2. More intense supplemental targeted skill interventions Customized interventions Frequent progress monitoring to guide intervention design Kansas Multi - - Tiered System of Support (MTSS) Student centered planning Customized function-based interventions Frequent progress monitoring to guide intervention design Academics Behavior KSDE-July 2007 Draft All students Evidence-based core curriculum & instruction Assessment system and data-based decision making All students, All settings Positive behavioral expectations explicitly 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%

3. 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, Passport May 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. workshop 4-6 60 min. of core + 30 min. workshop + 30 min. LA Program:Evidence-based core curriculum & instruction: Open Court Reading - including workshop Assessment: DIBELSK-6 Fall/Winter/Spring MAP3-6 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

4. Focus:Students with marked behavior difficulties. >5 Office referrals or SIT referral Grouping:Individual or small group Program:Individualized plan (GEI or BIP) developed from FBA Assessment: Direct observation of measureable outcomes and office referrals Focus:Students needing additional behavior support 2-5 Office referrals or SIT referral Grouping:Small group or individual Program:Function-based interventions/supports Daily check-in/check-out Assessment: Teacher/student ratings and office referrals Focus:All students All settings Program:3-5 defined, positively stated, and explicitly taught expectations Continuum of consequences for appropriate behaviors Continuum of consequences for problematic behaviors Assessment: SWIS – Schoolwide Information System KANDIS – Kansas Discipline System School-Wide Social Behavior Support

5. Focus:Students with marked behavior difficulties. >5 Office referrals or SIT referral Grouping:Individual or small group Program:Individualized plan (GEI or BIP) developed from FBA Assessment: Direct observation of measureable outcomes and office referrals Focus:Students needing additional behavior support 2-5 Office referrals or SIT referral Grouping:Small group or individual Program:Function-based interventions/supports Daily check-in/check-out Assessment: Teacher/student ratings and office referrals Focus:All students All settings Program:3-5 defined, positively stated, and explicitly taught expectations Continuum of consequences for appropriate behaviors Continuum of consequences for problematic behaviors Assessment: SWIS – Schoolwide Information System KANDIS – Kansas Discipline System Overland Park’s School-Wide Social Behavior Support

6. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making SW PBS

7. Procedures: Do We Have Them? Entering the classroom When they are tardy Leaving the classroom Asking a question When they need a pencil or paper Sharpening pencils Turning in papers Making up Homework Attention to the teacher When they are absent Working in groups The fire alarm sounds When to listen When to ask a question When their work is done They are unprepared Turning in Homework

8. Logical Consequences vs. Punishment LOGICAL CONSEQUENCES TeachTeach Leave the child with feeling of controlLeave the child with feeling of control Use thinking wordsUse thinking words Provide choices within firm limitsProvide choices within firm limits Are given with empathyAre given with empathy Are tied to time and place of the infractionAre tied to time and place of the infraction Are similar to what would happen to an adult in comparable situationAre similar to what would happen to an adult in comparable situation Emphasizes what a student should doEmphasizes what a student should do Teaches students to take responsibility for their choicesTeaches students to take responsibility for their choices Increases self-esteemIncreases self-esteem PUNISHMENT ControlControl Leaves the child feeling powerlessLeaves the child feeling powerless Uses fighting wordsUses fighting words Demands complianceDemands compliance Is given with angerIs given with anger Is arbitraryIs arbitrary Emphasizes what a students should NOT doEmphasizes what a students should NOT do Results in the student focusing on the adult rather than on their choicesResults in the student focusing on the adult rather than on their choices Decreases self-esteemDecreases self-esteem

9. PBIS teams CONSISTENTLY review the following data/graphs: “The Big 5” The average number of referrals: Per day per month Per day per month By type of behavior By type of behavior By location By location By time of day By time of day By student By student