1. Standard Behavior Protocols for TTSD September 26,2008

2. Objectives Quick overview of TTSD protocols Look at Screening tools Look at Decision Rules

4. Link between academics and behavior Students who are engaged in their learning display engaged behavior Disruptive behavior and disrupted learning often go hand in hand Students who are not at benchmark in PSF in kindergarten have a 58% chance to have 2 or more ODRs in 5 th grade. Peers passing PSF have a 18% chance of 2 or more ODRs. (McIntosh, 2006)

5. Screeners k-1 First Step To Success Screener Phoneme Segmentation Fluency Office Discipline Referrals (ODR) Attendance Reports Suspension/Expulsion Data

6. Screeners 2-12 Office Discipline Referrals (ODR) Attendance Reports Suspension/Expulsion Data Oregon Healthy Teens Survey Social Marketing Surveys

9. Oregon Healthy Teens Survey Health Care Issues Personal Beliefs Academic Achievement Health Conditions Nutrition Physical Activity Mental Health Personal Safety Harassment Gambling Sexual Behavior Tobacco Alcohol Other Drug Use Friend Risky Behavior Education Efforts Family Personal Beliefs Community

10. Sample Question from Oregon Healthy Teen Survey

11. Core Program School Rules & Behavior Expectations Are Explicitly Taught to ALL Students All Students Regularly & Consistently Acknowledged for Demonstrating Behavior Expectations All Students Immediately & Reliably Corrected When Behavior Expectations Are Not Demonstrated. Positive Behavior Expectation Re-taught & Reinforced Immediately School-wide Social/Emotional Curriculum Delivery (e.g. Second Steps, Steps to Respect, etc.)

12. Looking at the Core If more than 20% of all students received 2 or more referrals: revisit the core. More than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately. More than 40% of referrals occur in classrooms: re- teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms.

13. Tier 2 Re-Teach Expectations Check & Connect Skills Groups Adult Mentoring Behavior Contracts Targeted Social/Emotional Curriculum Follow-up (e.g., Second Steps with Small Group of Struggling Students) Strategic “Positive Referrals” for Identified Students Working Towards Increased Positive Behavior Peer Mentoring Advisory Classes

14. Tier 3 Core + Second Tier and… First Step To Success (k-1) Functional Behavior Assessment & Individual Behavior Support Plans Individualized Behavior Goals and Progress Monitoring (IEP & 504)

15. Progress Monitoring "Never discourage anyone...who continually makes progress, no matter how slow." Plato K/1: 1x/week PSF & Behavior Intervention Data. K-12: Behavior data from Check & Connect programs. K-12: More than 5 absences, or more than 3 counseling or discipline referrals, in a 30-day period. K-12: Progress on individual behavior goals or Behavior Support Plan.

16. Intensifying Intervention Students who receive 2 – 5 referrals should receive CORE + Second Tier Interventions. If progress is below the expected rate after 6 to 8 weeks of Second Tier Intervention, students move to Third Tier Interventions (consider performing a Functional Behavior Assessment and developing a Behavior Support Plan). Students receiving 6 or more behavior referrals: perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan.

17. Questions