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