“The intentional CPS shift in terminology to a multi-tiered system” from RtI is meant to integrate both academics and behavior as uniformly critical to student success in our educational system.” - Integration of academic and social-emotional dimensions of learning - ILT involvement as problem solving team - Documentation of progress monitoring (on-going) - Protocol for analyzing data in greater detail, and inclusive of priority groups Academics Behavior From RtI to MTSS 1

Essential Components Tier 3: Intensive Designed to provide intensive targeted intervention to the most at-risk learners who have not responded adequately to Tier 2 instruction. Tier 3 instruction. Remediation, Daily Individual/Small group Intervention Tier 2: Strategic Supplemental-targeted instruction in addition to Tier 1 SES Afterschool Program, Saturday School, Compass Learning, RAZ kids, Small group intervention targeting deficit area Tier 1: Core Common Core Standards Based Instruction, Balanced Literacy/Guided Reading, Differentiated Instruction/ RIT Band Instruction, Go Math/Math Connects, Traits Writing, Leveled Book Room Tier 3: Intensive Intensive individual interventions for students who have not responded to a school-wide positive and proactive system and targeted intervention. Functional Behavior Assessment (FBA)/Behavior Intervention Plan (BIP), Individual Counseling, Saturday Support Program Tier 2: Strategic Supplemental targeted intervention for students who are in need of behavioral support in addition to a school-wide positive and proactive system. Check –In/ Check-out, Reflection/Structured Detention, Student Council – Peer Jury, Peace Circles with a small targeted group Tier 1: Core Universal preventative, proactive, and positive school-wide discipline practices. Positive Behavior Intervention Support (PBIS), Social Emotional Learning (SEL), Promoting Alternative Thinking Strategies (PATHs), Peace Circles Academic Behavioral FEW 5-10% of Students Receive Intensive Intervention SOME 10 to15% of Students Require Supplemental Targeted Intervention ALL 80 to 90% of Students Meet Performance Indicators All Staff Preventative and Proactive 2

EL Support 3

Seven Factors: Brainstorming hypotheses Select that influences ELs’ linguistic and academic development. 1.Decide on one hypothesis that relates to your particular factor. 2.List possible data sources you could use to prove or disprove your hypothesis. 3.Write you hypothesis and data on chart paper to share out. Teaching and Learning 30

OFFICE OF SOCIAL & EMOTIONAL LEARNING

What is Social and Emotional learning? 6 develop fundamental emotional social understand manage emotions positive goals empathy for others positive relationships responsible decisions Social and emotional learning (SEL) involves processes through which children and adults develop fundamental emotional and social competencies to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Self-Awareness Self- Management Responsible Decision-Making Relationship Skills Social Awareness What is Social Emotional Learning? SEL is a process whereby children and adults develop competencies in 5 areas: 7

Three Illinois SEL Student Learning Goals SEL Goal 1 Develop self- awareness and self-management skills to achieve school and life success. SEL Goal 2 Use social- awareness and interpersonal skills to establish and maintain positive relationships. SEL Goal 3 Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. Self OtherDecision-making Self-Awareness Relationship Skills Social Awareness Self- Management Responsible Decision-making

What is the connection between SEL and academics?  Positive emotions help us pay attention, remember, solve problems, and make decisions.  Negative emotions suppress attention and memory.  Mindsets like self-efficacy and school connectedness influence motivation and effort.  Relationships are the foundation for learning.  Teachers can effectively reinforce SEL throughout their academic instruction. Clore & Huntsinger, 2007; Zeidner, 1998; Wentzel, 1998;1999;2000; Osterman, 2010; Allen et al.,

School Climate Standards

SOME (Ex: Peer Jury, Check In/Check Out) ALL STUDENTS (Examples: PBIS or Foundations, Second Step, Restorative Conversations, Talking Circles) FEW INDIVIDUALIZED INTERVENTIONS For students with the highest levels of need, highly-targeted and individualized behavior strategies provide more intensive intervention and monitoring. TARGETED SUPPORTS For at-risk students, classroom-based responses can help de-escalate behavior problems, clinical group interventions address anger, trauma, and violence; and restorative practices provide students with strategies to resolve conflicts CREATE POSITIVE LEARNING CLIMATE School climates with positive relationships, clear expectations, and collective responsibility establish appropriate behaviors as the norm. Respectful, learning- focused, participatory classroom environments with well-managed procedures and behaviors maximize learning time TEACH SOCIAL AND EMOTIONAL SKILLS Explicit curricula, along with integrated instructional practices that promote social and emotional development, teach students how to form positive relationships, make responsible decisions, and set goals. These are critical skills for college and career success. Multi-Tiered System of Support for Social & Emotional Learning (Ex. Individualized Counseling) 11

Relationships Curriculum and Instruction Safety and Order Environment and Structures CPS School Climate Standards School Climate School Climate: the quality and character of school life (National School Climate Council, 2007). norms, expectations and patterns of interaction Created by norms, expectations and patterns of interaction among the individuals in a school community. A positive school climate contributes to academic achievement, prevention of risky behaviors, healthy social-emotional development, student attachment to school, and teacher efficacy and retention. CPS Expectation: All adults in schools will work intentionally to create learning climates that are safe, nurturing, participatory, and productive. 12

13 EVIDENCE of SAFETY AND ORDER School-wide Expectations Shared values and expectations provide a framework for positive behavior throughout the school. There are clear behavior expectations for all areas of the school, which are taught, modeled, and reinforced by all staff members. Adults actively supervise common areas and use positive strategies to redirect behavior. Discipline Policies and Practices Policies and procedures emphasize proactive, instructive, restorative approaches to student behavior and minimize punitive consequences. Adults correct misbehavior in ways that reinforce established expectations and cause minimal disruption to learning. Sense of Security Students and adults feel physical, socially, intellectually, and emotionally safe throughout the school. There are clear procedures for reporting and responding to safety concerns. Routines and Transitions Well-managed classroom routines, and maximize instructional time. Safe, efficient, and orderly school-wide transitions (arrival, departure, movement throughout building to restrooms, other classrooms, etc.) School Climate Standards: A Closer Look

Problem Solving Process (PSP) 55

Steps in the Problem-Solving Process 1. Define the Problem (What is the problem?) Determine the gap or difference between the expectation and what is actually occurring in terms of student performance or behavior 2. Problem Analysis (Why is it occurring)? Hypothesize possible root causes Analyze supplemental data to support or refute each hypothesis Validate whether your hypothesis is true based on the additional data 3. Implement Plan (What can be done to solve it?) Select the intervention(s) or strategies that will address the problem Develop and implement the plan with fidelity 4. Evaluate (Did it work?) Collect and use school-wide, small group, and individual student data to determine if the plan is working to address the problem Progress monitor and modify, if necessary Evaluate the response: good, questionable, poor 15

National Resources to Support District and School Implementation       Kc.cps.edu Kc.cps.edu 