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MTSS-B (Behavior)

What is behavior?

‚ÄčBehavior is something that a person does that can be observed, measured, and repeated. When we clearly define behavior, we specifically describe actions (e.g., Sam talks during class instruction). We Respect Handdo not refer to personal motivation, internal processes, or feelings (e.g., Sam talks during class instruction to get attention).

Why define behavior?

A prerequisite for measuring behavior is to be able to operationally define the target behavior (i.e., the behavior to be changed or the problem behavior) as well as the desired behavior. Being able to operationally define a behavior is important because it helps teachers to:

  • Collect data on the behavior, either by observing the student or by asking others about the student
  • Collect accurate information about when the behavior occurs
  • Optimize the available services or supports for data collection
  • Focus on the interaction between the environment and student instead of assuming that innate issues are the behavior’s source (e.g., “He’s a troubled kid.”)
  • Describe what they want their students to do in an unmistakable manner so that others can assist in their efforts
  • Design an appropriate intervention
  • Determine whether the behavior has changed once an intervention has been implemented
  • Write individualized education program (IEP) behavioral goals and objectives, conduct functional behavior assessments, and communicate with others (e.g., parents, other teachers, guidance counselors)

Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP PBIS collageTechnical Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of MTSS. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.

Both MTSS and PBIS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. Our goal is to describe the shared (identified in bold) characteristics of these approaches as a basis for highlighting how best to meet the needs of children experiencing academic and social difficulties in school.

 

 

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School Improvement Plans submitted to WDE

 

At the regular board meeting on Monday, December 16, 2019, the School Improvement Plans for 2019-20 were approved for each of the six Platte County #1 schools. These plans outline the goals and efforts to increase student achievement to meet the Wyoming Accountability in Education Act as set by the legislature. These plans will be submitted for review to the Wyoming Department of Education. Each school will continue to update these plans as a part of our continuous improvement process to help us “Reach the PEAK.” There are many opportunities for staff and community members to be involved in helping us improve. If you are interested, contact a building principal or take advantage of the many opportunities to provide feedback on our efforts.  Please click HERE to view the 2019-20 School Improvement Plans.

 

 

 

District Policy Review

review

On Monday, August 17, 2020, at the regular board meeting in Glendo, the District Policy Review Committee presented Title IX policies for first reading to the Board of Trustees.  No official action is needed at this time, though a thorough review should be completed to ensure board compliance.