Multi-Tiered Systems of Behavior Support at Lefler
- Lefler’s Tier 1 universal expectations for ALL students is called ROAR. At Lefler all are expected to be Respectful, take Ownership, be Accepting, and be Responsible. All common areas of Lefler (hallways, playgrounds/outside, media center/computer labs, cafeteria, restrooms, office, auditorium) AND classrooms have printed expectations regarding how students are to ROAR in that area. Lefler understands that some days are harder to ROAR than others. Still, we ROAR because we know ROARing (when we don’t feel like it) is better than not learning and/or causing hurt feelings. We SHINE when we ROAR!
- Lion Call is the universal student check-in program at Lefler. It is used to ensure each Lefler student will start their day ready to learn in their classes. Every staff member in the building is assigned to a group of students. Each morning every staff member will check-in with their group of students to make sure they are ready to have a good day at school. Students who are ready to learn will report to class. Students who are under stress will receive immediate help.
- ROAR Club is the student Tier 2 check in/check out program at Lefler. The mission of ROAR Club is to increase positive learning opportunities with struggling students by strengthening their relationships with their teachers. A student may be referred to ROAR club for many reasons. The most common reasons include struggles with behavior, attendance, tardies, and/or an increased number of nurse visits. Once placed in ROAR Club, the student will carry a ROAR Club sheet to their classes. Teachers will commend the student for positive behaviors/actions and may make suggestions for improvement. The teachers will also score the student’s performance in the following areas: Respect, Ownership, Acceptance, and Responsibility. Students in ROAR Club check-in with their Lion Call teacher and check-out with an assigned teacher.
- Social Academic Instructional Groups (SAIG) are Tier 2 small groups that meet once a week during lunch for a total of 4 weeks. The purpose of SAIG is to work on developing skills to help students be more successful at Lefler. There are three types of SAIG: Pro-Social, Problem-Solving, and Academic Behavior. Some SAIGs are individualized to better meet student needs.
- Function-Based Thinking (FBT) Goal Sheets are used when a student requires more Tier 2 behavior supports. Student Goal Sheets are created using Function-Based Thinking (FBT).
- WRAP is a Tier 3 intervention that is designed with the student’s and family’s individual needs in mind. WRAP is collaborative, team-based, community-based, and outcome-focused.
MTSS-B in the Lefler Classroom
- These systems allow teachers to:
- Be consistent and respond to misbehavior each time they occur
- Increase active supervision
- Refocus or redirect students
- Respond using a calm and professional tone and demeanor
- Be specific and brief in what you want students to do instead by referring to posted classroom rules and procedures
- When a student fails to respond to a teacher’s interventions they will be moved to a seat to regroup and correct behaviors. This is a seat in the classroom away from other students to help the student regroup, process with the adult, then rejoin the class. In the event that the student is unable to regroup in the classroom, the teacher will move the student to a seat in another teacher’s classroom to further help the student regroup. When this happens, the student will need to complete a Lefler Think Sheet. After completing a Think Sheet, the student will need to process with their teacher either after school that day or the following morning. In the event that the student does not process, the student will start the next class (with that teacher) in the in-class seat.
Use of data to make decisions
Data-based decision making regarding a student’s response to an intervention is central to MTSS-B practices. Decisions are based on professional judgment informed directly by student office discipline referral data and out of class movements. This principle requires that ongoing data collection systems are utilized to engage in progress monitoring and that resulting data is used to make informed decisions regarding the implementation of behavioral interventions.
Remember, tier of interventions are aimed at preventing behavior problems from developing.