Sponsored by FDLRS Action Resource Center

Structured Classroom Series:MTSS

MTSS

How do we support

students?

Changing the system to meet the

needs of students

Helping students “fit” into

the system

Florida’s Multi-Tiered

System for Supporting Students

Levels of Support

Tiers 1, 2,3

Intensity/Levels of Problem-solving

•Teacher/Parent•Teacher/Teacher•Teacher/School Team•Teacher/School/District

Adapted from: FL-RtI Project, USF

Response-to-Instruction Multi-Tier Levels of Support in MY Structured Classroom

Stud

ent N

eed

Suppor

t

What

is A

Structured Classroom?

Suppo

rt

Stud

ent

Nee

d

Com

mu

nic

ati

on

Beh

avio

rVisual Structure

Data-based Decision-making

Class & StudentSchedules

Meaningful Independent Work

Instructional Methodologies & Strategies

Social Skills

Collaboration

Physical Structure

Educational problem-solving for students with diverse needs

Instruction Curriculum Environment

Learner

HOW we are

teaching

WHAT we are

teaching

WHERE we are

teaching

WHO we are

teaching

What are some of the concerns you have regarding student learning?

Which of these are alterable; which are unalterable?

Sponsored by FDLRS Action Resource Center

Structured Classroom Series:Behavior

Variables to consider when designing classroom behavioral support

S T O I CStructure Teach Observe Interact

PositivelyCorrectFluently

Stoic is one who shows patience and endurance in the face of adversity.

Behavior support

School-wide

Classroom

Individual

Students with intensive needs must receive wrap-around support to be successful.

We must always plan for support with an eye for their integration into school-wide environments!

Variables to consider when designing classroom/Individual behavioral support

S T O I C•Physical structure

•Classroom schedule

•Individual schedules

•Visual Supports

•EXPLICITLY teach class expectations & routines.

•EXPLICITLY Teach motivational system.

•EXPLICITLY Teach & model social skills.

•Collect & Analyze data

•Make adjustments to your level of support.

•Intensity of measurement plan = intensity of instructional need.

•Sustain 5:1 ratio of positive to negative interactions.

•Build non- contingent positive relationships with your students.

•Immediate

•Maintain dignity

•Always include a teaching & modeling component when providing correction.

STOIC: Structure the environment for success!

Classroom

Life Skills Lab

STOIC: Teach what you expect!

WHOLE

BODY

LISTENING

STOIC:Observe

Got DATA?

Target Behavior: HittingGoal: Decrease hits by 50% within 10 days

Frequency

of

Hit

s

D5

D10

D15

D20

4

12

8

16

20

Day 1=1850% of 18=9

Goal=9

STOIC:Interact positively

•Non-Contingent•Builds Teacher-Student Connection•“Pairing” yourself with the student

STOIC:Correct fluently

“Unexpected Behavior”

•Keep Calm

•Use Caution with Consequences

•Always pair a correction with a teaching opportunity

"When your expectations are clear, students never have to guess how you

expect them to behave."

Expectations C H A M P S

CWhat level

ofconversatio

nis

expected?

Expectations C H A M P S

HHow dostudents ask for Help?

Expectations C H A M P S

AWhat is the

Focusactivity?

Expectations C H A M P S

MWhat

movement is

necessary for the

activity?

Expectations C H A M P S

PWhat doesparticipationlook like?

Expectations C H A M P S

SWhat is

your attention signal?

CHAMPS or MAC?

Movement

Activity

Conversation

Expectations

Brainstorm all the collective

classroom activities

requiringExpectations.Select 1 activity

and use the CHAMPS or MAC template to plan

your expectations.

Expectations for Activities

Class-wide motivational systems

Is a High-Structure Class-wide Motivational System

beneficial for my Class?Considerations:•What level of support do my students need?:•What is motivating to ALL students? •Will all students be able to participate and contribute to group reward?

Examples: •Whole-Class Token System•Whole-Class Point /Sticker Chart

School-wide

Classroom

individual

Behavior :is a form of

communication

Children with communication disabilities/delays are more likely to use behavior as their primary form of communication.

Children engage in challenging behavior because it works for them.

Form and Function

Form The behavior used to

communicate

(what?)

Examples: Words Noises Actions

Function The reason for the

behavior

(why?)

Examples: Access & Obtain Avoid & Escape Attention To fulfill a sensory need

Functions of Behavior

Attention Avoid/Escape

Access/Tangible Sensory

ABC’s of Behavior

A B C Antecedent Behavior Consequence(before the behavior) (observable) (after the behavior)

conditions setthe stage for

consequences that will increase the likelihood of the behavior occurring in the future

an individual’sbehavior consequences that

will decrease the likelihood of the behavior occurring in the future

Dr. Randall Sprick, Safe and Civil Schools

Meeting Student Need:Based upon ABC’s of

Behavior

Nonviolent Crisis Intervention

Antec

eden

t

s

Behaviors

Consequence

s

Envi

ronm

ent

Skill- Building Staff

Responses

Integrated Experience

Competing Behavior Pathway Diagram

Completed Diagram

Sam hits adults working with him

Sam to complete the non-preferred activity

Presented with a non-desired task

Non-preferred task is removed

Escape from task

Sam did not get Meds

Sam earns computer time for completion of work

Sam will request break/ help

or consequence of behavior

Hypothesis Statements

“When _________________________ occurs

He/she will _________________________ in order to ______________________________.

This is most likely to occur if ___________________________________.”

(antecedent)

(behavior)

(function or consequence of behavior

(setting events)

Marshall & Mirenda, 2002)

Token System

Token System

Token SystemReward Puzzle

Token System: Puzzle

First/Then

Consequence BoardConsequence Board

Transition Cues

Incredible 5 Point Scale

Meeting Student Need:Based upon ABC’s of

Behavior

Nonviolent Crisis Intervention

Antec

eden

t

s

Behaviors

Consequence

s

Envi

ronm

ent

Skill- Building Staff

Responses

Integrated Experience