SECTION 2 – Tier 1: Differentiated Core Plans
SECTION 3 – Early Warning System
SECTION 5 – Behavior
SECTION 6 – 504 Plans
SECTION 7 – Guided Tiered Plans

Component 7: Behavior

Behavior Tier 1 Expectations

The school-wide expectations must be set before the Tier 1: Differentiated Core Plans can be created – and can ONLY be set by someone with Building Access (Principal, Assistant Principal, Coach, Counselor, etc.)

  • Click on the Menu box in the upper left hand corner of the screen
  • Click on Management
  • Click on PLC Management
  • Click on Behavior Tier 1 Expectations
  • Your screen will look like this:
    • This is where you will set the school-wide behavior expectations
      • PBIS Matrix
      • Code of Conduct
      • School-wide Behavior Plan
    • Click on ADD NEW under any of the columns to add items
    • A text box will appear where you can add items
  • Repeat this process for the other columns until you have set Instructional, Curricular, and Environmental expectations for your school>
  • See Example:

Setting the School-wide Behavior Plan:

Stored! is designed strategically so that the school-wide Tier 1: Differentiated Core Instruction Plan gets entered 1 time, and then automatically populates into the specific grade levels as set

  • Click on the Menu Box in the upper left corner of the screen
  • Click on Management
  • Click on PLC Management
  • Click on Behavior PLC Plan

Filter to the appropriate site (if necessary), and then click on EDIT next to Behavior

Note: if you click on VIEW, you will NOT be able to type into the fields within the plan

Complete PLC – Tier 1: Differentiated Core Instruction Plan for Behavior

    • Analyze the Data
      • This section could be set strategically so that grade/departmental teams would just enter their numerical data into
      • Example statement:For the _(prior year)_ school year, the _(grade level/department)_ team had a total of __ ODR’s (__% of total school-wide ODR’s), __ ISS days (__% of total school-wide ISS days), __ OSS days (__% of total school-wide OSS days), __ Bus Incidences (__% of total school-wide bus incidences).
    • PLC Instructional Expectations
      • Instruction: click on the drop down arrow and choose from the preset expectations that were set in the Behavior Tier 1 Expectations section
      • Curriculum: click on the drop down arrow and choose from the preset expectations that were set in the Behavior Tier 1 Expectations section
      • Environment: click on the drop down arrow and choose from the preset expectations that were set in the Behavior Tier 1 Expectations section
    • Select Core Best Practices
      Note: This is an optional feature for schools who do not have a strategic School-wide Behavior Plan or Matrix established
  • A bank of research based best practices for delivering instruction effectively for behavior
  • Develop and Implement Action Plan

    • Who: set this section as a template for each individual grade level/department to enter during their PLC meeting
      • __ Grade Team of Teachers
    • What: List the established school-wide expectations
    • Where: All settings should be typed into this section
    • How Often: see suggested teaching of behaviors below:
      See sample behavior plan in the Guided Tiered Plans section of the User Manual
      • Data Evaluation

    Note: Set this section as a template for each grade level/department to enter in actual data during their PLC discussion – See sample behavior plan in the Guided Tiered Plans section of the User Manua

      • Baseline Data: This is the data stated in the Analyze the Data section
      • Short Term Goal: A goal for Middle of Year (MOY) should be set for percentage of students who receive ODR; ISS; OSS; Bus Incidences; etc. – and should be attainable and based on the baseline data
      • Long Term Goal: A goal for End of Year (EOY) should be set for percentage of students who receive ODR; ISS; OSS; Bus Incidences; etc. – and should be attainable and based on the baseline data and MOY data
    • Measurement Strategy

      • Who: set this section as a template for each individual grade level/department to enter during their PLC meeting
        • __ Grade Team of Teachers
      • What: List the data that is/will be analyzed
      • How Often: 2-3 times per year
    •  – The next section does not get completed until the PLC team is reviewing data following the next universal screening/universal assessment window and making a data-driven decision for overall grade/department
    • Click on Save – The Tier 1: Differentiated Core Instruction Plan will auto-save as you type, but better to be safe!

    Notes:

    • PLC Teams will see this completed template when they click on EDIT next to Behavior in the PLC link for creating/viewing their Tier 1: Differentiated Core Instruction Plans
    • PLC Teams will enter in their specific Grade/Department and the data specific to their Grade/Department in the template for the following sections:
      • Analyze the Data
      • Develop and Implement Action Plan
      • Measurement Strategy
    • Refer to the Tier 1: Differentiated Core Instruction Plans section for completing these plans

    Moving a Student to Tier 1 At-Risk

    • Follow the step-by-step directions in the Moving Between Tiers section of the manual

    Classroom Management Checklist

    • Determine effectiveness of the classroom management system to determine if behavior is a teacher or student issue

    Moving a Student to Tier 2

    • A student’s individual file will look like this:
    • Click on the yellow Move Student to Tier 2 For Next Cycle
    • Stored! will prompt you choose between Internalizing and Externalizing behaviors
      • Internalizing Behaviors: If this choice is selected for a student, the only person who will be able to view/edit the documents will be the Counselor for that specific school
        • This is due to confidentiality laws/rules
        • It will be apparent that the student is in Tier 2 (or Tier 3) for behavior, however the Review Document Checklist items will not be accessible to any who hold teachers, building, or district access
          • The system will prompt those other than the counselor to see the Counselor for more information
        • Externalizing Behaviors: If this choice is selected for a student, then the system functions the same way as the academic side and may be viewed/edited by any teacher that works with that student, as well as all who hold building and district access

    Tier 2 for Behavior

    • Completing observations of the individual student displaying unwanted behavior is necessary to collecting data
      • Frequency Charts
      • ABC Charts (antecedent/behavior/consequence)
    • Use the data collected to complete a Functional Behavior Analysis
    • This is help to establish the function of the individual student’s unwanted behavior – which is imperative to designing an individual behavior plan
      • Competing Pathways (see below)
      • Functional Behavior Analysis Template
    • Collect data to determine if unwanted behavior is decreasing and wanted behavior is increasing

    Behavior Progress Monitoring

    • Track interval behavior data of a student based on desired behavior, alternative behavior, and problem behavior to determine effectiveness of the intervention being implemented

    Tier 3 for Behavior

    • Behavior Intervention Plan (BIP)
      • A Behavior Intervention Plan is completed if an individual student is in need of more intensive supports of an individual behavior plan
    • Complete Review Document Checklist items as set by your district

    Competing Pathways
    NOTE: This is the plan that you will see after entering Tier 2 for Behavior – this is different than the Student Learning Plan at Tier 2 for Academics!


    Notes:

    • Complete Review Document Checklist items as set by your district
    • See Moving Between the Tiers section for how to:
      • Upload documents
      • Complete online documents
      • Add additional documents