MSBSD Tiered Plan of Services: Elementary Behavioral Guidelines
Tier I
Goal: Students will demonstrate behavior expectations in school and classroom.
Universal Access
Teacher Selects Intervention Options
Behavior Support - Structuring and Instruction:
 Foundations Team in place
 Guidelines for Success/School-wide
expectations in place
 CHAMPS - structures implemented with
fidelity
 Safe and Civil Schools Pre-interventions







Planned Discussion
Academic Assistance
Goal Setting
Data Collection and Debriefing
Increased Positive Interactions
STOIC Analysis
Social/Emotional Learning curriculum taught to all
students
Grouping: Whole group or Flexible small groups
Progress monitoring (PM):
 Common Areas Assessments
 Universal screening
 Surveys

Attendance
 Student Engagement data

Office Discipline Referrals
 Program Assessments/Checklists
 Teacher Observation
 Behavior Screening Assessments
Programs






Foundations:
Establishing Schoolwide Behavior
Management Structures
CHAMPs: Establishing
Classroom
Management Structures
Interventions: Evidence
Based Behavioral
Strategies (Safe and
Civil Schools)
Smart Kids (Safe &
Civil Schools)
Bully Blockers (Safe
and Civil Schools)
Second Step/ Strong
Kids/ Love & Logic/
Olweius
10/5/2012
Strategy
Team implements Continuous
Improvement Cycle
Intervention Decision Guide
Pre-teach and Reteach as needed
Social/Emotional Learning curriculum
Tier II
Goal: Students will demonstrate behavior expectations in school and the classroom.
Strategic
Team Selects Intervention Options







Interventions are implemented based on a systematic
procedure that identifies students who are non-responsive to
Tier I Instructional Strategies:
 Students continue Tier I instruction and programs/strategies
 Parents involved in process
 Accommodations made to increase student’s chance of success
 Interventions selected and implemented based on individual
student needs.
Grouping:
 Needs-based targeted grouping: whole group, small group, pullout
Check In/Check Out
Social/Emotional Learning (small groups)
Positive Peer Reporting System
Self-monitoring and Self-evaluation
Home/School Note
Behavior Contracting
Class Pass
 Students regularly regrouped as needs change
Progress monitoring):
 Continue Tier I progress monitoring
 Progress monitoring on Tier II interventions selected by the team
 Progress Monitoring (minimum of every two weeks)
Programs
Grade
Target area
Programs
Grade
Target area
Interventions: Evidence Based
Behavioral Strategies (Safe and
Civil Schools)
K-8
Motivation &
Behavior
Check In/Check Out
K-5
Relationship
support
Common Classroom
Problems
Second Step (small group)
K-5
Social Skills
Training
The Teacher’s Encyclopedia of
Behavior Management (Safe and
Civil Schools)
K-8
Smart Kids (Safe & Civil
Schools) – in small groups
K-1
Social Skills
Training
Strong Kids (small group)
1-5
Social Skills
Training
Bully Blockers (Safe and Civil
Schools) – in small groups
1-5
Bullying
Stop & Think (Project
Achieve)
PK-5
Social Skills
Training
Tier III
Goal: Students will demonstrate behavior expectations in school and the classroom
Intensive
Team Selects and Implements Intervention Options:
Interventions are highly individualized and
selected/implemented based on non-responsiveness
to Tier II coupled with presenting needs determined
by the team.
Instructional Strategies:
 Student participates in Tier I plus Tier II plus
Tier III
 Interventions are based on student needs
 Students needing Tier III interventions may
benefit from services provided by outside
agencies.
10/5/2012







Educational Conference
Individualized FBA/BSP
Increase focus on social/emotional learning
Cognitive Behavioral Therapy
Family Therapy
Multi-systemic wrap around services
Section 504 or IDEA
Evaluation/placement consideration
Grouping: Individualized or small group
Progress monitoring: Daily or weekly monitoring
Programs
 Tier I and II programs implemented with increased frequency, intensity and duration.
 Targeted interventions based on individual student needs
 Coping Power (anger/aggression)
 Coping Cats (anxiety)
10/5/2012