by using data gathered with progress monitoring tools at agreed-upon intervals to evaluate the effectiveness of the instructional and intervention plan. These data should be based on responses by individual students or groups of students to the intervention. Progress-monitoring data should directly reflect the targeted skill or skills. Ask, “Is the intervention working?” The rate of improvement is also a basis for judging response-to-instruction or intervention (see next section). Finally, for an approach to be responsive to ELLs, it is essential that the team understand what works with ELLs, what is a reasonable rate of language acquisition, as well as what is culturally and linguistically appropriate instruction.

Essential Feature
Action/Activity / Status
A=Achieved
I=In Progress
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Tier I Teams

Establish representative team / -Grade levels represented equally
Establish and document team norms and roles / -Team leader identified by all staff, norms included on all agendas,
Administrator attends meetings regularly / -Team members report admin attendance at >80%
Meeting schedule established for year / -Meetings are on shared calendar
1 year Action Plan developed / -Written plan with actions based on data
System of data collection established – (office referrals, attendance) / -Data manager identified who collects and organizes data for monthly meetings
Data is shared monthly with whole staff / -Communication coordinator identified and shares data to staff monthly
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / Timeline/Status
A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Clearly Defined Student Expectations

3-5 positively stated school wide rules/motto identified / -Rules are posted throughout the building and communicated to parents.
- All staff and students can state the rules when asked.
Common area expectations and procedures identified / -Posted in all identified areas
-Align with school wide rules
-Staff and students can state the procedures
Classroom expectations and procedures identified by each teacher and connected to school wide rules / -Posted
-Align with school wide rules
-Students can state rules
1 year Action Plan developed / -Written plan with actions based on data
System of data collection established – (office referrals, attendance) / -Data manager identified who collects and organizes data for monthly meetings
Data is shared monthly with whole staff / -Communication coordinator identified and shares data to staff monthly
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / Timeline/Status
A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Teaching Behavior Expectations

School wide common area expectations are taught throughout the year / -School calendar contains scheduled teaching opportunities
-Teachers report that they have taught lessons
-Building wide re-teaching occurs in accordance with data
Lesson plans are developed to teach common area expectations / -Lessons are reviewed and distributed to staff
-Lessons use a variety of teaching strategies
Lesson plans are developed for teaching classroom expectations and procedures / -Classroom rules and procedures are aligned with school wide expectations
-Classroom rules and procedures are provided to administrator
Re-teaching of behavior expectations occurs as needed / -Building wide re-teaching occurs in accordance with data
-Interventions start with re-teaching
Plan for new student orientation in place / -Orientation plan developed and implemented by assigned staff
-New students to the building can state school wide expectations
Feedback is provided to students when expectations and procedures are not met / - Teachers provide positive, specific feedback for expected behavior and review rules/procedures with students throughout the year
-Teachers respond to behavior errors by re-teaching
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Recognize and acknowledge positive student behavior

Acknowledgment system in place for individual students that is linked to school wide rules and common area expectations / -Students will report that they have been acknowledged for positive behavior in the last month
-Staff will report that they provide students with specific positive feedback
Classroom behavior is linked to building acknowledgment system / -Teachers can explain how classroom acknowledgments support school wide systems
-Staff will report that they provide students with specific positive feedback
-Students will report that they are acknowledged by their teacher
School wide building events occur to encourage and celebrate positive student behavior / -Schedule developed for school wide celebrations and placed on school wide calendar
Building wide student behavior goals are developed / -Goals posted publically
-Data updated frequently
-Students and staff can state building wide behavior goal
Communication plan with all stakeholders / -Stakeholders can state what, when and how positive behavior is recognized at school
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / Timeline/Status
A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Reporting Behavior

Behavior levels and definitions clearly defined / -District handbook and resources are known and available to all staff
Level 1 behavior documentation clearly defined / -Teachers can articulate when to document a Level 1 referral
Level 2 , 3, 4 behavior documentation clearly defined / -Teachers can articulate when to document a Level 2+ referral
School-wide criteria created for parent contact after a referral is written / -Written documentation exists that indicate when parents are contacted
-Teachers can articulate when parent contact is made
Teachers consistently respond to behavior violations in common areas / -Consistent language/protocol will be used from staff when redirecting students in common areas
Office managed behavior is clearly defined / -Staff can articulate what misbehaviors are office referred
A continuum of response strategies exist for classroom managed behavior errors / -Building level plan/flow chart exists that document continuum of consequences for misbehavior
Consequences for problem behaviors are defined clearly and directly related to student’s action / -School policies and procedures emphasize proactive, instructive and/orrestorative approaches to student problem behavior
-A documented continuum of consequences exist for Level 2+ problem behaviors
Procedures are in place to address emergency/ dangerous situations / -Staff agree with administration on the procedure for handling extreme emergencies
- All classroom have clearly posted crisis plans
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / Timeline/Status
A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Social Skills – Teacher and Student

Positive student-teacher relationships are emphasized / -Gallup poll data summarized and shared with staff
Strategies for developing student-teacher relationships are implemented school wide / -Action plan developed by T1 behavior team to improve student-teacher relationships
-Gallup poll data indicates a majority of students report positive teacher interactions
-Attendance and chronic absenteeism are monitored and improved
School wide social skills curriculum exists to meet the needs of the building / -Time devoted to teach identified social skills to all students
-Data accessed monthly and used to develop teaching focus
-Lessons plans developed
-Social skill lessons connected to CASEL competencies
Building staff norms are established with opportunities to develop positive working relationships / -Staff can state agreed upon building norms when asked
-Community awareness, involvement and service / -Students and staff have opportunities to perform community service projects
-Community members are actively involved in the building
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / Timeline/Status
A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Student Social Structure

Student social structure identified school-wide / -Leaders in all social groups identified and documented
Student social structure identified in classrooms / -Leaders are identified
Student norms identified, interventions deployed to address norms gap and strengthen positive norms / -Documentation of students norms
-Staff can state positive and negative student norms
Leadership opportunities exist for all students / -Student leadership programs/opportunities are documented
Systems are created to ensure all students have a voice / -When asked students report that they have an outlet regarding school operations
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff
Essential Feature
Action/Activity / Timeline/Status
A=Achieved,
I=In Progress or
N=Not Started / Evaluation/Outcome
Oct. / Dec. / Mar / May

1. Ecological Interventions

A building analysis identifying strengths and weaknesses is conducted / -Building maps with traffic flow, blind spots and need areas identified
Traffic flow is examined and defined / -Students can maneuver hallways, cafeterias, enter and exit a building or classroom in a safe and orderly way
Blind spots/spotting issues examined and targeted / -Active supervision/spotting in identified blind spots occurs during passing times
Welcoming main office and classrooms / -Staff will verbally greet student or visitor upon arrival in office
-Teacher will verbally greet students upon arrival in classroom
Student can travel safely to and from school / -Number of referrals outside of school grounds
School grounds are well kept / -C3 checklist
Essential Features
Problem Identified: / Action Steps/Activities Needed / Who is Responsible / Timeline / Resources, PD, information, assistance needed to achieve outcome/desired effect / Shared, taught or reviewed with staff