Given the positive relationship between school climate and academic achievement, take deliberate steps to create a positive school climate. • Use a needs assessment to develop school climate/discipline goals. • Collect and use multiple forms of data to track progress toward the goals and propel continuous improvement. • Establish formal structures to support the management, monitoring, and use of this data.
What’s Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier 1 addresses the complexity of MTSS decision-making, identifies critical decision points within Tier 1 at the building level, and provides practical tips and useful tools to improve decision-making throughout the implementation process.
Mary Perfitt-Nelson's insight:
One guideline for MTSS implementation is having approximately 80% of the students reach the benchmark criteria established by the screening tool. If the percentage is significantly lower than 80%, buildings should intensify their focus on improving Tier 1 instruction for two reasons: 1) buildings do not have the resources to intervene with a large percentage of students and 2) you cannot “intervene” your way out of core instruction that is not effective. Given these limitations, it is critical for teams to choose reliable and valid criteria for screening.
Learn how to integrate academic and behavior supports for each tier of intervention in a Response to Intervention (RtI) model.
Mary Perfitt-Nelson's insight:
"The purpose of this article series is to provide a framework for the integration of academic and behavior supports for each tier of intervention in a Response to Intervention (RtI) model. In this first article in the series, we include a rationale for combined academic and behavior supports. The second article involves a discussion of the universal academic and behavioral reform that is needed to arrive at an integrated model. The third article provides a description of supports for groups of students who do not respond to the core curriculum based on the nature of their needs. The fourth and final article includes an overview of how to identify strategies for intervention and how to establish progress monitoring for students with the most intensive needs."
Data isn’t about what we think is happening in our schools; it’s about information that is systematically collected and presented in a form that can help educators clearly and accurately see what’s happening in their schools and districts. And, according to noted systems expert Peter Senge, an accurate assessment of current reality is a prerequisite to any change effort: “In moving toward a destination, it is vital to know where you are now.”1
Continuing the efforts of the Federal Supportive School Discipline Initiative, the U.S. Departments of Justice and Education are hosting a Supportive School Discipline (SSD) Webinar Series. The Series is designed to increase awareness and understanding of school disciplinary practices that push youth out of school and many times into the justice system, and provide practical examples of alternative approaches that maintain school safety while ensuring academic engagement and success for all students.
2014 webinars are taking an indepth look at the School Climate & School Discipline: A Guidance Package
External Links icon
ED and DOJ released in January 2014. As each webinar is scheduled, they will be posted here. Also, in 2013, the webinar series featured seven events on key school discipline issues. To access archived recordings and slides from those events in the series, click on the titles below. Additional information on the Series is also below,
"This guidebook outlines a model SPRINT (School Prevention, Review, and Intervention Team)/RtI2 system that has been used across the country as part of Project ACHIEVE’s effective school and schooling system. Written as an “Implementation Guide,” a school or district could adopt, use, and/or adapt this document to organize its multi-tiered RtI2 policy, procedures, actions, and decision rules."
Having thought deeply about reward systems and people's concerns about tangible goodies, I now feel that the important thing is that we pay attention to the RIGHT things; we acknowledge the GOOD as often as possible so that our energy and attention TELLS kids that it pays to be a decent human being within the community.
This is more about where we put our energy and the message that sends to others! If our attention is always on correcting and redirecting, that sends a message and interferes with good relationships.